Making Sense of Maths: All Things Equal - Teacher Book
Solving equations and algebraic manipulation
Published on 30. March 2012
Book
Spiral bound
96 pages
978-1-4441-6914-0 (ISBN)
Description
Making Sense of Maths is the only series that develops conceptual understanding.
This series will motivate, engage and develop the conceptual understanding of students at KS3 and KS4.
Students build their own problem solving strategies based on their understanding of the world around them which then support them to tackle functional questions.
The Teacher's Book provides support for the activities in the student book which develop the student's understanding of solving equations and algebraic manipulation. It also contains answers for the workbook questions which consolidate learning.
Making Sense of Maths has been based on Realistic Maths Education (RME) and extensively trialled in KS3 and KS4 classrooms in the UK by a team from Manchester Metropolitan University.
- Use alongside existing resources or on its own
- Ideal for Year 10s heading for the C/D borderline
- Ideal for intervention groups
- Supports the move from modular to linear specifications by improving knowledge retention
- Provides support for good teaching and learning under the current Ofsted criteria
This series will motivate, engage and develop the conceptual understanding of students at KS3 and KS4.
Students build their own problem solving strategies based on their understanding of the world around them which then support them to tackle functional questions.
The Teacher's Book provides support for the activities in the student book which develop the student's understanding of solving equations and algebraic manipulation. It also contains answers for the workbook questions which consolidate learning.
Making Sense of Maths has been based on Realistic Maths Education (RME) and extensively trialled in KS3 and KS4 classrooms in the UK by a team from Manchester Metropolitan University.
- Use alongside existing resources or on its own
- Ideal for Year 10s heading for the C/D borderline
- Ideal for intervention groups
- Supports the move from modular to linear specifications by improving knowledge retention
- Provides support for good teaching and learning under the current Ofsted criteria
More details
Language
English
Place of publication
United Kingdom
Publishing group
Hachette Learning
Target group
Primary & secondary/elementary & high school
Dimensions
Height: 298 mm
Width: 209 mm
Thickness: 4 mm
Weight
316 gr
ISBN-13
978-1-4441-6914-0 (9781444169140)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Paul Dickinson taught maths in UK Comprehensive schools for over 20 years. He is now a Senior Lecturer at Manchester Metropolitan University, where he works with trainee teachers and develops and trials classroom materials based on RME(Realistic Maths Education).
Stella Dudzic taught for 22 years in secondary schools, including 9 years as head of department. She is currently Programme Leader for Curriculum at MEI and regularly leads CPD for teachers. She is also a Principal Examiner.
Frank Eade has worked in mathematics education for over 25 years. He is particularly interested in using realistic situations to give students access to mathematics and in using students beliefs and misconceptions to help them move forward in mathematics.
Steve Gough taught maths for 20 years, 10 years as Head of Maths, in schools in Greater Manchester. Since 2008 he has been a Senior Lecturer in Maths Education at Manchester Metropolitan University and has worked with teachers to develop the 'Making Sense of Maths' series.
Sue Hough is a Senior Lecturer at Manchester Metropolitan University and has spent the last 6 years developing materials for 'Making Sense of Maths'. Previously Sue spent 18 years teaching maths in 11 - 18 schools and worked as a head of Maths.
Stella Dudzic taught for 22 years in secondary schools, including 9 years as head of department. She is currently Programme Leader for Curriculum at MEI and regularly leads CPD for teachers. She is also a Principal Examiner.
Frank Eade has worked in mathematics education for over 25 years. He is particularly interested in using realistic situations to give students access to mathematics and in using students beliefs and misconceptions to help them move forward in mathematics.
Steve Gough taught maths for 20 years, 10 years as Head of Maths, in schools in Greater Manchester. Since 2008 he has been a Senior Lecturer in Maths Education at Manchester Metropolitan University and has worked with teachers to develop the 'Making Sense of Maths' series.
Sue Hough is a Senior Lecturer at Manchester Metropolitan University and has spent the last 6 years developing materials for 'Making Sense of Maths'. Previously Sue spent 18 years teaching maths in 11 - 18 schools and worked as a head of Maths.
Content
Acknowledgements Introduction Chapter 1: At the chip shop Mathematical Focus: Informal manipulation of symbols and brackets Introduction, Sub sections, Resources Lesson 1: Taking orders Lesson 2: Taking orders (continued). Summary Chapter 2: Weigh it all up Mathematical focus: Using weighing scales to represent and solve equations Introduction, Sub sections, Resources Lesson 1: The see-saw. The grocer Lesson 2: Missing weights Lesson 3: Tipping the balance Lesson 4: Shorthand for balancing. More shorthand. Summary Chapter 3: Using the number line Mathematical focus:Using the numberline to represent and solve equations Introduction, Sub sections, Resources Lesson 1: Froggit! Lesson 2: Equations on a number line Lesson 3: Equations on a number line (continued) Lesson 4: Equations on a number line (continued) Lesson 5: Brackets on a number line. Summary Chapter 4: Choosing your method Mathematical focus: Selecting the most approriate method for solving an equation Introduction, Sub sections, Resources Lesson 1: Frogs and scales together Lesson 2: Frogs and scales together (continued) Lesson 3: Easy to see Lesson 4: Trial and improvement. Summary Chapter 5: Seeing it differently Mathematical focus: Recognising the equivalence of expressions and formulas Introduction, Sub sections, Resources Lesson 1: Back at the chip shop Lesson 2: Back to the number line and balance scales. The 'lots of' strategy. Summary GCSE exam-style questions Answers Solutions and strategies