# Moving on with Maths Teaching

Research based, collaborative maths teaching projects. Tested in classrooms. How do you make this work for you? Plan with others? Chat with others?

### Dan Meyer blog

Nanas Lemonade:

- Short video (as intro to task...) with no hints tips
- What could the question be?
- No talking, no guidance about the video
- Is it to do with volume, ratio? Concentration? Wheres' the sugar?!
- How can we make them the same?
- Do it in practice: get water, lemons etc.
- It does include guidance, images etc that can be revealed
- Related to removing given values. Can students give reasonable estimates before detailed revealed?
- Too much guidance? Too closed?
- Other peers ideas to lead it, not teacher. Could prepare student answers/questions/lines of enquiry (from previous lessons...)
- Examples of questions- how many could you ask? Good homework activity!
- Need scaffolding, train students to work like this
- Use it once, then bring it in to other topics. "You've seen this before, how does it relate to this new topic?"

How many maths topics DOES it relate to? - Different groups, different questions and student led feedback
- Do not give it away! "today were looking at ratios..."
- Makes students think when compared to Qs from text book
- Hoping for one question, can guide the class into this into the line of enquiry you wanted to pursue!
- Get a hook to get students engaged straight away.
- "worked a treat"
- Be very clear about the objective of the lesson- what it is do you want them to know when they walk out of the door?
- What will the students do? How does that relate to the objective? What is the activity teaching them?

How do you support all students? - Do you have a contingency? A similar activity to meet the objectives. Explain how it links...
- Don't be resource-led, be objective-led
- Have to think through before!

### Inquiry Maths

Adding Fractions Inquiry:

- Give students the square, students then have to come up with ideas as to what they notice
- Lead them into noticing patterns themselves
- Not a directed resource
- A way of addressing misconceptions
- Lots of details, brilliant discussion, but... too much?
- Use of regularity cards to prompt student thinking/strategies
- Give them all 6. They choose which to use
- What is the assumed knowledge?
- Used to re-enforce learning? Look at misconceptions etc.
- Can they generalise one? Can you design another example?
- Support materials e.g. starter activity
- Heavy on exploration. Promotes independence. Promotes collaborative work.
- Resource also includes suggested questions and prompts
- "will it work if its got a two on top..?"
- Examples of students work

### Task Maths 4

Chapter 10, p11 tilted squares activity

### NRICH

Nrich version of tilted squares

### The Standards Unit: Improving learning in mathematics

Standards Unit- see pedagogy materials as well as teaching materials!