What do I need to know?
Children and young people’s success in numeracy is underpinned by:
- good knowledge and understanding of concepts
- capability in numeracy skills.
It is vital that teachers are familiar with, and understand the impact of, numeracy skills on learners’ development. Well-developed numeracy skills will ensure children and young people have confidence to apply their knowledge and understanding of numeracy in new or unfamiliar situations.
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Illustrative example – numeracy skills development in the classroom
For example, children and young people might be planning an event which requires a budget and/or resources.
In doing so, they will need to draw on a range of numeracy skills to carry out the activity successfully.
This table exemplifies how these skills contribute to children and young people’s success in numeracy.
|comprehension and interpretation||Researching ‘deals’ for products online to identify the best deal based on numerical information|
|connecting learning from across experiences and outcomes (combining different numeracy organisers)||Drawing up table of costs on excel spread sheets
Imputing correct operations or formulas into the spreadsheet to calculate quantities or prices
(number and number processes)
|problem solving and reasoning||Planning for an event
working out how much of a specific resource is required
|using and understanding mathematical notation and vocabulary||Discussing, using appropriate vocabulary, the risks involved in decisions|
|estimating and checking the reasonableness of the answer||Estimating to get a rough idea of how many/how much based on a combination of numeracy skills and context
Calculating, as appropriate, to find exact quantities/amounts required
|realising the importance of accurate calculations||Discussing the consequences involved in incorrect calculations|
|resilience – ability to stick to a task||Supporting learners to stick to the task, even when it becomes challenging by providing a real purpose|
|number of operations and intermediate steps||Knowing or working out which operation is appropriate
e.g. can learners identify the operations necessary to calculate 20% discounts?
|flexible thinking||Relating a previous learning experience to the current task
‘I remember when I had to do something like this in…’
|application of inverse operations which require direct operations to be known well||Recognising when working backwards is appropriate. e.g. when bulk buying products, working backwards to calculate how much one item would cost|
When children and young people are applying their knowledge, understanding and skills in unfamiliar contexts, they are problem solving.