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MathsInformationEvening
EmmanuelMiddleSchool
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RobChristopher:InterimHeadofSchoolEmmanuel
LizWest:CEOWimborneAcademyTrust
LouiseJeffs:MathsSpecialistforWimborneAcademyTrust,SchoolImprovementTeam&SLEforWimborneTeachingSchool
KatharineAnstey:HeadofSchoolStJohn’sFirstSchoolWAT:aleadMNPschool
2014– NewCurriculumforEngland
TheNationalCurriculumaimstoensurethatallpupilsbecomefluentmathematicians,canreason
mathematicallyandcansolvemathematicalproblems.
Ofsted guidanceforOutstandingmathsteachingandlearningstatesthatpupilsshould:
- understandimportantconcepts,makeconnectionsandapplywhattheyknow
- showexceptionalindependence,perseveranceandconfidence
- embracelearningfrommistakes- reason,generalizeandmakesenseofsolutions- befluentinmentalandwrittencalculation- beaccurateinmathematicallanguageandsymbolsin
theirrecordedworkandindiscussions- bepassionateandcommittedtomaths
NCETMstatesthatallpupilsshould:
-Acquiremasteryofmathematics-Continuetoacquiremasterthroughouttheirschoollivesandbeyond
NCETMstatesmasteryis:
-acquiringadeep,long-term,secureandadaptableunderstandingofthesubject-acquiringasolidenoughunderstandingofthemathsthat’sbeentaughttoenablehim/hermoveontomoreadvancedmaterial
SingaporeteachesmathsbetterthanmostcountriesincludingtheUK,accordingtointernationalrankingsforsecondarypupils.
Bruner:Concrete,Pictorial,AbstractapproachVygotsky:richdiscussion&peertalkPiaget:thinkingprocessesratherthanoutcomesDienes:explorationbeforestructureandavarietyofmethodsSkemp:makinglinks
‘SingaporeApproach’
TheapproachWimborneAcademyTrust&EmmanuelistakinginmathstomeettheNationalCurriculum,OfstedandNCETMcriteriaisbasedon3fundamentalareas:
1.IdentifyingandaddressinggapsinKeySkillsinpreviousyeargroupcurriculums
2.UsingtheresearchfromBruner,Vygotsky,Piaget,DienesandSkemp
3.OfferingallchildrenGreaterDepthopportunities
FindingsasanSLE
Developmentwasneededin:- Formativeassessment– detailedinformationofwhatthepupilcanandcan’tdo
- Addressingthegapsinpreviousyeargroupcurriculums
- Pace- Aspiralingcurriculum- Pupildiscussion- Concrete,Pictorial,Abstract(CPA)
LessonStructureacrossWimborneAcademyTrust&Emmanuel
3mainstructures:
1.Wholeclassinterventionlesson
2.Groupinterventionlesson
3.Schemelesson
WholeClassorGroupInterventionLesson
- 2,3,or4partlessons- AddressinggapsidentifiedfromKeySkills
assessments- Opportunityfortimestablestobepracticedor
tested- Varietyofmethodsexplored- Concrete,pictorial,abstractapproach- Pupildiscussion– reasoning- Pace- Differentiatedwherenecessary- Increasinglydifficultquestions
"I know the answer already so I don't need to write an explanation or draw a diagram."
300– 124=
100204
300– 100=200- 20=180- 4=176
SchemeLesson
- CreatedbyLJeffs(KS2)&LJeffs&RHardy– QE(KS3)- Follow’s‘MathsNoProblem’lessonstructurewith
additionalGreaterDepth- BasedonWhiteRoseMathsHubresources- Y9&Y10QEfollowingthesamelessonstructure
SchemeLesson
InFocus:Explore,Gather,Structure,Journal
GuidedPractice:collaborative,whiteboards,teacheroverview&guidance
Activity:Independentwherepossible,adultsupportwhereneeded,assessmentofthelesson
GreaterDepth:forrapidgraspers
5Ch1cPlaceValueLesson1WALT:Roundingnumberstothenearest10,100and1000InFocus
InFocus:Explore,Gather,Structure,Journal
GuidedPractice
Modelnumber-linestoteachhowtoselectthenearestnumbertoroundto.Givechildrenaselectionofnumberstoroundtothenearest10,100and1000.
NOTES:• Don’tjustteachtheruleof5andabovegoesupandbelow5goesdown
• Usenumber-linestoshowwhichnumberisthenearest• Whichplacevaluecolumndoweneedtolookatwhenweroundthenearest1,000?
• Ensuretheroundeddigitisfollowedbyzeroswhenroundingwholenumbers
BarModellingPictorialwayofmakingsenseofaproblem
Samhad10redmarblesand12bluemarbles.Howmanymarblesdidhehavealtogether?
Tomhas10pencilsandSamhas6pencils.HowmanymoredoesTomhave?
Peterhas4booksHarryhasfivetimesasmanybooksasPeter.HowmanybookshasHarry?
Mr Smith had a piece of wood that measured 36 cm.He cut it into 6 equal pieces.How long was each piece?
A computer game is reduced in a sale by 30%. Its reduced price is £77. How much was the original price?
AKeyStage3wordproblem:
A computer game is reduced in a sale by 30%. Its reduced price is £77. How much was the original price?
AssessmentFormative&SummativeAssessments
Formative:EverylessonAttheendoftheChapterKeySkillsassessments(informteaching,butcanalsobeusedtoinformsummative)
Summative:EndofKeyStage2practicetests&actualtestsTeacherjudgementattheendofeachhalfterm
Moderation
WithWimborneAcademyTrust&otherinterestedschools(120teachersatthelastmoderation)
WithMathsspecialistforWimborneAcademyTrust
Mathsspecialistalsoliaiseswith2otherMathsspecialistsfromTrustsinLondon&Devon
MathsspecialisthasalsojustrecentlymoderatedwithEmmanuel’s3mainfeederFirstSchools
FurtherplansaretoalsomoderateKS3withQEandCranborne– meetingshavealreadybegun
HelpingyourchildathomewithmathsEncouragehomeworktobedoneintheallocatedtimeeachweek(20minsKS2,30minsKS3)
Practicetimestablesasmuchaspossible– yourchildshouldknowwhichtabletheyarelearning.Focusonlyonthatone,untilitistestedandsecureinschool.(AllshouldbesecurebytheendofY4includingfactfamilies.)
Practicequickrecallofnumberbonds• 1digit(AllchildrenshouldbesecurebytheendofY2)• Numberbondstomake100(Y2)ThesearenecessarytohavethroughoutschoolingfromY2toGCSEandbeyond
Practicecountingforwardsandbackwardsfromanynumberin1s,10s,100s,1000s,10000suptoonemillion(Y5),tenmillion(Y6)
Practicecountingbackwardsthroughzero
Encouragepictorialrepresentationsespeciallywithwordproblems,fractions,decimals,percentages&ratio.
Encouragereasoninginmaths– ask‘Howdidyoudothat?’or‘Whyisyouranswercorrect,becauseIgotadifferentanswer?’
Encourageapositiveapproachtoexplorationanddiscussionwithmaths