Middle School Subject Leaders Day

1. Middle School Subject Leaders’ Day 21st May 2008

2. What mathematical questions could you ask?What mathematical questions could you ask?

3. Objectives To become familiar with the support for planning available through the Framework and the Secondary mathematics planning toolkit To explore ways of making mathematical processes explicit in planning and teaching To reflect on effective strategies for collaborative unit planning SSSS

4. Objective To reflect on effective inclusion strategies for EAL pupils in Mathematics SSSS

5. Agenda 09.00 Meet and Coffee 09.15 Welcome + starter 0930 The KS3 framework and toolkit hyperlink 0950 Process mapping 1110 coffee 1130 EAL 1230 Lunch 1315 Unit planning 1510 Updates 1530 Next Steps SS Framework & toolkit AM Steve CookSS Framework & toolkit AM Steve Cook

6. New Guide Objectives & assessment focus Subject guidance & support > learning and teaching Framework guidance > planning toolkit Toolkit arrives 2nd June, sent out with courrier. Toolkit contents Questions? Collect and contact Anne if necessary Guide Objectives & assessment focus Subject guidance & support > learning and teaching Framework guidance > planning toolkit Toolkit arrives 2nd June, sent out with courrier. Toolkit contents Questions? Collect and contact Anne if necessary

7. Process mapping Geometry and measures Number Geometry Dave Number Andy Use Key Processes in ……. And the process sheets Map key processes to activity How do you make the learning of process skills explicit? Which ones are key for this activity?Geometry Dave Number Andy Use Key Processes in ……. And the process sheets Map key processes to activity How do you make the learning of process skills explicit? Which ones are key for this activity?

8. Geometry and Measures Do the activity Discuss the maths, teaching approaches, thinking skills, questioning…………. (Dave) Do the activity Discuss the maths, teaching approaches, thinking skills, questioning…………. (Dave)

9. Map the process skills you hit. Using MPA sheet, freemind and process skills in geometry & measures. Decide on one or two main process objectives and discuss success criteria. What would go before and after?Map the process skills you hit. Using MPA sheet, freemind and process skills in geometry & measures. Decide on one or two main process objectives and discuss success criteria. What would go before and after?

10. A short problem Jennifer needs £15, Claire gives her £9. How much more does she need? 15 x 9 15 + 9 15 - 9 15 ÷ 9 Which calculation would be correct for answering the problem? Write problems that require the other three calculations to answer them. From page 67 Teaching and Learning Functional Mathematics

11. Unit title: ‘Creating a story’ Generating problems to represent particular types of calculation. Phase 1 Single step problems for each of the four operations For each operation asking ‘What is the same and what is different?’ about each story.

12. Generating problems to represent particular types of calculation. Phase 1 Single step problems for each of the four operations For each operation asking ‘What is the same and what is different?’ about each story Phase 2 Multi-step problems. Presenting pupils with one general form e.g. ab + c Pupils create a range of ‘stories’ for this form and then repeat this for as many different multi-step forms as they can Unit title: ‘Creating a story’

13. Action Points How will you get your department to engage with process skills? Replicate this session? Consultants attend department meeting? Discuss on tables, feedback one interesting idea per table, that was shared.Replicate this session? Consultants attend department meeting? Discuss on tables, feedback one interesting idea per table, that was shared.

14. Bedfordshire Middle Schools Subject Leaders’ Conference Mathematics and EAL 21st May 2008

15. 2006 figures are in brackets.The gap between Pakistani, Bangladesh and Black African pupils and White British pupils in literacy has narrowed. In mathermatics it has narrowed for Pakistani and black African and stayed the same for Bangladeshi pupils.2006 figures are in brackets.The gap between Pakistani, Bangladesh and Black African pupils and White British pupils in literacy has narrowed. In mathermatics it has narrowed for Pakistani and black African and stayed the same for Bangladeshi pupils.

16. % of pupils achieving L4+ at KS2 Attainment at the end of KS2 at L4+ for EAL learners has remained the same for English over the same period, widening the gap against all pupils from 6% to 7%. Attainment by EAL learners in mathematics has risen by 2% in, keeping pace with increase in national average. However, the gap against national attainment remains at 6%. Attainment patterns vary across ethnic groups but overall challenge remains. Source of data SFRs 2005-2007 Attainment at the end of KS2 at L4+ for EAL learners has remained the same for English over the same period, widening the gap against all pupils from 6% to 7%. Attainment by EAL learners in mathematics has risen by 2% in, keeping pace with increase in national average. However, the gap against national attainment remains at 6%. Attainment patterns vary across ethnic groups but overall challenge remains. Source of data SFRs 2005-2007

17. Bedfordshire KS 2 Level 4+

18. Find the missing numbers 8 x a = 32 b x a = 64 c x a =320 b x c = d For each one try to slow down your calculation to observe what steps are involved and how you would put those steps into words.

19. What was involved in verbalising the calculation of the missing numbers? Subject specific vocabulary General vocabulary used in a subject specific way Academic vocabulary related to logic, logical conclusions, possibility etc.

20. Subject specific multiplied by multiple divided by divisor quotient etc.

21. General but subject specific times goes into double relationship factor find

22. Language for reasoning and logic If ….. then….. because ….. ..must be … ..can’t be … ..could be .. Therefore ..

23. Meaning in mathematics Write a sentence which uses the word ‘circle’ in it. Now write four more sentences using the following words; time, about, hold, weigh

24. Pitch and Expectations Year 5 Circle one amount each time to make these sentences correct. The distance from London to Manchester is about: 320 cm 320 m 320 km A tea cup is likely to hold about: 15 ml 150 ml 1500 ml A hen’s egg is likely to weigh about: 6 g 60 g 600 g Y5 optional test 2003 Paper B level 4

25. Ambiguity circle (used here as a verb) time (occasion) about (approximately) hold (contain) weigh (sounds like but is not ‘way’)

26. Alternatives 1 What is the distance from x to y? How far is it from x to y? How many kilometres is it from x to y? How much does X weigh? What is the weight of X?

27. Alternatives 2 A tea cup is likely to hold about 150ml. A tea cup probably holds about …. A tea cup usually holds about It is likely that a tea cup holds about .. A typical tea cup holds about …… Most tea cups hold about …..

28. Alternatives 3 One orange costs nineteen pence. How much will three oranges cost? Y4 optional test 2003 Mental test level 3 One orange costs fifteen pence. How much would five oranges cost? Y4 optional test 1998 Mental test level 4 An apple costs seventeen pence. How much will three cost? Y4 optional test 1999 Mental test level 4 A fruit pie costs fifty-five pence. What is the cost of three fruit pies? KS2 2004 Mental test level 4 4 pineapples cost £3.40.Calculate the cost of 1 pineapple. Y4 optional test 2003 Paper A level 4

29. Language functions Language functions are the meanings and concepts which we want to communicate. Language structures are the words and word order we use to express the language functions.

30. Language functions

31. Estimating It’s about … It’s approximately …, It’s around … It’s nearly It’s between .. It’s a bit more than .. It’s slightly less than … It’s roughly …

32. Comparing nearer to, closer to. it’s more / less than. It’s heavier / lighter /shorter. it’s the same as, nearly the same as. shortest , longest etc. how much less / more?

33. Expressing possibility and certainty It can’t be…. It could be … It must be …. It might be …. It should be … It has to be… It doesn’t have to be ….

34. Task Now look at one or two examples from Year 5 Pitch and Expectations. Make a note of; Possible vocabulary demands Possible language function demands

35. A problem Farzana goes into a shop. She buys a carton of milk. The carton of milk costs 30p. She gives the shop assistant one pound. The shop assistant gives her 5 coins in change.

36. Some questions

37. Graphic Organiser to aid thinking

38. Graphic organiser

39. Graphic Organiser to aid thinking

40. Some answers She should have 70p. She can’t have two 50p coins. If she has two 5p coins she can’t have three 10p coins. If she has two 5p coins she must have three 20p coins. She doesn’t have to have a 10p. She could have a 50p coin and four 5p coins.

41. Where does it fit into the Mathematics Framework? Using and Applying Maths Year 5 Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols

42. Links to Literacy Excellence and Enjoyment Learning and Teaching for bilingual children in the early years Teaching Units to support guided sessions for writing in English as an additional language (pilot material)

43. Why worry about modal verbs? Grammatical features presenting particular challenges for EAL learners Modal verbs Therefore Unit 11 focuses on Modal verbs

44. What might a task like this provide for EAL learners? An opportunity to enable them to develop content skills and knowledge in maths. An opportunity to focus on language for expressing degrees of possibility. Integrating language and content.

45. Thinking continuum

46. Some types of thinking copying describing evaluating comparing naming hypothesising

47. Cummins’ Quadrant

49. EAL Steve Cooke Action Points

50. Lunch

51. Sequences card sorts

52. The Bedfordshire plan Collaboratively plan within learning communities. 3 x ½ day supply cover paid. Two in summer, one in Autumn. Each Learning community to look at 2 units from year 7. Should make an evolving Bedfordshire KS3 scheme of work SSSS

53. Unit Planning Each unit needs: Activities/rich tasks Agreed objectives (MPA and content) A variety of teaching and learning approaches Learning sequence Resources and references Organise dates to meet SS No format because we want to concentrate on content.SS No format because we want to concentrate on content.

55. Updates SATs borderline checks. Results arrive ………., spreadsheets may arrive before papers. AfL training Bowland case studies Making good progress booklets Year 6 Maths Toolkit revision Progression grids Competition Sats checking, check totals and explain questions for borderline pupils Sats checking, check totals and explain questions for borderline pupils