FS Mathematics Level 1 & 2 Teachers' Guide - WJEC

TEACHERS’ GUIDE New Specifications: for teaching from September 2010

FUNCTIONAL SKILLS Mathematics Levels 1 & 2

FUNCTIONAL SKILLS MATHEMATICS LEVELS 1 & 2 Teachers' Guide 1

Contents FUNCTIONAL SKILLS MATHEMATICS Levels 1 & 2 Teachers’ Guide

Page

1.

Introduction 1.1 – Rationale 1.2 – Overview of the Specification 1.3 – Changes for Teaching from September 2010

3 4 5 6

2.

Delivering the Specification 2.1 – Pathways through the Specification 2.2 – Examples of Approaches

7 7 7

3.

The Functional Skill Standards 3.1 – Skill Standards at Levels 1 & 2 3.2 – Functional Skill Standards at Levels 1 & 2 and the KS3 Programme of Study 3.3 – Functional Skill Standards at Levels 1 & 2 and the KS4 Programme of Study

9 10

Support for Teachers 4.1 – NGfL Cymru 4.2 – General Websites 4.3 – Practice and past papers 4.4 – Thinking Skills Activities

12 13 15 19 20

4.

11 11


1.

INTRODUCTION The WJEC Functional Skills in mathematics specification has been modified and updated for delivery from September 2010. The first subject awards will be in November 2010. All units at all levels are available from this date. The specification can be delivered and assessed in centres in England only. The subject criteria in Functional Skills in mathematics issued by the regulators have necessitated a change in the course structure from the pilot assessment model last awarded in Summer 2010. This Teachers’ Guide is one of a number of ways in which WJEC provides assistance to teachers/tutors delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (CPD) conferences. Other provision which you will find useful are:       

Examiners’ reports on each examinations series; Free access to past question papers via the WJEC secure website; Easy access to specification and other key documents on main website; Itemised feedback on outcomes for candidates at question level; Regular CPD delivered by Chief Examiners; Additional materials on the National Grid for Learning Wales (NGfL Cymru); Easy access to both the Subject Officer and to administrative sections.

Contact points for Functional Skills mathematics are as follows: Betsan Jones, (Subject Officer)

[email protected], 029 2026 5318

Rhian Williams, [email protected], 029 2026 5199 (Administrative Support Officer) Subject page

http://www.wjec.co.uk/mathematicsfunctionalskills

INSET Section

[email protected] www.wjec.co.uk/professionaldevelopment


1.1

Rationale

The term ‘functional’ should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, everyday life, the workplace and educational settings. Functional Mathematics requires learners to use mathematics in ways that make them effective and involved as citizens, to operate confidently in life, and to work in a wide range of contexts. For mathematics to be useful, learners must have the skills and confidence to apply, combine and adapt their mathematical knowledge to new situations in their life and work. The capacity to identify and understand the role that mathematics plays in the world is crucial in enabling learners to function as effective citizens. Functional skills are those core elements of English, Mathematics and ICT that provide individuals with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Individuals at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. Developing these skills will provide the tools learners at Levels 1 & 2 will need in order to tackle situations involving mathematics in life and work. The skill standards enable learners to: •

understand a situation;

•

choose an approach to tackle the problem;

•

formulate a model using mathematics;

•

use mathematics to provide answers;

•

interpret and check the results;

•

evaluate the model and approach;

•

explain the analysis and results;

•

apply and adapt this experience in other situations as they arise.


1.2

Overview of the specification

The assessment will take the form of a written paper containing questions of varying length set in real-life contexts. Some questions will be open response and some will be fixed response. The assessments will be externally assessed. There will be two assessment opportunities available a year (November and May).

Level 1 Paper 810/01 Maximum duration: 1½ hour Available Marks = 65

Qualification Accreditation Number: 500/8492/6

Level 2 Paper 810/02 Maximum duration: 1½ hour Available Marks = 65 Qualification Accreditation Number: 500/8491/4


1.3

Changes for teaching from September 2010

Below is a summary of changes the pilot assessment model to the current accredited Functional Skills in mathematics at levels 1 and 2 model. 

The accredited specifications are based on the new Functional Skills Criteria for mathematics, the Functional Skills Qualifications Criteria.



Assessment must focus on functionality and the effective application of process skills in purposeful contexts and scenarios that reflect real-life situations.



Assessments will:  provide realistic contexts, scenarios and problems;  specify tasks that are relevant to the context;  require application of knowledge, skills and understanding for a purpose;  require problem solving;  assess process skills and the outcome of their application in different contexts.



The Assessments will include a minimum of 75 per cent open response. Open response assessment is defined as a task-based assessment based on real-life contexts that require candidates to apply their skills, knowledge and understanding in order to resolve problem/s or produce effective outcome/s. Open response assessment presents purposeful tasks and problems embedded in realistic scenarios but does not prescribe the process/es or method/s by which the candidate responds.

 Assessment must require candidates to demonstrate their ability to represent, analyse and interpret, using number, geometry and statistics within functional contexts. 

There is no exceptional award available on any of the papers. Functional Skills in mathematics is now a pass/fail model. Therefore, a candidate will only be awarded the level they have been entered for or fail.



The available marks and maximum time durations for each of the tasks have been altered to: Level 1 – 65 marks; maximum time allowed – 1½ hour Level 2 – 65 marks; maximum time allowed – 1½ hour


2.

DELIVERING THE SPECIFICATION 2.1

Pathways through the specification

Functional Skills in mathematics can be offered through complementary delivery of different programmes of study, for example, Key Stage 3, GCSE or Entry Level. Equally, Functional Skills in mathematics can be delivered as a stand-alone short course to learners outside 14-19 provision.

2.2

Examples of approaches

Assessors teach learners specific skills, model best practice, let them try out different skills, and allow time for review. Ensure contexts are relevant and ‘real life’. The piloting of Functional Skills in mathematics has shown that different methods of delivery suit different kinds of learners. Experiment with the delivery of Functional Skills in mathematics by:  embedding it into existing schemes of work;  delivering it as short burst starters;  teaching it separately each week;  teaching specific skills towards the exam. Within their lessons, learners need opportunities to apply their skills to a range of real and realistic topics, relevant to life, work and education. The topics should be plainly relevant to learners, appealing to them by being motivating, interesting and realistic.


3.

THE FUNCTIONAL SKILL STANDARDS Fundamental to individuals being able to use mathematics effectively in life and work is their ability to understand and make sense of mathematical information, to use and process that information, to interpret and analyse the results of their activity, and to present them to others. These skill standards form the basis of the functional skills standards for mathematics and apply at all levels. The key attributes of these skill standards are presented below and should provide the framework for the delivery, development and assessment of functional mathematics.

Representing

Analysing

Interpreting

Selecting the mathematics and information to model a situation

Processing and using the mathematics

Interpreting and communicating the results of the analysis

A learner can:

A learner can:



interpret results and solutions



draw conclusions in the light of the situation

change values and assumptions or adjust relationships to see the effects on answers in the model



consider the appropriateness and accuracy of the results and conclusions

find results and solutions



choose appropriate language and forms of presentation to communicate results and solutions

recognise that a situation has aspects that can be represented using mathematics



use appropriate mathematical procedures





examine patterns and relationships

make an initial model of a situation using suitable forms of representation





decide on the methods, operations and tools, including ICT, to use in a situation







select the mathematical information to use

A learner can:

The standards at Levels 1 & 2 are underpinned by the skill standards of representing (selecting the mathematics and information to model a situation), analysing (processing and using mathematics) and interpreting (interpreting and communicating the results of analysis).


The following skill standard weightings will be applied in each assessment:

Skill Standard

Assessment weighting

Representing

30% - 40%

Analysing

30% - 40%

Interpreting

30% - 40%

In each assessment, opportunities will be available for candidates to develop all the skill standards and assessments will sample across number, geometry and statistics. The coverage and range statements provide an indication of the type of mathematical content candidates are expected to apply in functional contexts; however, relevant content could also be drawn from content equivalent to National Curriculum Mathematics Levels and Adult Numeracy Standards. Level 1 –

National Curriculum at Level 1 - 4 Adult Numeracy Standards Level 1

Level 2 –

National Curriculum at Level 1 - 6 Adult Numeracy Standards Level 2


3.1

Skills Standards at Levels 1 & 2

The table below shows how the Entry 1, 2 and 3 Functional Skills standards relate to each other. This will be helpful to show the progression from Entry 1 to Entry 3.

At Level 1, learners will be able to,

At Level 2, learners will be able to,

Representing Understand practical problems in familiar and unfamiliar contexts and situations, some of which are nonroutine

Understand routine and non-routine problems in familiar and unfamiliar contexts and situations

Indentify and obtain necessary information to tackle the problem

Indentify the situation or problems and identify the mathematical methods needed to solve them

Select mathematics in an organised way to find solutions

Choose from a range of mathematics to find solutions

Analysing Apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes

Apply a range of mathematics to find solutions

Use appropriate checking procedures at each stage

Use appropriate checking procedures and evaluate their effectiveness at each stage

Interpreting Interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations

Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations Draw conclusions and provide mathematical justifications


3.2

Functional Skills Standards at Levels 1 & 2 and the KS3 Programme of Study

The revised mathematics programme of study for key stage 3 embeds the level 1 functional skills standards in mathematics. As well as overlaps in the language used, there are deliberate structural similarities). Functional skills are a subset of the key processes set out in the programme of study. All teaching needs to contribute to the development of the key processes. The key processes of representing, analysing, interpreting, evaluating, communicating and reflecting, comprise the skills necessary to be functional in mathematics. The range and content set out in the programme of study goes beyond that which is likely to be required in the assessment of functional skills at level one. The key stage 3 programme of study lays the groundwork for pupils to apply their mathematics to real contexts in key stage 4. In addition, it requires that pupils be introduced to a range of real-life uses of mathematics, including its role in the modern workplace The key processes and range and content sections of the programme of Study clearly link with the Functional Mathematics standards at Level 1. Further information on can be found by visiting the National Curriculum pages of the QCDA website.

3.3

Functional Skills Standards at Levels 1 & 2 and the KS4 Programme of Study

The revised mathematics programme of study for key stage 4 embeds the level 2 functional skills standards in mathematics. As well as overlaps in the language used there are deliberate structural similarities. Functional skills are a subset of the key processes set out in the programme of study. All teaching needs to contribute to the development of the key processes. The key processes of representing, analysing, interpreting, evaluating, communicating and reflecting, comprise the skills necessary to be functional in mathematics. The range and content set out in the programme of study goes beyond that which is likely to be required in the assessment of functional skills at level 2. The key stage 3 programme of study lays the groundwork for pupils to apply their mathematics to real contexts in key stage 4. In addition, it requires that pupils be introduced to a range of real-life uses of mathematics, including its role in the modern workplace. The key processes and range and content sections of the Programme of Study clearly link with the Functional Mathematics standards at Level 2. Further information on can be found by visiting the National Curriculum pages of the QCDA website.


4.

SUPPORT FOR TEACHERS The following details and documents are useful when delivering the Functional Skills mathematics qualifications and these can be found on the WJEC website: Subject Officer, Subject Support Officer and Administration Support contact details; FS Mathematics Levels 1 & 2 Specification (Sept 2010) FS Mathematics Levels 1 & 2 Specimen Assessment Materials (Sept 2010) FS Administration Booklet INSET courses 2010 Frequently Asked Questions Past papers, mark schemes, additional teaching materials and item level data are available on the WJEC secure website. To access the secure website, go through your centre's examinations officer. He/she can create access accounts which can provide teachers with access to the items of most interest. If your examinations officer is not registered please ask them to email [email protected] stating centre number, centre name, contact name and contact email address.

4.1

National Grid for Learning - Cymru A particular source of resources and support for teachers of WJEC FS mathematics has been created on the National Grid for Learning Cymru by teachers of mathematics. http://www.ngfl-cymru.org.uk/eng/vtc-home/vtc-ks3-home/vtc-ks3-maths(2) Teachers will find a wide range of supporting materials. Below is a sample of investigations that will promote independent thinking and thinking skills. Pupils have opportunities to represent, analyse and interpret. Many of the activities can be differentiate to suit learners of different ability. Whodunnit? A series of developing thinking activities using video and database work. Pentominoes An interactive shape and space investigation. 3-D shape investigation Three mini interactive shape and space investigations focusing on the properties of 3-D shapes. Triangular number patterns Interactive, open ended maths investigation focussing on triangular number patterns.


Towers of Hanoi An interactive open ended investigation based on the famous Towers of Hanoi problem, focussing on number patterns. Investigating number patterns Interactive, open ended maths investigation focussing on number patterns. Tetrahedra investigation A short investigation to find the number of ways the net of a tetrahedron can be coloured using four different colours only once Painted Cube An open ended maths investigation focusing on the properties of shape Penguin Sliders An open ended maths investigation focusing on number patterns Pick's Theorem An open ended maths investigation focusing on the area of polygons Stacking boxes An open ended maths investigation focusing on shape patterns Interactive Number Square An open ended number square tool Tackling Investigations A series of maths investigations Puppies - problem solving A series of twelve interactive problem solving activities The Mystery of the Missing Dice This mathematical activity package is in the format of the investigation of a crime Promoting data handling skills collect and record their data into a spreadsheet, analyse results and find the mean, median, mode and range and display their results using a variety of graphs including, bar, pictogram and scatter 3-D shape investigation Three mini interactive shape and space investigations focusing on the properties of 3-D shapes. Pentominoes An interactive shape and space investigation. The pentomino activities help consolidate work on symmetry, tessellation and congruence of shapes. Hands on Maths Practical maths activities: PowerPoint presentation, teacher notes, instructions and resources. Problem Solving A collection of extended problem solving activities designed to develop this skill


Much of this material is intended to be downloaded so that it can be edited by teachers to suit the needs of their own candidates and centres. The list of websites is comprehensive and the links are checked regularly to ensure that they are still live and of use to teachers. Please contact NGfL Cymru if you become aware of new and useful sites. Please keep returning to this site as new materials become available. It is hoped that teachers will be willing to contribute their own work and ideas to this site for the benefit of colleagues in other centres.

4.2

General websites

www.wjec.co.uk The WJEC website offers recent information on courses and Inset www.tes.co.uk – plenty of resources shared by teachers focusing on all aspects of mathematics teaching. Also a good forum to discuss ideas with other teachers delivering Functional Skills mathematics. www.fssupport.org/resources - useful for centres delivering FS as part of the Diploma The follow websites has been collated by QCDA and is to support the teachers of all ages and ability. Some websites will also give ideas and information for delivering Functional Skills. NRICH is a team of qualified teachers who are also practitioners in RICH mathematical thinking. This unique blend means that NRICH is ideally placed to offer advice and support to both teachers and learners of mathematics. www.nrich.maths.org/public/index.phpv Monthly newsletter/monthly updated site http://nrich.maths.org/public/monthindex.php?showfulltier=yes Curriculum planning guidance, CPD for teachers, etc… http://nrich.maths.org/public/viewer.php?obj_id=5665&part=index Teaching resources http://nrich.maths.org/public/search.php?search=Resources+for+delivery Interactive pages and support for students https://nrich.maths.org/discus/messages/board-topics.html


The following sites have been collated by QCDA (Qualification and Curriculum Development Agency). Teachernet http://www.teachernet.gov.uk/ Link to teaching resources for mathematics – including signposting to other sites and related documents. http://www.teachernet.gov.uk/teachingandlearning/subjects/maths/ Nuffield Curriculum Programme Application of Mathematical Processes (for teaching) http://www.nuffieldcurriculumcentre.org/go/minisite/MathsMiniSite/Introduction Teacher Training Resource Bank http://www.ttrb.ac.uk/index.aspx Resources for mathematics teachers, subject leaders, NQT and heads of school (various resources) National Centre for the Excellence in the Teaching of Mathematics https://www.ncetm.org.uk/ Site for teachers including teaching resources, CPD, publications and events. https://www.ncetm.org.uk/resources/ https://www.ncetm.org.uk/personal-learning/ https://www.ncetm.org.uk/news/ Online community sites - https://www.ncetm.org.uk/community/ Royal Institution of Great Britain http://www.rigb.org/ Site for students and teachers providing resources for curriculum planning and details of upcoming STEM events such as the Christmas lectures and secondary mathematics master class. Link to teacher resources for science http://www.rigb.org/contentControl?action=displayContent&id=00000000846 Link to teacher resources for mathematics http://www.rigb.org/contentControl?action=displayContent&id=00000001862 Link to secondary mathematics master class for students 12 – 14. http://www.rigb.org/contentControl?action=displayContent&id=00000000844 The Mathematical Association http://www.m-a.org.uk/jsp/index.jsp Subject Association with resources for teaching and learning mathematics. Link to list of secondary mathematics teaching resources http://www.m-a.org.uk/jsp/index.jsp?lnk=330 Signposting to other mathematics sites which may be of interest to teachers http://www.m-a.org.uk/jsp/index.jsp?lnk=360 Link to professional development opportunities and events http://www.m-a.org.uk/jsp/index.jsp?lnk=100


Teachers TV* http://www.teachers.tv/ This site provides support materials for teachers including lesson planning, resource reviews, CPD and an online community. Link to list of TV programmes for Secondary Mathematics http://www.teachers.tv/search/list?t=811,964 Link to list of classroom resources for Secondary Mathematics http://www.teachers.tv/resource/classroom Link to list of CPD resources http://www.teachers.tv/my-school-life/secondary/CPD Online Community http://www.teachers.tv/community Personal Finance Education Group http://www.pfeg.org/ Site for teachers with resources to help plan and implement personal finance education across all key stages http://www.pfeg.org/teaching_resources/resources/index.html UNICEF Teacherzone is UNICEF'S site of UK education resources and information. http://www.unicef.org.uk/tz/index.asp Link to teaching resources for secondary mathematics http://www.unicef.org.uk/tz/resources/results.asp Statistical information & data handling sites Census at school http://www.censusatschool.org.uk/ Working with the ONS to promote the 2011 census Links to teaching resources (all key stages) Data handling http://www.censusatschool.org.uk/resources/data-handling Probability http://www.censusatschool.org.uk/resources/probability Number and Algebra http://www.censusatschool.org.uk/resources/numbersand-algebra Royal Statistical Society Centre for Statistical Education http://www.rsscse.org.uk/ Link to education resources http://www.rsscse.org.uk/resources/he-resources/48-for-schools Link to publications http://www.rsscse.org.uk/publications Experiments at schools http://www.experimentsatschool.com/ An initiative of the Royal Statistical Society Centre for Statistical Education with the aim of improving statistical literacy of school-aged learners. Link to teaching resources http://www.experimentsatschool.com/resources


United Nations cyberschoolbus http://cyberschoolbus.un.org/ With UN data from around the world for use in school lessons. UNICEF Teacherzone is UNICEF'S site of UK education resources and information. http://www.unicef.org.uk/tz/index.asp The state of the World's children annual publication http://www.unicef.org.uk/publications/pub_detail.asp?pub_id=180 Tables of statistical information re children and mothers. Understanding uncertainty http://understandinguncertainty.org/ Making sense of chance, risk, luck, uncertainty and probability. Link to education resources http://understandinguncertainty.org/feed-item/558 Bowland Maths http://www.bowlandmaths.org.uk/ A teaching resource for kS3 mathematics. Link to case studies http://www.bowlandmaths.org.uk/casestudies.htm Link to CPD modules to help teachers deliver the new programme of study http://www.bowlandmaths.org.uk/pdmodule.htm Mathematics Me UK http://www.mathematics.me.uk/ Site to provide a resource for students who are studying mathematics in the UK. Teachable.net Site maintained by teachers to provide resources for 14-16 (KS4) mathematics delivery http://www.teachable.net/mathematics/key-stage-4.aspx Cre8ate maths Materials for teaching functional mathematics at KS3 (in England) but adaptable to KS4. Created by teachers working collaboratively with Sheffield Hallam University http://www.cre8atemaths.org.uk/

4.3

Practice and past papers

Please not that these practice papers have been adapted from the pilot assessments, and therefore are based on the pilot criteria. They are however a useful resource for preparing candidates for the FS Maths assessments. Mark schemes for these papers can be found on WJEC’s secure website.

Level 1

Level 2

Practice paper 1

Practice paper 1

Practice paper 2

Practice paper 2

Practice paper 3

Practice paper 3


4.4

Thinking Skills Activities

What’s the ‘problem’?

Open page 15 of the text book and solve the problems

We tend to use the word ‘problem’ to describe a routine task found in a text book. Are these really ‘problems’? “…if it is just a ‘routine practice’ of procedural tasks commonly found in textbooks, then those tasks may not pose a problem to the student.” Schoenfeld 1985

“Intelligence is about knowing what to do in a situation where you don’t know what to do!” When we no longer know what to do we have come to our real work, and when we no longer know which way to go we have begun our real journey. Wendell Berry The following ideas have been adapted from the ‘Teaching and learning functional mathematics’ document produced by QIA. In determining the level of demand of a functional maths activity you will need to consider the following points: 

How complex is the activity? Are the steps to solve the problem too challenging for Entry level learners, or can the activity be completed at different levels according to the ability to apply the mathematical skills at each level of the standards?



How familiar is the context to the learner? Entry level learners are likely to be working in familiar contexts. They may have been working with this type of activity before and be secure in the mathematical skills needed, or they may need support to transfer the mathematical and process skills they have already developed to a new context. Higher level learners would need to use their mathematics skills and apply them to new contexts, and consider how these skills can be adapted to complete the activity.



What is the technical demand of the activity? At Entry level, learners could work with simple costs, for example whole pounds, or simple capacity, rather than decimal numbers. At a higher level, the task might require learners to compare information, using and presenting their comparison as statistical data, charts or graphs.



How autonomous will learners be in completing the activity? If learners are at Entry level more support could be given. This support may be the provision of appropriate sources of material or data, for example, or the one-to-one support a teaching assistant can provide.



Understanding the ‘levelness’ of an activity, and knowing your learners’ mathematical skills levels, will enable you to personalise the learning by differentiating the task. This will ensure that it is accessible to all learners, but also stretch those who are more able.


Some problem solving strategies 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Draw a diagram, picture or model Draw a table or chart Use equipment Trial and improvement Make a systematic list Look for a pattern Work backwards Break the problem down into smaller chunks Logical thinking Open ended problems / investigate!

Creating questions out of nothing?! Learners sometimes struggle to identify what mathematics is needed to solve a particular problem. Ask them to identify the mathematics in a range of everyday events by suggesting questions that could be asked about them. Encourage learners to ask as many different questions as they can and then, as a class or as a small group, write problems that require some or all of these questions to be answered. The following are examples of scenarios that could be used. What mathematical questions could be asked about: •

a bus journey to work?

•

making a cup of coffee?

•

watching a DVD?

•

playing a computer game?

•

buying a mobile phone?

•

going to watch a football match?

•

booking a client for treatment, for example in a beauty salon?

•

painting the skirting board of a room?

•

planning a holiday?

•

today’s weather?

•

the London Marathon?

•

the moon?


Questions with no answer? Asking learner’s questions for which there is no exact answer encourages them to develop strategies for solving problems for which there is not one correct method. Learners then begin to recognise that there are alternative paths through a problem and they develop their own chain of reasoning. Examples: • What is the surface area of a banana? •

How many chips have you eaten in your life?

•

How many raisins would fit into this room?

•

How many bags of cement would you need to concrete the floor of the stands in the new Olympic Stadium?

•

How many cans of hairspray would you need to use for all the learners in the college?

•

How many times has your heart beaten in your lifetime?

•

How many leaves are there on a tree?

•

How many words are there in all of Shakespeare’s works?

•

How long would it take to run from Hull to London?

•

For how many hours did it rain last year?

Open questions Asking open questions as often as possible is another way of encouraging learners to develop thinking and reasoning skills. Examples:  Can you give me a data set that has a mean of 5 and a median of 6? 

The perimeter is 20 cm. Can you suggest a possible shape?



Give me an example of a shape that has one line of symmetry and one right angle.



The area is 60 cm2. Give me a possible shape.



What can you tell me about the number 3.4?



The answer is 1120. What was the question?


Sometimes, always, never questions In the ‘Sometimes, always, never’ activities learners are given statements that they have to evaluate. Example of sometimes, always, never activity Learner’s cut up the cards and put them into three piles – sometimes, always or never. As they go deeper into sorting out the problem, they may be able to generalise and explain their decision rather than only using examples and counter-examples. Template of Sometimes, always, never activity

Card sorting activities Learners can sometimes be overwhelmed by being given a lot of information at the beginning of the problem solving process. They do not know where to start or how to organise the information. Giving learners sets of cards that have a range of information about a problem can help them appreciate the need to read all the information carefully, select what is relevant, discard what is not, and organise the information into a useful format. Election time! Time for college!

FS Maths L1 & L2 Teacher's Guide/ ED 13/10/10