The road less travelled
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The Road Less Travelled. Jennifer Piggott [email protected] TWO roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair,

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The Road Less Travelled

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The road less travelled

The Road Less Travelled

Jennifer Piggott

[email protected]


The road less travelled

TWO roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveller, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less travelled by,

And that has made all the difference.

By Robert Frost


Mathematics and personal learning and thinking skills

Mathematics and Personal learning and Thinking Skills

  • Independent Enquirers

  • Creative Thinkers

  • Team Workers

  • Self-managers

  • Effective participators

  • Reflective learners


Nc key concepts

NC - Key Concepts

Competence

Creativity

Applications and implications of mathematics

Critical understanding


Nc key processes

NC - Key Processes

2.1 Representing

2.2 Analysing

Use mathematical reasoning

Use appropriate mathematical procedures

2.3 Interpreting and evaluating

2.4 Communicating and reflecting


Problem solving

Problem solving

  • Understanding the Problem

    • What is known?

    • What is given?

    • What do I need to find?

  • Devising the Plan

    • Have I seen something like this before?

    • What mathematical approaches might be helpful?

  • Carrying out the Plan

    • Check each step

    • Estimate and assess – does this look right?

  • Look Back

    • Check the result

    • Could I use this idea somewhere else?

  • Communicate

    • Share your findings and consider what others have done

    • Could I have got there another way?

    • Would I do something like this differently next time?


Nrich website

NRICH Website

  • Mapping documents

    http://nrich.maths.org/public/viewer.php?obj_id=5665

    Content and process mapping documents

  • Teachers’ menu

    http://nrich.maths.org/public/viewer.php?obj_id=6318

  • Problems with teachers’ notes

  • Student solutions

  • Case studies

    Teachers using NRICH, for example:

    http://nrich.maths.org/public/viewer.php?obj_id=6388

  • CPD

    http://nrich.maths.org/public/viewer.php?obj_id=2695


Embedding plts

Embedding PLTS

  • Identify questions to answer and problems to solver, planning and carrying out research

  • Generating ideas and constructing mathematical models, exploring and varying values

  • Discussing and writing up findings

  • Reflecting and communicating using appropriate representations

  • Organising time and resources and prioritising

  • Comparing other people’s methods and approaches with their own

  • Planning and preparing ways forward, breaking problems down


Some problems

Some problems

  • Seven squares

    http://nrich.maths.org/public/viewer.php?obj_id=2290

  • Stringy quads

    http://nrich.maths.org/public/viewer.php?obj_id=2913

  • Hundred square

    http://nrich.maths.org/public/viewer.php?obj_id=2397


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