Developing Creativity through Literacy in Mathematics

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					Developing Creativity through
  Literacy in Mathematics
      Even Primary School
   Foundation Stage, Y2 and Y6
        Where did we start?
• The idea was inspired by the „Dramatic
  Mathematics‟ presentation seen on „Reach
  for the Stars‟ conference.
• Focus on one block for KS1 and KS2 and
  CLL and PRSN for FS
• We all agreed on Cinderella as a literal
Numeracy through a story in
     the Early Years

                             The objectives.
Numbers for labels and counting
Counts reliably up to three everyday objects.
Counts reliably up to six everyday objects.
Says number names in order.
Recognises numerals 1 to 9.
Counts reliably up to 10 everyday objects.
Orders numbers up to 10.
Uses developing mathematical ideas and methods to solve practical problems.

4. Relates addition by combining two groups.
5: Relates subtraction to taking away.
6: Begins to use the vocabulary involved in adding and subtracting in practical activities and discussion.
8: Uses developing mathematical ideas and methods to solve practical problems.

Shape, space and Measures
6.Uses language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
7: Uses language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities.
8: Uses developing mathematical ideas and methods to solve practical problems.

Communication language and Literacy.
Uses language to imagine and recreate roles and experiences.

Shows an understanding of the elements of stories such as main character, sequence of events and

Retells narratives in the correct sequence, drawing on language patterns of stories.
  In FS2 children worked solving addition problems in a spell
  shop. Calculating 4, 6, 8.

   Children used
   pictures from
   the story of                        Oliver worked in
   Cinderella to buy                  the clothes shop
   ingredients in the                  he added up 8p
                                       and 5p and gave
   spell shop.                        the shopkeeper 2
                                      2p coins and 9 1p

Outside we had a party wear shop and a spell shop for the children to
use the language of money and change as well as challenging children by
asking them to adding amounts together.
The children created their own
potions in the potion lab to be
just like the fairy Godmother.
                                    “I’ve put 4
                                  spiders in mine
                                  and 2 snakes so
                                  that I can make
          “I’ve put 33                  fire.”
         bugs into my
        potion to make
           a prince.”

                                          Some had to write down
                                          how many of each drop
                                          they had to put in to
                                          change the colour. So
                                          the children were
                                          adding the spots.
The children enjoyed role playing at being a wizard or
fairy godmother.
They made up their own spells, adding and taking
away stars from the magic box.
Some children counted the stars, to challenge some
children took away some of the stars and counted how
many were left. The children then read the magic
potion sheet, what did they have to do?

                                  Outside the children had pumpkin
                                  seeds, some counted with them
                                  and some added and took away
                                  making up their own games.

                                  “2 and 3 makes 5”
                                   Counting using
                                     the pumpkin
       We used lots of different ways to count, order and
       solve problems based on the story of Cinderella.

The children chose a number and
put that amount of jewels on their glass

        The children made their own clocks to help Cinderella tell the time.

Children used a variety of 2D and 3D shapes to build Cinderella’s castle
inside and outside.                               Children were very good
                                                  at deciding which shapes
                                                  were best for the different
                                                  parts of the castle.

    Outside as part of our guided reading children had to follow
               instructions on how to build a castle.
                  Year 2
• Ideas generated to fulfil objectives from
  Block B and link to the text.
• Text used was the traditional version of
  Cinderella which also linked to Literacy
  Unit 2 – Traditional Stories
Cinderella‟s next job was to make the dresses for her sister to wear to
 the ball but all she had to make the dresses was one of the sister‟s
        smelly old shoes! How would she make the dresses?

Solve problems using
                              Numeracy skills used:
measures and addition
                              Used appropriate calculations to solve
                              Supported methods using practical
                              equipment and drawings
                              Measured in non-standard units
  Cinderella needed to complete her jobs around the house and make
              necklaces for her sisters to wear to the ball.

Describe patterns and
relationships involving

Numeracy skills used:
Identify patterns as they review
results                                Differentiated through
                                       jobs to be completed
Continue a sequence                    and numbers of beads
Describe symmetrical patterns          used.
Design what Prince Charming castle would look like. Use 3-D shapes
 to make the castle and use symmetry and patterns to create a new
                            dance floor.

Visualise 3-D shapes –               Numeracy skills used:
sort and make
                                     Make and describe symmetrical
Identify symmetry in                 patterns
                                     Use modelling to create 3-D
                                     shapes using appropriate
                                     vocabulary to describe shapes
 The children received an invitation to the Ball! They had to dress up in
their best clothes. We waited for Cinderella but only had a glass slipper.
                     Who‟s foot would the slipper fit?

                                                  Derive and recall
                                                  multiplication facts for 2,
                                                  5 and 10 times table
                                                  Solve problems

Numeracy skills used:
Counting in steps of 2, 5
and 10
Recognise multiples of 2 in
pairs dancing
Recognise multiples of 5 in
Year 6
    Text – Cinder-Elly by Frances Minters

    •The text was examined alongside
    the learning overview and objectives
    for the blocks.
    •Ideas were generated that linked the
    two together
    •A series of lesson ideas were pulled
    together that could be adapted on a
    day to day basis.
    In order for Cinder-elly to go to the basketball game she needed to
 clear up the messy numbers her sisters had purposely dropped all over
                 her bedroom. Which team would get to go?

Sorting numbers
using tests of

                                   Numeracy skills used:
                                   •Understanding of factors and multiples
                                   •Organisation and classification of
Differentiated through tests       numbers using a range of criteria
used appropriateness of
number size
 Square Number Chants

The children were given 3 or 4 square numbers to
create a chant from. They needed to use ideas
from the text and assign given actions to the
         The Prime Number Hunt!
Which team would get the invite to
the big game?
In groups children had to hunt out the
most amount of prime numbers from
many hidden around the school.

                                   Numeracy skills used:
                                   •Understanding of prime numbers to
                                   •Reasoning and explanation as to why
                                   other numbers were not prime, using
                                   tests of divisibility.
                                   •Great discussions were observed
                                   •The debate went on long into lunchtime!!
Creating Scaled Basketball Courts
           Using ideas taken from the story the children
           were asked to recreate a basketball court using
           scale and understanding of measure.
                                      Numeracy skills used:
                                      •Place value – dividing
                                      by 10
                                      •Introduction of radius
                                      and using it to
                                      accurately measure a
                                      •Proportion and
                                      appropriateness of
                                      •Use of parallel and
                                      perpendicular lines
                 Pupil Voice
   The following quotes were provided by the
   children at various points in the unit:
“I love maths at the moment, it‟s well good!!”
“I wish we did maths like this all the time, it just
   seems really different.”
“Are we really doing maths?”
“I have really enjoyed working with my friends
“It was great finding notes in class and getting the
   invite in the post!”
Pros                                 Cons
• Heightened enjoyment of            • Insufficient challenge in
                                       some areas for the more
• Plenty of opportunities for
   mixed ability groupings and         able pupils
   inclusion of SEN                  • Pitch was a bit wobbly in
• Maths in a context always            areas
   helps children connect with the   • Tenuous links – perhaps
   idea – even if it wasn‟t „real
   life!‟                              down to first go at
• Provided opportunities for           tackling maths
   older children to „play‟ with     • Resourcing and cost
• A variety of objectives across
   two curriculum areas could be
   covered in one activity