Playing board for the game Crooked rules
Player
Tens
Units
. Tenths
Player A
.
Player B
.
Player C
.
Player D
.
Presentation slide 1.1
The mathematics strand of the secondary national strategy
for school improvement – key principles
• Expectations
• Progression
• Engagement
• Transformation
Presentation slide 1.2
Some features of the mathematics strand of the
secondary national strategy
•
•
•
•
•
•
•
Planning based on clear teaching objectives from the Framework
for secondary mathematics
Structured mathematics lessons
Regular opportunities to develop oral, mental and visualisation
skills
Focus on direct interactive teaching of the whole class and
groups
Emphasis on the development of key vocabulary and
mathematical language
Promotion of continuity between key stages 2 to 4 by building on
pupils’ achievements
Pupil tracking and intervention to provide support for pupils at risk
of underachievement
Presentation slide 1.3
A typical structured mathematics lesson
Oral and
mental
starter
Whole-class work to rehearse, sharpen and
develop mental skills, including visualisation,
thinking and communication skills and recall of
facts
5 to 10
minutes
Main
teaching
activity
Teaching input and pupil activities. Work as a
whole class, in groups, in pairs or as individuals.
Interventions to identify and sort out
misconceptions, clarify points and give immediate
feedback
25 to 40
minutes
Plenary
To round off the lesson, work with the whole
class to summarise key facts and ideas, to
identify progress, to make links to other work,
to discuss the next steps and to set homework
5 to 15
minutes
Presentation slide 1.4
Structure of the Framework for secondary
mathematics
The five strands of progression:
1. Mathematical processes and applications
2. Number
3. Algebra
4. Geometry and measures
5. Statistics
Presentation slide 1.5
Work out the total
Presentation slide 2.1
Work out the total
Presentation slide 2.2
Marie’s sum
This is the calculation Marie was asked to do:
+ 6.3 = 10
She wrote: 4.7 + 6.3 = 10
Presentation slide 2.3
Ellie’s problem
In your purse you have lots of 5p, 10p and
20p coins.
How many different ways could you pay for
a magazine costing 45p?
Presentation slide 2.4
Skills that reinforce mathematical understanding
• Talking about their work with peers and adults
• Using and responding to questions
• Using and interpreting mathematical vocabulary
• Describing how they carried out a mathematical task
• Using gestures, models and drawings to support
explanations
• Seeking clarification by using phrases such as “I
don’t understand”, “What does that mean?” or
“Please say that again”
Presentation slide 2.5
How would you tackle these calculations?
23 – 9
34 + 13 + 60 + 27 + 16
4353 + 857
2003 – 1998
Presentation slide 3.1
Considering how you did the calculations
How did you work out each calculation?
What different methods were used?
Presentation slide 3.2
How would you tackle these calculations?
Working out totals
15 + 27 + 25
24 + 37 + 18 + 26 + 13
£2.54 + £2.67 + £1.46
8.7 + 5.6 – 6.7
Presentation slide 3.3
Working out the totals
47 + 76 =
125 + 238 =
= (40 + 7) + (70 + 6)
= (100 + 20 + 5) + (200 + 30 + 8)
= (40 + 70) + (7 + 6)
= (100 + 200) + (20 + 30) + (5 + 8)
= 110 + 13 = 123
= 300 + 50 + 13 = 363
or
47 + 70 = 117
117 + 6 = 123
Presentation slide 3.4
Horizontal recording
17 + 3
=
45 x 2
=
254 – 55
=
83
=
7
Presentation slide 3.5
Vertical and horizontal recording
365
– 99
365 – 99
Presentation slide 3.6
Target board
25
30
44
7
38
41
52
3
43
27
34
37
45
8
31
17
9
28
54
36
Presentation slide 3.7
How would you tackle these calculations?
15 x 4
32 x 7
67 x 24
1568
14
Presentation slide 4.1
Multiplication and division
34 x 20
36 x 5
64
4
84
14
Presentation slide 4.2
Mental method using partitioning
38 x 4 = (30 x 4) + (8 x 4)
Grid method 38 x 4
X4
30
8
120
32
152
This leads to the expanded method
38
X4
120 (30 x 4)
+32 (8 x 4)
152
Presentation slide 4.3
Grid method of multiplication
23 x 42 = (20 + 3) x (40 + 2)
x
20
3
40
800
120
920
2
40
6
46
966
23 x 42 = 966
Presentation slide 4.4
Considering the role of the TA in the video
• What was the TA doing to support the pupil that
she was working with?
• Where was the TA sitting?
• How did she help the rest of the group to
participate in the oral and mental starter?
Presentation slide 5.1
The role of the TA in the oral and mental starter
The TA can help pupils to take part in the oral and mental
starter by:
• encouraging them to concentrate and take part
• repeating discreetly questions that the teacher asks and
helping the pupils find an answer
• alerting the teacher if a pupil has an answer
• asking further questions that will help pupils to think when
they are discussing a problem in pairs
• observing a pupil and making notes about their responses
to questions
Presentation slide 5.2
The role of the TA in the video
• Why is it important for the TA to be present
during the direct teaching?
• How does the TA support the direct teaching?
• How does the TA support the group work?
• What sort of questions does the TA ask the pupil
during the group work?
Presentation slide 5.3
The role of a TA when working with a group
•
To ensure that group members understand what they have to do
and monitor that they are following instructions correctly
•
To give them clues when they are stuck, but without letting them
become too dependent on adult help
•
To help them to stay on task and remind them how much time
they have to complete the work
•
To help them to learn, read and use new mathematical
vocabulary
•
To make sure that they check answers for ‘reasonableness’
•
To encourage them to explain their answers and methods to you
•
To note what they have learnt, or any problems that they have
had, so that you can feed these back to the teacher
Presentation slide 5.4
Considering the role of the TA during wholeclass direct teaching
• What was the TA, Jenny, doing to support the
pupils during the lesson?
• How did she know which pupils to go to?
• What resources did she use?
• What questions did she ask?
Presentation slide 6.1
The purpose of questioning
Questioning can be used to:
• support pupils in learning how to ‘unpick’ problems
• help pupils to extend problems
• encourage pupils to make decisions
• encourage pupils to work collaboratively
Presentation slide 6.2
Giving feedback
You could:
• mention any misunderstandings pupils had in
relation to the work
• state how far the pupils got with the activity
• list what they found easy and/or hard
• mention a pupil who has done particularly well or
who has found the work particularly difficult
Presentation slide 6.3