Planned Activity 2: Impact What next?/way forward Training of staff Teachers and – Teaching Assistants Year 5 teacher borrowed the number stick to Next the class adapted it to use for 8, 9 and AG delivered ‘Structured Apparatus’ which included teaching the 17 times table to teach this to her higher ability group. 12 times tables current learning as a class. – teachers in 10 minutes as Jill Mansergh, Other teachers to try this with multiplication Tables with a number stick. tables appropriate for their year group. (including Tetsworth our Federated school) Teachers made Pixie Dienes out of straws. Teachers could see the value of making To be carried out with children in class. 1/10s and 1/100s to support children’s understanding of place value and how this was different to using coins. Connections Mat Teachers could see how the connections mat AG modelled use of connections mat in Year supports the understanding and visualisation 5 (LA) maths group. Results gave teacher of number sentences; making connections better understanding of her children’s with inverse methods and also as an aid to understanding for multiplication and how to solving number problems. support them further. It also highlighted the need for all the children to use resources. Teacher will use this as a starter activity. Teachers in Year 3 used this resource in Teachers asked for a Calculation mat to Calculation Mat their groups to support the understanding decimals for children’s support children’s understanding in addition when crossing the use with money. and 100 boundaries and also for 10’s regrouping/borrowing when subtracting. Cuisenaire rods Teachers could see how this resource would There are a lack of Cuisenaire rods in the understanding of fractions school. Initially KS2 borrow KS1 rods. support children’s and equivalent fractions. Consider buying more; to be centrally stored. Bead string – KS2 teachers could see how this resource Teachers to borrow bead strings from KS1 What string is worth 1? if……… this could be adapted for decimals and fractions and trial their use in KS2.Consider buying and percentages. more; to be centrally stored.
Planned Activity 2: Training of staff – Teachers and Teaching Assistants Impact What next?/way forward AG delivered ‘Structured Apparatus’ which included teaching the 17 times table to teachers in 10 minutes as Jill Mansergh, Tables with a number stick. (including Tetsworth our Federated school) Teachers made Pixie Dienes out of straws. Connections Mat Calculation Mat Cuisenaire rods Bead string – What if……… this string is worth 1? Year 5 teacher borrowed the number stick to teach this to her higher ability group. Teachers could see the value of making 1/10s and 1/100s to support children’s understanding of place value and how this was different to using coins. Teachers could see how the connections mat supports the understanding and visualisation of number sentences; making connections with inverse methods and also as an aid to solving number problems. Teachers in Year 3 used this resource in their groups to support the children’s understanding in addition when crossing the 10’s and 100 boundaries and also for regrouping/borrowing when subtracting. Teachers could see how this resource would support children’s understanding of fractions and equivalent fractions. KS2 teachers could see how this resource could be adapted for decimals and fractions and percentages. Next the class adapted it to use for 8, 9 and 12 times tables – current learning as a class. Other teachers to try this with multiplication tables appropriate for their year group. To be carried out with children in class. AG modelled use of connections mat in Year 5 (LA) maths group. Results gave teacher better understanding of her children’s understanding for multiplication and how to support them further. It also highlighted the need for all the children to use resources. Teacher will use this as a starter activity. Teachers asked for a Calculation mat to support children’s understanding decimals for use with money. There are a lack of Cuisenaire rods in the school. Initially KS2 borrow KS1 rods. Consider buying more; to be centrally stored. Teachers to borrow bead strings from KS1 and trial their use in KS2.Consider buying more; to be centrally stored.