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

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

5. What sort of assessment are we talking about?
Day-to-day
Close up
Standing back
Periodic
Transitional
Public view

6. Supporting judgements

7. 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’

8. 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)

9. 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)

10. “Children need to solve problems to become problem solvers.”
Oxford: University Press
(2013)

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

12. Information Processing
NC2000 Thinking Skills
Information Processing
Reasoning
Enquiry
Creative thinking
Evaluating

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

14. Reasoning
Boxes 100 =

15. Enquiry
What questions could you ask about…?

16. 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?

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

18. Nrich Skills
31 – 12 = ?
Discuss these answers:
11, 43, 19, 20

19. Questions for Thinking
Reasoning Progressions - for Assessment
Cold/ Hot Tasks??
Progress?

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

21. 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

22. 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?

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

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

25. TASKS
Maths Task 4
Deliver a Problem Solving lesson to a group, or class, of children.
Focus on one set of skills that you wish to make explicit to learners. Evaluate the lesson – how & when did you make the skills explicit? How successful were the learners in acquiring them, what do they need to do next?
HAND IN DAY 8
Maths Task 5
Identify a learning objective that requires consolidation. Create a game (or other practical activity) for your learners to use in-class and/or at home.
WITH SECOND PLACEMENT LEARNERS
SHARE ON DAY 10