Interacting with mathematics

Interacting with Year 8
Key Stage 3 National Strategy
Objectives
 To
explain the purpose and use of the
Year 8 materials
 To
explore the mini-pack on handling
data and consider effective ways of
using the materials
OHT 1.0
Key Stage 3 National Strategy
Interacting with mathematics in
Key Stage 3: aims
To support mathematics departments in:

planning for teaching that engages and
challenges pupils

developing mathematical reasoning in
pupils
OHT 1.1a
Key Stage 3 National Strategy
Interacting with mathematics in
Key Stage 3: aims
The mini-packs are designed to:

encourage a fresh look at the mathematics
itself

suggest imaginative activities for promoting
mathematical talk

gather useful resources on which teachers
can draw

stimulate new approaches
OHT 1.1b
Key Stage 3 National Strategy
Features of the mini-packs

Focus on key mathematical ideas
and thinking

Based on the Year 8 teaching
programme

Mathematical activities to engage
and challenge

Focus on teaching strategies
OHT 1.2
Key Stage 3 National Strategy
Departmental
meetings
Key Stage 3 National Strategy
Objectives
 To
reflect on current teaching of handling data in
Y8 in the department
 To
consider pupils’ responses to test questions
and the implications for teaching and learning
 To
explore how the sample unit fits into the plan
for the year and how it is organised to address
the objectives
 To
examine the unit in more detail including
some of the data files provided.
OHT 1.0
Key Stage 3 National Strategy
Hypothesis 2: Males who cycle to
school are taller than those who don’t
Data set B
OHT 1.3a
Height in cm
Total number of males
Less than 140
4
140 h<150
26
150 h<160
68
160 h<170
109
170 h<180
89
180 h<190
40
190 h<200
9
200 or more
0
Key Stage 3 National Strategy
Hypothesis 2: Males who cycle to
school are taller than those who don’t
Data set B
OHT 1.3b
Height in cm
Males who cycle
Less than 140
2
140 h<150
3
150 h<160
20
160 h<170
34
170 h<180
23
180 h<190
11
190 h<200
1
200 or more
0
Key Stage 3 National Strategy
Hypothesis 2: Males who cycle to
school are taller than those who don’t
Data set B
cycle
Height in cm
Total number of males
Less than 140
4
2
140 h<150
26
3
150 h<160
68
20
160 h<170
109
34
170 h<180
89
23
180 h<190
40
11
190 h<200
9
1
200 or more
0
0
OHT 1.3a
Key Stage 3 National Strategy
Aims of meetings





Review current approaches in the
department.
Consider strengths and weaknesses in
pupils’ learning – particularly in interpreting
data and drawing inferences.
Examine teaching styles and consider how
pupils can be actively engaged.
Explore a sample unit and related data
files from the KS3 mathematics strategy.
Consider how to use these materials.
Key Stage 3 National Strategy
Departmental work on handling data
 What
do we currently do in
Y8?
 What goes well with different
groups?
 What goes less well?
Key Stage 3 National Strategy
Reflect upon
 The
objectives emphasised in
our current planning
 The strengths and
weaknesses in terms of pupils’
learning
Key Stage 3 National Strategy
Data handling cycle
Specify
the problem
and plan
Collect data from a
variety of sources
Interpret and
discuss data
Process and
represent data
OHT 1.4
Key Stage 3 National Strategy
Key Features of HD mini-pack



The unit addresses the handling data cycle in
a novel way, placing the main focus of
teaching on interpretation and inference.
The whole HD cycle is made explicit to pupils
through the structure of the unit.
The stages of the cycle are developed in the
main parts of the lessons and revisited as
starters in subsequent lessons.
Key Stage 3 National Strategy
Key Features of HD mini-pack




Aspects of collecting data are considered as
part of each main teaching section.
The plenary is used to refocus on the HD
cycle.
The unit represents six hours of lesson time.
The objectives of the unit are listed on page 5
and referenced by letter in the unit plan.
Key Stage 3 National Strategy
Handling data
departmental
meeting 2
Key Stage 3 National Strategy
Objectives




To examine teaching that engages the whole class
in discussing and interpreting data and drawing
inferences.
To review current teaching approaches in the
department, identifying changes that can be made
and how they can be supported.
To decide on practical steps needed to implement
the unit, including adaptations to the materials to
meet the needs of different groups of students.
To discuss any general implications for the work of
the department.
Key Stage 3 National Strategy
Key points from last meeting
Pupils often encounter difficulties in handling
data, such as reading scales, solving
problems with several stages, interpreting
data and explaining their reasoning.
 The sample unit addresses the whole of the
data handling cycle, placing emphasis on the
weaker aspects. For example, the collection
of data is addressed in an efficient way, so
that more time can be given to interpretation.

Key Stage 3 National Strategy
Data handling cycle
Specify
the problem
and plan
Collect data from a
variety of sources
Interpret and
discuss data
Process and
represent data
OHT 1.4
Key Stage 3 National Strategy
Plans for this meeting
As department we will:
 consider what the sample unit offers in
terms of teaching style and interaction, to
develop pupils’ thinking skills\and help them
to use and apply mathematics;
 identify practical steps toward
implementation
 reflect on general implications for our
department.
Key Stage 3 National Strategy
Purpose of departmental meetings
The purpose of the two departmental meetings is to:

review current approaches to handling data
in the department

consider strengths and weaknesses in
pupils’ learning, particularly in interpreting
data and drawing inferences

examine teaching styles and consider how
pupils can be actively engaged

explore the sample unit of work and the
related data files

consider how to use the materials
OHT 1.5
Key Stage 3 National Strategy
Meeting notes
Each set of notes are designed in a
structured way:
 to get maximum benefit from the time
available
 to minimise the time spent in
preparation
Key Stage 3 National Strategy
Video
 How
does it compare to our
teaching?
 In what ways might we adapt our
teaching?
 Will this be different for different
groups of students?
Key Stage 3 National Strategy
Objective (M R)
 To
explore the mini-pack on
multiplicative relationships
and consider effective ways of
using materials
OHT 2.0
Key Stage 3 National Strategy