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28 plenary ideas_for_mathematics

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  • 1. 28 Plenary Ideas forMathematics28 Plenary Ideas forMathematicsBy Jean KnappBy Jean Knapp
  • 2. 28/04/13 J. Knapp 6/06 2Plenary (1)Plenary (1)• Work in pairs.• List 3 things you learnt today.• Share them with your partner.• List 3 things your partner remembers.• Is there anything additional youremember?• Ext: Rank these on a ladder from mostto least difficult.• Work in pairs.• List 3 things you learnt today.• Share them with your partner.• List 3 things your partner remembers.• Is there anything additional youremember?• Ext: Rank these on a ladder from mostto least difficult.
  • 3. 28/04/13 J. Knapp 6/06 3Plenary (2)Plenary (2)The 60 Second Challenge!• Turn to your partner and talk for 60seconds about everything youremember about the lesson.• Use the success criteria to guide yourdiscussion.• Then swap roles.The 60 Second Challenge!• Turn to your partner and talk for 60seconds about everything youremember about the lesson.• Use the success criteria to guide yourdiscussion.• Then swap roles.
  • 4. 28/04/13 J. Knapp 6/06 4Plenary (3)Plenary (3)Vocabulary Challenge:• List all the Maths vocabulary covered in the lesson.• Either:- Draw pictures to represent each word.- Act out the word.- Link the word to another word in your list (or from previouslearning).- Choose one from the list to describe and get your partnerto guess which one it is.- Odd One Out.- Aide memoirs – students devise their ownideas/mnemonics e.g. picture/visual clues to the meaningof key words (e.g. parallel or Never Eat Shredded Wheat)linked to objectiveVocabulary Challenge:• List all the Maths vocabulary covered in the lesson.• Either:- Draw pictures to represent each word.- Act out the word.- Link the word to another word in your list (or from previouslearning).- Choose one from the list to describe and get your partnerto guess which one it is.- Odd One Out.- Aide memoirs – students devise their ownideas/mnemonics e.g. picture/visual clues to the meaningof key words (e.g. parallel or Never Eat Shredded Wheat)linked to objective
  • 5. 28/04/13 J. Knapp 6/06 5Plenary (3)Plenary (3)Top Tips!• Work as pairs.• List 3-5 top tips for completing themathematics/success criteria you havecovered during the lesson.• Compare your lists.• Are there any different approaches youmight try?Top Tips!• Work as pairs.• List 3-5 top tips for completing themathematics/success criteria you havecovered during the lesson.• Compare your lists.• Are there any different approaches youmight try?
  • 6. 28/04/13 J. Knapp 6/06 6Plenary (5)Plenary (5)Work in Pairs.Take one minute to compose twosentences in your head to explain:• What we have learnt.• How we have learnt it.…using the key words from the lesson.Share your findings with a partner.Work in Pairs.Take one minute to compose twosentences in your head to explain:• What we have learnt.• How we have learnt it.…using the key words from the lesson.Share your findings with a partner.
  • 7. 28/04/13 J. Knapp 6/06 7Plenary (6)Plenary (6)Work in pairs.Where can you use/apply this skill inother areas of mathematics or in othersubjects?Make a mind map to show the links todifferent areas of mathematics andother subjects.Share your findings with a partner.Work in pairs.Where can you use/apply this skill inother areas of mathematics or in othersubjects?Make a mind map to show the links todifferent areas of mathematics andother subjects.Share your findings with a partner.
  • 8. 28/04/13 J. Knapp 6/06 8Plenary (7)Plenary (7)• Work in pairs.• Show your work to a partner.• List two effective features of the work.• Find 1-2 areas of improvement.• How could you make improvements?• Work in pairs.• Show your work to a partner.• List two effective features of the work.• Find 1-2 areas of improvement.• How could you make improvements?
  • 9. 28/04/13 J. Knapp 6/06 9Plenary (8)Plenary (8)Progression• After covering the objectives we havetoday, predict what you think the nextstage will be? Why?• Turn to your partner to share yourthoughts.Progression• After covering the objectives we havetoday, predict what you think the nextstage will be? Why?• Turn to your partner to share yourthoughts.
  • 10. 28/04/13 J. Knapp 6/06 10Plenary (9)Plenary (9)• Imagine you are the teacher.• What questions would you ask theclass to they have understood thelearning intentions?• Share your questions with yourpartner.• Select 1-2 really effective questionsyou could ask the whole class.• Imagine you are the teacher.• What questions would you ask theclass to they have understood thelearning intentions?• Share your questions with yourpartner.• Select 1-2 really effective questionsyou could ask the whole class.
  • 11. 28/04/13 J. Knapp 6/06 11Plenary (10)Plenary (10)Dice Roll• Split your class into 6 groups andnumber them 1-6.• Roll the dice and the number indicatesthe table chosen to start feeding backfindings from acalculation/investigation.• Throw the dice again after 30-60seconds and allow another group totake over.Dice Roll• Split your class into 6 groups andnumber them 1-6.• Roll the dice and the number indicatesthe table chosen to start feeding backfindings from acalculation/investigation.• Throw the dice again after 30-60seconds and allow another group totake over.
  • 12. 28/04/13 J. Knapp 6/06 12Plenary (11)Plenary (11)• Write 3 statements from themathematics covered in today’s lessonto be proved true or false.• Number the class 1-3.• The number indicates the statement youmust focus on first as an individual for2-3 minutes and as a group (all the 1s,2s and 3s in separate groups).• Feedback an agreed answer andexplanation to the whole class.• Write 3 statements from themathematics covered in today’s lessonto be proved true or false.• Number the class 1-3.• The number indicates the statement youmust focus on first as an individual for2-3 minutes and as a group (all the 1s,2s and 3s in separate groups).• Feedback an agreed answer andexplanation to the whole class.
  • 13. 28/04/13 J. Knapp 6/06 13Plenary (12)Plenary (12)• Work in pairs.• Look at a photocopy of a pastOptional/SATs question with the markgiven.• Discuss why that mark was given and1-2 points for improvement (if needed).• Work in pairs.• Look at a photocopy of a pastOptional/SATs question with the markgiven.• Discuss why that mark was given and1-2 points for improvement (if needed).
  • 14. 28/04/13 J. Knapp 6/06 14Plenary (13)Plenary (13)• Make a deliberate mistake with asimilarcalculation/explanation/investigation.• Work in pairs.• Can you:- Spot the mistake?- Give the correct answer?- (Ext: Suggest why the mistake mayhave been made and what could bedone about it?)• Make a deliberate mistake with asimilarcalculation/explanation/investigation.• Work in pairs.• Can you:- Spot the mistake?- Give the correct answer?- (Ext: Suggest why the mistake mayhave been made and what could bedone about it?)
  • 15. 28/04/13 J. Knapp 6/06 15Plenary (14)Plenary (14)Misconceptions• Work in pairs.• Where errors were made, list thespecific area.• Why do you find this particularlydifficult?• Share responses with the teacher/wholeclass.• Consider targets for nextlesson/week/term..Misconceptions• Work in pairs.• Where errors were made, list thespecific area.• Why do you find this particularlydifficult?• Share responses with the teacher/wholeclass.• Consider targets for nextlesson/week/term..
  • 16. 28/04/13 J. Knapp 6/06 16Plenary (15)Plenary (15)• Take one of thecalculations/shapes/conversions youmay have looked at within the lesson.• If we know ……………………, what elsedo we know?• Work in pairs and discuss related facts.• Feedback to class.• Ext: Give children a known fact and anunknown fact – find a route from one tothe other.• Take one of thecalculations/shapes/conversions youmay have looked at within the lesson.• If we know ……………………, what elsedo we know?• Work in pairs and discuss related facts.• Feedback to class.• Ext: Give children a known fact and anunknown fact – find a route from one tothe other.
  • 17. 28/04/13 J. Knapp 6/06 17Plenary (16)Plenary (16)Odd One Out• Display three shapes,numbers, calculations,coins:• Ask ‘Which … is the oddone out?’• Why?• Work in pairs for 2minutes and thenfeedback to the wholeclass.• Repeat 4-5 times withyour chosen three.Odd One Out• Display three shapes,numbers, calculations,coins:• Ask ‘Which … is the oddone out?’• Why?• Work in pairs for 2minutes and thenfeedback to the wholeclass.• Repeat 4-5 times withyour chosen three.
  • 18. 28/04/13 J. Knapp 6/06 18Plenary (17)Plenary (17)• Work in pairs.• From lesson objective write 3 true and3 false statements, give them to yourpartner to sort out.• Share one of the statements you foundparticularly challenging. Why?• Work in pairs.• From lesson objective write 3 true and3 false statements, give them to yourpartner to sort out.• Share one of the statements you foundparticularly challenging. Why?
  • 19. 28/04/13 J. Knapp 6/06 19Plenary (18)Plenary (18)• Work in pairs.• Give children a range ofnumbers/shapes to sort into 2-3groups (according to your ownclassifications).• Re-sort the numbers/shapes.• Feedback findings after 5 minutes tothe whole class.• Work in pairs.• Give children a range ofnumbers/shapes to sort into 2-3groups (according to your ownclassifications).• Re-sort the numbers/shapes.• Feedback findings after 5 minutes tothe whole class.
  • 20. 28/04/13 J. Knapp 6/06 20Plenary (19)Plenary (19)• Work in pairs.• Put 3numbers/shapesinto the boxesprovided.• List all thedifferences andsimilarities.• Feedback findingsto the whole class.• Work in pairs.• Put 3numbers/shapesinto the boxesprovided.• List all thedifferences andsimilarities.• Feedback findingsto the whole class.
  • 21. 28/04/13 J. Knapp 6/06 21Plenary (20)Plenary (20)Show the Story• Work in pairs.• One of the pairs, points to differentparts in the completedcalculation/graph/investigation and theother provides the commentary.• Swap roles.Show the Story• Work in pairs.• One of the pairs, points to differentparts in the completedcalculation/graph/investigation and theother provides the commentary.• Swap roles.
  • 22. 28/04/13 J. Knapp 6/06 22Plenary (21)Plenary (21)Self Evaluation Questions (comparing):• How did you…?• Why did you use…?• If you did it again would you changethe way you did it? Why?• What else might have helped you?• Can you do it in two (or more) ways?Which was the best way? Why?Self Evaluation Questions (comparing):• How did you…?• Why did you use…?• If you did it again would you changethe way you did it? Why?• What else might have helped you?• Can you do it in two (or more) ways?Which was the best way? Why?
  • 23. 28/04/13 J. Knapp 6/06 23Plenary (22)Plenary (22)Take a calculation/shape/graph thechildren have been working on andchange it.Children work in pairs to answer thesequestions:• What might happen if we change…?• What else might we change?• Can you predict what would happenthen? Why?Take a calculation/shape/graph thechildren have been working on andchange it.Children work in pairs to answer thesequestions:• What might happen if we change…?• What else might we change?• Can you predict what would happenthen? Why?
  • 24. 28/04/13 J. Knapp 6/06 24Plenary (23)Plenary (23)How will you remember this?• Work in pairs.• Look at words/knowledge you havecovered today.• Suggest ways to help other childrenremember them.• Feedback ideas to the whole class.How will you remember this?• Work in pairs.• Look at words/knowledge you havecovered today.• Suggest ways to help other childrenremember them.• Feedback ideas to the whole class.
  • 25. 28/04/13 J. Knapp 6/06 25Plenary (24)Plenary (24)The block it review technique• Pair up children and ask them to tell eachother:• 3 things I learnt• 2 questions I want to ask• 1 thing I already knew• Feedback to the class and direct responsesto the success criteria.The block it review technique• Pair up children and ask them to tell eachother:• 3 things I learnt• 2 questions I want to ask• 1 thing I already knew• Feedback to the class and direct responsesto the success criteria.
  • 26. 28/04/13 J. Knapp 6/06 26Plenary (25)Plenary (25)Self-Assessment Questions:(Choose 1-2 as a focus for paired talk)• Do you remember the learning intention ofthe lesson?• What did you find difficult?• Did anyone or anything help you move on tolearn something new? (friend, equipment,resources, teacher)• What do you need more help with?• What are you most pleased with?• Did you learn anything new?Self-Assessment Questions:(Choose 1-2 as a focus for paired talk)• Do you remember the learning intention ofthe lesson?• What did you find difficult?• Did anyone or anything help you move on tolearn something new? (friend, equipment,resources, teacher)• What do you need more help with?• What are you most pleased with?• Did you learn anything new?
  • 27. 28/04/13 J. Knapp 6/06 27Plenary (26)Plenary (26)Metacognition Questions to Explore:(Choose 1-2 as a focus for paired talk)• What have you learnt about the way in whichyou learn in this lesson?• How did working with a partner help you?• What did you do when you were stuck?• What skills/techniques/strategies did you useto learn . . .?• How will you be able to remember what youlearnt . . .?Metacognition Questions to Explore:(Choose 1-2 as a focus for paired talk)• What have you learnt about the way in whichyou learn in this lesson?• How did working with a partner help you?• What did you do when you were stuck?• What skills/techniques/strategies did you useto learn . . .?• How will you be able to remember what youlearnt . . .?
  • 28. 28/04/13 J. Knapp 6/06 28Plenary (27)Plenary (27)Box 1 and Box 2• Use the paper boxes or draw 2 boxes on the board, labelbox 1 and box 2.• Put in one number.• You can use shapes, angles, lines, graphs, calculations,etc.• Ask the children what category they think box 1 and box 2is (in other words, how have I sorted the numbers?• Now add another number to each box.• Have you changed your opinion? What category could it benow?• Continue adding numbers to each box (limit 4-5 forchildren in Years 5 & 6).• When the children feel they have the category, they canadd a number they feel they can add to the box todemonstrate full understanding of it.• This activity allows children to use logic to categorise inmathematics.Box 1 and Box 2• Use the paper boxes or draw 2 boxes on the board, labelbox 1 and box 2.• Put in one number.• You can use shapes, angles, lines, graphs, calculations,etc.• Ask the children what category they think box 1 and box 2is (in other words, how have I sorted the numbers?• Now add another number to each box.• Have you changed your opinion? What category could it benow?• Continue adding numbers to each box (limit 4-5 forchildren in Years 5 & 6).• When the children feel they have the category, they canadd a number they feel they can add to the box todemonstrate full understanding of it.• This activity allows children to use logic to categorise inmathematics.
  • 29. 28/04/13 J. Knapp 6/06 29Plenary (28)Plenary (28)• Learners apply the five aspects of ALICE thinking to amathematical statement, e.g. ‘Everything in the worldcan be explained using numbers’:• A – And…? Put an ‘and’ after the statement then seewhat comes to mind• L – Likely…? How likely is the statement: from 0 =Impossible to 1= Certain• I - Imagine if… Being whackily creative, what couldhappen as a result of the statement?• C – Clue please. If the statement was hidden, whatclue could be given to find it out?• E – Explosion! Throw up into the air the individualwords of the statement, let them fall back together in adifferent organisation• Learners apply the five aspects of ALICE thinking to amathematical statement, e.g. ‘Everything in the worldcan be explained using numbers’:• A – And…? Put an ‘and’ after the statement then seewhat comes to mind• L – Likely…? How likely is the statement: from 0 =Impossible to 1= Certain• I - Imagine if… Being whackily creative, what couldhappen as a result of the statement?• C – Clue please. If the statement was hidden, whatclue could be given to find it out?• E – Explosion! Throw up into the air the individualwords of the statement, let them fall back together in adifferent organisation

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