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Playing board for the game Crooked rules

Playing board for the game Crooked rules. Player. Tens. Units. Tenths. Player A. Player B. Player C. Player D. The mathematics strand of the secondary national strategy for school improvement – key principles. Expectations Progression Engagement Transformation.

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Playing board for the game Crooked rules

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  1. Playing board for the game Crooked rules . Player Tens Units Tenths Player A . . Player B . Player C . Player D Presentation slide 1.1

  2. The mathematics strand of the secondary national strategy for school improvement – key principles • Expectations • Progression • Engagement • Transformation Presentation slide 1.2

  3. Some features of the mathematics strand of thesecondary national strategy • Planning based on clear teaching objectives from the Framework for secondary mathematics • Structured mathematics lessons • Regular opportunities to develop oral, mental and visualisation skills • Focus on direct interactive teaching of the whole class and groups • Emphasis on the development of key vocabulary and mathematical language • Promotion of continuity between key stages 2 to 4 by building on pupils’ achievements • Pupil tracking and intervention to provide support for pupils at risk of underachievement Presentation slide 1.3

  4. A typical structured mathematics lesson Oral and mental starter Whole-class work to rehearse, sharpen and develop mental skills, including visualisation, thinking and communication skills and recall of facts 5 to 10 minutes Main teaching activity Teaching input and pupil activities. Work as a whole class, in groups, in pairs or as individuals. Interventions to identify and sort out misconceptions, clarify points and give immediate feedback 25 to 40 minutes Plenary To round off the lesson, work with the whole class to summarise key facts and ideas, to identify progress, to make links to other work, to discuss the next steps and to set homework 5 to 15 minutes Presentation slide 1.4

  5. Structure of the Framework for secondary mathematics The five strands of progression: • Mathematical processes and applications • Number • Algebra • Geometry and measures • Statistics Presentation slide 1.5

  6. Work out the total Presentation slide 2.1

  7. Work out the total Presentation slide 2.2

  8. Marie’s sum This is the calculation Marie was asked to do: + 6.3 = 10 She wrote: 4.7 + 6.3 = 10 Presentation slide 2.3

  9. Ellie’s problem In your purse you have lots of 5p, 10p and 20p coins. How many different ways could you pay for a magazine costing 45p? Presentation slide 2.4

  10. Skills that reinforce mathematical understanding • Talking about their work with peers and adults • Using and responding to questions • Using and interpreting mathematical vocabulary • Describing how they carried out a mathematical task • Using gestures, models and drawings to support explanations • Seeking clarification by using phrases such as “I don’t understand”, “What does that mean?” or “Please say that again” Presentation slide 2.5

  11. How would you tackle these calculations? 23 – 9 34 + 13 + 60 + 27 + 16 4353 + 857 2003 – 1998 Presentation slide 3.1

  12. Considering how you did the calculations How did you work out each calculation? What different methods were used? Presentation slide 3.2

  13. How would you tackle these calculations? Working out totals 15 + 27 + 25 24 + 37 + 18 + 26 + 13 £2.54 + £2.67 + £1.46 8.7 + 5.6 – 6.7 Presentation slide 3.3

  14. 47 + 76 = = (40 + 7) + (70 + 6) = (40 + 70) + (7 + 6) = 110 + 13 = 123 or 47 + 70 = 117 117 + 6 = 123 125 + 238 = = (100 + 20 + 5) + (200 + 30 + 8) = (100 + 200) + (20 + 30) + (5 + 8) = 300 + 50 + 13 = 363 Working out the totals Presentation slide 3.4

  15. Horizontal recording 17 + 3 = 45 x 2 = 254 – 55 = 83 7 = Presentation slide 3.5

  16. Vertical and horizontal recording 365 365 – 99 –99 Presentation slide 3.6

  17. Target board 25 30 44 7 38 27 41 52 3 43 34 37 45 8 31 17 9 36 28 54 Presentation slide 3.7

  18. How would you tackle these calculations? 15 x 4 32 x 7 67 x 24 1568 14 Presentation slide 4.1

  19. Multiplication and division 34 x 20 36 x 5 64 4 84 14 Presentation slide 4.2

  20. Mental method using partitioning 38 x 4 = (30 x 4) + (8 x 4) Grid method 38 x 4 This leads to the expanded method X 4 30 8 120 32 152 38 X4 120 +32 (30 x 4) (8 x 4) 152 Presentation slide 4.3

  21. Grid method of multiplication 23 x 42 = (20 + 3) x (40 + 2) x 20 3 40 2 800 40 120 6 920 46 966 23 x 42 = 966 Presentation slide 4.4

  22. Considering the role of the TA in the video • What was the TA doing to support the pupil that she was working with? • Where was the TA sitting? • How did she help the rest of the group to participate in the oral and mental starter? Presentation slide 5.1

  23. The role of the TA in the oral and mental starter • encouraging them to concentrate and take part • repeating discreetly questions that the teacher asks and helping the pupils find an answer • alerting the teacher if a pupil has an answer • asking further questions that will help pupils to think when they are discussing a problem in pairs • observing a pupil and making notes about their responses to questions The TA can help pupils to take part in the oral and mental starter by: Presentation slide 5.2

  24. The role of the TA in the video • Why is it important for the TA to be present during the direct teaching? • How does the TA support the direct teaching? • How does the TA support the group work? • What sort of questions does the TA ask the pupil during the group work? Presentation slide 5.3

  25. The role of a TA when working with a group • To ensure that group members understand what they have to do and monitor that they are following instructions correctly • To give them clues when they are stuck, but without letting them become too dependent on adult help • To help them to stay on task and remind them how much time they have to complete the work • To help them to learn, read and use new mathematical vocabulary • To make sure that they check answers for ‘reasonableness’ • To encourage them to explain their answers and methods to you • To note what they have learnt, or any problems that they have had, so that you can feed these back to the teacher Presentation slide 5.4

  26. Considering the role of the TA during whole-class direct teaching • What was the TA, Jenny, doing to support the pupils during the lesson? • How did she know which pupils to go to? • What resources did she use? • What questions did she ask? Presentation slide 6.1

  27. The purpose of questioning Questioning can be used to: • support pupils in learning how to ‘unpick’ problems • help pupils to extend problems • encourage pupils to make decisions • encourage pupils to work collaboratively Presentation slide 6.2

  28. Giving feedback You could: • mention any misunderstandings pupils had in relation to the work • state how far the pupils got with the activity • list what they found easy and/or hard • mention a pupil who has done particularly well or who has found the work particularly difficult Presentation slide 6.3

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