Maths Programme

At a glance I can see the areas of need in my maths programme. I have based my groups around their Gloss results from term 2. My data is showing me that my strengths are in teaching basic facts and times-tables. Below I have included the snapshot of my results. I have ensured to add the questions at the top have a coloured key to quickly identify strengths and gaps in my data.

This is what I do specifically targeting Basic Facts and times-tables:

• Maths Tumble that includes randomly generated Basic Facts Boxes. They then recount their progress and record their time. This is one of the tasks for their daily tumble.

• We always start with a warm up or play a game at the end of our maths lessons. We do a range of simple games such as Around the World and 21.
• There are Maths basic facts boxes that are on the maths wall. These are laminated and can be drawn on using whiteboard markers. These sheets are both randomly generated and ordered. This enables learners to spot the patterns and challenge themselves.
• During our small group sessions, we always include some form of Basic Facts knowledge and/or Times-tables.
• As a group we usually participate in a whiteboard competition which often includes both basic facts and times-tables.

The area I need to develop is fractions, portions and ratios. Going forward I haven’t seen the shift I would like, therefore I need to develop my own content knowledge so I am able to break this down into bite size pieces so my students understand.

Orange - Levels 

Yellow - Correct

Red - Incorrect

Green - Too difficult

Maths Lesson Reflection

During the first week of school we had a maths PD facilitated by Marie Hirst. She had some incredible ideas and the one that stuck out the most to me was her take on a statistical investigation. Due to this I chose to incorporate this into my teaching. This week we started the class wide statistical investigation based around getting to know the students better. 

The first step was to split Post-It notes into quarters using a pen. From there four questions could be asked and the answers were recorded by students in the correct box on their paper. This was a very simple yet effective technique to engage my class. They thoroughly enjoyed having a hands-on task to complete.

The students then stuck these on the whiteboard to view everyone's answers. A class discussion brought out very useful and interesting conversations about their observations. The entire class engaged with the task and were participating in these rich conversations. I used a few talk points to keep the discussion flowing and to get more students involved. Although these conversations were student led which was fantastic to see. This was very successful as others would add on to individual's ideas.

This was my most successful lesson so far and the students really enjoyed themselves and have started to enjoy maths more. This will be taught over a few weeks and eventually they will do their own group investigation.

Here is a photo of the way in which they recorded their answers.

Labels