# 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
focus
Numeracy through a story in
the Early Years

Cinderella
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.

Calculating
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
openings.

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
coins

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
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.”

how many of each drop
they had to put in to
change the colour. So
the children were
The children enjoyed role playing at being a wizard or
fairy godmother.
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?

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
seeds
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
slipper.

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.

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
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:
Used appropriate calculations to solve
problems
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
shapes

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
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
toes
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
divisibility

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
numbers.
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
1000
•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!!
Using ideas taken from the story the children
scale and understanding of measure.
Numeracy skills used:
•Place value – dividing
by 10
and using it to
accurately measure a
circle
•Proportion and
appropriateness of
number
•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
more.”
“It was great finding notes in class and getting the
invite in the post!”
Summary
Pros                                 Cons
• Heightened enjoyment of            • Insufficient challenge in
maths
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
maths
• A variety of objectives across
two curriculum areas could be
covered in one activity

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