Session 3. Preparing students for the new GCSE specifications What works well? Sharing resources & good practice; resources to support functionality.
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Preparing students for the new GCSE specifications
What works well?
Sharing resources & good practice; resources to support functionality
Where are we with Functional Mathematics?
Problem solving strategies cannot be taught directly - that is by describing them and rehearsing them as procedures.
The teaching is indirect, drawing attention to strategies as possibilities for action in the
context of solving problems.
What information is given?
What do you need to find out?
Question:
What mathematics will you use?
What ifâ€¦..?
Working and solution:
(Ensure the solution relates back to the original problem. Consider the form of the answer i.e.should it be an explanation, a diagram, a percentage etc, and the units i.e money, ratio, algebra, cmsetc)
What information is given?
What do you need to find out?
Step 1
Step 2
Pupils need to choose what information they require from the question. This may include words, algebra and diagrams (or words translated into diagrams)
Pupils need to decide what it is they are looking for. They may wish to record intermediate steps towards the final answer.
Question:
What mathematics will you use?
What ifâ€¦..?
Step 3
Step 5
What range and content do they require to solve the problem?
Place the question in this box
Pupils are asked to consider what if questions in relation to the context given.
Working and solution:
Step 4
Pupils use this space to record their working and final solution.
(Ensure the solution relates back to the original problem. Consider the form of the answer i.e.should it be an explanation, a diagram, a percentage etc, and the units i.e money, ratio, algebra, cmsetc)
What information is given?
What do you need to find out?
What mathematics will you use?
What ifâ€¦..?
Working and solution:
(Ensure the solution relates back to the original problem. Consider the form of the answer i.e.should it be an explanation, a diagram, a percentage etc, and the units i.e money, ratio, algebra, cmsetc)
Information given:
Actual Question
Possible questions:
Solution to actual Question
Solution to chosen question:
CREATE A QUESTION
Information given:
Actual Question
Use a diagram, table or other information
Provide the actual question
Possible questions:
Solution to actual Question
Ask pupils to â€˜create questionsâ€™ around the information given and choose one to solve.
Pupils write in their working and give the solution to the actual question.
Solution to chosen question:
CREATE A QUESTION
Pupils solve their question or that of another group.
Information given:
Actual Question
Possible questions:
Solution to actual Question
Solution to chosen question:
CREATE A QUESTION
Put in the parts
Martha sells jars of jam at a farmersâ€™ market.
She has 80 jars to sell at Â£3 each.
She sells 50 jars and then reduces the price by 40%.
Martha then sells the remaining jars at the reduced price.
It costs her Â£95 to make the jars of jam.
Her target is to make a profit of at least Â£100.
Does she meet her target?
You must show your working.
(AQA Unit 2 November 2010 â€“ 5 marks)
Martha sells jars of jam at a farmersâ€™ market.
She has 80 jars to sell at Â£3 each.
She sells 50 jars and then reduces the price by 40%.
Martha then sells the remaining jars at the reduced price.
(c) How much money does she take from the reduced jars?
It costs her Â£95 to make the jars of jam.
Her target is to make a profit of at least Â£100.
(d) Does she meet her target?
You must show your working.
Where are we with Functional Mathematics?
New AQA Spec Resources