Quick Links # Numeracy

A Definition of Numeracy

Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data is gathered by counting and measuring, and presented in graphs, diagrams, charts and tables.

(Framework for Teaching Mathematics – years 7 to 9 – DfES)

Harper Green school is committed to raising the standards of numeracy of all of its students, so that they develop the ability to use numeracy skills effectively in all areas of the curriculum and the skills necessary to cope confidently with the demands of further education, employment and adult life.

This includes:

• The ability to carry out basic calculations efficiently and accurately, either mentally or with pencil and paper as appropriate.
• The ability to apply knowledge of number to both familiar and new circumstances and to use it in the solution of problems.
• The ability to understand and use units of measurement of length, mass, capacity and time.
• The ability to understand and use information presented in mathematical forms, including graphs, tables and charts

Numeracy Week

This takes place during the summer term and allows both KS3 pupils & teaching staff the chance to partake in activities & quizzes.  Cross curricular projects take place during the week and subject staff, across the school incorporate Numeracy into their lessons.  There is a larger choice of extra curricular activities during this week.

Learnacy

All pupils spend one session per week on Numeracy.  During this time pupils complete differentiated Numeracy work. Other activities include a problem of the week and a Number Trail.

Numerate students:

• Have a sense of the size of a number and where it fits into the number system.
• Know basic number and measurement facts and can recall them quickly
• Read numbers correctly from a range of meters, dials and scales
• Have a range of mental & written calculation strategies
• Use what they know to figure out an answer
• Use calculators and other ICT resources appropriately and effectively to solve mathematical problems.
• Make sense of number problems, recognise the operation or operations needed and are able to work confidently to solve these.
• Know when answers are reasonable and give solutions with an appropriate degree of accuracy
• Are able to manipulate algebraic expressions and simple formulae
• Understand and use correct mathematical notation and terminology
• Are able to explain their methods and reasoning
• Use units of measurement of length, angle, mass, capacity and time; can suggest suitable units for measuring, make sensible estimates of measurements and measure accurately using a range of instruments.
• Use simple formulae and substitute numbers in them.
• Measure and estimate measurements, choosing suitable units and calculate simple perimeters, areas and volumes.
• Understand the difference between the mean, median and mode and the purpose for which each is used.
• Collect data, discrete and continuous and draw, interpret and predict from graphs, diagrams, charts and tables.
• Understand probability and risk.

Maths in Everyday Life

After leaving education pupils will continue to use their numeracy skills in aspects of everyday life. A few things pupils should be able to do:

• work confidently with money in order to calculate cost of items, change needed, discounts, wages etc
• measure accurately in order to purchase correct sized household items such as electrical appliances, carpets etc
• purchase the correct amount of ingredients to use for a recipe