1. Maths Teaching Course Day 2
Andrew Lockett and Rachel Mitson

2. Aims of Course
Day 1 – Maths subject knowledge – curriculum, glossary, mental methods, fluency, times tables, bar modelling, written methods, where to go for help, gap task. Day 2 – Skills progression – how to cater for pupils for differing abilities and needs. Day 3 – Effective task design – making tasks fit for purpose – fluency, consolidation, problem solving and reasoning. Day 4 – Support for classroom management and resourcing – personalised afternoon – suggestions please.

3. Timetable
Gap Task feedback – future ideas? What is fluency? What does a sequence of learning look like? Books from Year 3 and 5 Missing part to sequences Support needed Logical? CPA? Break How to cater for pupils with different abilities/needs? Lunch Fractions, Decimals and Percentages Plan a progression of learning – fractions Gap task
9 – 9:30 – Gap Task 9:30 – 9:45 - Game 9: :15 – What is fluency? 10:15 – 10:45 – Sequence of learning – looking at what is progression (calculation policy?) Break 11 – 12 – Game+ differing needs – what does SEN support look like, GDS difference between NCETM statements 12 – 1 – Lunch 1 – 2 – Game + FDP subject knowledge – bar model examples for FDP 2 – 4 –Planning own progression on a fraction objective (or own)

4. Gap Task Feedback
Nim 7 – feedback and ideas Totality – feedback and ideas
Future versions of these games?

5. https://nrich.maths.org/1116
Money Bags

6. Developing number fluency
*Read ‘Developing Number Fluency – What, Why and How’ by Lynne McClure, published April 2014.(Ignore the first part – we looked at that last time!)
*After you have read, please explore some of the activities listed in the article. How do these assist fluency?
*Feedback.

7. Intelligent Practice
Essentially should stop fluency practice becoming ‘dry’ and boring.

8. Intelligent practice

9. Intelligent practice

10. Intelligent practice

11. Intelligent practice

12. Variation

13. Variation

14. What does a progression of learning look like? - Books
Same objective in Years 3,4,5,6
Is there year on year progression?
Is there support given to children when they do not understand and what does this look like?
Is there something missing in the progression through the school? (CPA)
Is the progression logical within the sequence of learning?
What else might you expect, which might be missing?
What would you say are the improvements needed in each year group?

15. Break

16. NCETM/Ofsted Puzzle

17. All Concrete Visual Abstract DSEN Greater Depth EAL
How to cater for Pupils with different needs?
All
Concrete
Visual
Abstract
DSEN
Greater Depth
EAL

18. How to cater for Pupils with different needs?
DSEN
Concrete (know how to use resources)
Repetition of the key basic maths facts
A method which suits them (might not be the most efficient)
All
Concrete
Visual
Abstract
Greater Depth
Complexity (multiple skills used to solve a single problem)
Systematic (to investigate and then draw conclusions)
Generalisations (creating/explaining own rules or rules within mathematics)
EAL
Translate (word problems if needed)
Read aloud word problems
Share methods (might have been taught differently abroad)

19. DSEN and children who find maths hard (NCETM):
What all slow moving pupils starting at Levels 2 & 3 need:
Activities and approaches to help engage pupils in mathematical thinking.
To use mathematical vocabulary and language to express their explanations and thinking with other pupils and their teacher in all mathematics lessons.
Confidence and greater flexibility with number and calculation through shared discussion about links and how alternative methods work.
To explore and focus on how and why different methods work rather than just on the answer, e.g. devising questions for a fixed answer, exploring when statements are true and false, matching linked facts.
Time and support in developing independent learning and self-help strategies
e.g. comparing approaches when stuck, referring to displays

20. DSEN ideas Keep it concrete/physical
Go back to what they know and build on (or with a TA)
Ensure they understand/can use visuals (bar models/informal methods)
Pick number facts/times tables which you realistically think they can learn
Achievable goals in lessons/a unit of work
Clear displays – working walls very useful/clear modelled examples
A resource trolley/area
Keep their confidence up

21. Odd + even = odd Sometimes, always, never true Explain
One task to adapt to all groups of children
Odd + even = odd
Sometimes, always, never true
Explain

23. Lunch

24. Game - Strike it Out! https://nrich.maths.org/6589
*Strike it Out: watch this clip from NRICH and see if the rules of the game can be worked out. Then try and play the game

25. Real life - offers and promotions! Realistic?
Fractions, Decimals and Percentages
Real life - offers and promotions!
Realistic?

26. Realistic - expectations
Fractions, Decimals and Percentages
Realistic - expectations

27. Visualising fractions, decimals and percentages

31. Fractions using the bar model
*Draw a model to represent the information given:
1.The gardener planted some trees.
2/3 were apple trees.
The rest were pear trees.
There were 24 apple trees.
Do 1. first then discuss. Then ask to do the second.
Discuss the differences between the 2 models.
Encourage children to purely draw models and represent without the pressure of answering questions.

32. Fractions using the bar model
2. The gardener planted some trees.
2/3 were apple trees.
The rest were pear trees.
There were 24 pear trees.
What’s the difference?
Children can represent questions without always having to find an answer!

33. Fractions using the bar model
*Read the information in situation 3. How does it differ from the first 2 situations?
3. The gardener planted some trees.
2/3 were apple trees.
The rest were pear trees.
There were 24 trees.

34. Fractions, Decimals and Percentages

36. Sequence of learning planning
Pick an objective from your year group (maybe a FDP one) and plan out using progression from the previous year to your year group’s ARE thinking about the things from this morning:
Logical
Building on previous learning
Games?
Investigation?
Generalisation opportunities?
Support for SEN?
CPA?

37. Gap task
Reflect on your teaching this year and photocopy/bring in books to show the sequence of learning (progression of skills) in books of a particular objective

38. Any suggestions for next time?