e3l2functionalmathsprocessskills

Report
Functional Maths
September 2011. Kindly contributed by Chris Farrell, Bolton College.
Search for Chris on www.skillsworkshop.org
Please refer to the download page for this resource on skillsworkshop
for detailed curriculum links and related resources.
Chris Farrell is grateful for the permission granted by Longman Pearson to reproduce
ideas from http://www.pearsonschoolsandfecolleges.co.uk/Secondary/Mathematics/1416/AQAFunctionalSkillsMathematics/AQAFunctionalSkillsMathematics.aspx
Curriculum links and teaching notes
This PPT was developed to help me explain the process of answering open questions in
Functional Maths to my L1 / L2 ESOL Foundation students ( Entry 3 ESOL). However it is
suitable for any group of E3-L2 Functional Maths students.
Practical examples (not included here) should quickly follow these slides.
Slide 9 can be printed for student reference.
Adapted from AQA Functional Mathematics by Burns, Byrd, Byrd and Smith. Longman Pearson
Chris Farrell September 2011
Adapted from AQA Functional Mathematics Longman Pearson
http://www.pearsonschoolsandfecolleges.co.uk/Secondary/Mathematics/1416/AQAFunctionalSkillsMathematics/AQAFunctionalSkillsMathematics.aspx
What is it?
It’s about how we use maths in real life.
We need to understand the information
we have and know what to do with it.
We have to think about the language
around the calculations we need to do.
To do this you need to learn the
right skills. These are called
Chris Farrell September 2011 Adapted from AQA Functional Mathematics Longman Pearson
Process Skills
1.
Representing
Looking at a problem and working
out what do.
What information do you really need?
How?
You won’t need all of it to answer the question.
What maths skills do you need to use?
+, -, x, ÷ , % etc.
In what order do you do them?
What do you work out first? What do you do next ?
Chris Farrell September 2011 Adapted from AQA Functional Mathematics Longman Pearson
2.
Analysing
This means doing what you said you
would do in your plan.
How?
Do your work in the order you said
you would do it.
Do the calculations you said you would do.
Check your calculations when you’ve
finished each one.
Say why you are using your calculations
E.g. The cost of 2 bicycles at £ 95 each is £95 x 2 = £ 190.
Check: Half of £190 is £95 (190 ÷ 2 = 95)
Chris Farrell September 2011 Adapted from AQA Functional Mathematics Longman Pearson
Interpreting
3.
Writing about the calculations you have done and
explaining your solution to the problem.
How?
Say what you worked out.
Use words from the question and data sheet in
your answer.
Say what your conclusions are.
I.e. write what you decide after thinking
about what your answers mean.
Chris Farrell September 2011 Adapted from AQA Functional Mathematics Longman Pearson
Functional Maths needs you to explain what
you’re doing, why you’re doing it and what
your answers mean.
Learn this acronym
Decide what to do - what is your plan?
Information - Find the information you need
in the data sheet.
Representing
Calculate and Check - Show your working.
Analysing
Explain your answers – your conclusion.
Interpreting
Chris Farrell September 2011 Adapted from AQA Functional Mathematics Longman Pearson
Check this out again on
moodle
And for your files
1
What information do you really need?
What maths skills
do you need
to use?
Do your work in the order
you said you would do it.
2
Do the calculations you
said you would do.
Representing
Analysing
Check your calculations
when you’ve finished each
one.
Explain your
calculations
In what order do
you do them?
Interpreting
Say what your
conclusions are.
Say what you worked out.
Use words from the Data sheet
and question in your answer.
3
Chris Farrell September 2011 Adapted from AQA Functional Mathematics Longman Pearson

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