Buckinghamshire County Council Maths Network Group 1 Session 2 28.9.09

Buckinghamshire County Council

Maths Network Group 1

Session 2

28.9.09


Agenda

•Reflections and coaching

•Next steps in planning APPGuided group workUsing Data at classroom level to inform planning

• Building in Using and Applying

•In school actions


Coaching

In 3’s •Speaker•Coach•Observer


Coaching

•What have you been doing in school to improve standards in mathematics across the school?•How successful has your work been?•What barriers have you encountered?


Next steps in planning


Moving children on Good P

edagogy- U &

A , open questioning,

guided work, aw

areness of levels

Review of learning


Guided group work

• Is integral to quality-first teaching• Is informed by detailed assessment of particular

children’s learning with opportunities for further assessment

• Involves grouping children with a shared and current learning need, with individual progress regularly assessed to review group membership

• Has a very clear teacher role in scaffolding and supporting learning

• Involves the giving of clear feedback to children on the focus of learning and the progress made


Venn Diagrams

• Used to identify underperforming groups of children in one subject area

• Target groups from the Venn• Quick gains with these children• Consider 1:1

Example


Must Haves ...

What are the ‘Must Haves’ in maths?

10 90 20 80 30 70 40 6050 50


• Number facts and Tables facts• Counting on and back in 1s, 10s & 100s• Partitioning to add• Multiplying and dividing by 10 and 100• Multiplying by multiples of 10• Simple decimals• Empty box questions• Remainders


APP to identify where they need to go next

1.Identify Age Appropriate Learning Objective

2.Track back using Previous Learning

3.Look on APP grids for relevant area and next steps

4.Plan appropriate activity


Video Example


Example Year 5

Learning Objectives:• I can use the relationships between numbers to solve

ratio and proportion questions• I can break a problem into steps and say the calculation

I need to do to work out each step I can check that my answers are sensible

• I can decide and justify what calculations to do to solve a problem and whether I will do these mentally, using a written method or with a calculator


Example year 5 - Learning Overview

Children use multiplication (and division) to solve problems involving ratio and proportion. They answer questions such as:

Mary posts a package. She uses 10p and 2p stamps. She uses two 2p stamps for every 10p stamp. What could the package cost to post?

There are 25 ml of cordial in every 100 ml of juice drink. How much cordial is needed to make 1/2 litre of juice drink?

Children scale the ingredients in recipes up or down, for example rewriting a recipe for 8 people so that it would feed 16 or 4 people.


APP


Activity

• There are 40 squares in a pattern made up of shaded and unshaded squares.

• Find the number of shaded squares and unshaded squares if the ratio of shaded to unshaded is:

3:5 7:1 4:6 8:2 2:3



• The splitting plant grows in a special way.• In the first week the stem splits into two branches.• In the second week, each of these two branches split in

to another two branches - making four branches altogether.

• This keeps happening every week, until at the end of the 6th week each branch grows a flower.

• How many flowers will the plant have?

Amazing Splitting Plants




• Week 1 - 2

• Week 2 - 4

• Week 3 - 8

• Week 4 -16

• Week 5 - 32

• Week 6 - 64 flowers


Have a go...


Building In Using and Applying


Building in Using and Applying




Pitch and Expectations



Electronic Resources to support U& A

• Flexible Line graph• Counting Stick• Calculations


In school action planning

Documents

Buckinghamshire County Council Maths Network Group 1 Session 2 28.9.09