Assessing pupil knowledge of the sequential structure of numbers

Assessing pupil knowledge of the sequential structure of numbers

This article by Wright and Ellemor-Collins provides insight into assessing knowledge of sequential structure and argues that this is important basic number knowledge. The report draws on results
from a three-year project which has the goal of developing pedagogical tools for intervention in the number learning of low-attaining third- and fourth-graders (8- to 10-year-olds). These tools include assessment tasks to inform intervention. The report focuses on four groups of assessment tasks that collectively enable detailed documenting of pupils’ knowledge of the sequential structure of numbers. Tasks and pupils’ responses are described in detail.

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Welcome to the new Maths Recovery website.

Thank you to @Collab_LR and @NAMA_UK for a great #cpdsaturday with @watanabeKSU exploring #TTP. Rich discussion face to face for a change… @geoffwake1 @RuthTrundley @mattlewis73 @AccomplishEdu @ProfSmudge @mikeaskew26

Treat your class to some lovely new puppets - THEY’RE CURRENTLY HALF PRICE!

Puppets are great learning resources, use them to:

🌟Bring your story telling to life
🌟Help children with counting
🌟Help children to understand school expectations and reinforce behaviour policies

1. Use 7,3 to make 2-dig numbers. Find the diff. between them. M

2. Try 6,2. What do you notice?

3. Try some more. Reorganise the results.

4. What’s changing, what’s stays the same? Why?

Teaching through problem solving with @watanabeKSU at @Collab_LR @NAMA_UK

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