The SATs arithmetic paper presents 36 questions to be completed in 30 minutes. Pupils therefore need to work efficiently and confidently. This PowerPoint focuses on working efficiently. 45 interactive slides each containing 4 cards that are flipped to reveal a calculation. Printables and answers are included to minimise preparation time. Each slide has accompanying notes to assist busy teachers with suggested methods for each calculation.  Using standard algorithms isn’t always the most efficient way to calculate an answer. The mark scheme does not require a particular method for any question but for those involving long multiplication and long/short division, an error in the answer can be awarded one mark if there is only one error and pupils have used the formal algorithm. Allowing pupils to discuss their methods reminds pupils about the most efficient ways to calculate different questions. Although pupils don’t always need to use formal algorithms that doesn’t mean that they need to calculate everything in their heads; informal jottings and the use of a number line can be very helpful for pupils. When working with larger numbers, it can be more efficient to use the standard algorithms. However, whichever method pupils use, it is worth getting them used to using an estimate to check their answer against.

This is an example maths trail that can be used with Year 5 that focuses on number. These cards can be attached around the playground or the hall if it is raining. They work like loop cards, so the answer to the previous question is in the rectangular box in the top left-hand corner of each card. Pairs of pupils should start at different cards. The number in the bottom right-hand corner is a way to identify the card and is not related to the answer or the order in which the cards should be answered. Pupils use these numbers to fill in which cards they have answered and the order of the cards that they have found.

One aim of the national curriculum states that pupils should be able to reason mathematically. As teachers, we may nod our heads in agreement as we attend training regarding making our pupils reason (rather than just follow rules or complete repetitive exercises) when teaching maths, but it takes time to create those resources, and time is in short supply! These games involve reasoning because pupils have to decide where to place the digit they have rolled to increase their chances of winning. Each slide contains notes and it is best if these are read before working with the slides. It also worth stepping through the slides before using them since there are lots of opportunities for pupils to contribute their thoughts and answers before showing these on the slides.

When marking maths assessments, it can be very frustrating when pupils get the answer wrong when we know that they understand how to carry out a particular calculation, but a careless error has been overlooked since they have become blasé and are not asking themselves, ‘Is this answer reasonable?’ For this reason, it is useful to spend time looking at questions and answers and giving the pupils the task of explaining why particular answers cannot be correct, without carrying out the actual calculation.

Approximately 3 activities to get your pupils thinking about this irrational number on Pi Day.

Pupils can struggle when it comes to word problems. SPOT encourages them to first write a sentence containing a blank for the answer which then has to be revisited at the end to ensure that the actual question asked has been answered. They are then encouraged to create a picture or image using visuals such as a bar model, manipulatives, or even themselves if appropriate. They then work out the operations needed using this image and then that need to test if this is sensible when they fill in the answer in the original sentence.