1. Felixstowe Transition Project Day 1 – Wednesday 27th September 2017
Alison Borthwick & Charlie Gilderdale NRICH Team

2. Acknowledgements Thanks to .. You for investing your time
Felixstowe Academy
Trinity College, University of Cambridge

3. Aims of the Project
To strengthen mathematics teaching and learning during the key transition years in primary and secondary education
To establish and support a local network of schools to explore effective teaching and learning of fluency, reasoning and problem solving

4. Pen Portraits Who are we? What do we hope to get out of the project?
Short questionnaire

5. Mathematical Proficiency (11796)
Our vision, reminder…

6. Overview of the Three Days
Supporting the three aims: Day 1: Fluency Day 2: Reasoning Day 3: Problem Solving

7. Dozens (559)
Do you know a quick way to check if a number is a multiple of two? How about three, four or six?
Your task is to make a number that is divisible by 2, 3, 4 or 6. To begin turn over two random digit cards and then choose a third digit.

8. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support fluency?

9. Fluency
What is it?
What isn’t it?

10. Fluency is one of the NC aims
Children become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasing complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately (DfE, 2013).
“Many schools are already interpreting this as practice, practice, practice of formal algorithms” (McClure, 2014).

11. Shape Draw (10368)
This challenge is designed to be worked on in a small group. Using the eight cards can you work out the shape that is being described? Do you need all the information that was given? Can you explain how you know?

12. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support fluency?

13. Fluency
What is it?
What isn’t it?

14. Draw a grid of four boxes: Chose 4 different digits from 1-9 inclusive and put one in each box.

15. Reach 100 (1130) In this case their sum is 151.
Your challenge is to find four different digits that give four two-digit numbers which add to a total of 100.
How many ways can you find of doing it?
Aim: delegates now have a clear understanding of the strands and also the idea of building in depth into one task. Draw this idea out as well.

16. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support fluency?

17. Fluency
What is it?
What isn’t it?

18. In Adding It Up (Kilpatrick, Swafford & Findell, 2001, p
In Adding It Up (Kilpatrick, Swafford & Findell, 2001, p.116) suggested that algorithmic fluency was defined as the “skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.” Remember fluency applies to all areas of the curriculum.

19. Completing Quadrilaterals (11234)

20. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support fluency?

21. Fluency
What is it?
What isn’t it?

22. “I don’t do division” Y7 pupil
Aim – explore fluency our ideas and impact in classroom , share research including Ems’
Ems Lord

23. Fluent?
Is this pupil fluent? What does fluency mean? Post it each aspect, compare and order key aspects

24. Dicey Operations in Line (13261)
Find a partner and a 0-9 dice. Each of you should draw an addition grid like this: Take turns to throw the dice and decide which of your cells to fill. You must fill a cell before throwing the dice again. Each time the dice is thrown, you both use that number in one of your cells. When you have filled all nine cells, whoever has the sum closer to 1000 wins.
NB remind delegates about id numbers
Have a go
Have a second go

25. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support fluency?

26. Fluency
What is it?
What isn’t it?

27. Key Aspects of Fluency Accuracy Efficiency Flexibility Understanding
Reasonableness

28. Key Messages How fluent are your pupils?
Why do they choose their strategies?
How can we ensure consistency of fluency as children’s learning progresses?

29. Mathematical Proficiency (11796)
Our vision, reminder…

30. Gap Task Try the task Reach 100 with your class.
Bring some of their work to discuss on Day 2

31. Thank you