programminh vba

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Build a secure

future in numberand calculationThe Numicon programme builds a deep

understanding o number and number

relationships, developing childrens uency,

reasoning and problem-solving:

proven pedagogy raises achievement across all

ability levels and sustains it over time

carefully-designed progression ensures every

child can enjoy success in mathematics

engaging multi-sensory activities develop

a secure grasp of number, calculation and

pattern, leading to algebra accessible teaching guides with built-in

planning and assessment support tried and

tested in the classroom.

Numicon ProfessionalDevelopment

NCETM accredited Proessional

Development delivered by consultants

that are passionate about maths.

We offer tailored courses that will give you

the best possible start to using Numicon in

your school. Through a mixture of INSET,

central training and sustained Professional

Development we cover quality rst

teaching in maths, as well as delivery of

the Numicon Intervention Programme.

supportsthe 2014

nationalcurriculum

matched tothe new eyfsframework

PDMOREINFORMATIO

N

SEEPAGE151

ACCREDITED BY

nSeries Editor

Tony Wing, B.Ed, PhD

Tony Wing is a ormer

primary school teacher,

lecturer and proessional

development leader

specialising in primarymathematics. Along with

experienced and practising

teachers in schools, Tony

is continuing to develop

the highly successul

Numicon Approach,

ocusing on action, imagery,

conversation and structure.

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122 Order Hotline: +44(0)1536 452610 | Email: [email protected]


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see orderform forfull title

list

Numicon Structure Chart

Resourcesfor parents

The 1st Steps with

Numicon at Home

Kit is ideal or

exploring early

number ideas.

Resources forstretch andchallenge

The Investigations

with Numicon

book provides

challenges or

all children. All

activities have

a low threshold

and high ceiling.

Resources forinterventionand catch-up

From catch-up

resources to a

comprehensive

intervention

programme, we

oer non age-

specifc solutions

to make sure every

child can succeed

in maths.

Resourcesfor planning,teaching andassessing

From Nursery

to Year 3 our

resources cover

number, pattern

and calculating

rom P-Scale

Levels to National

Curriculum Level 3.

Visit .x.. for full resource details Order form: paGe 72

Order Hotline: +44(0)1536 452610 | Email: [email protected] 123


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Numicon

Teaching Sequence

Easy-to-use teaching

guides with step-by-step

activities and planning.

The Numicon programme is rigorous, with careul,

detailed progression integrated throughout. The

improvement in childrens achievement through ollowing

this tried and tested approach is widely recognised.

Planning

Numicon teaching guides

include clear and easy-to-use planning charts soyou can ollow a suggestedorder o teaching throughthe strands.

1

Challenge

All Numicon activitiesenable you to teach newconcepts rom a lowthreshold starting pointand integrate high-ceiling

investigations to challengeyour more able children.

5

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In Year 3, Numicon activities always begin with a real-lie or

mathematical context.

Each Numicon teaching guide includes clear planning and

progression.

Problem-solving

Numicon activities haveproblem-solving at theircore so that children are

able to investigate thestructures o our numbersystem in context and in atangible way.

2

Recording

Numicon oers exibility in

how children record their workand guidance throughout theactivities on the best ways topresent work.

3

Assessment

The visual nature oNumicon apparatus and theAssessment Signposts anddiagnostic assessment toolsincluded in the teaching

guides ensure you have arange o ways to assess andmonitor progress.

4

125Order Hotline: +44(0)1536 452610 | Email: [email protected]



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Numicon Kit 3Planning CD

Kit 3 Planning and ResourcesSotware eatures a summary o eachActivity Group; medium and long-term planning with recommended

progression; the photocopy masters;and videos to help you get started.

Planning withNumicon

Numicon activities are organised intothree strands: Numbers and the NumberSystem, Pattern (and Algebra in year3) and Calculating. The Numicon Kit 3Activity Handbook contains a helpuloverview o each Activity Group, in asuggested order to help you to plan.

Numicon

Look InsideThe Numicon programme provides step-by-stepguidance on introducing each concept, building

understanding and extending thinking.

Kit 3 Long-term planning overview, Kit 3 Activity handbook

Kit 3 Planning and Resources CD-ROM

Editable planningand Activity

Group overviews

Display resourcesto help youcreate a number-rich environment

Browse more levels online

.x..

Progression caneasily be trackedthrough thecolour-codedsections, andthe concepts areneatly integratedto save time

Planning chartsgive you aclear overviewo progression

throughout theschool year

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Each lesson is thoroughly explained to ensure that theprogression can be ollowed with confdence, and the skillsare careully developed. Activities are presented step-by-step or clear progression and ease o use.

Numicon Activity Groups

In this example rom our Kit 3 materials, youll see acontextualised opening page that outlines the EducationalContext and the Learning and Assessment Opportunities ora calculating activity.

Calculating 6 Activity Group rom the Kit 3 Activity handbook

Calculating 6 Activity Group rom the Kit 3 Activity handbook

Steps areillustrated tomodel the useo structuredapparatus in theactivity

The mathematicallanguage,learning andassessmentopportunities areclearly identifed

Each Kit 3Activity Grouphas a meaningulcontext toengage childrenin mathematicalconversation

127Order Hotline: +44(0)1536 452610 | Email: [email protected]



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It all started with onequestion... Why?

In the mid-1990s Dr Tony Wing and I voiced thequestion many other teachers were asking why do somany children fnd maths hard when they succeed inother subjects?

We looked at how we were teaching and realised that we

had been underestimating the difculties children haveunderstanding abstract ideas without pictures to helpthem. So we set up a school-based Teacher DevelopmentAgency (TDA) research project, to see what impactstructured images (Numicon Shapes and Cuisenairerods) would have.

We ound that children made remarkable progressand teacherssubject knowledge and maths pedagogyimproved as they adopted the approach.

Romey TaconFormer Head Teacher, a consultant and

co-author o the Numicon approach

Peacehaven Infant School Mathematics KS1 SATs results

47%increase at

level 3

155%increase at

level 4

72%increase at

level 5

SATs results from Infant

& Junior School Cohorts

Hodder Junior School Mathematics KS2 SATs results

Numicon

The ImpactThe Numicon approach raisesachievement in mathematics and

sustains it over time.

Numicon has become part ofwhat I do when teaching maths.It has become an integral part

of the maths lessons becauseit works!

Emma Gower

Maths Co-ordinator,

Chandlings Manor School, Oxon

0

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40

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60

WithNumicon (2003)WithNumicon (2002)WithoutNumicon (2001)

543N 2

0

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WithNumicon (1999)

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WithoutNumicon (1997)

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Chandlings Manor School,Oxfordshire

The teachers who have been introduced to Numiconthis year have been astonished by the way the childrenhave taken to the equipment and the progress they aremaking. In Year 1 the exploration o number bonds toten has taken on a new level with the majority o theclass quickly understanding, learning and recallingthe pairs o numbers that make ten and applying thisin their number work. As a result the demand or moreequipment in class has been overwhelming and theresponse to the recent INSET training was extremelypositive. Numicon will now orm part o the everydayways in which we work with children in maths and hasalso heightened the teachers thirst or developing

urther their maths subject knowledge.

One particular girl, or whom new maths concepts weretricky to grasp and retain, achieved ar more than wasanticipated, given her age-standardised Year 1 mathsscores. She quickly elt the success and support o

carrying out multiplication using Numicon Shapes andcould understand exactly what she had to do when shepicked up a fve, our times. By physically laying thefves on a Numicon tens line, she could then see itsobvious equivalence with 20 and that she had collecteda fve our times to make 20.

One teacher can be quoted exclaiming

However did we teach mathsbefore Numicon?

Ater lots o practice she could then independentlyrecord this using symbols, relying heavily on theapparatus and repeating the amiliar language tosupport her initially. Again similar evidence o heraccelerated progress was seen when she wasintroduced to division using a number track androds. She could identiy the starting number on thenumber track and then build up this number usingthe rods to fnd out how many times that number wasrequired. Creating this simple yet explicit link between

multiplication and division with Numicon was certainlythe key to her understanding.

Her eelings towards doing maths changed drasticallyover this period o time. She stopped claiming that shewas no good at maths, but instead approached mathslessons with joy, a new sense o confdence and a cando attitude. She had become empowered to do maths.She could show her understanding and use Numicon toprove that she was right.

Emma GowerMaths Co-ordinator and Year 2 Teacher Chandlings

Manor School, Oxordshire

129Order Hotline: +44(0)1536 452610 | Email: schools orders uk@oup com


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