PDF Measures at Key Stage 2 Download
- Author: Frances Mosley
- Publisher: Nelson Thornes
- ISBN: 1874099677
- Category : Mathematics
- Languages : en
- Pages : 133
Resources for teaching children about measures and units at Key Stage 2 level.
eBook downloads, eBook resources & eBook authors
Each ebook in this unique Maths Mastery series developed by experts covers all the essential skills for children in the first stages of their maths journey. Every topic is supported by clear examples and helpful hints to encourage proficiency. Aimed at children aged 9-10, this full-colour ebook will help your child learn about different types of graphs and ways of measuring, recording and presenting data. It's attractively illustrated and led by appealing characters who offer useful tips to children (and parents) that make learning accessible and interesting. Every child can learn Maths with Maths Mastery. © 2022 Maths - No Problem! All rights reserved.
This resource provides teachers with complete coverage of the National Curriculum for maths Key Stage 1, and is compliant with the National Numeracy Strategy (NNS). The material is directly linked to separate copiable pupil activity sheets.
PLEASE NOTE - this is a replica of the print book and you will need a pen and paper to complete the exercises Each ebook in this unique Maths Mastery series developed by experts covers all the essential skills for children in the first stages of their maths journey. Every topic is supported by clear examples and helpful hints to encourage proficiency. Aimed at children aged 7-8, this full-colour ebook will help your child learn about length, height, mass and volume. It's attractively illustrated and led by appealing characters who offer useful tips to children (and parents) that make learning accessible and interesting. Every child can learn Maths with Maths Mastery. © 2022 Maths - No Problem! All rights reserved.
Now in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS. Key areas include: The role of talk in learning maths Teacher questioning Development of children’s reasoning Creative engagement with maths Assessment for learning and self assessment Suggested resources for teachers including ICT Providing a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children’s understanding of key areas of mathematics, at reception, infant and junior levels. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organisation and assessment of mathematical learning in the classroom. Emphasising the importance of teachers’ own mathematical knowledge and offering clear guidance and practical advice, this book is essential reading for students, NQTs and practising teachers with a focus on primary mathematics.
This practical and popular guide to children′s common errors and misconceptions in primary mathematics is an essential tool for teachers and trainees. It supports planning for and tackling potential errors by enhancing understanding of the difficulties encountered in mathematical development.
A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 – 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no ‘bottom-line’ against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on – if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing.
The final volume of four, the authors, all specialists in the areas of the curriculum, consider how the concerns of ethnic groups may be addressed within the framework of the National Curriculum. Despite the indecision surrounding the structure, content, pedagogy and assessment of many components of the primary school curriculum, it remains that the multicultural nature of the population and of schools will develop. These developments and their educational implications must be considered if the educational system is to respond adequately.