TMG

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TMG

• Bedfordshire maths professional study group

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• Kim McEwan Maths AST
• Barnfield West Academy, Luton and
• Bedfordshire
• (kimmarg_at_msn.com)
• Liz MacKay Lead Professional
• Wootton Upper School (emackay_at_wootton.beds.sch.uk)

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Agenda

• Introduction and good practice                 
  Kim
• Algebra Antics                                    
     Kim
• Feedback from origami and Venn that Tune Liz
• Straws and Shoelaces Janice
• Crafty Codes
  Sandy
• Backpacks Sue
• Coffee
• Book and website of the month             Liz
• Mystery feedback                                  
                    Liz
• Mystery Development Liz and Kim
                                                  
      

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Mathematics understanding the score

• .It is of vital importance to shift from a
  narrow emphasis on disparate skills towards a
  focus on pupils mathematical understanding.
  Teachers need encouragement to invest in such
  approaches to teaching.
• 
  (Ofsted 2008)
• )

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• Representing
• I have been
• trying to see how I can use my mathematical
  knowledge to solve the problem
• making the problem easier by breaking it down
  into smaller parts or by using drawings/symbols
  to help me
• comparing, evaluating and choosing
  representations of a situation
• choosing which information is going to help me,
  what methods to use to solve the problem and what
  tools might be useful

• Mathematical Processes and Applications

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• Analysing
• Use appropriate mathematical procedures
• I have been
• making accurate mathematical diagrams, graphs and
  constructions
• calculating accurately, using appropriate methods
  and notation
• manipulating numbers, algebraic expressions and
  equations
• recording methods, solutions and conclusions
• estimating, approximating and checking

• Analysing
• Use mathematical reasoning
• I have been
• seeing the connections between this problem and
  others that Ive solved before
• visualizing (imagining in my head) and working
  with images
• identifying and classifying patterns
• using what I know about a problem I have already
  solved to help me decide on a rule to solve all
  problems of this type, and say why I think my
  rule will work
• exploring what happens when the numbers in the
  problem change
• listening to feedback and learning my from
  mistakes
• working logically and systematically
• identifying a range of techniques that could be
  used to tackle a problem

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• Interpreting and evaluating
• I have been
• looking for patterns (and sometimes things that
  dont fit the pattern) that will show people my
  idea is correct
• thinking about whether my answer is sensible and
  accurate
• differentiating between evidence and proof
• making sense of someone elses work and
  explaining to them a better way of doing

• Communicating and reflecting
• I have been
• talking or writing about what I did and found out
  people who are listening to me or reading my
  work can understand what Ive said
• working in a pair or group - we talked about how
  to solve the problem, compared results with each
  other and worked out better ways to solve the
  problem
• thinking about different methods which end up
  giving the same result
• showing how this problem is similar to others

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Algebra Antics

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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(No Transcript)
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Feedback from Origami and Venn that Tune
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Straws and Shoelaces

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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Crafty Codes

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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Book and Website of the Month

• Cabinet of Mathematical Curiosities
• by Ian Stewart ISBN 978-1-84668-064-9

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Mystery Development

• Maths/ICT/PSHE Ruth
• Maths/Science (CSI) Fran
• Maths/Science/Geography Sandy
• Maths/History/PE/RE

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Climate Change Mystery. The aim of this is to
get students thinking about the concept of
climate change and how it may impact on people.
This could be used in conjunction with
environmental issues or weather/climate
modules. It would be suitable for KS3 or KS4
students either as a starter activity or for a
whole lesson. Below are some ideas for using the
mystery some suggestions for key questions.
Introduce the concept of a mystery today we
are going to solve a mystery using a number of
clues. Some of the clues will be more important
than others Strategy Get students to look at
cards for a couple of minutes to get a
flavour. Discuss how the cards could be sorted
into groups or categories? Tell the students to
focus on background / past events and recent
events. Could they put the cards into a logical
order? Key Question 1) What has happened to the
Gulf stream? Key Question 2) How has this had
an impact on the British way of life? Key
Question 3) (Long Answer) Who or what is to
blame for Zack breaking his ankle? Key Question
4) When or how could have these chain of events
been interrupted to prevent this incident from
occurring? Summary and debrief What have learnt
which do think was the greater here the
impact of people on the climate or the climates
impact on people? What did you find straight
forward / what did you find easy? What
numbers/maths was involved in your decisions?
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How did Zack Slater break his ankle?
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Mystery

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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• Next meeting Tuesday 19th March