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Using ICT to explore and model mathematics – Number dials ITP

Using ICT to explore and model mathematics – Number dials ITP. Professional development meeting. The aims of this CPD session are to:. reflect on the ways in which ICT can help children secure and extend mathematical understanding and also consider its limitations

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Using ICT to explore and model mathematics – Number dials ITP

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  1. Using ICT to explore and model mathematics – Number dials ITP Professional development meeting

  2. The aims of this CPD session are to: reflect on the ways in which ICT can help children secure and extend mathematical understanding and also consider its limitations develop awareness of the range of learning opportunities that can be promoted through the use of Number dials ITP become confident about how to make effective use of Number dials ITP within guided group, whole-class and independent learning contexts begin to map out how to incorporate use of Number dials ITP into ongoing planning.

  3. Consider the following questions: • If you were using this starting point to rehearse counting in equal steps, what numbers would you select for your class? How might you structure the activity and what questions could you ask? • What other resources might you use alongside this ITP? Why? • You could introduce a similar activity by drawing a sequence onto a whiteboard and hiding each term instead of using the ITP. Are there any benefits to using this program?

  4. Making effective use of ICT • It is important that children are asked to respond to a range of questions including open questions • It is often valuable to use other resources alongside ICT • It is often important that children record their working within an ICT-based activity, for example onto mini-whiteboards • ICT should be used when it enhances learning and/or teaching.

  5. Reflect on the benefits of using ICT in each of these contexts: • Whole-class teaching • Guided group work • Independent learning activities.

  6. It is possible to develop reasoning through using two versions of Number dials ITP alongside each other, for example: • Explore related tables facts, for example to recognise that every multiple of 6 is double its related multiple of 3. This can help children generate new facts from known ones. • Explore related multiplication and division facts using decimal numbers for example, explore the multiples of 0.4 alongside the multiples of 4. Use this to predict multiplication and division statements involving the number 0.4. • Set one centre number to be double the other, for example set the centre numbers to be 26 and 52 or 1.8 and 3.6. Reveal all of the multiples of the smaller number and explore how this can help you to work out the multiples on the other dial.

  7. Developing ideas to use in the classroom Pair up with a colleague who teaches a similar age group and work together at a computer to: • try out, develop and discuss ideas for using the ITP at an appropriate level • begin to plan at least one teaching and learning activity considering • the most appropriate context for the activity • how to structure the use of ICT • key questions to ask • any practical resources children might use alongside the ICT.

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