KS2 Workshop

NQT Inspiration Day

Guess the Dominoes

Consecutive numbers

Stringy quads

School Trip

The teacher

Doing Saying Asking

Children can do more than you think Children’s own problems Importance of talk and questioning Children as mathematicians

Low threshold high ceiling

Everyone can start - accessible to (almost) everyone

Support for those who need it whilst challenging more confident/capable

Have potential for high level of challenge Often combines consolidation with

reasoning Help to develop classroom community of

enquiry

Opportunities

Questioning Assessing ???

Threats

‘Effective teaching requires practitioners to help children see themselves as mathematicians. For children to become (young) mathematicians requires creative thinking, an element of risk-taking, imagination and invention - dispositions that are impossible to develop within the confines of a work-sheet or teacher-led written mathematics.’ Worthington and Curruthers 2007

Valuing mathematical thinking

Creative climate and conjecturing

atmosphere

Purposeful activity and discussion

Conditions for learning

Valuing mathematical thinking

What behaviours do we value in

mathematics and how can we encourage

them in our classrooms?

Behaving like a mathematician Conjecturing Justifying Verifying Generalising Proving Working systematically Visualising

Simmering

Choice and possibility Independence Over time Setting own questions

Low threshold high ceiling

Purposeful activity

Give the pupils something to do, not something to learn;

and if the doing is of such a nature as to demand thinking;

learning naturally results.John Dewey

NRICH website

Purposeful consolidation

6 + 4 = 10

10 take away 9 makes 1

1 add 17 is 18

18……

Competitive aim – stop your partner from going

Collaborative aim – cross off as many as possible

What is the mathematical knowledge that is needed to play?

Who would this game be for? What is the value added of playing the

game? Could you adapt it to use it in your

classroom?

Nice and nasty

Three in a row

20 40 8050 100 200

14

25

35

15

12

34

15 8 50 15 15 25

24 20 32 12 50 48

12½

4 45 40 60 37½

30 20 5 50 40 40

120 25 75 10 60 150

100 80 20 16 10 40

Which would you rather?

Bingo

A numbers 1-12B numbers 1-36C numbers 1-100

Repeats and exceptions allowed

Can be used as an introduction Can be used to consolidate (formative

assessment) Can be used as a final (summative) assessment Often includes element of discovery which is

then formalised by teacher. Open ended to allow simmering Combines curriculum content with mathematical

thinking Whole class memory

Games are good..

For each

Consolidation Conversation Competition Choice Creativity Collaboration Community Challenge