Transcript Buckinghamshire County Council - Buckinghamshire Grid for Learning

Buckinghamshire County Council
Maths Network Group 1
Session 2
28.9.09
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Agenda
•Reflections and coaching
•Next steps in planning
APP
Guided group work
Using Data at classroom level to inform
planning
• Building in Using and Applying
•In school actions
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Coaching
In 3’s
•Speaker
•Coach
•Observer
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Coaching
•What have you been doing in
school to improve standards in
mathematics across the school?
•How successful has your work
been?
•What barriers have you
encountered?
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Next steps in planning
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• Identify the children – Venn diagram
1
2
3
4
• Ensure they have the ‘must haves’
• Use the APP grids to identify areas of
development and guided groups
• Use the overcoming barriers and Pitch and
Expectations to gather ideas to move children
on
Review of learning
Good Pedagogy- U & A , open questioning, guided
work, awareness of levels
Moving children on
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Guided group work
• Is integral to quality-first teaching
• Is informed by detailed assessment of particular
children’s learning with opportunities for further
assessment
• Involves grouping children with a shared and current
learning need, with individual progress regularly
assessed to review group membership
• Has a very clear teacher role in scaffolding and
supporting learning
• Involves the giving of clear feedback to children on the
focus of learning and the progress made
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Venn Diagrams
• Used to identify underperforming groups of children in
one subject area
• Target groups from the Venn
• Quick gains with these children
• Consider 1:1
Example
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Must Haves ...
What are the ‘Must Haves’ in maths?
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70
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Number facts and Tables facts
Counting on and back in 1s, 10s & 100s
Partitioning to add
Multiplying and dividing by 10 and 100
Multiplying by multiples of 10
Simple decimals
Empty box questions
Remainders
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APP to identify where they need to go
next
1.Identify Age Appropriate
Learning Objective
2.Track back using Previous
Learning
3.Look on APP grids for
relevant area and next
steps
4.Plan appropriate activity
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Video Example
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Example Year 5
Learning Objectives:
• I can use the relationships between numbers to solve
ratio and proportion questions
• I can break a problem into steps and say the calculation
I need to do to work out each step I can check that my
answers are sensible
• I can decide and justify what calculations to do to solve
a problem and whether I will do these mentally, using a
written method or with a calculator
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Example year 5 - Learning Overview
Children use multiplication (and division) to solve problems involving ratio and
proportion. They answer questions such as:
Mary posts a package. She uses 10p and 2p stamps. She uses two 2p stamps for every
10p stamp. What could the package cost to post?
There are 25 ml of cordial in every 100 ml of juice drink. How much cordial is needed to
make 1/2 litre of juice drink?
Children scale the ingredients in recipes up or down, for example rewriting a recipe for 8
people so that it would feed 16 or 4 people.
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APP
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Activity
• There are 40 squares in a pattern made
up of shaded and unshaded squares.
• Find the number of shaded squares
and unshaded squares if the ratio of
shaded to unshaded is:
3:5
7:1
4:6
8:2
2:3
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Buckinghamshire County Council
Amazing Splitting Plants
• The splitting plant grows in a special way.
• In the first week the stem splits into two branches.
• In the second week, each of these two branches split in
to another two branches - making four branches
altogether.
• This keeps happening every week, until at the end of
the 6th week each branch grows a flower.
• How many flowers will the plant have?
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• Week 1 - 2
• Week 2 - 4
• Week 3 - 8
• Week 4 -16
• Week 5 - 32
• Week 6 - 64 flowers
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Have a go...
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Building In Using and Applying
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Building in Using and Applying
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Buckinghamshire County Council
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Pitch and Expectations
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Buckinghamshire County Council
Electronic Resources to support U& A
• Flexible Line graph
• Counting Stick
• Calculations
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In school action planning