The following extract is taken from the Standards Site 

Pupils need to be able to select the mathematics required to solve a problem and to recognise that an idea that they meet in one strand of mathematics can be applied in another. A good 'diet' will include:

• problems and applications that extend content beyond what has just been taught
• familiar and unfamiliar problems in a range of numerical, algebraic and graphical contexts, some with a unique solution and some with several possible solutions
• activities that develop short chains of deductive reasoning and concepts of proof in algebra and geometry
• occasional opportunities to sustain thinking by tackling more complex problems. 

The following extract is taken from the Ofsted Conference Report (June 2004)

It was made clear that, though ‘using and applying mathematics’ has been a significant part of National Curriculum mathematics since its introduction, HMI evidence suggests that many schools continue to find it a challenge to equip all pupils with these skills. In contrast, some schools have successfully incorporated these skills into their lessons. HMI analysis of the best practice shows that it often includes the following features: Click here to access more details

QCA have put together a Powerpoint presentation and some notes in pdf form highlighting weaknesses in performance in the 2004 SATs papers which would form a good basis for discussion.

Click here for the Powerpoint presentation
Click here for the pdf notes

To access some relevant website reviews - Click here
For relevant Numeracy framework pages - Click here

Monitoring MPA within Mathematics could be done using a cover sheet where for a unit of work opportunities for teaching and consolidating their MPA skills could be recorded - Click here for a KS3 exemplar which includes the Years 7, 8 and 9 processes.