inset

1. IMPLEMENTATION
AND EVALUATION
OF PPA’S IN
QUALITY

3. QUARTERLY TEST MPS-
MATH
Grade First Quarter Second Quarter
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Results for the first and second quarter shows a slight
increase but still does no meet the proficiency level.

4. PROJECT BONUS- Basic Operations, Numeracy
Understanding and Skills
• MAIN OBJECTIVE
– To improve the abilities in solving fundamental operations
and problem solving in Mathematics
Presentation title 4

5. • 1. Intervene early and maintain the focus
• 2. Know what students can do and target
teaching accordingly
• 3. Have clear and transparent learning goals
• 4. Focus on teacher professional learning
that improves the teaching of literacy and
numeracy
ACTIVITIES

6. • 1. Listen to 'the pupil voice'
• Listening to your children whilst achieving the national curriculum
objective is number one on our list. Allow your pupils to make creative
choices in their learning and encourage them through coaching to
identify their own learning needs. Your pupils will tell you what
interests them, then it’s up to you to embed learning into their
interests.
• 2. Let the children build a business enterprise
• Buying, selling, supply chain, sales, marketing and finance are all job
roles that can be undertaken by little people. Get them to write an
application for the jobs they want, whilst building teams that sell,
earn, and run profitable businesses. Teaching children the value of
things, the importance of applying ideas, commitment and execution
of strategy are all valuable skills that allow children to learn whilst
having fun and thinking practically.
Getting young children passionate and enthused about
literacy and mathematics can sometimes be problematic, so
here are 10 ways to improve literacy and numeracy skills in
the class.

7. • 3. Encourage literacy at home
• Get parents and responsible adults involved, challenge the children
(and adults) to read in unconventional places (on a fairground ride, on
top of the washing machine, or in the shed!?) … the children should
take photos and write their account of it (along with synopsis of their
chosen story). Family literacy nights are also important, encourage
parents to promote the books they used to love as children, and all
read them together.
• 4. Fit bodies and minds
• Incorporate physical activity and the great outdoors with your literacy
and maths. Count running laps of the playground, work out how many
laps are in a mile, measuring out metre lunges or how many star
jumps can be achieved in 30 seconds. Likewise, embrace dynamic
adaptive learning techniques, such as a nature walk to collect
objects that form an acrostic poem. Get them out, get them learning,
get them having fun.

8. • 5. Build things
• Using fine and gross motor skills to build something with a practical
purpose i.e. a bench, bird seed table or herb garden is not only a
bonding experience for peers and friends, but an application of real
life skills such as exact measuring, counting, twisting clockwise and
anticlockwise; with a visible output and a real-world purpose that the
children can evidence and be proud of.
• 6. No budget, no problem
• Negotiation, persuasive writing, creative problem solving. Ask the
children what they would most like to see in the school playground
and get them to come up ideas as to how they might get it, think
of a name, produce purchase costings, a budget (if any), and write
instructions for use i.e a herb garden, mud kitchen, sand trays, reading
huts, a phonics bus, a reading rocket, an upside down fountain – let
their imaginations run riot – if they can work out a way to make it
happen, who knows where you could end up!

9. • 7. Practice that feels like play
• Engage children in their own, personalised learning and inspire out of the box
thinking with imaginative play. Encourage the pupils to think about the job
they would most like to do as an adult. What research do they need to
undertake? What sort of questions might they need to ask? How will they
work out their weekly salary? Self-directed activity, hands-on learning and
collaborative play make learning fun and pupils often take greater
responsibility for their own learning.
• 8. The element of competition
• Some children, statistically boys, struggle with the concept of poetry, but have
no problem with writing raps and lyrics. Why not have a rap battle? Exploit
the power of story, rhyme, drama and song to fire children’s imagination and
interest (boys as well as girls).
• 9. Be brave
• Staff need to be empowered with confidence to make their own founded
professional decisions, to innovate and experiment with the creative
approaches that can be taken in learning and the confidence to take risks,
buck the trend and try something new. Setting up a safe environment to do
so will help to reduce any associated risks but be brave. Nothing changes
whilst staying the same.
• 10. Learn from others
• Listening and learning from others is a key skill instilled into small people and
one that adults should heed. Visit other schools, bring in the professionals
and don’t be afraid to sponge ideas from all areas of life!

10. What is Numeracy
Numeracy is NOT LIMITED to the
ability to use numbers, to add,
subtract, multiply and divide.
(Literacy and Numeracy for Learning and Life, DES 2011)

11. Definition of Numeracy
Numeracy encompasses the ability to
use mathematical understanding and
skills to :
• solve problems
• meet the demands of day-to-day
living in complex social settings.
(Literacy and Numeracy for Learning and Life, DES 2011)

12. Definition of Numeracy
Numeracy involves being able to:
• Think and communicate quantitatively
• Make sense of data
• Have a spatial awareness
• Understand patterns and sequences
• Recognise situations where mathematical
reasoning can be applied to solve problems.
(Literacy and Numeracy for Learning and Life, DES 2011)

13. The Teaching and Learning Quality Framework
13
Teaching & Learning
Learner
outcomes
Learning
experiences
Teachers’
practices
• Attainment
of subject and
programme
objectives
• Learning
environment
• Engagement in
learning
• Learning to learn
• Preparation for
teaching
• Teaching
approaches
• Management of
pupils
• Assessment

14. PROBLEM SOLVING ACTIVITIES
• No. 1 – Create a visual image
• One option is to teach children to create a visual image of the situation. Many
times, this is an effective problem-solving skill. They are able to close their eyes
and create a mind picture of the problem. For younger students, it may be helpful
to draw out the problem they see on a piece of paper.
• No. 2 – Use manipulatives
• Another activity that is ideal for children is to use manipulatives. In a situation
where the problem is space-related, for example the children can move their desks
around in various ways to create a pattern or to better visualize the problem. It’s
also possible to use simple objects on a table, such as blocks, to create patterns or
to set up a problem. This is an ideal way to teach problem-solving skills for math.
• No. 3 – Make a guess
• Guessing is a very effective problem-solving skill. For those children who are
unlikely to actually take action but are likely to sit and ponder until the right
answer hits them, guessing is a critical step in problem-solving. This approach
involves trial and error.

15. PROBLEM SOLVING ACTIVITIES
• No. 4 – Patterns
• No matter if the problem relates to social situations or if it is
something that has to do with science, patterns are present. By
teaching children to look for patterns, they can see what is happening
more fully.
• For example, define what a pattern is. Then, have the child look for
any type of pattern in the context. If the children are solving a
mystery, for example, they can look for patterns in time, place or
people to better gather facts.
• No. 5 – Making a list
• Another effective tool is list making. Teach children how to make a list
of all of the ideas they come up with right away. Brainstorming is a fun
activity in any subject. Then, the child is able to work through the list
to determine which options are problems or not.
• Classroom problem-solving activities like these engage a group or a
single student. They teach not what the answer is, but how the
student can find that answer.

16. PROBLEM SOLVING ACTIVITIES
• 1. Brainstorm bonanza
• Having your students create lists related to whatever you are currently
studying can be a great way to help them to enrich their
understanding of a topic while learning to problem-solve. For
example, if you are studying a historical, current or fictional event that
did not turn out favorably, have your students brainstorm ways that
the protagonist or participants could have created a different, more
positive outcome. They can brainstorm on paper individually or on a
chalkboard or white board in front of the class.
• 2. Problem-solving as a group
• Have your students create and decorate a medium-sized box with a
slot in the top. Label the box “The Problem-Solving Box.” Invite
students to anonymously write down and submit any problem or issue
they might be having at school or at home, ones that they can’t seem
to figure out on their own. Once or twice a week, have a student draw
one of the items from the box and read it aloud. Then have the class
as a group figure out the ideal way the student can address the issue
and hopefully solve it.

17. PROBLEM SOLVING ACTIVITIES
• 3. Clue me in
• This fun detective game encourages problem-solving, critical thinking and cognitive
development. Collect a number of items that are associated with a specific profession, social
trend, place, public figure, historical event, animal, etc. Assemble actual items (or pictures of
items) that are commonly associated with the target answer. Place them all in a bag (five-10
clues should be sufficient.) Then have a student reach into the bag and one by one pull out
clues. Choose a minimum number of clues they must draw out before making their first guess
(two- three).
• 4. Survivor scenarios
• Create a pretend scenario for students that requires them to think creatively to make it
through. An example might be getting stranded on an island, knowing that help will not arrive
for three days. The group has a limited amount of food and water and must create shelter
from items around the island. Encourage working together as a group and hearing out every
child that has an idea about how to make it through the three days as safely and comfortably
as possible.
• 5. Moral dilemma
• Create a number of possible moral dilemmas your students might encounter in life, write
them down, and place each item folded up in a bowl or bag. Some of the items might include
things like, “I saw a good friend of mine shoplifting. What should I do?” or “The cashier gave
me an extra 1.50 in change after I bought candy at the store. What should I do?” Have each
student draw an item from the bag one by one, read it aloud, then tell the class their answer
on the spot as to how they would handle the situation.

18. 1.Understand and explore the problem
2.Find a strategy
3.Use the strategy to solve the problem
4.Look back and reflect on the solution
Students move forward and backward as they move through the problem-solving process.
Pólya’s Principals of Problem-
Solving

19. THANK YOU