Bubble Splat!
Splat a bubble! You will reveal a
word, a number or a symbol - try
and predict what links all of the
bubbles…
pentagon
octagon
hexagon
square
decagon
80
40
8
64
32
36
49
64
16
4
4
8
2
1
16
cm
mm
km
6
10
3
15
21
Thanks for playing!
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
Recall
To 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 counterarguments.
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
→
↓
+9
→
X7
→
-6
→
X7
→
÷3
→
X3
→
-8
X5
↓
→
↓
→
÷2
↓
↓
↓
→
X9
↓
↓
↓
÷3
→
↓
↓
X5
+6
-5
↓
→
End
tables . . .
Here is a number what
might
the question have been?
121
Here is a
calculation.
Can you write a
word problem for
it?
43 – 17 = 26
What Is An
Outstanding Session?