Bubble Splat!

Splat a bubble! You will reveal a word, a number or a symbol - try and predict what links all

of the bubbles…

hexagon

pentagon

square decagon

octagon

40

80

8 32

64

49

36

64 4

16

2

4

1 16

8

mm

cm

km

10

6

3 21

15

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A renewed and sharp focus on the use of mental mathematics would be beneficial and would particularly help under-attaining groups of children.

Under Attaining Children

• Having difficulty identifying related facts from known number facts

• Were reluctant to use their mental calculation skills

• Used formal written methods in preference to mental methods, as they believe formal methods were better.

Daily Oral/mental Work

• Expectation of ten to fifteen minutes daily mental / oral work

• Dialogue - paired talk / group talk• Resources – equipment / ICT• Mental strategies• Jottings – images, recording for another

audience

Mental Methods

It is crucial that mental methods of calculation are;

• Taught to children

• Not confined to starter activities in lessons

• Practised and used regularly, separately and in context

6 Rs of oral and mental work

• Rehearse – to practise and consolidate existing skills

• Recall – to secure knowledge of facts

• Revisit – to draw on and refresh some previous learning

• Refine – to build on earlier learning

• Read – to use mathematical vocabulary correctly

• Reason – to use and apply their previously acquired knowledge, skills and understanding to make decisions

Rehearse

• To practise and consolidate existing skills, usually mental calculation skills, sometimes set in a context to involve children in problem solving through the use and application of these skills.

14 36 9 63 15 90

Rehearse

• If you add 22 to 14 you get 36

• 36 divided by 4 equals 9

• 9 apples at 7p each would cost 63p

• 3 is a common factor of 63 and 15

• 15 multiplied by 6 equals 90

• 90 divided by 6 take away 1 equals 14

RecallTo secure knowledge of

facts, usually number facts, building up speed and accuracy.

Revisit

To draw on and refresh some previous learning, to assess, review and strengthen children’s previously acquired knowledge and skills that may be relevant to the main part of the lesson or may be an aspect of mathematics the children have had difficulty recalling.

12 24

Refine

To build on earlier learning, to extend ideas and develop and deepen the children’s knowledge and skills in the light of their previous understanding so that techniques become more efficient and precise.

Read

To use mathematical vocabulary correctly, to describe, explain and interpret features involving scales, tables or graphs, to identify shapes and list their properties.

Reason

To use and apply their previously acquired knowledge, skills and understanding to make decisions, predict and hypothesis, and support these with discussion, to agree an explanation and to present arguments and counter-arguments.

9

8

11

15

9

3

7

15

Number Conjuror

• Choose a number between 1 and 10• Double it• Add the number you first thought of• Add 18• Divide by 3• Take away the number you first thought of• Take away 3• Square the number

Start → + 6 → X 9 → ÷ 2

↓ ↓ ↓ ↓+ 9 → X 7 → ÷ 3 → X 5

↓ ↓ ↓ ↓X 5 → - 6 → X 3 → -5

↓ ↓ ↓ ↓÷ 3 → X 7 → - 8 → End

tables . . .

Here is a number what mightthe question have been?

121

Here is a calculation.Can you write aword problem for it?

43 – 17 = 26

What Is An Outstanding Session?