# 030321_sleonard_maths_ict_numeracy_and_ict by xiaopangnv

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Useful Maths Web Sites

BBC Maths Sites
http://www.bbc.co.uk/education/numbertime/
http://www.bbc.co.uk/education/numberwork/
http://www.bbc.co.uk/education/megamaths/
http://www.bbc.co.uk/education/mathsfile/

http://forum.swarthmore.edu/

Maths Forum Ask Dr. Maths FAQs
http://forum.swarthmore.edu/dr.math/faq/

Maths Forum Library
http://forum.swarthmore.edu/~steve/

Maths Forum Selected K12 Puzzle Sites

http://forum/swarthmore.edu/library/selected_sites/prob.html

Maths Net
http://www.paston.co.uk/users/mathsnet/index.html

Fibonacci Numbers and Golden Section in Nature

http://www.ee.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibnat.html

The Nrich Primary Site
http://nrich.maths.org.uk/primary/index.htm

Sarah Leonard – Howden Junior School Inset
Ten Easy(ish) Ways to Include ICT in Numeracy Teaching

1. Make sure that the ICT you are using matches your learning objective. The @school
listings should make this easier. The list of topic-organised CD-Roms should also help.

2. Teach the mental maths part of a lesson using the computer to illustrate your point.
Function machines can be used to consolidate many aspects of +, -, x and ÷, and place value
consolidation is relatively easily done using Monty (DfEE) or Place Value (Maths Factory).

3. Find an easy programme you like which consolidates basic +, -, x and ÷ functions and use
this often with a range of children during mental maths sessions.

4. Teach the main, whole-class, part of a lesson using the computer to aid children’s
understanding. Many (if not most) of the programmes listed for your Year group’s
numeracy teaching are suitable for this purpose.

5. Give children in small groups or pairs the chance to work on the computer in
independent work. If you use the programme you have introduced during your whole class
teaching, the children should be able to respond to the task easily. Equally, if you want to
use a programme not previously introduced to the children, have the children on the
computer as your ‘group’. If you train these children, one could serve as a trainer for this
same programme in subsequent lessons.

6. Use the computer in your plenary to consolidate learning or move children on. Use the
plenary to teach the children how to use a programme you want to employ later in the
week.

7. Use data handling packages. They are easy to incorporate in most lessons that involve
constructing graphs or interpreting data, and produce professional results quickly and
easily. Data handling packages can also be used to enhance graphing and data handling in
Science and D&T.

8. There are now plenty of resources available for teaching shape and space. Remember
that Roamer can be used throughout the school for teaching direction, and LOGO is a very
valuable resource for teaching angle, shape, reflection, transformation, tessellation etc.

9. Link your maths teaching with the QCA units you are studying giving you more time to
tackle something else in ICT or in maths. Links include – spreadsheets in Y3, Y5 and Y6,
branching databases in Y4, Roamer in Y4.

10.     a. Remember at all times that USE OF THE CALCULATOR is part of ICT in Maths!!!
b. Your ICT co-ordinator is here to help!!

Sarah Leonard – Howden Junior School Inset
Sarah Leonard – Howden Junior School Inset

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