Raising attainment in Y6- Day 2

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Raising attainment in Y6- Day 2
Carys WiltshireJo Pulford
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Aims of the programme

• To support Year 6 teachers in meeting the
  identified needs of target pupils at risk of
  under-performance
• To develop and enhance teachers ability to raise
  pupils achievement in mathematics
• To support teachers in identifying the next steps
  in pupils learning and plan a programme of
  teaching to meet their needs

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Agenda

• Session 1 Reflection on Gap task/ Consultant
  visit
• Mathematical activity
• Multiplication and division
• BREAK
• Session 2 Mathematical activities
• Mental maths

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For today!

• Up to date TA of pupil progress
• Fully charged laptops and Steps to Success
  compendium

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• What does your pupil tracking show in terms of
  progress of children?
• - Which children have made progress?
• - Has intervention had an impact on progress?

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Follow up from Gap Task Day 1

• Complete one of the following
• Pupil diagnostic activity
• Question Level Analysis (Tests scripts)
• Intervention
• Developing mental calculation skills
• Use PNS resources
• Bring examples to share with colleagues.
• What impact has this had on Teaching and
  Learning?

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Gaps in understanding

• What did the pupil interviews reveal?
• What were the most common areas of
  misunderstanding?
• What have you identified as barriers for these
  children?
• What follow up work did you carry out having
  observed the pupil interviews?

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Lets do some mathematical thinking!
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Focus Multiplication and Division

• What do you think your pupils understand by these
  terms?
• How would they interpret these calculations?
• 3 x 6 18 6
• 14 x 24 135 17

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Activity

• Look at the extracted strands for Using and
  Applying, Number Facts and Calculating
• Highlight where multiplication and division
  references are made.

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Supporting pupils with gaps in their mathematical
understanding

• How far back do we track?
• Activity Look at the diagnostic chart
• Tracking childrens learning multiplication
  and division
• Track back from Year 6

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Overcoming Barriers materials

• Activity identify initial barriers in
  multiplication and division as supported in these
  materials
• Consider the key facts and skills and their
  progression

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By the end of Year 5

• what are the key facts, skills and
  understanding relating to this area of
  mathematics?

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• Know multiplication facts
• Be able to use multiplication facts to find other
  facts such as 20 x 6120 can be derived from
  6x212
• Be able to partition numbers in different ways
  including examples such as 169 is 120 49
• Know that division is equal grouping
• Recognise that division is the inverse of
  multiplication
• Check if the calculation can be carried out
  mentally

Multiplication Array
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Activity

• What experiences is it important that children
  have prior to Year 6 to develop their
  understanding of an array?

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98 7
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Arrays
Multiplication array ITP
Multi-Div with partitioning
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ITPs to help with multiplication and division

• Number dial
• Grouping
• Remainders
• Moving digits
• Multiplication facts
• Multiplication board

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Useful resources

• Pitch and Expectations
• Overcoming Barriers Moving from Level 1 to level
  2, from level 2 to level 3, from level 3 to level
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• Securing Levels 2, 3, 4, 5
• Springboard 6 (lessons 23- 30)
• Wave 3 materials

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Key Messages

• We need to be aware of the prior learning that
  has occurred for children to access the learning
  in each year group
• Think about the all the mathematics learning that
  contributes to a particular outcome

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Lets do some mathematical thinking!- Talk it,
Solve it (BEAM)- We can do it (BEAM) - It
Makes You Think! (ATM)
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Mental mathematics 2008
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Strategies to develop confidence

• Feel timing of 5,10,15 seconds
• Discuss methods
• Use and add to jottings provided
• Listen and indicate when they have the answer
  without the need for a written test
• Have a strategy to move on to next question

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What other strategies and skills do we need to
rehearse with the children?
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Summary

• Mental maths is at the heart of the Primary
  Framework for Mathematics.
• Mental strategies form the basis for written
  calculation.
• Children need to be taught to use jottings to
  support their mental calculations.
• Confidence can be built by dispelling fear of
  testing.

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For Day 3

• Conduct practice mental test 2009
• Analyse scripts and identify strengths and areas
  for development
• Bring samples of childrens strategies that
  indicate inefficiency or misconceptions

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Also for Day 3

• Bring with you
• children on track for level 4
• children on track for level 5
• children on track to make level 4 in both
  English and mathematics
• children on track to make at least 2 levels
  progress in mathematics

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• Next session is at
• Cambridge Golf Centre, Hemingford Abbots on 3rd
  March 2011
• 1.15pm- 4.15pm

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Safe Journey