Wednesday, 13 April 2016

Regan Aspden Observation - Wednesday 13th April 2016

Observation - Regan Aspden
Numeracy Lesson - Wednesday 13th April 2016

Children silent reading.

Seated in various areas round the classroom.

Starter - Numeracy IXL - What is the greatest common factor?

  • Talk to your partner
  • Broken up into key words - what is a common factor? What is the greatest?
  • Fold your arms once you've got it.
  • Went through 4-5 questions.
What we are doing today in maths?

1 group - check in with pythagorus theorem
WALT: find the unknown length
WALT: set out our work correctly

Use of www.mathsisfun.com/pythagoras.html

Use of a Modelling book with questions prepared.

Formula
Add numbers
Multiply out
Rearrange and solve

  • Pair up - children who are on track to show others in the group what to do.
  • Children who are on track to pick out where someone has gone wrong - get the student who has gone wrong to report back to you what they have learnt.
  • Stop the group and go over an area that needs work - model how to set out the working and go through the order - Revise the formula.
  • Extend by rewriting the formula - Who has had a lightbulb moment? Do you understand why it is subtraction?
  • Go through all together modelling the correct strategy and answer - What is my formula? Rearrange formula. Always making links back to how the work is set out.
  • Copy this down if you did not get it.
  • Have one more go on the next practice question - Set a time.
  • Give extension - Does this triangle has a right angle? Prove it!
  • Feedback - Show me using your fingers 1-5 whether you think you have got the pythagorus theorem?

Rest of class - working through a set question
  • What items will you need to construct this?
  • Refocus the whole class.
  • Hands up if you have constructed number 6?
  • Deliver extension task to whole class - Literacy.
Reflection
  1. Keep it simple - Know where you want the students to get to and get them to the the quickest way possible. Give an example/model and direct the students to get to this through questioning, pairing up, modelling and discussion.
  2. Keep your groups fluid - when teaching number groups can be more set but when teaching strand it is more beneficial to teach whole class and then work with target groups.

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