Ma1 Using and applying mathematics

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Calculator skills

Teacher's notes

• given a series of number sentences with brackets, where some of the number operations are missing, for example (63? 72) × (96? 84) = 1620, identifies the missing operations, (63 + 72) × (96 - 84) = 1620
• understands the role of brackets
• in more challenging questions, uses trial and improvement, adjusting operations to achieve the required result, for example (483 + 20) × (119 ÷ 7) = 8551.

Next steps

• explain choice of operations using accurate mathematical vocabulary, for example increase, decrease, product, quotient
• estimate to check that answers will be of reasonable size.

Tree diagram

Teacher's notes

• independently constructs a binary tree to classify a group of quadrilaterals
• knows the properties of quadrilaterals and sorts them into appropriate sets and subsets
• starts with a property that divides the set of quadrilaterals into two fairly equal subsets
• uses sophisticated properties such as 'Do the diagonals intersect at right angles?'

Next steps

• develop the last few stages of the binary tree to make sure that all quadrilaterals are uniquely classified, that is, that each branch ends with just one quadrilateral
• keep the quadrilaterals in place, remove the decision labels and challenge a partner to identify the labels that were used.

What the teacher knows about Louise's attainment in Ma1

Louise is becoming more independent when solving a range of problems and investigations, using mathematical content drawn from level 4 and level 5. She recognises the important information in a problem and, if necessary, breaks down the problem into smaller, simpler steps. If her current method is proving too difficult, then Louise takes a different approach. She is beginning to check as she works, reviewing her methods, and spotting and correcting errors.

Louise looks for ways to record systematically to help her to draw conclusions from her work. She chooses her own way to record, occasionally needing guidance. She uses appropriate mathematical vocabulary drawn from levels 4 and 5 when explaining her findings. She is beginning to identify rules for more complex sequences and patterns and to use algebra to express them.

Louise represents simple conclusions from her mathematics work and gives explanations of her reasoning. She is beginning to justify the methods she uses and her solutions. With support, Louise provides detailed descriptions of what she has done and reasons for her decisions.

Summarising Louise's attainment in Ma1

In Ma1 Louise is best described as working at the lower end of level 5. She is beginning to solve a range of problems and investigations in a variety of contexts. She records systematically and draws reasonable conclusions from her work. She explains and is beginning to justify her methods and solutions using some mathematical vocabulary. To make further progress within level 5, Louise needs to develop her use of symbols, words and diagrams to represent a range of problems and situations. She also needs to be more consistent in reviewing her approach, making adaptations or corrections when necessary and checking that her results are reasonable.