# All entries for October 2010

## October 21, 2010

### Showing where the Trig ratios come from

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## October 10, 2010

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Another statistics investigation - looking at the differences between an open and a closed task

### Data from Statistics investigation – Helicopters

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### Introducing Gradients of Curves to Y12

Here is a brief idea of how to introduce the topic of Differentiation to an A Level class in an interesting way....

### Session on the use of Questioning in the classroom

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Some notes from the session last week

### A Method For Teaching Factors

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An interesting approach to teaching factors (stolen from Graham!), based on techniques used in Primary schools.

..... They use the idea of a "factor bug". The bug's body is drawn and the number (e.g. 12) is written inside the body. Two antennae are then drawn and the "cheeky factors" (1 and 12) and written on the end of the antennae. Since bugs always have two antennae, kids know that these numbers will always be there. They then look for other factors, and realise that for most numbers, they must always come in pairs. So for each factor they find, they draw a leg on the bug and write the factor at the end of the leg (e.g. 3). Since factors come in pairs, they look for the other one and draw another leg (e.g. 4). So they see that they always have an even number of legs. The one scenario this doesn't work for is square numbers, where the factor doesn't come in pairs. In this case, they write the odd factor on a tail.

This helps kids to see different numbers as different bugs. They can look at a bug with 25 on, and see that it's a square number immediately by the fact it has a tail. They can see if a number is prime if the bug has no legs or tail. And so on.

I think this is a really neat way of introducing kids to the idea of factors and can get them used to the different factors that certain numbers have, as well as improving their knowledge of their times tables. The main downside that I see is when prime factorisation is introduced, as the idea cannot really be extended easily to incorporate this concept. Still, I think it's a pretty neat way of writing down factors for younger kids.

### Assessing Pupils' Progress

APP as part of the National Strategies lays out a framework for teachers to Assess for Learning with consistency. The main benefit that I have taken from it is that it gives a much clearer indication as to what is expected of pupils at each "level" in the National Curriculum. APP focuses on the ongoing assessment of a pupils' work rather than an end of year test. It allows both pupils and teachers to have a clear picture of where they are up to and which areas need to be focued upon.

## October 07, 2010

### SCT1 – Topic and Lesson Plan

Attached is my Topic and Lesson Plan for my SCT1, --> Plans and Elevations within 2D Representations of 3D Shapes.

An adaptation of this will be used for the Microteaching session next week

nicholas_martin_sct_1_micro_teaching_plans_and_elevations.docx

## October 04, 2010

### Handling data – stats task

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## October 2010

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## Galleries

• Not too sure about that…. although the statue was a lot smaller and harder to find given that the … by on this entry
• Was he wearing sun cream? by on this entry