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# KS2 Numerical Reasoning Speaking Frames

Subjects
4th, 5th, 6th, 7th, 8th
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8.32 MB   |   87 pages

### PRODUCT DESCRIPTION

These speaking frames have been designed to support the progressive development and reinforcement of pupils’ numeracy skills and mathematical language. Mathematical talk is essential in developing children’s understanding of mathematics. If pupils are supported to articulate the process they will clarify their thinking. The speaking frames have been aligned to the Curriculum for Wales: revised programmes of study for Key Stage 2. The sentence starters for each year group are appropriate to the end of year outcomes and are an important vehicle for developing numerical reasoning.
The pack contains speaking frame mats for each year group from Y3 to Y7, and large speech bubbles for each sentence starter. The speaking frames can be used in a variety of ways including:
1) The sentence starters can be introduced to the children throughout the year in relation to the numerical reasoning focus. The large speech bubbles can be displayed as they are introduced. It is important that pupils are supported in their use of the sentence starters. Some pupils may initially need further support in the form of a choice of endings for the sentence starter. e.g. Sentence Starter
We need to know…
Choice of endings
…how many cars there are. …how much an apple costs. …how far the race is.
In the best practice, the speaking frames are developed throughout the school or cluster ensuring continued progression.
2) Pupils can use the large speech bubbles in whole class discussions about numerical reasoning.
3) Groups are allocated different sentence starters and prepare a presentation of how they solved the appropriate step of the numerical reasoning question. Pairs of groups combine and use the sentence starters to explain to each other how they have solved the problem.
4) Pupils can use the sentence starter mats to support discussions about how they can use their skills in mathematics effectively to solve problems and record their findings, developing an ethos of ‘numeracy’ where pupils see mathematical enquiry as a natural part of learning.
5) Pupils can be extended and supported through using sentence starters from different year groups.
6) Cards can be laminated so that pupils can use dry wipe pens to record notes, ideas or solutions on the back to support them in their discussions.
Total Pages
87
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