1. Eleventh Mathematics Network Meeting Yorkshire and the Humber Leeds March 12 th 2009 Liz Webster elizabeth.webster@ncetm.org.uk Carol Roberts croberts@northern.ac.uk Christine Cavanagh christine.cavanagh@tribalgroup.co.uk

2. Aims of the day To have fun! To share resources and experiences. To think about an active way to assess knowledge or introduce learning To learn about a current NCETM Action Research Project in our region Update on the NCETM portal Update on the training programme by the STEM Programme Manager To evaluate the proposed PD mini modules To think about ways of using a textbook imaginatively To produce ideas/resources that can be used in the classroom

4. 2 birds

5. In Pairs Sort the cards into three piles: 1.Confident about giving an explanation of the word or phrase on the card and able to write an example to illustrate it 2. Rings a bell but not too confident 3. Haven’t a clue/never heard it before

6. Choose a card from each of piles 1 and 2 and stick them on a large piece of paper. Write an explanation of the word and an example to illustrate its meaning. Clearly, this will be more challenging for those in pile 2 but have a go!

8. In pairs, ask learners to choose 3 or 4 of the answers and write the hardest question they can (on the appropriate topic) for each answer. Ask them to write down what it is they think is hard about their question. Get pairs to swap questions and check they get the given answer.

9. You might then ask learners to compare their question with the actual question in the exercise. Ask them which they think is harder and why?

11. In groups of 4 ask the learners to write questions that will require someone to know and understand the key points before they can answer them. The whole group must agree that the questions are sound. Pass the questions to another group and ask them to identify the key points used in each question.

13. Ask learners to work in groups of three. Allocate each group a different question from the exercise. Ask them to discuss the question and to solve it between them taking particular care to explain all their thinking. Ask each group in turn to explain their solution to the rest of the full group who can ask questions if they are unhappy about any part of the explanation.

15. Ask learners to work in pairs. Each pair should be allocated a different question from the exercise. They should discuss what knowledge is needed to answer their question, noting it down on a large sheet of paper. They should then solve the question on the sheet. Ask each group to do a presentation to the rest of the full group, revising the knowledge required to solve the problem. Other learners may take notes if they wish. Ask learners to complete the questions for homework. The posters produced in the previous session should be put up around the room so that learners can compare their answers with those on the posters. Facilitate a full class discussion about the solutions.

16. Evaluation Please detach the first double sided sheet and fill it in on your own In pairs, take turns to interrogate your partner about what actions they intend to take and write them on the sheet for them. Please remember to put their name on the sheet. Detach the top copy of the action plan for you to keep and leave the carbon paper and copy to hand in