problem solving powerpoint ks2

I See Problem-Solving - LKS2

The ebook i see problem-solving - lks2 helps to break down problem-solving for all children. build-up tasks, support prompts and worked examples enable children to develop understanding. there are also a range of extension tasks and reasoning prompts that allow children to explore ideas at greater depth. the ultimate resource for teaching problem-solving in y3/4.

I See Problem-Solving - LKS2 Sample provides 5 free sample tasks. Most tasks have a build task, main question , a support prompt and  explain and extend features to deepen the challenge. There are sometimes practise questions too. The  worked examples  model the solutions to the main tasks step-by-step - download below for free. The 54 tasks span all areas of the LKS2 maths curriculum. The purchase price is £30 (£25 + £5 VAT) for the PDF digital download.

I See Problem-Solving - LKS2 Worked Examples (PowerPoint)

I See Problem-Solving - LKS2 Worked Examples (PDF)

Each task starts with a  build prompt to introduce the key concepts, generate discussion and activate prior learning. Here are two example build tasks: 

Now the children are ready for the main task . Often, complex mathematical concepts are explored with relatively small numbers. For many tasks there are multiple possible answers: some children will work to find an answer, whereas for others the challenge is knowing that they have found all possible answers. Here are two examples of the task prompt:

Some children will need extra guidance to help them to complete a task. They can access the support prompt, which may give a useful visual representation or it might focus children's thinking on one particular aspect of the question, leading them to the key thought process. This allows children to access help whilst maintaining a feeling of independence. 

Each task also has a range of  explain and extend tasks to allow children to explore the same ideas at greater depth. Children will need to find multiple answers, explain their thinking fully or apply their knowledge in a new way. These prompts step up the challenge and really deepen the thinking!

The 54 tasks of I See Problem-Solving - LKS2 cover all areas of the LKS2 curriculum (children aged 7-9). The sale price is £30. When ordered, the PDF file is emailed direct to your inbox for your use.

To purchase, click on the link below. If you need assistance ordering, please read the Frequently Asked Questions below or email [email protected].

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Problem Solving, Reasoning and Planning for Depth – FREE CPD PowerPoint for Primary School Maths

Anantha Anilkumar

Maths teaching is tough, and teaching Maths teaching is even tougher. Whether you’re a Maths Lead, a member of SLT or a teacher asked to deliver a CPD session on effective teaching of problem solving, the actual delivery can be a daunting prospect. 

At Third Space Learning we’re not just about providing quality maths interventions for pupils – we’re also about easing the considerable burden on teachers, including CPD. Some of you might already be familiar with the CPD videos on our online Maths Hub; to complement and expand on these, we will be releasing a series of CPD Powerpoints covering a wide variety of maths topics.

More details about upcoming PowerPoints can be found below, but we’ve already released our first CPD PowerPoint for free! Focused on ‘Problem Solving, Reasoning and Planning for Depth’, it’s perfect for covering this difficult topic during a staff meeting or INSET day.

A link to the PowerPoint can be found below, but if you’re looking for a breakdown of what it contains before you download, read on!

Problem Solving, Reasoning and Planning for Depth - CPD PowerPoint

A selection of slides to help improve teacher's understanding of how to teach problem solving and reasoning.

Problem Solving, Reasoning and Planning for Depth – Aims of the PowerPoint

While the overall purpose of this CPD PowerPoint is to improve teachers’ understanding of how to teach problem solving and reasoning, this can be split into several distinct aims:

• Establish a clear definition of what we mean by problem solving and reasoning.
• Outline the importance of problem solving and reasoning and the benefits of both.
• Explore some practical strategies.
• Clarify the principles of how to plan for problem solving and reasoning when approaching maths problems .

The order of these aims also reflects the most effective way to approach the topic; we identify exactly what we mean by the terms involved, why their teaching is important, how to go about teaching them, and lastly how to effectively implement them into your long-term planning.

Problem Solving, Reasoning and Planning for Depth – An Overview

With this order in mind, the slides begin with a series of interactive discussions centered on establishing how staff already approach problem solving, and why it’s important to teach pupils the same skills.

Reference is made to the National Curriculum’s key aims regarding pupils’ fluency with the fundamentals of maths and their ability to reason mathematically to solve problems, with example exam questions from both KS1 and KS2 involving a reasoning element.

This is followed by a more in-depth discussion of what exactly reasoning is, including how it may be interpreted and how skills such as metacognition can further enhance our reasoning abilities. This leads into a discussion of how to involve reasoning and maths problem solving in every lesson, with advice and examples of the kinds of questions that may be used.

From here the PowerPoint shifts to looking at how teachers can plan for deep embedding of problem solving and reasoning in their lessons. Initial focus is on how working together can help children develop problem solving skills, with a particular focus on the wealth of research underpinning this notion.

A wider discussion of how to develop group work in maths follows, with examples of strategies teachers may use. Another discussion considers the ‘curse’ of ‘real-life’ problems, and the importance of providing a range of problems to help pupils develop reasoning skills.

The final section of the CPD PowerPoint looks at how staff might practically plan and implement reasoning activities (as well as what should be avoided). Strategies for how a ‘simple’ problem can be adapted to involve reasoning components are covered, and a final activity involves planning out a reasoning activity (of any length) for use in maths lessons next week.

This was just a brief overview of what the PowerPoint contains – download it now to get to get all 52 slides and the guidance attached to each of them!

CPD PowerPoints Coming Soon

We’ll be releasing several more CPD PowerPoints for our Premium Maths Hub users in the near future. Below you’ll find some short summaries of what they’ll be focusing on.

1. Curriculum Design – Blocked Practice Vs Optimal Spacing 

This is about how to plan a curriculum.  By providing children with opportunities to revisit learning has been found to be better.  If learning is revisited too soon after the original learning they don’t need to work hard to retrieve knowledge that they have stored or processed recently.  (Dunlosky et al., 2013). Spacing can be implemented by dedicating part of a lesson to reviewing, re-exposing students to previously learned information or by using cumulative summative assessments.  

2. Mastery in Primary Mathematics

An overview of what mastery is in primary schools.  We look at research into maths mastery and the 7 points the NCETM paper from Oct 14 ‘Confidence and competence’ discusses.  Why we need mastery (ensuring children don’t rush through the curriculum, plugging gaps, making links etc). Also includes tips for planning mastery-based lessons at both Key Stage 1 and Key Stage 2.

3. Variation Theory

A slightly more technical CPD session. Starts with identifying what variation theory is and how it can be used to encourage reasoning in pupils. Comes with lots of examples to work through with the staff!  

4. Maths Talk and Questioning in Maths

Covers mathematical thinking , variation, scaffolding sentence starters to help pupils structure their ideas and more! Provides ideas of how to support memory of mathematical vocabulary (dingbats, etymology of words), ideas on enquiry and elimination and examples of barrier games.  Also discusses top questioning strategies to use (e.g. key problem solving maths questions as learning objectives, if this is the answer… what is the question?, just one more question).

You might also be interested in:

• KS2 Problem Solving
• KS3 Maths Problem Solving
• Why SSDD Problems Are Such An Effective Tool to Teach Problem Solving At KS3 & KS4

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Since 2013 these personalised one to 1 lessons have helped over 150,000 primary and secondary students become more confident, able mathematicians.

Learn how the programmes are aligned to maths mastery teaching or request a personalised quote for your school to speak to us about your school’s needs and how we can help.

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FREE Guide to Maths Mastery

All you need to know to successfully implement a mastery approach to mathematics in your primary school, at whatever stage of your journey.

Ideal for running staff meetings on mastery or sense checking your own approach to mastery.

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Handling Data KS2

This collection is one of our Primary Curriculum collections - tasks that are grouped by topic.

How Big Are Classes 5, 6 and 7?

Use the two sets of data to find out how many children there are in Classes 5, 6 and 7.

Take Your Dog for a Walk

Use the interactivity to move Pat. Can you reproduce the graphs and tell their story?

Real Statistics

Have a look at this table of how children travel to school. How does it compare with children in your class?

Venn Diagrams

How will you complete these interactive Venn diagrams?

The Car That Passes

What statements can you make about the car that passes the school gates at 11am on Monday? How will you come up with statements and test your ideas?

Class 5's Names

Class 5 were looking at the first letter of each of their names. They created different charts to show this information. Can you work out which member of the class was away on that day?

The Domesday Project

Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?

If the World Were a Village

This activity is based on data in the book 'If the World Were a Village'. How will you represent your chosen data for maximum effect?

This problem explores the range of events in a sports day and which ones are the most popular and attract the most entries.

Going for Gold

Looking at the 2012 Olympic Medal table, can you see how the data is organised? Could the results be presented differently to give another nation the top place?

Now and Then

Look at the changes in results on some of the athletics track events at the Olympic Games in 1908 and 1948. Compare the results for 2012.

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Marines say no more ‘death by PowerPoint’ as Corps overhauls education

WASHINGTON, D.C. ― Marines and those who teach them will see more direct, problem-solving approaches to how they learn and far less “death by PowerPoint” as the Corps overhauls its education methods .

Decades of lecturers “foot stomping” material for Marines to learn, recall and regurgitate on a test before forgetting most of what they heard is being replaced by “outcomes-based” learning, a method that’s been in use in other fields but only recently brought into military training.

“Instead of teaching them what to think, we’re teaching them how to think,” said Col. Karl Arbogast, director of the policy and standards division at training and education command .

Here’s what’s in the Corps’ new training and education plan

New ranges, tougher swimming. inside the corps' new training blueprint..

Arbogast laid out some of the new methods that the command is using at the center for learning and faculty development while speaking at the Modern Day Marine Expo.

“No more death by PowerPoint,” Arbogast said. “No more ‘sage on the stage’ anymore, it’s the ‘guide on the side.’”

To do that, Lt. Col. Chris Devries, director of the learning and faculty center, is a multiyear process in which the Marines have developed two new military occupational specialties, 0951 and 0952.

The exceptional MOS is in addition to their primary MOS but allows the Marines to quickly identify who among their ranks is qualified to teach using the new methods.

Training for those jobs gives instructors, now called facilitators, an entry-level understanding of how to teach in an outcomes-based learning model.

Devries said the long-term goal is to create two more levels of instructor/facilitator that a Marine could return to in their career, a journeyman level and a master level. Those curricula are still under development.

The new method helps facilitators first learn the technology they’ll need to share material with and guide students. It also teaches them more formal assessment tools so they can gauge how well students are performing.

For the students, they can learn at their own pace. If they grasp the material the group is covering, they’re encouraged to advance in their study, rather than wait for the entire group to master the introductory material.

More responsibility is placed on the students. For example, in a land navigation class, a facilitator might share materials for students to review before class on their own and then immediately jump into working with maps, compasses and protractors on land navigation projects in the next class period, said John deForest, learning and development officer at the center.

That creates more time in the field for those Marines to practice the skills in a realistic setting.

Marines with Marine Medium Tiltrotor Squadron (VMM) 268, Marine Aircraft Group 24, 1st Marine Aircraft Wing, fire M240-B machine guns at the Marine Corps Air Station Kaneohe Bay range, Hawaii, March 5. (Lance Cpl. Tania Guerrero/Marine Corps)

For the infantry Marine course, the school split up the large classroom into squad-sized groups led by a sergeant or staff sergeant, allowing for more individual focus and participation among the students, Arbogast said.

“They have to now prepare activities for the learner to be directly involved in their own learning and then they have to steer and guide the learners correct outcome,” said Timothy Heck, director of the center’s West Coast detachment.

The students are creating products and portfolios of activities in their training instead of simply taking a written test, said Justina Kirkland, a facilitator at the West Coast detachment.

Students are also pushed to discuss problems among themselves and troubleshoot scenarios. The role of the facilitator then is to monitor the conversation and ask probing questions to redirect the group if they get off course, Heck said.

That involves more decision games, decision forcing cases and even wargaming, deForest said.

We “put the student in an active learning experience where they have to grapple with uncertainty, where they have to grapple with the technical skills and the knowledge they need,” deForest said.

That makes the learning more about application than recall, he said.

Todd South has written about crime, courts, government and the military for multiple publications since 2004 and was named a 2014 Pulitzer finalist for a co-written project on witness intimidation. Todd is a Marine veteran of the Iraq War.

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Coordinates

Subject: Mathematics

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

29 April 2018

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Nice problem solving questions Thank you.

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Thank you for sharing

Useful set of problems with answers. Thanks for sharing.

Steven_Wragg_3435

A really varied set of problems and activities focusing on coordinates in all 4 quadrants. Nicely put together and answers all included. Thanks for sharing : )

Amazing resource, thank you

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