1. CHALLENGING HIGHER ACHIEVING PUPILS IN MATHEMATICS Cluster Meeting 29th March 2010

2. Overview of the project Who are more able pupils and how can we challenge them? ICT in Mathematics Lesson Study Case Study Support materials (CDROM/Learning Platform) Set dates for planning sessions AGENDA

4. What mathematical skills did you use to solve this problem? How could you extend this problem?

5. More able children: represent 30% of children are represented in most classes display key characteristics are capable of achieving level 5 in the national tests Who are more able children?

6. Mathematically More Able Pupils What are the key characteristics displayed by mathematically able pupils? How do they differ in their approach to mathematics when compared to other children?

7. These pupils usually (but not always).... Learn facts quickly Enjoy mathematics, especially puzzles Spot patterns in number Can explain strategies well Can devise alternative (unusual) strategies to calculations that are often very efficient Have a good memory Ask clever questions Very advanced – score high marks on maths tests Display logic Can generalise and form rules Can think flexibly, moving from one method to another Can reach an answer to a problem without going through all of the usual stages Key Characteristics of Mathematically Able Pupils

8. grasp new material quickly are prepared to approach problems from different directions and persist in finding solutions generalise patterns and relationships use mathematical symbols confidently develop concise logical arguments Typically, mathematically able pupils...

9. How do you ensure that more able pupils are appropriately challenged throughout school?

10. STRATEGIES TO CHALLENGE MORE ABLE PUPILS

11. What challenging questions can you think of for this target board? TARGET BOARDS

14. 400g150g50g200g CLUE CARDS Weight Challenge

15. Height Challenge

16. Solution Daniel 1.48m John 1.43m James 1.36m Peter 1.33m Sarah 1.27m Rachel 1.23m Julie 1.19m

17. I can make all the numbers between 5 and 20 by adding consecutive numbers. Is this statement true or false? Explain how you know. TRUE OR FALSE?

18. A number that is a common multiple of 3 and 5 is a multiple of 15. Is this statement always, sometimes or never true? Explain how you know. SOMETIMES, ALWAYS OR NEVER TRUE?

19. GUIDED REASONING

20. Clock Visualisation

21. it could be..., because... it can’t be..., because... it won’t work, because... if... then... it would only work if... so... in that case... and phrases like: since, therefore, it follows that..., it will/won’t work when... Language of reasoning...

22. What can you work out (from the information)? If you know that, what else do you know? Can you tell me what your thinking is? Shall we test that? Does it work? Do you still think it is... ? Do you agree that... ? Why is that bit important? So, what must it be? Prompts to guide children’s reasoning…

23. LOGIC PROBLEMS

24. X X X X X X XX

25. ICT IN MATHEMATICS WHICH NUMBER WHERE?

26. How does Lesson Study Work? Group agreement as to the intended focus of the lesson study Plan together Teach the lesson and observe the learning Review the lesson and its impact on the pupils Revise and adjust the lesson Extrapolate and share findings

27. Which year group/class have you chosen to focus on and why? CASE STUDY Who are the pupils in your focus group? What pedagogical approaches would you like to develop? Which aspect of mathematics will you be trying to develop? Why? What is the current level of attainment of your chosen group of pupils?

28. Time to plan your case study and share ideas with your group….

29. Materials to support with challenging more able pupils:

30. DATES FOR YOUR DIARY GROUP 1 Cluster Meeting 20 th May 2010 (1.30pm-3.30pm @ Education Resource Centre) GROUP 2 Cluster Meeting 30 th June 2010 (1.30-3.30pm @ Education Resource Centre)