‘Beyond levels will only work if pupils are in mixed atta - PowerPoint Presentation

Slide1

‘Beyond levels will only work if pupils are in mixed attainment groups.’

Think / Pair / ShareSlide2

Hattie –

Diagnose what they do/don’t know,

Intervene,

Evaluate your impact.

Repeat.Slide3

In this class……

We all have different starting points.

We can all learn from one another.

We can all make progress.

We will value our mistakes because we can learn from them.

We will choose tasks that challenge us because this is how we develop our skills and understanding.We will keep trying even when we are finding a task difficult because this is how we make progress.Slide4

The role of Learning Journeys in promoting a growth mind-set

Learning Journeys….

Give pupils a sense of purpose

Give pupils a strong voice in the learning process

Take pupils out of their comfort zone

Encourage pupils to challenge themselvesPlace an emphasis on progress rather than attainmentIndicate to students what skills students need to work on in the future.Slide5

Types

of Number

.

I can round whole numbers to the nearest 10, 100 or 1000.

I can find multiples of any numbers up to 12.

 I can identify factors of two digit numbers.

I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9

I can find all the factors of number by checking for divisibility. I can square and cube numbers. I can square root a number.I can round numbers to a given number of decimal places or significant figures.I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple. I understand and can use powers (square, cube and higher).I understand that not all numbers will have an exact square root.I can express a number as a product of its prime factors.I can convert numbers into standard form 

Slide6

Write

down 3 multiples of….

5,

3

Round 231 to the nearest 10

Round 431 to the nearest 100Which of these is a prime number?1, 9, 16, 17How do you know?Which of them is a factor of 18? How do you know?What is 42

What is the Highest Common Factor

of 15 & 20

What is the lowest common multiple of 15 and 20?

Round 2.3456 to 2 decimal placesWrite 70 as a product of its prime factors.Convert these number into standard form 367000000000 = 0.0063 = Slide7

Think / Pair / Share

Can you create a pre-teaching assessment for the learning journey you have been given.

Alternative Activity

Can you create a learning journey for a unit of work in your subject area.Slide8

All pupils must have access to the full range of differentiated tasks

Pupils must be given the opportunity to select the appropriate task for themselves

Pupils should be aware that every lesson they should be engaged in a task which challenges them but which is also achievable

Pupils should be given frequent opportunities to reflect on their learning / progress against their learning journey.Slide9
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Slide12

I’m so confident

- I could explain this to someone else!

I can get to the right answer

but I don’t understand well enough to explain it yet.

I understand

some of this but I don’t understand all of it yet.

I

tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.

I do not understand any of this yet. There are things I could do to be a better learner next lesson.

Colour in the arrow, up to the statement which best describes your current understanding. Slide13

My Favourite MISTAKES M

eansI S

tart

T

o

AcquireKnowledgeExperienceSkillsA mistake that moved my learning on……Slide14

Tips I would give a friend to solve this problem are .........

I have made a link between this topic and …

To help me move forward, when I got stuck today, I ….

Today I interacted with the teacher by ……

Today I am still unsure about ………………

To fill in this gap I intend to …………

A barrier to my learning today was………..

I will try to overcome this by …..

Today I explained to ……….

how to …………..

Something I have learnt today about the way I learn is ………

At home, I need to look at ………………Slide15

Which

mindset did I demonstrate?

Mark

each scale with an arrow.

Did I

use whole class discussions / explanations as learning opportunities? (Did I listen? Did I ask questions? Did I contribute answers or make suggestions?)

Did I

work on

tasks that challenged me?

Did I use strategies to ‘un-stick’ myself when I found the tasks difficult?Did I check my work for mistakes and correct them?Did I put as much effort as I possibly could into the tasks?

Never

Sometimes

AlwaysSlide16

One question I would like answered…

Two things I am not sure about yet….

Three things I understand well enough to explain to someone else…

Progress PyramidSlide17

Student ReflectionSlide18
Slide19

Fluency – can they recall and use a method

Problem Solving – can they apply their mathematics to non routine problems

Reasoning - can they conjecture, make generalisations, develop an argument, justification or proof.Slide20

Types

of Number

.

I can round whole numbers to the nearest 10, 100 or 1000.

I can find multiples of any numbers up to 12.

 I can identify factors of two digit numbers.

I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9

I can find all the factors of number by checking for divisibility. I can square and cube numbers. I can square root a number.I can round numbers to a given number of decimal places or significant figures.I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple. I understand and can use powers (square, cube and higher).I understand that not all numbers will have an exact square root.I can express a number as a product of its prime factors.I can convert numbers into standard form 

Slide21

Key Words / symbols

Never heard before?

Heard of but not sure what it means?

Know what it means and can explain it in context

Jot down your ideas here...

Factor

Multiple

Prime

Square

Square Root

Indices

Highest Common Factor

Lowest Common MultipleSlide22

1

Question

Answer

Fluency

Write down 5 multiples

of 4.

Problem

Solving

Jack

is thinking of two numbers.They are both multiples of 3.When Jack adds his numbers together his answer is more than 10 and less than 20.What numbers could Jack be thinking of?ReasoningConvince me that 49p is 0 when rounded to the nearest pound.Slide23

2

Question

Answer

Fluency

What

is the square root of 81? (√81)

How do you know?

Problem

Solving

David is thinking of a square number.His number is more that 20 and less that 50.What numbers could David be thinking of? ReasoningAnn says that 40 has more factors than 50?Convince me that Ann is correct.Slide24

3

Question

Answer

Fluency

a) Write down two prime numbers.

b) Round 23456 to 2 significant figures.

c) Round 45.7899 to 2 decimal places.

Problem

Solving

Bill says that 4 is the Highest Common Factor of 24 and 48.Jenny says that this is False.Who is right? Explain your answer.ReasoningPolly Parrot squawks every 12 seconds. Mr. Toad croaks every 9 seconds. They both make a noise at the same time.

How many seconds before they will next make a noise at the same time?Explain how you can use the Lowest Common Multiple to solve this problem.Slide25

4

Question

Answer

Fluency

Write 320

as a product of its prime factors.

Problem Solving

Molly says that 455, written as a product of its prime factors is

91 x 5.

What mistake has Molly made?ReasoningBrian thinks that 180, written as a product of its prime factors is2 x 2 x 3 x 3 x 3 x 5 x 5How can I tell that Brian is wrong without drawing a prime factor tree?Slide26

5

Question

Answer

Fluency

Write these

numbers

in standard index form.

a)

9000000b) 7340000c) 0.0063 Problem Solving Height of a tall skyscraper: 4 × 102mHeight of a mountain 8 × 103mHow many times taller is the mountain than the skyscraper? ReasoningJack says that 2340000 written in standard form is 234 x 104.Convince me that Jack is wrong. Slide27

Use

the space below to set yourself a question similar to the ones you were able to answer confidently.

Use

the space below to answer the question that you have set yourself

My own question…

My answer…

My own question…

My answer…Slide28

Think / Pair / Share

What would fluency, problem solving and reasoning look like in your subject area?

Create three assessment questions for one of the ‘skills’ on your learning journey.Slide29

Types

of Number

.

I can round whole numbers to the nearest 10, 100 or 1000.

I can find multiples of any numbers up to 12.

 I can identify factors of two digit numbers.

I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9

I can find all the factors of number by checking for divisibility. I can square and cube numbers. I can square root a number.I can round numbers to a given number of decimal places or significant figures.I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple. I understand and can use powers (square, cube and higher).I understand that not all numbers will have an exact square root.I can express a number as a product of its prime factors.I can convert numbers into standard form 

Slide30

My teachers probing question

My answer

What I will do to act upon my ‘Even Better If’’ comment

Strategy

Tick

the strategy you will use.

Complete a mymaths lesson or booster pack Use a revision guide or text book

Ask my teacher to explain during a lesson

Ask a peer to explain during a lesson

Ask someone at home to help

Attend a revision session at school

Attend homework club

Something else (describe your strategy here)

 Slide31
Slide32

Pupil Perspective

‘Learning journeys help me to see what I need to learn next.’

‘It helps me to see that I am getting better at Maths all the time.’

Learning journeys show me that I’m not always right about what I think I can and can’t do.’Slide33
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@helenhindle1#mixedattainmentmaths

www.growthmindsetmaths.com