All entries for May 2011
May 08, 2011
· All know what a term and expression is.
· Most can collect like terms.
· Some can expand brackets and collect like terms.
I met all of my objectives today, you can see in my book. I am unsure about expanding brackets it is too long.
1. Putting brackets in algebra
2. What an expression and a term is
· All can multiply terms on the inside of a bracket by the number on the outside.
· Most can understand what it is to expand brackets.
· Some can expand two brackets and collect like terms.
If number is not in bracket not times just add on the end of the sum.
It seemed really hard at the beginning but it was easy.
5(3a +4) +2(2a +5b +3c) =
15a + 20 +4a + 10b +6c
1. How to expand brackets
2. Take away brackets
3. Key words – Expanding brackets and Equivalent expressions.
· All can solve one step linear equations
· Most can solve two step linear equations
Linear equation is equation of a line.
e.g. x + 12 =24
24 -12 = x
I have achieved all my objectives. It was really easy and a good lesson.
1. how to solve one step linear equations
2. sleep less in class
3. two step linear equations
Three lessons this week. The aim of this week was to build up the class ability to expand brackets and solving equations.
The class made significant progress this week with three quarters of them working on Level 6 questions. Half of the class were able to expand brackets and simplify and towards the end of the week, the top end of the class were able to solve equations involving brackets and like terms. Most have made significant progress on this topic and are able to apply the skills they have picked up over the lessons to work on questions involving expanding brackets and solving equations.
Pupil A sulked during the first lesson of the week and didn’t do much work. He was sent to work with the head of department and appeared to be unwell.
In the second lesson he worked better and appeared more settled. He understands the work and has written explanation notes on the side of his page.
Due to a room change on the last lesson of the week, his routine was disturbed and he didn’t make as much progress as expected. He shouted that he didn’t understand but when prompted to work out the answers he was able to complete it.
Pupil B continued to work very well and ended up teaching her fellows. It was nice to see that she led her peers along with her. She was able to achieve all objectives and reached Level 6 in this topic. She enjoyed the lessons and received a Praise Postcard for the week.
Pupil C also made significant progress and achieved most of the objectives. He understood the concept but was quite slow in his progression as he was getting disturbed by the rest of the class. He worked well in groups and was pleased at his progress.
The rest of the class also reflected this progress.
It helped that mid week there was a Parent’s evening and so a lot of them came in motivated and ready to work towards the end of the week.
Their progress was evident from lesson to lesson due to the way the lessons built up from the previous ones. Every pupil managed to follow the lesson up to the Level 5 part at which point half continued at that pace and others pushed forward. They would explain questions to each other when somebody on their table got stuck.
The use of No Hands Up works well and whomever’s name comes up is forced to answer a question and this shows me that the objectives were achieved.
Next week I hope to get the pupils working more collaboratively and use mini-whiteboards and hopefully either problem solving or computer work.
· All students must be able to work out the value of expressions
· Most students should be able to draw ‘mapping diagrams’ to illustrate functions.
· Some students could define key words like expression, function or variable.
if you are told what x is put that instead of the letter. E.g. x add 3 divide by 5 = x + 3 and then divide by 5. It is completely different for 4x +1 = 5
1. In the beginning of the lesson I didn’t understand the value of experations but now I understand
2. I understood today’s lesson
3. unsure about writing down each of the rules in symbolic form.
1. How to put letters instead of numbers in maths
2. To use letters in number machines.
} All know what a ‘term’ and ‘expression’ is (key words).
} Most can collect like terms.
} Some can collect like terms including negative numbers.
how to do longer like terms. You don’t know what n is.
Today I have learnt how to work out simplifying expressions and to be able to collect like terms
1. To use letters in sums
2. to extend my work a little bit
There were two lessons this week and both went very well.
In the first lesson, the class were able to successfully collect like terms and about three quarters of the class were able to work with negative numbers.
Due to a late start to the lesson the class did not get the chance to consider objective 1. I had wanted a brief discussion about what the key terms could mean and so this is going to be one of the objectives of the first lesson next week.
Assessing the class against the objectives at the end of the lesson by asking them to use their thumbs showed me that there were 3 pupils who weren’t happy with the work they had been asked to do in the first lesson and 3 at the end of the second lesson with two of the pupils the same as the first lesson.
Pupil A made great progress and achieved each of the three objectives for both lessons. He is very happy with sitting on his own and now refuses to get distracted by the others around him. He had TA help for both lessons and this worked very well for him.
Pupil B worked very hard and asked questions about constants within expressions as she was unsure what to do with them. Once it made sense to her she progressed on to the extension work and attempted expanding brackets.
Pupil C also made significant progress and achieved all of the objectives. He breezed through questions once he understood the basics and was able to learn what to do with the negative numbers quite quickly. Expanding brackets next lesson may be too much but he was secure with the work done this week.
See Class book for marking evidence and progression of pupils.
Once pupils were comfortable with like terms in general I moved on to negative like terms and the class grasped this quite quickly. Working at a high Level 4, the class are ready to work with expanding brackets and then simplifying expressions next week.
This week I had tried a new lesson structure and the class has warmed to this very quickly. They enjoy lots of similar questions in chunked parts of the lesson and I find they make great progress when they spend the first 20 minutes working at Level 4.
The second 20 minutes focuses on Level 5 questions and the last 15 minutes is extending them on to Level 6 work. My target is to make sure I keep pushing them in this way and keep my explanations short and simple- with more of an active role for the pupils.
Set 3 of 4
Range from Level 3 to Level 5
Two SEN statements
Boy - Autism
Girl - Speech and Language
Year 8 Data
KS2 End Year 7 Qualities
A B 3b Speech and Language statement. Support
B 3c 4c Hard worker. Mathletics genius
C - 4c Underachieving and can strop. Needs challenge
D 3c 3b Immature and attention seeking
E 2a 3b Rarely in school.
F B 3b Weak and lacks confidence.
G 3c 3a Needs to be pushed constantly
H 3c 3a Lovely
I Attention seeking. Praise works.
J 3a Lovely
K T 4c Lovely but can get worked up
L 3a Quiet, lacks confidence and under-achieving
M 3c 3a Great with 1;1 support as lacks confidence
N 3c 3a Weak and insecure so attention-seeks
O 3a 4a Lacks motivation. Needs challenge
P 3c 4c Thrives on praise
Q 4c 4b Statement-Autism
New to the school – no official assessment scores
R..........can be good but attention-seeks
T .........can get distracted by others
U – a problem to the whole school. Temper and lack of concentration. Very difficult.
V – new – no data as yet
W – new – no data as yet
This is the kind of class where the majority are well behaved and studious, however there are roughly six pupils who constantly play up and disrupt the class. The class grow frustrated by one another and they often react to the ‘attitude’ they give each other.
Some of the worst behaved pupils have appointments with various teachers around the school and so often turn up late to the lesson. It doesn’t help that two of the four lessons they have a week are the last lesson of the day on a Monday and Tuesday. It is often difficult to calm the pupils at this stage of the day and they do not make as much progress as I would expect a class to. I have been advised to not make these lessons too challenging and to chunk it up as much as possible.
Last term I struggled to manage this class as there are some serious behavioural problems within the class. However, I have managed to come up with a lesson structure now that works very well with the group and this term is working out successful.
The three pupils I have decided to track are the following:
Pupil A – Attention seeking and difficult. Easily loses concentration.
Ended year 7 with a Level 3b
By the end of the year predicted Level 4
Pupil B – Very hard working and self determined.
Ended Year 7 with a Level 3a.
By the end of the year predicted Level 5a
Pupil C – Autism Statement
Ended year 7 with a Level 4b
By the end of the year predicted Level 5a
These three pupils generally have very good attendance and haven’t yet missed much work. However Pupil A does have temper problems and often sits in class without doing any work. He is the first one to start fights and will often walk around the class.
Pupil B has beautifully presented work and is always pushing for progress. She often helps the pupils around her and they do well with working with her.
Pupil C struggles to write neatly but does understand mathematical concepts quite easily. He tires of the class when they start to play up and often complains of headaches when it gets too loud. At this point he stops working and zones out.
The lesson objectives for this class take the form of All, Most, Some and it is expected that all the pupils in the class use smiley faces beside the objectives to tell me how they feel they progressed.