PP Form PL M3

MATHEMATICS LESSON PLAN

UNIVERSITY OF MANCHESTER PRIMARY PGCE

Writing in red is post-lesson evaluation notes.

DATE 01/10/13 CLASS/ SET Year 3 NOR 6-8 MAIN LEARNING OBJECTIVES Learning objective: To use known mental strategies to add and subtract 2 digit numbers, using jottings to help if needed. Add or subtract mentally combinations of one-digit and two-digit numbers. Develop and use written methods to record, support or explain addition and subtraction of twodigit and threedigit numbers. (taken from KS2 Maths Framework for Year 3, block A, counting, partitioning and calculating) ECM / HCAM(Safety, Health, Achievement, Positive
contribution, Economic well being)

Achievement: stickers, praise, maths champion medal. Safety: small counters- keep away from mouth. Positive contribution: Maths champion, importance of group work, working in pairs, helping each other, peer-support, and peer-tutoring.

MAIN POINTS TO REVIEW FROM PREVIOUS LESSONS No information from previous lesson. Information from Heybrook Primary School Calculation Policy on where children should with regards to learning at their supposed level ( year 3 = level 2B-3C). Starter activity is elicitation exercise, so can gauge where children are in terms of calculation knowledge. Confidence with addition/subtraction operations, confidence with 2 digit numbers/3 digit numbers etc. INCLUSION: REFER TO ANY CHILDREN WITH SPECIAL NEEDS, SEN, EAL, INCLUSION, G & T, iEPs Do not know make up of group with regards to SEN/EAL/G&T etc. Just know that all children should be of similar ability. No writing involved in lesson, apart from whiteboards available for jottings during calculations. Should make activities accessible for all abilities, regardless of SEN, EAL etc, as no need to write. Lots of partner work throughout lesson, so will pair up depending on ability, through elicitation. Will pair up differently for different activities, e.g. LA with LA, so HAs can work together to push each other on extension activity, HA work with LA so can use peer-tutoring as a learning tool. ASSESSMENT OPPORTUNITIES / TARGET CHILDREN/GROUPS / SUCCESS CRITERIA Multiple opportunities for assessment of knowledge throughout starter activities and initial questioning. Starter activity involves independent thinking and coming up with number sentences themselves, so can question: Why did you choose that method? How did you know that? Prompt towards key vocab: known facts, near multiples, addition, and subtraction. LINKS TO OTHER CURRICULUM AREAS (e.g speaking and listening) Speaking and listening. Lots of group work throughout the lesson. Cooperative learning, KAGAN techniques. ORAL/MENTAL WORK Before mental starter. START TIME: tbc Letter to us from Headteacher of Heybrook PS. DURATION: 10 minutes Fictional letter to us (Miss Archer and Mr Ridgway) from Headteacher of school Mr Crowther. Mr Crowther says in letter what fantastic mathematicians year 3 are, he hopes they show off their mathematician skills. RESOURCES / ICT STAFF DEPLOYMENT Staff show letter to group, can you guess who this is from? Staff to read children letter, and say how we will be looking for our Maths Champion during the lesson, who shows the skills described by Mr Crowther.

SPECIFIC LEARNING OBJECTIVES: Use addition and subtraction mental techniques to find number sentences for a known answer. . TEACHERS KEY QUESTIONS/EXPLANATIONS/VOCABULARY Heres the answer Whats the question? Give children a known answer on the boards (staff to decide on day). They can use known mental techniques to work out what the question for that answer may be. Can use any numbers they are comfortable with. 1,2,3 digit, and any operations. Next, move on to specify just using addition and subtraction, how many ways can you make the answer? THINK, PAIR, SHARE with a partner. Use IWB for jottings if needed. ASSESSMENT OPPORTUNITIES: Good chance to elicit what they already know and level they are working at. Questioning during activity. Targeted questioning to determine what mental method they used. Question to determine ability- WHY did you do that? HOW did you know? KEY VOCAB: Partitioning, tens and units, near multiple.

IWB and whiteboard pens. Can draw their own number lines using IWB. 100 squares. Counters. For number lines: Addition count ABOVE the line. Subtraction count BELOW the line. As per. Heybrook PS calculation policy. Staff decide on number for starter activity. Both staff question and work with groups if needed. As much as possible let children work independently so we can make an initial assessment of their knowledge. RESOURCES / SUPPORT STAFF DEPLOYMENT

MAIN ACTIVITY: INTRODUCTION

START TIME: tbc

DURATION: 30 minutes overall for all activities.

SPECIFIC LEARNING OBJECTIVE (CHALLENGES AND SIMPLIFICATION AS APPROPRIATE) Apply mental strategies for addition and subtraction for a range of maths activities. Adding or subtracting 2 digit numbers to/from each other if higher ability, or adding or subtracting 1 digit numbers to 2 digit numbers together if lower ability. Add or subtract mentally combinations of one-digit and two-digit numbers. Develop and use written methods to record, support or explain addition and subtraction of two digit and threedigit numbers. (taken from KS2 Maths Framework for Year 3, block A, counting, partitioning and calculating TEACHERS KEY QUESTIONS/EXPLANATIONS/VOCABULARY: What techniques did you use to add/subtract that? What do you know? What did you do? Explanations: adding known fact first, then rest of number. Partitioning MIXED ABILITY GROUPS. Group of 6-8 children, of similar ability. Ability unknown at this stage.

Learning objective adapted to include place value, and recognition of digit value at different positions. Link this to partitioning technique used in addition and subtraction.

PP Form PL M3

MATHEMATICS LESSON PLAN

UNIVERSITY OF MANCHESTER PRIMARY PGCE

RESOURCES / ICT / DEPLOYMENT OF STAFF

MAIN ACTIVITY: GROUP / START TIME: DURATION: INDEPENDENT TASKS tbc 10 minutes per activity Group/ Partner work. ACTIVITIES / ASSESSMENT OPPORTUNITIES /EXTENSION ACTIVITIES Activity 1: Count Me In. Group work. Choose 1 person to roll dice to get starting number. Next person rolls another dice to get counting on number. Choose 1 child to start. Start at starting numbers, counting on in specified number until they get to agreed point. Round robin around the group until one person reaches winning end number. Winner gets 1 point. Make a tally on their whiteboards. Bringing in data handling/recording data aspect of Maths- tallys. First to 5 wins, different numbers each time. Extension- roll 2 dice at once to make a 2 digit number. Use 2 digit number as starting point, adding on 1-digit number as counting on number. Even further, could use two-digit numbers for both start point and counting-on numbers? Extension- same activity for subtraction. Finding the difference between the numbers. Start with 1-digit numbers, progress to 2-digit numbers if capable. Assessment opportunities. Whiteboards available for jottings. Who relies on IWB, who can use mental methods? Who copes when extended up to 2 digit numbers? Not a timed game, but who works out calculations the fastest? Can anyone spot a pattern or easier way to work out who will be the winner- link to times table bonds? Question on technique and method used? Does anyone use known strategy to help them? Partitioning, near multiple etc?

Member of staff to quickly calculate appropriate end point for each game. Multiple of counting on number from start point. Whiteboards, Pens, Counters, 100 squares Can draw number lines on IWB for help with counting on and counting back. Addition count ABOVE the line. Subtraction count BELOW the line. As per. Heybrook PS calculation policy. Activity worked well and was a good mental strategy tester. Easily could observe what children were comfortable with mental methods and which needed further help from models etc.

Activity 2: Missing digits. Partner work. Draw blank grid on whiteboard Stickers as prize to winning team each time. Staff model game to children first. Staff play against each other.

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Staff model game first to children, then play independently. Aim of the game is to make the biggest number possible. Person 1 roll dice, place digit in square on grid. Person 2 roll dice, place next number in grid etc. until all 4 squares filled. Winning team is team who can make the biggest number. Collaborative play pair HA with LA peer tutoring and mentoring. Extension: Play competitively against each other. HA with HA. Place numbers on partners grid, competitive placing of numbers! Further extension 3 digit numbers, who can make number closest to 1000? Activity part 2: Same game but with subtraction. Aim of the game is to make the smallest number. Questioning throughout focus on understanding of place value. Why have you put that number there? Do they recognise if number is placed in tens columns it is not, for example, 9, but 90? This questioning worked extremely well and led into more detailed group discussion, and subsequent activities.

Resources: IWB Pens 100 square Can draw number line on IWB if needed. Addition count ABOVE the line. Subtraction count BELOW the line. Heybrook PS calculation policy.

This activity worked really well, and the children really engaged with it. The subsequent pupil discussion and questioning led to more discussions on place value, and so we adapted this activity to make it applicable to place value. The pupils had a row of 3 blank squares, and had to place digits in order to mae the highest/lowest number, depending on the place value of each digit. This worked well, but took the lesson in a different direction than was planned for.

Activity 3: Finger Games. Rock, Paper, Scissors. Partner work. Staff model first for group. Different partners from previous activity. Mix up group. Number recognition. In pairs, using 2 hands, children will hold out fingers to form a 2 digit number, e.g. 3 fingers on left hand, 5 fingers on right hand = 35. Which is the bigger number? First to shout out answer in pair wins the point. First to 5 wins. Keep tally of score on IWB. Adding together. In pair, hold out 2 hands each, then add up both numbers. First to shout out answer in pair wins the point. First to 5 wins. Keep tally of score on IWB. Finding the difference. In pair, hold out 2 hands each, then find the difference between both numbers. First to shout out answer in pair wins the point. First to 5 wins. Keep tally of score on IWB. Pair v. pair. Each person in pair hold out fingers on one hand, making a 2 digit number. Which is the bigger number/ add together/ find the difference between both numbers. First to 5 wins. Keep tally of score on IWB. Activity depends which children struggled/found easier previously. If struggling with concept just working out the bigger number will work better. Did not get time to properly do thos activity, as we overran on the previous activity and subsequent work on place value. This could be adapted to become a starter activity for next lesson, as it would consolidate the learning of addition/subtraction of 2 digit numbers learnt during this session.

Resources: 100 squares IWB Pens Number line on IWB. Addition count ABOVE the line. Subtraction count BELOW the line. As per. Heybrook PS calculation policy.

Questioning throughout, recognition of place value, methods used? Did you use the same methods as previous activity?

Activity 4: (if time) (extension activity for HA) did not get time to complete this activity (next lesson maybe as extension for HA) Snakes and Ladders. Partner work. Snakes and ladders grid, one between 2. Cards showing number sentences on, face down on desk. Taking it in turns, children have to turn over card, calculate missing number from number sentence and move that many places on the grid. If land on a ladder, move up the ladder. If land on a snake, travel back down snake.

Resources: Snakes and ladder grids Number sentence cards Counters IWB + pens for jottings.

Number sentences varied, addition, subtraction, simple multiplication (link to times tables known facts)

PLENARY ACTIVITY

START TIME: tbc

DURATION: 10 mins

RESOURCES/ICT/ DEPLOYMENT OF STAFF

TEACHERS KEY QUESTIONS//VOCABULARY: Addition, counting on. Subtraction, finding the difference include place value Partitioning Near multiples Tens and units Tally Recap mental different strategies. Questions asked during plenary, written on Post-It notes for children to see. What did you enjoy? What have you learned? What activity did you like? What was good teaching? What were you thinking as you played the games? What helps you when adding numbers? What helps you when subtracting numbers? PUPILS ACTIVITIES: Think, Pair, Share. Think about questions, share with partner, share to group and teachers. ASSESSMENT OPPORTUNITIES: Opportunity for us to get feedback on quality of activities and whether they were effective for the LO. Opportunity to see what each child has learnt, and if they have learned anything new through playing the activities.

Staff ensured at this point that pupils understood both the addition/subtraction techniques, but also the place value methods they had been using. Questioning changed slightly to include place value.

Choosing Maths Champion! Pick one child from group who has shown they have been thinking like a mathematician. Who has been using all of the key maths vocabulary? Working well as part of a team? Helping other students if stuck?

Staff to give medal to Maths Champion. All other children get big sticker. Pupils loved this! Really engaged with concept. Worked really well.

Thanks for all hard work and goodbye to group.

TRANSITION BETWEEN PARTS OF LESSONS OR TO NEXT LESSON/BREAK Quietly moving around classroom, not disturbing groups if they have not yet finished. Clean whiteboards, lids on pens. Importance of tidying away resources, leaving desk tidy and equipment neatly put away.

EVALUATION OF PUPILS LEARNING Were objectives of lesson achieved by pupils? State those who did not and those exceeding expectations. What do pupils know, or seem to understand? Evidence? The main LO was achieved by all. All demonstrated understanding of addition and subtraction if 2 digit numbers. Some were more comfortable with using mental strategies, others used maths models in order to assist them, e.g. 100 square. We had these available, so children were able to use them if needed. Lesson veered into focussing on place value- pupils exceeded expectations by moving into thousands place value. Pupils showed understanding by explaining through their thought processes when placing digits. The HA pupils used the correct vocabulary throughout, e.g. partitioning, tens/units, without prompt from the teacher. LA children used this vocabulary after initial prompt from other students and teacher. Children moved through the activities at a god pace, allowing time for explanations and assessments of learning by the teachers. The starter activity was a good way to elicit prior understanding of what calculations the children were comfortable with, which allowed the main learning points of the lesson to be highlighted.

FUTURE ACTION What strategies will you implement to improve/extend learning? Will you need to modify your existing plans? If so how?

Modify plans to include the place value aspects of lesson. This came about by initial discussion with children and pupil questioning during the activity. To extend the learning we moved from tens and units onto hundreds, and then thousands place value. We adjusted the planned activities to incorporate place value, and these worked well. We developed the activities so they were accessible or both HA and LA, for example we gave the LA a 1000 square as a visual aid and prompt when he was adding number together to make 100. Ensuring there is ample opportunities for differentiation and extension for HA is key, and we did achieve this throughout the lesson. We ensured there was a good mix of group and partner work throughout the lesson, and used cooperative learning techniques to ensure that the pupils were focussed and engaged. Think, Pair, Share worked well with partner work, and also encouraged speaking and licensing in front of the group. We also made sure to include opportunities for peer assessment and peer tutoring throughout the lesson. This is an excellent technique to use when HA and LA pupils work together. It also ensures knowledge is embedded and therefore understood properly.

EVALUATION OF TEACHING COMPETENCE What are your strengths? What could you improve? (Link to QTS standards)

FUTURE ACTION What strategies will you implement to improve your teaching?

Lesson veered into topic that we had not planned for. We adapted the lesson well, and changed the activities slightly so they were applicable to the new learning objective. We were able to think of ways to deliver the activities so that they challenged the pupils, but were still interesting and engaging for them. All pupils seemed to enjoy the session, and all seemed engaged in the activities throughout. This links with Teaching Standard S7. One positive strength of mine I feel throughout the lesson was to give the pupils constant positive praise and encouragement. For the more LA children, who were completing activities at a slower pace than the HA, I noticed this and was encouraging and praised them until they had finished. I had stickers which I gave out throughout, for correct answers, good listening, kind behaviour when working in a team, and using the correct vocabulary. The children really engaged with this method, and I was confident that they were a good teaching technique. This links with Teaching Standard S7 and S5. The Maths Champion idea worked really well. I had also created a letter from the Head teacher of the school for us teachers, and this captured their imaginations at the start and set the lesson off well. I think this creative approach worked well, as because we were strangers to them it could have been hard engaging with them initially. Throughout the lesson, we showed inclusion of all pupils in every activity, and differentiated them well according to the different abilities in our group. We also encouraged peer-tutoring, especially between HA and LA, which worked well and was a positive teaching experience. Need to improve our timing, and to ensure that we do not overrun on some activities, ensure all activities get enough time and so can be effective.

To improve I definitely feel that I could improve on my timings of activities. Some activities took longer than I had planned they would, and so this had a knock-on effect for the other activities planned. We did not have time to complete all the planned activities during the lesson. However, maybe I had over-planned and over-estimated what could be done in an hour. This knowledge about timings will improve with practice of planning and leading lessons. When I know more prior information about my class this will also become less of an issue as I will know what they are capable of and what speed they work. I also need to be aware of maintaining the pace of the lesson. This will ensure that the lesson stays engaging for the pupils and they do not become bored of an activity. Strategies like varying partner/group or individual work will be good to ensure this. I must always ensure that I use the correct vocabulary and language for the lesson. In maths especially this is vital, as I should model the language I want the pupils to use and learn. If the teacher is a good model for the pupils, this will help to embed the knowledge for the pupils as they will be used to hearing and using it. E.g. using the word sums is not good use of language when describing methods other than addition. Sums relates to addition only, calculations relates to all operations.

NOTES ON INFORMAL /ORAL FEEDBACK ON LESSON AND REFLECTION THEREON AND/OR REFLECTION ON THIS PLAN

Highlighted importance of using correct vocabulary and language at all times. Showed the vital part that models and images play for children when learning maths techniques. E.g. 100 square was used by a number of pupils when adding 2 digit numbers. The importance of being prepared to adapt your plan and activities, on the spot, accordingly. This could depend on the childrens knowledge on a subject, or pupils discussion or questioning could lead into focus on a different topic than the original. It is then imperative to link this back to the original LO and ensure that objective is still achieved by all pupils. Feedback given on dealing with EAL pupils, and the key role that support staff can play in assisting the most effective learning for all, ensuring all pupils are included.