Numeracy
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Supporting in the Numeracy Hour
Each daily maths lesson is structured as follows:
- Oral work and mental calculation: 5 - 10 minutes.
This session is a combination of teacher input and pupil activities with the class working as a whole, in groups, pairs or individually.
- Main teaching activity: 30 - 40 minutes.
This part of the lesson is a combination of teacher input and pupil activities with the class working as a whole, in groups or individually.
- Plenary
session: 10 - 15 minutes
Support provided by the Teaching Assistant:
You need to plan and discuss with the teacher before the lesson what the main teaching points and activities of the lesson will be. As an assistant you will be able to help the teacher by differentiating work and suggesting activities. Feed back to the teacher information about how the pupils you support coped in the previous lesson and whether they had any significant successes or difficulties.
Some familiar tasks during Numeracy Hour
- You will probably be working with a small group of pupils or an individual pupil.
- Pupils with language or concentration difficulties may need supportive prompting to help them report back verbally. Prompting questions can do this.
- Getting pupils to teach each other is an excellent way of improving their use of language and their understanding of a new concept. If they get stuck, gently prompt with questions such as "What did you do next?" "How did you find that out?" etc.
- Some pupils who find learning mathematics difficult are likely to be at the concrete or pictorial stage of understanding a concept. They will need lots of practice using concrete apparatus, pictures and diagrams before they will understand written sums completely.
- The teacher is likely to suggest what apparatus or activities to use in supporting the pupil/s, but if you find that an individual or group is struggling with an activity do not be afraid to suggest the use of concrete resources.
- Repeat the teaching instructions given to the pupils by the teacher at the beginning of the session to remind the pupils of what it is they are trying to learn. You may need to do this several times.
- Playing games helps to make the regular over learning that these pupils will need more interesting and fun. Always try to make activities fun and enjoyable.
- When playing games with pupils, try to focus on the particular learning target that the game is reinforcing.
- In practical activities such as weighing, try not to take over, but guide and support using verbal instructions and be prepared to help clear up the mess at the end.
- Encourage pupils to talk about what they are doing and to reflect on what worked well and what did not. Ask the pupils to try to explain what they did and why they did it. Remember, the highest level of understanding anything comes when you can explain what you did and teach someone else to do it.
- The Numeracy Strategy emphasis that there is not just one way to solve a problem or sum. Be sure to praise pupils for finding different ways of working out problems, always encourage them to reflect on how they solved the problem.
Dyscalculia
You might find that you are supporting a pupil with Dyscalculia
Dyscalculia is difficulty performing maths calculations, a learning disability, which affects maths.
Dyscalculia has been defined as
- A deficit in skills of counting and calculating
- Difficulties in comprehension of instructions
- Failure to master skills required for operations
- Poor knowledge of number facts
- Inability to apply number facts when solving problems
- Inability to use calculations in 4 rules
- Inability to operate with symbols or numbers
Early experiences of number are influential in setting the attitudes to learning mathematics. If initial problems in mental calculations can be addressed then there are no reasons why a pupil with Dyscalculia should not achieve good grades in GCSE and beyond
If teachers are aware of the potential learning barriers and if they can present the work in ways, which minimise these effects, then the pupil with Dyscalculia can succeed in Numeracy
Strategies
and potential equipment for supporting pupils with Dyscalculia
- Verbalise in rhymes
- Repeating several times
- Sky writing
- Tracing with finger on table top
- Then proceed to writing on paper
- Matching activities
- Use of digit cards
- Magnetic numbers
- Visual discrimination
- Number Jigsaws
- Number Lines
- Number Squares
- Number fans
- Counters
- Unifix/multilink
- Dienes
- Function machines
- Target boards
- Curve stitching
- Straws
- Place value cards/mats
- Money
- Dice
Number Arc (similar to Alphabet Arc)
Wooden or magnetic numbers can be used and are particularly appropriate for younger pupils as an integral part of multi-sensory approach. They can be seen and felt and the pupils can verbalise as they work. The pupils can physically remove and replace numbers as necessary and corrections may be made leaving no evidence of errors. Older pupils may find a card or paper version more appropriate as they may perceive 3D numbers as babyish.
Questions to use during Number Arc
- Name the number (use a wide range of mathematical language)
- After 7
- Before 8
- Between 5 and 7
- Greater than
- Less than
- Remove or cover a card. What number is missing
With magnetic, wooden or card numbers
- Give the pupil a random selection of 3 numbers. Pupil is to place it in numerical order. Repeat this sequence 3 or 4 times
- Feely numbers. Put the numbers in a bag. Identify numbers by touch.
- Visual recall. Show, for 3 seconds, a card with a series of 3 numbers. Remove the card. The pupil is to recall and take out of the arc. Repeat 3 or 4 times
- Auditory Recall. Say a series of numbers. The pupil should repeat them and then remove them from the arc, arranging them in the correct numerical order.
- You can also use decimal numbers in the arc i.e. 1.1 1.2 1.3 1.4 etc
- Try with negative numbers i.e. -1 -2 -3 -4 -5 etc
Number Arcs
can have a wide range of uses if the numbers are changed to suit the ability
level of the pupil.
More information on Dyscalculia
http://www.ld.org/info/in depth/dyscalculia.cfm
http://www.dyscalculia.org.uk/
http://www.as.wvu.edu/~scidis/dyscalcula.html
More information on Numeracy Hour
http://www.dfes.gov.uk/numeracy/chapter3.shtml
http://www.educate.org.uk/teacher_zone/classroom/numeracy/
http://www.sparkisland.com/public/articles/numeracyhour_parents/?view=parent
http://www.woodlands-junior.kent.sch.uk/schnumeracy.html
http://www.geocities.com/rsdt_cy/gallery_2/2numeracy.htm
http://news.bbc.co.uk/1/hi/education/297881.stm
http://www.primaryresources.co.uk/maths/pdfs/3plan.pdf
http://www.geocities.com/usborneuk/page13.html
http://www.schoolweb.middlesbrough.gov.uk/
http://www.millenniumschools.co.uk/pub/middlesbrough/oakland/a.html
Numeracy Resources
http://www.standards.dfes.gov.uk/numeracy/publications/
Direct Link Here to listed Numeracy
Resources
