MATHS CONCEPTS COVERED:
Standards Ref:
C2
C3
C4
C5
C7
C8
C11
Add, subtract and multiply whole numbers using a range of strategies
Understand and use equivalences between common fractions, decimals and percentages
Add and subtract decimals up to two decimal places
Solve simple problems involving ratio, where one number is a multiple of the other
Solve problems requiring calculation with money
Convert units of measure in the same system
Extract and interpret information from tables
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Understand practical problems in familiar and unfamiliar contexts and situations, some of which are nonroutine.
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Identify and obtain necessary information to tackle these problems.
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Select mathematics in an organised way to find solutions.
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Apply mathematics in an organised way to find solutions.
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Interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations
Level One

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Identifying the actual question in the task
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Sorting out which pieces of information are needed
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Disregarding irrelevant information
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Thinking through a plan for solving a problem
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Selecting appropriate mathematical procedures to solve a problem
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Applying mathematical procedures correctly
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Laying out work clearly and sequentially
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Communicating solutions by writing them down so that they make sense
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Interpreting the impact of solutions
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ENTRY THREE LEVEL
- Add and subtract using three-digit numbers
- Solve practical problems involving multiplication and division by 2, 3, 4, 5 and 10
- Understand decimals to two decimal places in practical contexts
- Complete simple calculations involving money and measures
- Use metric units in everyday situations
Level One

Level One
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CONTENT OF PACK
- Smartboard files (Walking Problem, Sponsored Run, Charity Fair)
- Tutor guide
- Tutor lesson notes
ADDITIONAL RESOURCES NEEDED
- Smartboard
- Mini whiteboards
- Marker pens

TASK BRIEF:
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Description of tasks
There are three tasks designed to be delivered on an interactive whiteboard as part of whole-group teaching .
The aim of each task is to provide learners with opportunities to develop skills in tackling exam-style problems in functional maths at level one.
There are three problems:
- Walking problem
- Sponsored run
- Charity fair.
The purpose of each problem is to use the interactive whiteboard as a tool to explore problem-solving strategies with learners. Details of how to use each problem are given in the Tutor Lesson Notes provided.
Tutors can extend learning opportunities in all three cases by:
- Asking groups or volunteers to write on interactive whiteboard parts of or whole solutions to problems
- Using these to open up discussion on e.g. which solutions are easy to follow/ show how the answer is found step-by-step
- Using open questioning to elicit checking methods at each stage e.g. reverse operations.
Level One

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Teaching and Learning Strategies
The three tasks have been designed to give learners opportunities to:
- develop skills in sorting out what is relevant and what is irrelevant information when answering a cross-section of functional maths exam questions
- develop applying skills in calculating with money and measurements
- experience the process of planning how to solve functional maths functional maths problems
- develop skills in setting out solutions so that they make sense.
The interactive whiteboard is an excellent tool for whole-group problem-solving. Learners start the exercise by planning how to solve a problem in their groups; this maximises the chance of peer learning and creates an environment where learners are more comfortable about exposing misconceptions.
Asking volunteers to come to the front and develop solutions can increase confidence; it also means that all learners are participating, thereby learners. decreasing the chances of some learners ‘taking a back seat’.
Learners can drag items around the board and easily correct errors. The tutor can also easily highlight relevant information, move information around the board, and add spontaneous working out to the body of the question to help with explanations.
Tutors are advised to encourage learners to get involved with explaining to other learners strategies for planning when appropriate: this gives them opportunities to practice calculation techniques further and to explain techniques to other
Examiners in functional maths report that learners find the areas of checking and setting out solutions systematically difficult.
Although there is no explicit requirement to check answers in the text of the questions, the activities offer an ideal opportunity for tutors to ask groups to process both checking skills and setting out solutions.
The use of mini whiteboards means that players can try out potential procedures for themselves before committing any decisions at the front of the class. Learners often prefer using mini whiteboards to show ideas to each other as they can quickly erase mistakes and edit their working as the discussion develops.
Level One

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Rationale of teaching and learning strategies
These activities are designed to engage learners in using a more active learning approach; at any one time, learners are engaged with explaining procedures to each other, sharing plans for solving a problem with the whole group or listening and asking questions about decisions made.
The activities should act as a vehicle to enable discussion, with learners explaining to each other how to approach tasks.
Research has shown that when learners work in this collaborative way to share methods and results, it is more likely to lead to long- term transferable learning.
Using the interactive whiteboard allows solutions to be amended and develop alongside whole-group discussions. Learning functional maths by discussion enables learners to share ideas, to learn from each other, and to share common misconceptions in a non-threatening environment.
Using open questioning techniques with learners means that tutors are maximising opportunities to expose and challenge common errors and misconceptions as they arise.
Level One