Scottish Survey of Literacy and Numeracy (2011) Numeracy Activity 1 ‐ Teaching and Learning for Effective Numeracy Skills Activity 1 – Learners’ Understanding and Skills 1 What aspects of learning did pupils find challenging? Example of identified areas of
strength P4 Example of identified areas for improvement Pupils’ understanding Expected pupil responses P7
A measurement How much do the apples weigh? A 153 g B 150 g C 180 g D 190 g Challenging aspects of learning 
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B Fractions, decimal fractions and percentages What is the total weight of the fruit? P7 Expected pupil responses P7 1 7 of 630g The vet treated 120 animals last week. 9
of the animals were rabbits. 10 How many rabbits did the vet treat last week? Challenging aspects of learning 
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Scottish Survey of Literacy and Numeracy (2011) Numeracy Activity 1 ‐ Teaching and Learning for Effective Numeracy Skills Activity 1 ‐ Learners’ Understanding and Skills 2 Choosing one exemplar (A or B) from the examples on page1 discuss: How can we support learners’ understanding of these concepts? Teaching strategies Contexts for learning (numeracy across learning/application) Links to other aspects of numeracy to support the development of measurement or fractions decimal fractions and percentages Manipulatives/visuals/concrete experience How would you assess knowledge, understanding and skills in these areas? What would evidence of knowledge, understanding and skills look like? (consider breadth, challenge, application, familiar and unfamiliar situations) Scottish Survey of Literacy and Numeracy (2011) Numeracy Workshop 1 ‐ Teaching and Learning for Effective Numeracy Skills Activity 1 – Learners’ Understanding
& Skills 3 Sharing the standard – identifying significant aspects in learning Organisers Experiences and Outcomes I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure. What would you expect a child in P7, performing confidently in second level outcomes in measurement and fractions, decimal fractions and percentages, to know, understand and apply? Measurement MNU 2‐11a I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2‐11b I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object. Fractions, decimal fractions and percentages MNU 2‐11c I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. MNU 2‐07a I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method. MNU 2‐07b I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions. MTH 2‐07c