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Elizabeth Toohig
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Cambridge Mathematics Direct Reception Summer Activity Sheets
Автор: Elizabeth Toohig Жанр: Cambridge University Press Издательство: Cambridge University Press Год: 2002 Страниц: 48 Дата загрузки: 24 августа 20092004-10-11
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Cambridge Mathematics Direct provides everything needed to plan, teach and assess primary mathematics, in line with the recommendations of the National Numeracy Strategy. The National Numeracy Strategy and Early Learning Goals state clearly that for much of the Reception year a 45 minute daily maths lesson may be inappropriate. However, pupils do still need to be exposed to oral/mental activities, direct teaching, pupil activities in groups, pairs or as individuals and a plenary. In CMD we have addressed these issues, and also tried to ensure that differentiation and progression take place. The Summer Activity Sheets provide ideas to support and reinforce the learning objectives of the lesson plans given in the Reception Summer Teacher's Handbook. — All activities linked to lesson plans — Provides structured activities for practice of mathematical concepts — Provides for differentiation
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Cambridge Mathematics Direct Reception Summer Teacher's Book
Автор: Elizabeth Toohig Жанр: Cambridge University Press Издательство: Cambridge University Press Год: 2002 Страниц: 144 Дата загрузки: 19 февраля 20092007-08-11
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Cambridge Mathematics Direct provides everything needed to plan, teach and assess primary mathematics, in line with the recommendations of the National Numeracy Strategy. The National Numeracy Strategy and Early Learning Goals state clearly that for much of the Reception year a 45 minute daily maths lesson may be inappropriate. However, pupils do still need to be exposed to oral/mental activities, direct teaching, pupil activities in groups, pairs or as individuals and a plenary. In CMD we have addressed these issues, and also tried to ensure that differentiation and progression take place. The Summer Teacher's Handbook is organised in daily lesson plan format, to begin to prepare pupils for the more structured lesson format they will encounter in Year 1. All mathematical strands are covered, with problem solving integrated throughout. Ideas for using maths displays, number rhymes and stories, and the environment are provided. — The term organisation allows a flexible and structured approach to maths teaching, catering for different pupil intakes. — Clear provision for differentiation within the control of the teacher. — Focus is on whole class direct teaching, with in-built progression.
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