TS3 and TS5

March 10, 2017 3:39 pm

The students have begun learning about multiplication this week with no prior teaching. Therefore, it has been important to introduce students to the concept in the correct way.
After researching the topic, I began the teaching using doubling and practicing of the two times tables. This meant that the students could move onto repeated addition confidently as I planned to teach 2 + 2 + 2 etc. S3- demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics.

I introduced a variety of tasks over the 3 lessons on doubling; including concrete, abstract and visual in order to appeal to all learners. This has worked well as the tasks were interesting to the students; for example, they had to double the counters on the ladybird. The students also watched a video, which appealed to both visual and auditory learners. S5- Evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

I then moved students onto repeated addition. Initially, the students wanted to use their fingers to add, however it became apparent to them that some questions were more challenging. Their knowledge of two times tables helped to support many of the students, however others used resources such as number lines to help them. I found it difficult to think of interesting and new tasks for the students, however I felt it important to give students the opportunity to approach questions in the way they felt most confident with. Resources remained available to them and I provided visual cues to the abstract questions. S5-evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

I wanted to make the transition from repeated addition to arrays as clear as possible, so that the students would understand the links; therefore I left the repeated addition visible when presenting multiplication questions. I initially presented the arrays with images they would recognise, such as planets and flowers, before showing them as circles (counters.) S3- demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics.

I have encountered many misconceptions through teaching arrays and it has been an interesting learning experience. I tackled the misconceptions as immediately as possible, by allowing students to draw on whiteboards during the input, so that I could assess them. I now feel more confident with thinking the way they do. I understand the importance of recognising these misconceptions as early as possible in order for them to not become engrained in the child’s practice. S3- Demonstrates the ability to address misunderstandings and maintain pupils’ interest.

We will be practicing arrays for a while and I will introduce more challenging questions such as 3x and 4x for those who understand the logic and concept. This will stretch and challenge pupils.

Standard 5- Understands how to challenge and motivate pupils

Students have been receiving immediate intervention during the plenary, from the HLTA. This has worked well so will be continued.

Some students need further practice with laying out their work, therefore next week I will provide tasks that are focused more on the method and organisation than being able to find the answer, as this is something we can work on afterwards.

Standard 5- Evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).