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Session 2 Quality first teaching in mathematics Aims: To examine the features of quality first teaching through lesson observation. To identify school priorities for the development of quality first teaching.
To focus on the implications of sound subject knowledge for progress and attainment in calculation.
Publication Details
Activity
Watch the video of James teaching his mixed year 3/4 class. Using the lesson observation proforma, note the strengths and areas for development of this lesson. Based on your observations, give James two strengths, and one area for further development.
OfSTED
The essential ingredients of effective mathematics teaching are subject knowledge and understanding of the ways in which pupils learn mathematics drawn togetheras subject expertise together with experience of using these in the classroom. The main difference between good and satisfactory lessons is in teachers expertise in mathematics and how they use it to promote the learning of all pupils. Weaknesses in mathematical knowledge and pedagogy often have a limiting effect, particularly on assessing and developing pupils understanding. This represents the biggest challenge in raising the quality of teaching, and thereby standards.
Mathematics: understanding the score OfSTED September 2008
Lunch
Activity
Look at the guidance for the stages in subtraction.
Activity
Paula and Karim are in different ability groups in a year 3 class. Look at the range of evidence for their performance in MA2 which was presented in a moderation meeting. Discuss: What general areas of weakness could there be in this class? What specific aspects of calculation are causing an issue? What support does the teacher need to move these children on ? How would you address this?
DCSF ref: 00021-2009 DCSF ref: 00695-2007PCK-EN DCSF ref: 00388-2009 DCSF ref: 00149-2008 DCSF ref: 00065-2009
Break
Subtraction Emergency
Number squares
Adding 9
On your table you have multilink cubes. Make them into rows of 10. We are going to do this addition
10 + 9
How can we do this?
How does this practical activity support pupil understanding of the compensation method?
Adding 9
+10
10
Draw the number lines for :
?
-1
20
?
-10
20
20 - 9, 30 9, 13 - 9, 22 - 9
How would you do
Estimating by rounding
Your multilink cubes are in rows of 10. You need to do the calculation
17 + 12
What is the closest calculation you can do? Make an estimate for these calculations.
16 + 22
28 + 22
13 +16 14 +14
28 12
32 - 21
35 - 16 24 -14
12 and 5
16 and 11
52 and 31 111 and 86
86
111
+4 86
90
+10
100
+10
+1
110 111
25