Multiplication Card Game

1. Multiplication Card Game 2 players Deal out the cards Version 1 – leave a specific number in the middle of the multiplication table you want to work on Each player turns a card over in turn and multiplies it by the number in the middle The highest score wins 1 point/counter Play for set time or until all cards are used Version 2 – deal the cards 3 ways and change the card in the middle each time as well 8 x 8 5 x 9

2. Learning mathematics through games Oldfield (1991) says that mathematical games are 'activities' which: • involve a challenge, usually against one or more opponents; a • are governed by a set of rules and have a clear underlying structure; • normally have a distinct finishing point; • have specific mathematical cognitive objectives.

3. The rules for classroom use… These tips come from Alridge & Badham (1993): • Make sure the game matches the mathematical objective • Use games for specific purposes, not just time-fillers • Keep the number of players from two to four, so that turns come around quickly • The game should have enough of an element of chance so that it allows weaker students to feel that they a chance of winning • Keep the game completion time short • Use five or six 'basic' game structures so the children become familiar with the rules - vary the mathematics rather than the rules • Send an established game home with a child for homework • Invite children to create their own board games or variations of known games.

4. Game types • Races • Board games (eg Monopoly) • Spatial strategy games (eg Chess, draughts) • Numerical strategy games

5. Races https://nrich.maths.org/2491

7. Spatial strategy games KS2 https://nrich.maths.org/2491 Chess Reduce the board size Line of four Each player marks a crossroad with a circle. Have to get 4 in a line. Can change grid size and can give time limit and count how many ‘lines of four.’

9. Numerical strategy games Magic 15 2 players. Take turns to select a number from 1 to 9 from a pile. First to make 15 wins.

10. Arithmetical games Each player throws ___dice each and totals their score. Winner is whoever gets the highest (or lowest or closest to say 15). Could vary to say any operation and brackets can be used to get the closest to 15 say.

11. Matching games Tarsia puzzles See mrbartonmaths.com

12. Mystery games • Post-it note with eg. shape drawn on stuck to forehead – ask questions to discover what they are • Children describe a given picture – everyone else has to draw it without seeing the given picture • One child puts a secret number of cubes/money/other in envelope and sets out the rest of the scenario as shown below:

13. Creating your own The number game Give each group of pupils some numbers. They choose which number to run up to the front with as the screen changes. Facts fish Can play as pairs or snap Focus on specific facts that children need to address. Use an existing game/board and make your own rules/questions

14. PREVIOUS GAP TASK • Try one thing from today’s session in your classroom. • Evaluate how it went in one line. • Bring it along to the next session to share with the group (activity/idea)

15. Course overview

17. Developing reasoning = asking great questions In session 2 we learnt about deliberate practice:

18. Carefully crafted practice (adapted for KS1 from McCrea, E, 2019From Making Every Maths Lesson Count (Crown House Publishing))

19. Capturing talk • When? • How? • Who? • Why?

20. Capturing talk It doesn’t need to be in the book – use ipads, role play of a simple court case when proving something, talk partner

21. Develop independence in recording • Have blank hundreds frames, part part whole and bar models available for children to use.

22. Pictorial and written 9 + 3 = 12 - 3 Scaffold with writing frame for some students as required.

23. Making the most of your working wall

24. y6

25. y5

26. Y3/4

27. Lesson design study – scaffold and challenge Taktiles lesson study

28. Feedback • in lesson feedback (practice makes permanent) • between lesson feedback (to inform planning) • “Feedback helps to unpick the difference between what we think we have taught and what our students have learned” McCrea, E (2019)

29. “ A teacher should only write in a pupil’s book if it is going to impact on progress” DFE exemplar feedback policy (2018). • “When grading, you are working for one student. When planning, you are working for the whole class. Keep that in mind when you are budgeting your time” Henry Picciotto, US educator (2018).

30. Gathering information directly after learning has taken place= measuring performance Performance ≠ learning Learning = change in LTM

31. 7 Immediate feedback strategies (McCrea) • The Feedback Mindset - I am giving you this feedback because I believe in you - I am giving you this feedback because I know you can get better

32. Between lesson feedback to inform planning • Exit tickets (question to mark or reasoning as to why something is wrong/right) • Whole-class feedback

33. Maths and the wider curriculum Mind mapping the KS2 curriculum http://astro.ukho.gov.uk/nao/miscellanea/WMTZ/Wmtz181120.pdf

35. Conceptual variation http://www.iseemaths.com/wp-content/uploads/2017/06/Visual-Representations-2017.pdf

36. Procedural variation 471 x 10 = 4710 What else….?

37. Classifying mathematical objects

38. Evaluating mathematical statements • Always, sometimes, never……………………..justify your answer • Neha says step squad numbers are also square numbers https://www.youtube.com/watch?v=A19fQeIy_dk

39. Look before you leap 2/4 of 358 7.5 x 13.8 + 25 x 1.38 73 x 2 x 5 Sum the numbers 1 to 100