Developing Mathematics Teachers

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Developing Mathematics Teachers

• 16th October 2008

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Starter

• A1 Standards unit,
• multiple representations
• Take out the set of equations
• Try to match the other cards into sets that are
  equivalent
• Make another set
• Could I use this?

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The aims for the meetings are

• To offer the opportunity to develop understanding
  of the mathematics curriculum
• To develop confidence in the necessary subject
  knowledge
• To strengthen skills in the planning and teaching
  of mathematics
• To improve knowledge of key elements of assessment

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Objectives

• To share and develop good practice
• To focus on strategies for effective teaching and
  learning in Algebra
• To share ideas for effective classroom
  management Planning

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Agenda

• 115 Coffee chat
• 130 Introduction starter
• 145 Algebraic activity
• 230 Tea
• 245 From objectives to lessons
• 400 Next steps

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The meaning of a variable (1)
5a simply means 5 apples
In this context what does the a represent?
a must be 1 as 5 X 1 5
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The meaning of a variable (2)
5a
In the context of apples what could the a
represent?
The number of apples The weight of an apple The
price of an apple
e.g. if a is the number of apples and 5 the
weight of an apple in ounces, then 5a is the
weight of a apples and is strictly 5a ounces
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Expressions

• Select one of the meanings you gave to a
• e.g. the number of apples
• Discuss whether each of these expressions has a
  possible meaning.
• a 6 4 - a
• 3a 5 a2

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Articulating expressions

• Write expressions to show
• You get 3 Singapore Dollars to the pound. You
  have P pounds. You exchange this money for D
  Dollars. What is the relationship between P and
  D?
• Convince a colleague.
• S is the number of students in school. T is the
  number of teachers. There are 20 times as many
  students as teachers. Show this relationship
  using S and P.

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Solving Equations

• Diy equations (or sort sheet)
• Wisweb equations
• Arrow sheets

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Other Algebra

• Standards unit A4
• always, sometimes, never
• Substitution square

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Tea / Coffee
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Planning
Success Criteria Questions Exam/Testbase
Sequence Starters Mains Plenaries Differentiation
Presentation
Framework Progression maps Textbooks MyMaths
Standards unit Framework Mymaths Teachers guide
(textbook) Resource finder
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Understand the Maths

• Framework http//www.standards.dcsf.gov.uk/second
  ary/framework
• Progression maps http//www.standards.dfes.gov.uk/
  progressionmaps
• Textbooks
• MyMaths http//www.mymaths.co.uk

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Select activities

• Standards unit http//www.ncetm.org.uk
• download it
• Framework
• Mymaths
• Teachers guide (textbook)
• Resource finder http//www.schools.bedfordshire.go
  v.uk/Numeracy/

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Lesson plan

• Fit your activities into a plan
• Sequence of lessons
• Each lesson
• Mains
• Re write objectives learning not doing
• Plenaries
• Differentiation
• Starters
• Make Presentation

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Relate back to objectives

• AfL
• Success Criteria
• How will the students know they have been
  successful
• Key question to solve
• Completed a part of an activity
• Explain method to someone else
• Probing Questions
• In your head
• In your plan
• In your presentation

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Your Task

• Yr8 Algebra 4
• Choose one objective and plan a lesson
• Evaluation sheets. Please include your preferred
  email address
• Sue.southward_at_rhouse.co.uk
• Andrew.manley_at_rhouse.co.uk
• and your learning platform login name
• Sues_at_b99.md.e2bn.net

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Next steps

• Feed back to your subject leader
• Use one of the prepared lessons
• Use the planning cycle from today to plan some
  other lessons
• Be prepared to feed back next time (26th Feb)