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	<link>http://www.mathsticks.com/extra</link>
	<description>Making Maths Stick</description>
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		<title>ITP Online Resources</title>
		<link>http://www.mathsticks.com/extra/blog/itp-online-resources/</link>
		<comments>http://www.mathsticks.com/extra/blog/itp-online-resources/#comments</comments>
		<pubDate>Sun, 16 Jun 2013 20:55:13 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[Resources]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1810</guid>
		<description><![CDATA[You may have thought that those old, plain (but very useful) Interactive Teaching Programs for the Primary Strategy had been lost when the Government archived all the old material. Now, although many of the PNS links do fail and some very good material is now very hard to find, the ITP online resources are still available from here: www.taw.org.uk/lic/itp/ That website is part of the Borough of Telford &#38; Wrekin online resources for the Children and Young People&#8217;s Service. They also host a small number of old learning grid resources too: www.taw.org.uk/demo/ Thanks to Oliver Quinlan, Plymouth University, for the &#8216;heads-up&#8217; on this web-address.]]></description>
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		<title>Outdoor Maths</title>
		<link>http://www.mathsticks.com/extra/blog/outdoor-maths/</link>
		<comments>http://www.mathsticks.com/extra/blog/outdoor-maths/#comments</comments>
		<pubDate>Thu, 06 Jun 2013 08:34:00 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[Teaching Ideas]]></category>
		<category><![CDATA[Links]]></category>
		<category><![CDATA[Meaningful Maths]]></category>
		<category><![CDATA[Outdoors]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1756</guid>
		<description><![CDATA[We all know that it is important children experience mathematical activities across a range of contexts and locations &#8211; and that outdoor learning is just as important as &#8216;desk work&#8217;. However, if you haven&#8217;t experienced &#8216;real&#8217; maths in the environment yet, you &#8211; and your children &#8211; are missing out on some wonderful, powerful learning experiences. Don&#8217;t be put off by the weather&#8230; use it! Take some maths activities outside and feel the learning become richer and more meaningful &#8211; better yet, don&#8217;t take maths activities outside &#8211; find the maths that&#8217;s already there! Here are a handful of links and materials to inspire you: Gail Ryder Richardson&#8217;s Learning through Landscapes booklet [pdf] from outdoormatters.co.uk, offers some very useful advice and lots of activity ideas for every area of the maths curriculum for Early Years practitioners. The Creative Star Learning Company features a number of interesting outdoor maths ideas and puzzles suitable for older children &#8211; and their blog (I&#8217;m a Teacher, Get me OUTSIDE Here!) has host of excellent ideas and information. The NCETM has a range of teaching resources and guidance: Learning Maths Outside the Classroom &#8211; issue 52 of their Primary Magazine also features a section on Maths Trails. Note, you will need to be a registered member to access these resources. Leicestershire County Council are sharing a 7-page document of starter activities: Using the Outdoors [doc]. Very useful and accessible. The TES Primary Plus &#8211; Outdoor Maths features some useful downloadable starting points and inspiration for outdoor summer maths sessions for Key Stage 2 children. Finally, our very own outdoormaths.com features a growing number of ideas, resources and links divided into Key Stages &#160; Okay, that&#8217;s hardly an exhaustive list is it &#8230; what do you think? Do you have a favourite outdoor leaning activity, resource or link we should have mentioned? Drop us a comment and we&#8217;ll see that it is shared with the rest of the mathsticks community. John &#160;]]></description>
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		<title>Again &#8211; New Teacher Resource Site Launching</title>
		<link>http://www.mathsticks.com/extra/blog/new-teacher-resource-site-launching/</link>
		<comments>http://www.mathsticks.com/extra/blog/new-teacher-resource-site-launching/#comments</comments>
		<pubDate>Thu, 06 Jun 2013 07:45:58 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Resources]]></category>
		<category><![CDATA[Teaching Ideas]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1527</guid>
		<description><![CDATA[Okay, let&#8217;s be open&#8230; this is a project from last year! The Teachers Resource website was going to launch last year &#8211; but ill-health meant I could not complete the site. However, I am back now &#8211; and so is this great new site&#8230; and the offer that goes with it! If you missed it before, here are the details: A brand new UK-based Teaching Resource site. In September mathsticks will launch a brand new teaching resource site. It will offer resources for every subject and topic. These will be teacher-generated resources. Yes, I do know that the big boys (like TES) already do this, but I also know that there&#8217;s space for something a little different, a little bit special. We now have a teacher resource marketplace where talented, creative teachers like you can share (or sell) the resources that have served them well. I firmly believe we should be rewarding those teachers who generate quality material, and I want to give them a space to market their best teaching ideas, lesson plans, resources, display material&#8230; etc! So, basically&#8230;  Please find out more here! The new site is in &#8216;Beta&#8216; at the moment, and only open to a very limited number of &#8216;authors&#8217;. If you are interested in this, want to find out more, or think you know a colleague who would be interested then&#8230; Please find out more here! Love to hear what you think of this in the comments and don&#8217;t forget how much we appreciate your Likes, tweets and Pluses!]]></description>
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		<title>Understanding Primary Mathematics</title>
		<link>http://www.mathsticks.com/extra/reviews/understanding-primary-mathematics/</link>
		<comments>http://www.mathsticks.com/extra/reviews/understanding-primary-mathematics/#comments</comments>
		<pubDate>Wed, 05 Jun 2013 09:32:50 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[Reviews]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1749</guid>
		<description><![CDATA[Tony Cotton&#8217;s marvelous Understanding and Teaching Primary Mathematics is now in its 2nd edition. Why is this important? Well if you are fairly new to teaching primary aged children you are going to find this book incredibly useful. It guides the reader through all of the fundamental ideas at the heart of teaching and learning mathematics. This new edition has a firmer focus on observation and assessment; it also includes a series of Resource Inspiration sections which offer great examples of classroom activities. If you are still not sure how useful this would be, here&#8217;s what Sal Jarvis the Associate Dean of the School of Education, University of Hertfordshire had to say: This is a really useful book for beginning teachers. It grounds subject knowledge in mathematics pedagogy and focuses on how teachers can support pupils&#8217; attainment in mathematics through understanding maths rather than memorising tricks and procedures. It seems to me that those involved in writing and publishing the new National Curriculum would benefit from reading it too.]]></description>
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		<title>Number Hunt</title>
		<link>http://www.mathsticks.com/extra/teaching-ideas/number-hunt/</link>
		<comments>http://www.mathsticks.com/extra/teaching-ideas/number-hunt/#comments</comments>
		<pubDate>Sat, 01 Jun 2013 21:13:08 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Teaching Ideas]]></category>
		<category><![CDATA[assessment]]></category>
		<category><![CDATA[number recognition]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1697</guid>
		<description><![CDATA[As you can imagine, we are always on the look-out for &#8216;new&#8217; teaching ideas. And sometimes new isn&#8217;t novel or unique, but just a slightly different slant on an older idea. Here&#8217;s a very simple (why-didn&#8217;t -I-think-of-that) concept for assessing children&#8217;s number recognition skills. We found this idea while scouring the internet, and have to thank Mrs Bohaty of (mrsbohatyskindergartenkingdom.blogspot.co.uk) for describing it. Mrs Bohaty created a card featuring a range of numbers, like this: She then explains: Since I have kids that need to work on number recognition I made this number hunt.  I will say the number and they dot it with their bingo dabber.  If you don&#8217;t have one of those dabbers you could always just a highlighter. I do this in small group work but you could just give them numbered note-cards and have them pick a card and dot it as a centre. &#160; If you have a &#8216;new&#8217; maths teaching idea please contact us &#8211; if you want to share a &#8216;full-blown&#8217; maths resource such as the ones we feature on mathsticks.com you can do that too &#8211; it&#8217;s the same contact link.]]></description>
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		<title>Secret Teacher &#8211; Children not Data</title>
		<link>http://www.mathsticks.com/extra/blog/secret-teacher-children-not-data/</link>
		<comments>http://www.mathsticks.com/extra/blog/secret-teacher-children-not-data/#comments</comments>
		<pubDate>Thu, 30 May 2013 22:03:06 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[assessment]]></category>
		<category><![CDATA[Good Practice]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1714</guid>
		<description><![CDATA[The Guardian Newspaper&#8217;s Secret Teacher tells us that &#8220;No amount of data or spreadsheets can alter the fact that all students progress at different rates&#8221; (Secret Teacher: our students deserve more than levels and data ). What follows is a wonderful description of how targets, levels and assessment techniques can hamper effective teaching and learning, and how children are not cogs in a machine and cannot be treated like automated clones. Pupils respond better to feedback than graphs and levels&#8230; Of course, none of this is very surprising to anyone who has taught for more than a week! Now, all of this makes interesting reading, and we can solemnly nod in agreement&#8230; but there isn&#8217;t much new ground being broken here. However, despite that, I found the article did a little more than hit an old nail on the head, it hit it with poetry and insight. Let&#8217;s free ourselves from this tyranny and trust our professionalism to tell us about progress, good teachers have always known this and more importantly they know how to communicate what needs to be done to their pupils. The old cliché that weighing a pig more doesn&#8217;t result in making it any fatter is as true in education as it ever has been in animal husbandry. If you haven&#8217;t had the chance, read the full article here: Guardian Secret Teacher &#8211; 25 May 2013 What are your thoughts&#8230;?]]></description>
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		<title>Number Window Frames</title>
		<link>http://www.mathsticks.com/extra/news/number-window-frames/</link>
		<comments>http://www.mathsticks.com/extra/news/number-window-frames/#comments</comments>
		<pubDate>Fri, 22 Feb 2013 13:09:50 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[News]]></category>
		<category><![CDATA[Resources]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1684</guid>
		<description><![CDATA[We recently had a comment from one of our members about a different way of using our Number Window Frames. In the past we had suggested that children could use the window frames to locate specific numbers, following your suggestions. For example: “Can you show me a two-digit multiple of 2?” “Can you show me a  multiple of 10?” “What is the largest two-digit number you can find?” “What is the smallest three-digit number you can find?” “Show me a number that is more than 30 but less than 60&#8230;” However, gazza306 suggests the following additional idea: Ask the children to find a number by using one of the Window Frames and get them to  practice adding on 10 to the next 100 to establish knowledge of place value is secure. alternatively, pick a 2 or 3 digit number and then get the children to round to the next 10 / 100 using the Window Board as a random number generator. Take a look at the resources (5-digit window boards, 2-digit window boards)&#8230; what other ideas can you come up with. We would love to share them here.]]></description>
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		<title>I&#8217;m Thinking of a Quadrilateral</title>
		<link>http://www.mathsticks.com/extra/resources/im-thinking-of-a-quadrilateral/</link>
		<comments>http://www.mathsticks.com/extra/resources/im-thinking-of-a-quadrilateral/#comments</comments>
		<pubDate>Tue, 19 Feb 2013 11:02:18 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Resources]]></category>
		<category><![CDATA[2D Shape]]></category>
		<category><![CDATA[Games]]></category>
		<category><![CDATA[Quadrilaterals]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1674</guid>
		<description><![CDATA[Here&#8217;s a quick suggestion for a Shape activity using our Shape Property resources. weebee, one of our members, wrote in with the following idea: &#8220;This maths resource looks great for a revision session on quadrilaterals. I&#8217;ll be able to differentiate it and get all of the children involved, great! I think I may also do a &#8220;I&#8217;m thinking of quadrilaterall&#8221; type game where the children have a print out of all of the shapes and I secretly choose one and then give them clues until they can identify the correct shape. Points can be awarded for the number of clues needed&#8230;&#8221; Thanks for the suggestion, weebee &#8211; the game helps the children to focus on accurate use of vocabulary and will certainly ensure they are using and applying their knowledge of shape properties in a fun way. If you have a suggestion for using one of our mathsticks resources please contact us &#8211; we are always very happy to share ideas via this maths blog.]]></description>
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		<title>12.12.12</title>
		<link>http://www.mathsticks.com/extra/news/12-12-12/</link>
		<comments>http://www.mathsticks.com/extra/news/12-12-12/#comments</comments>
		<pubDate>Sun, 09 Dec 2012 21:04:01 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[News]]></category>
		<category><![CDATA[Teaching Ideas]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1659</guid>
		<description><![CDATA[December the 12th this year has to be one of the most interesting dates (mathematically speaking) we have encountered for a long time &#8211; well, since the 11th of November last year, at least! The date itself contains a clear repetition: 12.12.12. And of course, for just one precise second this coming Wednesday, just as most school children are thinking about their lunch, there will be that single, massive 6 repeats of the 12: 12:12:12 &#8211; 12.12.12 Engaging children in the fun of numbers is partly about sharing unique ideas and expereinces&#8230; the joy of seeing a patter hidden in a number series, the beauty hiding in mathematics. A very effective way of getting children involved with this is to let them see you spot bizarre or curious patterns in numbers. So when writing the date, comment on it. Turn it into an investigation, what can they do with three 12s? What other dates are interesting? What about next year: January has the only two factors of 13: 13.1.13 January also has a nice palindrome: 31.1.13 There&#8217;s a near double in June: 7.6.13 &#8230; and July: 6.7.13 December has a counting sequence: 11.12.13 What about some interesting times: You can find a counting sequence near the middle of lunch: 12:34 My favorite counting sequence is later at night though: 01:23 Pi turns up quite early in the morning: 3:14 There are some interesting squares early in the morning too: 2:04,  4:06,  5:25,  6:36,  7:49 Or an odd sequence early in the afternoon: 13:57 There are lots of palindromes: 21:12 What other sequences can you (or your children) find&#8230; post a comment! Although the 21st of December is getting a lot of attention because of links to the Mayan Doomsday prediction. The real doomsday date is 9 days earlier, on the 12th. Back in the early 1970&#8242;s John Conway published his findings about the inner workings of the calendar. He had noticed a number of remarkable coincidences among many of the dates &#8211;  he referred to this as the Doomsday Algorithm because it offered him a way to calculate the day for any date of the year. Part of the Doomsday Algorithm demonstrates that for all the even months (except February)  the date that matches the number of the month always matches in any one given year. In 2012, the day is Wednesday. So: 12/12 (12th December) is a Wednesday 10/10 (10th October) is a Wednesday 8/8 (8th August) is a Wednesday 6/6 (6th June) is a Wednesday 4/4 (4th April) is a Wednesday In 2013, each of these dates will fall on Thursdays! The full Doomsday Algorithm reveals rules for the remaining months. For an overview of how the algoryithm works see Wikipedia. If you want to know everything there is to know about John Conway&#8217;s calculations and &#8216;how to amaze your family and friends&#8217; you can find full details here: Doomsday Algorithm Also, for more odd facts about 12.12.12, take a look at the Mother Nature Network]]></description>
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		<title>Findor&#8217;s Quest &#8211; Hobbity Puzzles</title>
		<link>http://www.mathsticks.com/extra/resources/findors-quest-hobbity-puzzles/</link>
		<comments>http://www.mathsticks.com/extra/resources/findors-quest-hobbity-puzzles/#comments</comments>
		<pubDate>Mon, 03 Dec 2012 23:22:55 +0000</pubDate>
		<dc:creator>John Duffty</dc:creator>
				<category><![CDATA[Resources]]></category>

		<guid isPermaLink="false">http://www.mathsticks.com/extra/?p=1642</guid>
		<description><![CDATA[Over at the main mathsticks resource site we have just published our Christmas eBook for 2012. This year, we have added a special  Hobbit themed 8-page mini puzzle booklet. The idea here is to engage those children who enjoy fantasy adventure stories, have  reasonable reading ability&#8230; but turn against &#8216;normal&#8217; maths puzzles. We tested our puzzle laden adventure on a group of 8-9 year old and found it was a hit! The children enjoyed following Findor (that&#8217;s Frodo&#8217;s great-great-great-great grandson) on a puzzling adventure as he searched the mines beneath the Iron Mountain. Every time he turned a corner there seemed to be a new math puzzle for him to think about. As he solved the problems, the children solved them too&#8230; collecting numbers along the way. Finally, those mysterious numbers can be decoded to reveal the name of another book. Yes, another Hobbity puzzle book is to follow. If you want to test this out with your children, the mini puzzle book is currently only available as a bonus with our 2012 Christmas eBook.]]></description>
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