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Professional Development Using Online Support, Utilising Rich Mathematical Tasks Liz Woodham

NCETM workshop - 12th March 2008. Professional Development Using Online Support, Utilising Rich Mathematical Tasks Liz Woodham Mark Dawes Jenny Maguire. [This is a PowerPoint version of the original SMART notebook]. The Project. Every teacher from 3 primary schools Initial training

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Professional Development Using Online Support, Utilising Rich Mathematical Tasks Liz Woodham

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  1. NCETM workshop - 12th March 2008 Professional Development Using Online Support, Utilising Rich Mathematical Tasks Liz Woodham Mark Dawes Jenny Maguire [This is a PowerPoint version of the original SMART notebook]

  2. The Project • Every teacher from 3 primary schools • Initial training • In-class support • Weekly teaching • INSET day • Wiki • CPD materials

  3. How many different 3 digit numbers can you make from the digits 1, 3 and 5? How many of these are prime numbers? 1 1 3 3 5 3 3 1 1 5 1 1 1 3 3 3 5 5 5 1 5 5

  4. Click here Use ITP Number Grid to find multiples and prime numbers

  5. Divisibility Rules A number is divisible by: it is an even number 2 if 3 if the digits add to a multiple of 3 4 if you can halve it and halve it again 5 if the last digit is 0 or 5 6 if it is even and the digits add to a multiple of 3 7 if use a calculator 8 if you can halve it three times 9 if the digits add to 9 the last digit is 0 10 if

  6. Can you make square numbers by adding 2 prime numbers together? 4 = + = = 9 + + + 16 + = 13 11 2 5 2 2 7 2 3

  7. Try with the squares of numbers between 4 and 20 Do you discover any square numbers which cannot be made by adding 2 prime numbers together? If you do can you think why these numbers cannot be made? Explain how you tackled the investigation

  8. Daniel and Milan Tips: make a list of square numbers We noticed that you had to add 2, 3 or 5 to most of the numbers So we tried each of these numbers and worked out if the answer was a prime number and it worked!

  9. If a square number is odd, then if you take 2 away from it, if that number isn't a prime number, you can't add 2 numbers to make a square When asked why, Oliver replied that if it didn't work taking 2 away, the other prime numbers were odd therefore you would get an even number, which wouldn't be prime

  10. Genevieve, Tayler and Abi First we tried random numbers which fitted the rules. Then we found prime numbers close to the square and used littler prime numbers to fill the gaps. When we got stuck we started thinking of number bonds or asked for advice Jessie and Hannah For numbers over 100 we got a close odd number and found a prime number to go with it. Then we checked to see if the first number was a prime number. Rebecca If the square number is odd you have to take away 2 and if that number is prime, it can be done. If the square number is even it has to be odd + odd or even +even Other strategies which children used

  11. Improving investigative and problem solving skills was identified on our School Development Plan. • We felt we needed to focus on: • Engaging reluctant mathematicians • Developing children's explanation of their strategies

  12. What we have gained from the project: • focus on and development of Nrich ideas to match the needs of our children / designing Smartboard pages • opportunity to watch Mark deliver lessons and to observe our children closely • discussion with Mark and feedback on our lessons • increase in children's confidence to begin work • increase in teachers' confidence to deliver • opportunity for peer observations/discussions and • sharing practice/resources with other schools • involvement of parents/ successful Education Evening

  13. Engaging reluctant mathematicians • Importance of selecting an investigation at a level they can access but can be developed by more able • Emphasising that in investigations you don't get the solution first time/ it's OK to get it wrong and try again • Stopping regularly for "mini plenaries" after they have been given a time to explore • Grouping of children to work with more confident children when appropriate

  14. How we develop children's explanations: • Asking children to think about what they would tell others to do in order to begin the investigation • Encouraging children to explain why they got the solution • Exploring and describing patterns • More able children working with and encouraging less confident without telling them the answer • (a challenge for the more able!) • Giving children the task of planning an investigation for a group of younger children

  15. Where next? • Maintain profile of the work by reporting on it regularly in staff meetings and governors • Embed the Nrich materials in our planning • Include investigations in all the units of work • Aim to teach more through investigations • Continue to give opportunity for peer observations

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