Image taken from Google – The money dominoes from the lesson
Unfortunately, this was my last ever lesson with Year 3N and it was devastating to say my goodbyes to them. I was genuinely nearly in tears when they all started clapping and shouting “3 cheers for Miss Whitham, Hip Hip Horray”. I could sob here and now writing this but I won’t I’ll just talk about the lesson. It did go really well and the activities were all my own ideas. I wanted to do a table rotation style lesson were the boys could practice different activities and do it in a really fun way. They did really well, especially with the games but unfortunately the money dominoes were not as successfull because they didn’t have enough time to complete the full game. However, each game gave me a full insight into how the boys were getting on in each area of the curriculum before their exams and topics that they may need to revisit, even in only 5 minutes an activity! So theis is absoloutely something that I would do again as a teacher, and a teaching method that I think the boys enjoyed because they expressed that they would like to do it again, which I was delighted with.
Class/Group: Year 3N Lesson: Mathematics Date:10.05.17
| Previous Experience
Experience in division, money, multiplication, word problems and shapes. |
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| Working towards outcomes of a National Curriculum
Solve problems, including missing number problems, involving division. Add and subtract amounts of money using both £ and p. Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Measure, compare, add and subtract: lengths (m/cm/mm). |
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| Literacy/Numeracy/ICT/HWB (where appropriate): Literacy – For games and extension exercises children will be reading the questions and the instructions on the games. | |||
| Learning Intentions | Success Criteria | ||
| Table 1
To know how to divide Table 2 We are learning to count coins to make a whole number. Table 3 We are learning about measurement Table 4 We are learning about different mathematical operations |
Table 1
I am able to divide numbers Table 2 I am able to count coins to make a whole number. Table 3 I am able to measure objects in cm using a ruler Table 4 I am able use different mathematical operations |
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| Resources
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Worksheets, games, dice, projector, online timer, pencils, whiteboards, whiteboard pens, whiteboard rubbers, Smartboard, computer, post it notes, internet access, counters for games, polypockets, toy coins, lego. | ||
| Timing | Assessment Methods | ||
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5 mins 2 mins 5 mins
5 mins
5 mins
5 mins
3 mins
5 mins
Total 35 mins
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Setting the context/ Beginning the lesson (Introduction)
Discuss the LI for the lesson with the children and explain all of the activities for each table and that each pair will be going to a new activity after 15 minutes until all activities are complete Separate each table into pairs.
Teaching the learning intentions (Development)
Table 1 Play the board game. Help with any problems they may have and reinforce the division they do not understand by using Lego and working together in their pairs. Table 2 Play the dominoes game, each pair using a different set of cards and use the real toy coins with any children/pairs who are having difficulties with the money pictures on the cards.
Table 3 Children will go around the room/school measuring objects with rulers in cm and write answers down on worksheets.
Table 4 Noggle (number boggle). Glue sheet into maths book and by using any mathematical operation (add, subtract, multiply, divide) the solution must make 20 and 36. Write answers into book.
Ending the lesson (Plenary)
End the lesson by tidying everything away back into their polypockets. Ask the children to sit at their desks. Go over learning intentions. Write on a post it note about something 3-7 words about something you learnt today. Hand over to class teacher. Throughout 35 minute lesson class teacher will be working with Child 1 as a TA for differentiation purposes where Child 1 will taking part using Numicon through games etc.
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Peer Assessment and Teacher Marking
Observation and Peer Assessment
Observation and Teacher Marking
Teacher Marking
Teacher Marking the worksheets.
Observation |
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| Success Criteria Results | Next steps for the children |
| From the first game at the first table, I now know that the boys can divide using real life examples
From the second game where the children were learning to count coins to make a whole number, I observed that this was going well for most groups but they would have benefitted from more time. The scientific measurement game was successful, with correct answers on the sheet after me and the class teacher discussing width with the majority of the class. The Noggle game was really successful with the boys showing through their sums that they knew their different mathematical operations well enough to create their own sums. |
Children 1, 7 and 13 need to continue to work with the money dominoes because I was not convinced that they were able to count the coins well enough to play the game. I am confident for all children to move on to harder division questions except for Child 1 who would benefit from using Numicon further.
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EVALUATING MY PRACTICE |
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| Going well (what worked and why?)
The lesson overall went really well with children listening well and there were no behavioural issues. This was most likely down to the amount of activities going on in this fast paced lesson, which allowed the children to be constantly busy, moving around the tables and active. Most children engaged well with the activities which I think is possibly down to them playing games and not quite realising they’re learning. |
Areas for development (what didn’t work and why?)
I would in future only do a lesson like this if I had more time. Some of the boys just didn’t have enough time to finish their activities and this was a shame as they could have benefitted with the practice before their exams.
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| Next Steps for Me
In future I will be more aware of what the children have already learned in maths lessons and the way they describe certain methods in mathematics. I will also try to plan more time into the activities and choose and hour and 10 minutes lesson as opposed to a 35 minute lesson. |
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