1. SCITT Day 7

2. Session objectives
Understand how pattern provides the key to early work with algebra and generality
(Understand how work with pattern in key stage 1 and lower key stage 2 provides the foundation for algebraic thinking)
Use of practical equipment
Access good problem solving activities
Consider methods of whole class assessment and record keeping

3. Day 7 Session 1 Session 2 Session 3 Session 4 APP Assessing children
Problem Solving
Session 3
Pattern  exploring generality
Session 4
Time to develop ‘Maths Matters’

4. Starter Probability: ‘Number Spinners’ ITP
What will the total be after 10 spins?

5. What is the difference between
Terminology
What is the difference between
Attainment
&
Achievement?

6. AfL – Assessment for Learning
How does your school assess?
Short term
Medium term
Long term
What does your teacher count as ‘evidence’ of learning?

7. Primary Framework Disk
APP folder
APP Teachers handbook
Page 19/20 Assessment Foci
Page 24 Links between APP and Primary Fwk
Page 31 Making judgements in APP
Maths APP
L1 to 2
L2 to 3
L3 to 4
L4 to 5
Guidance Documents
Guidance Paper ‘Day to Day Assessment’

8. Assessment Consider the example ‘Standards File’
Use the APP grids to guide your Teacher Assessment of this child’s attainment

9. Marking linked to Assessment
“Marking that leads to children being able to improve their work should be what ideally all teachers are aiming at.
Children tend to ignore marking comments when a grade or a symbol is used.
However when children are given information about where they achieved success against the learning intention and where they could improve against the learning intention both at the same time, the chances of the marking being effective is vastly improved.
Children also need to be given time to read and respond to marking.”
Shirley Clarke (1998)
‘Targeting Assessment in the Primary Classroom’

10. Feedback and Marking
Be based on clear learning intentions/ success criteria
Take account of pupil self-evaluation
Highlight where success occurred and where improvement could take place
Be in a form which is accessible to the learner
Give strategies for improvement (often oral if this is beyond the means of the learner)
Have allocated time in which to take place or be read.

11. Strategies for closing the gap
“Highlight three places where the child has evidenced the best aspects against the learning intention and indicate with an arrow/asterisk where some improvement can be made
Extend the arrow to the nearest white space and write a ‘closing the gap’ prompt for the child, to help them to be able to make a small improvement.”
(Shirley Clarke, 2001)

12. 3 types of closing the gap prompts
A reminder prompt – suitable for brighter children, this simply reminds the child of what could be improved.
A scaffolded prompt – most suitable for children who need more structure than a simple reminder, this prompt provides some support. This can take the form of a question, a directive or an unfinished sentence.
An example prompt – very successful with all children, but especially with average or below average children, this prompt gives the child a choice of actual words [calculations] or phrases.
( Shirley Clarke, 2001)

13. ‘Reminder’
Carry out column addition and subtraction of positive integers less than 10,000
“Estimate first by rounding, maybe use a horizontal layout to check your working?”

14. ‘Scaffold’
Carry out column addition and subtraction of positive integers less than 10,000
“What has this person done wrong?
158
+ 184
612
Now have a look at your answers I have circled. Check your working.”
4 1

15. ‘Example’
Carry out column addition and subtraction of positive integers less than 10,000
Which one has the correct answer?
How

16. Simple everyday recording
LO 1
LO 2
LO 3
LO4
Pupil 1
Pupil 2
Pupil 3
Pupil 4

17. How can I make children think in maths lessons?
Good Problem Solving…
How can I make children think in maths lessons?

18. Using and Applying – AT1 Thinking Skills from National Curriculum
Information Processing
Reasoning
Enquiry
Creative thinking
Evaluating

19. Information Processing
One Way Out
? ? ? ?
Odd
Even ?
Where do you think it will come out? ? ? ?

20. Reasoning
Boxes 100 =

21. Enquiry
What questions could you ask about…?

22. Creative Thinking How could you find half of:
A potato
A piece of string
A cake
A pound
A book
A glass of water
What other examples could you think of?

23. Evaluating
31 – 12 = ?
Discuss these answers:
11, 43, 19, 20

24. Using and Applying – AT1 Different Types of Problem
Finding All Possibilities
Logic Puzzles
Finding Rules and describing patterns
Visual Problems

25. Finding All Possibilities
Clown Hats - 3 colours
Red
Blue
Yellow
What different
hats can be
made?
How would you extend this
task?

26. Logic Problems - A mixed-up clock
There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from the ten statements?

27. Finding Rules and describing patterns
Create a repeating pattern
Can you predict what the next counter will be?
Can you say what the pattern is in words?
Can you say what the 10th counter will be?
The 20th? The 100th?
The nth ?

28. Visual Problems
How many
triangles
can you see?

29. A problem…
A shepherd owns 19 sheep and 13 goats. How old is the shepherd?
Answer given 32
Daniel has 8 cakes. He divides each cake into 4 parts. How many pieces does he have?
Answer given 2

30. A word problem
There are 7 shelves with 25 books on each shelf. If I remove 47 books, how many books are left? How many ‘full’ shelves would there be?
What did you do to solve this problem?

31. Word Problems Read Underline Choose Solve Answer? Check Read Underline
Decide
Estimate
Calculate
Answer?
Test it

32. Using and Applying – AT1 Where to find other problems…
Primary Framework disk
Puzzles and problems and mathematical challenges
Kent Trust Web
Nrich

33. Kent Trust Web

34. Nrich

35. Explore Kent Trust Web Nrich Find one example for your learners.
Nrich
Find one example for your learners.

36. Did we…
Understand how pattern provides the key to early work with algebra and generality?
Use practical equipment?
Access good problem solving activities?
Consider methods of whole class assessment and record keeping?