Post Primary Mathematics

Signature Project 2013 / 2014

Information?

5 8 9 5 8 9 4

5 6 8 5 5 8 5

Information?

eAQA

• Algebra• Area & Volume• Shapes• Transformations• Pythagoras• Measures• Construction

• Non calculator methods

• Angles• Place value• Fractions % decimals

• Sorting• Tables

Information?

• Exam – length, no. of questions, time per question

• Mark schemes• How marks are distributed - questions• Moderators reports• Examiners reports• Topic tracker

Self & Peer Assessment

Independence

Information?

Samples of work/ tasks/ testsYour observations/ records Pupil’s opinions/attitudes Pupil Learning LogsParents’ opinionsTransfer of skills to other curricular areas Class teacher’s opinionYour own “Self Evaluation”

Monitoring Information?

a) 5 – 2.37 b) 5hrs 37mins – 2hrs 45mins

b) 2 + 3 + 5 b) 7 ÷ 4 x 12

c) 4 x 6 b) 37.6 x 5

d) 4.99 x 16 b) 3 x 5

e) 428 ÷ 6 b) x = √23

f) 25 x 8 b) 320 x 25

a) 2 + 5 b) 0.75 x 0.25

Re -ordering

Counting on / back

Partitioning

Rounding & adjusting

Inverse operations

Factors

Equivalence

OFMDFM Signature Project

Classroom Strategies• Think, pair and share• Provide think time• Target key questions• Use a ‘wrong’ answer as an opportunity

to develop understanding• Encourage pupils to ask questions

OFMDFM Signature Project

Alternatives to questions

• Invite pupils to elaborate

• Speculate about the subject

• Make a suggestion

• Reinforce useful suggestions

• Clarify ideas

• Non-verbal interventions

• Allows thinking time • Participation of learners• Many answers to one question• Encourages learners to ‘have a

go’ • Provides information for

assessment• Provides an opportunity to move

learning along• Results in learning

What are the benefits of using mini whiteboards?

To help learners to adopt more active approaches towards learning

Engage learners in discussing and explaining ideas, Challenging and teaching one another, Creating and solving each other's questions Working collaboratively to share methods and results.

The wall of maths masteryMahesh Sharma

Application

Abstract Pictorial

Intuitive

Concrete

Communication

Linguistic Conceptual Procedural

Maths LanguageOFMDFM Signature Project

Which approach makes you think more?

14+3= ?

Can youfind 17 ways

of making17?

or

‘Traditional problem solving’ Maths investigations

OFMDFM Signature Project

Pictorial Multiplication 25 x

3620

6

5

30 600

150

120

30

900

600

120

150

30

Write or draw as many different aspects of the fraction as you can

p24 Is 1 a prime number? NO!

What is the formula for the

area of a triangle?

base x height2

What is the formula for the area of a circle?

is equivalent to

12.5%What is

Pythagoras’s theorem?

a2 + b2 = c2

Anything to the power of zero (eg 50 or a0) is equal

to ...

1

3.4 on a calculator display in a money question should be

written as ...

£3.40Each angle in an

equilateral triangle is .....

600 p6 x p4 = p10 ‘Plan’ means

The view looking from above

In construction questions ... Arcs mean marks!

Angles in a pie chart must add up

to

3600 mode = most common p6 ÷ p4 =

p2 Angles in a triangle sum to 1800 (p6)4 =

You will need a different GCSE paper for each student (I used Foundation non-calc). It is possible to use one between two.You will also need pens, scissors, glue & display paper in four colours.

Each student / set of students cuts out the individual questions and labels them with the month & year eg Jan 12. Sort 1

Each student sorts their questions into Number, Algebra, Data, Shape.

Sort 2Assign each area of study to one of the sheets of display paper. The students pile their Number questions onto the Number sheet etc.Categorise

Split the class into four groups and give each group one area of study to look at. They must sort the questions into common themes eg BIDMAS, sequences, pictograms.

Common Questions / Topics

GCSE Paper

Learning Display

Thinking Skills Activity:OFMDFM Signature Project

Evaluation:• How did your group approach the task?• Did you work as a team?• Did someone become the ‘leader’?• Did you talk to each other?• Did you break down the task ?• Did you share responsibility for solving the task?• Did you behave like ‘pure’ mathematicians?• Do we need to provide more instruction at the start?• Did you notice anything else about your behaviour?

OFMDFM Signature Project

Evaluation: making the linksExamination questions particularly multistep questions

• Take a logical approach• Identify relevant information• Set aside irrelevant information• Complete part of the task then re-read • Have you included appropriate working• Review – have you answered what you were asked?

• …

OFMDFM Signature Project

What is the question?