This exciting project aims to strengthen mathematics teaching and learning during the key transition years between primary to secondary education. Research consistently highlights the urgent need for action to address concerns relating to transition issues. In response, we have established this local network of schools to support effective transition approaches.
The NRICH team is leading this project as part of a wider collaboration with Felixstowe Academy and Trinity College, Cambridge. We are very grateful to Trinity College for its generous support of this project.
Third Day - provisionally scheduled for 24 June in Cambridge
To help make the transition from Primary to Secondary school as smooth as possible, Mandy Button (from Felixstowe Academy) has requested that all Year 6 students have a go at the following three problems during the summer term:
Mandy has selected suitable follow-up problems for the students to have a go at, at the start of Year 7.
Second Day (28 Jan 2020)
Building our Transition Curriculum Mapping Document - starting with Number
Here's our solution to Reach 100 (we allowed repeated digits and zeros):
Requiring fluency, reasoning and problem solving.
Over to you...
Split into three groups according to first three tabs of the Primary Curriculum Mapping Document:
Group 1: Number and Place Value tab
Group 2: Addition and Subtraction tab
Group 3: Mental Calculation, Written Calculation, Inverse Operations from Multiplication, Division and Ratio tab
Suggest where the problems should go in our Y5-8 mapping document by referring to the Secondary Curriculum Mapping Document
Time for sharing...
Here is our Year 5-8 Curriculum Mapping document so far
Angles Maths Hub's Improving Maths in Key Stages 2 and 3 (offers practical advice on using the EEF document)
Shifting times tables
1. Shifting Times Tables / Times Tables Shifts
2. Light the Lights Again and Charlie's Delightful Machine and A Little Light Thinking
3. Seven Squares
We also mentioned the following two articles that may be of interest:
Train Spotters' Paradise
Dave Hewitt alerts us to 'the richness that can be gained by looking at a particular situation in some depth, rather than looking at it superficially in order to get a result for a table and then rushing on to the next example'.
An Exploratory Approach
Kenneth Ruthven outlines a three-part approach to the teaching and learning of mathematics (exploration, codification, consolidation).
Please try out at least one of the tasks above with your students, and come back on 24 June prepared to share your experiences. You may also wish to try:
Mixing Lemonade to compare strategies. Followed up with sheet in the Teachers' Resources.
Moved on to sheets of short problems/primary tasks, to be tackled in 'chunks':
Heads and Feet
Zios and Zepts
Roses and Carnations
A Leg to Stand On
For each group of problems, we considered these key questions:
“... I would hope that all children could experience at a few moments in their careers ... the power and excitement of mathematics ... so that at the end of their formal education they at least know what it is like and whether it is an activity that has a place in their future.”