Supporting a Smooth Transition between KS2 and KS3.
WELCOME
Please do take
the chance to make a drink before we get started…
Try these:
2487-995
19+17+14+21+13
6 x 2 x 5 x 5 x 2 x 3
8 x 113 x 12.5
1.4 ÷ 0.2
128 x 26 + 36 x 52
SURVEY RESULTS
Alison
What sort of pupil
does this describe?
HIGHEST PRIORITIES
How can we have 7 without 6?
Because it would demonstrate an understanding of place value and
skills that could be applied in other contexts (e.g. reading scales) and
the application of an understanding of place value, fluency of
factual knowledge of fractions, decimals and measures.
MY PRIORITIES?
Encompasses multiplication and addition facts and an understanding of
multiplicative relationships which underpin so much of the KS3 curriculum.
Demonstrates an understanding of calculations which supports the
algebraic thinking to come and allows for flexibility in calculation strategies
rather than an over-reliance on remembering methods.
MY PRIORITIES?
This encompasses simplification and paves the way for being able to see how common denominators support working with fractions. Without the understanding of
equivalence, the ability to simplify fractions is unlikely to be applied appropriately: 11 22 = 22 44 22 44 − 11 22 = 11 22 (Seen in Y5 work)
SECURING PLACE VALUE
How can we have 7 without 6?
ncetm.org.uk
6NPV-3 NUMBERS UP TO 10,000,000 IN THE LINEAR NUMBER SYSTEM
3 10
0 1 2 4 5 6 7 8 9
• What does each interval on the number line increase by?
• What number do you estimate the arrow is pointing to? What information helped your estimate?
• Which multiples of one is the arrow in between? Which multiple is it closest to? Is it before or after the unlabelled half-way point between the two known values? What about the quarter and three-quarter points? Repeat for all the arrows.
ncetm.org.uk
6NPV-3 NUMBERS UP TO 10,000,000 IN THE LINEAR NUMBER SYSTEM
1 litre
• What do you estimate the volume of the liquid in the jug to be? Give your answer inlitres and millilitres.
• Would 0.3 litres be a reasonable estimate? • How do you know it is more that 0.5 litres? • Where would 0.5 litres be on the scale?
Where would 0.75 litres be on the scale? • How can these benchmarks help to make a
ncetm.org.uk
6NPV-4 READING SCALES WITH 2, 4, 5 OR 10 INTERVALS
0.25kg
1.75kg
3.5kg
• Are all of the scales the same? What is the value of each interval?
• Click to reveal the final location of each arrow. What value is it pointing at? How do you know?
The first arrow has moved one interval, it is pointing at 0.25kg.
Each kilogram has been split into four equal parts. Each interval is worth 0.25kg.
ncetm.org.uk
6NPV-3 NUMBERS UP TO 10,000,000 IN THE LINEAR NUMBER SYSTEM
3,000 10,000
0 1,000 2,000 4,000 5,000 6,000 7,000 8,000 9,000
• What does each interval on the number line increase by?
• What number do you estimate the arrow is pointing to? What information helped your estimate?
• Which multiples of one thousand is the arrow in between? Which multiple is it
closest to? Is it before or after the unlabelled half-way point between the two known values? What about the quarter and three-quarter points? Repeat for all the arrows. • Where would 100 be located? 2,900? 7,990? Repeat for other values.
ncetm.org.uk
6NPV-4 READING SCALES WITH 2, 4, 5 OR 10 INTERVALS
• Could each square be worth 100? Why not?
• What is the correct value of each square? How do you know?
• What are the mid-points between each labelled value?
• What is the value of the red bar? What is the value of the blue bar?
• What is the difference in value between the bars? Explain how you know.
Video, powerpoint and supporting document
ncetm.org.uk
PART 1 – THE BIG IDEA
What do pupils need to know?
How can we have 7 without 6?
RESOURCES TO SUPPORT
234 123
NUMBERS BETWEEN
234 231 200 176 170 150 123234 231 200 176 170 150 123
