LTSA Lesson Study: Research Lesson Planning

Date: / 25th April 2014
School: / Hill Mead Primary School
People present: / Dee Williams, Eileen Coan, Jane Naish
Date of research lesson: / 12th June 2014 / Permission to video lesson: / Yes: / No:
Research lesson title: / Number the Shape / Place of lesson in the sequence:
Phases within the lesson, purpose, and neriage: / Research Questions:
Does a lesson like this help to develop children’s confidence to have a go, persevere and develop their mathematical decision making.
Lesson objectives
I am learning to tackle a problem logically.
I am learning to have a go at a challenge.
I am learning to reflect and try out different strategies.
I am learning to explain my reasoning and listen to others.
Phase A
Show the shape grid (Sheet B) on IWB slide. What do you notice about the shape grid? Take feedback. Explain that each symbol has a different numerical value.
Pair discussion:
How can we find out the numerical value of each symbol/shape?
How can we find the missing total?
What are good clues or starting points? Take Feedback and share the learning objectives.
10 minutes
Phase B
Give some pair sheet A (3c – 4c). Others to begin on sheet B (4b-5c)
Children will use mini white boards to try out numbers and write down their strategies on an A3 sheet.
20 minutes
Phase C: How is it going so far?
Where was a good place to start? Why?
What did you do next?
Did anyone get stuck? Where?
What did you do when you got stuck?
Record good clue you hear on the A3 paper (not for solving).
5 minutes
Phase D
Children to continue to solve sheet B. Those who complete Sheet B could move on to Sheet C.
10-15 minutes
Phase E
Plenary: Different pairs to feedback to the class the solutions for Sheet A, B and C.
What did you think about the activity?
Which part was easy/challenging? Why?
What strategies did you find most useful?
10 mins
Materials: / IWB slides
Calculators
Sheet B, C, A
A3 sheet (shape grid in the middle)
Whiteboard and pens
Planned teacher – student interaction
Key questions that the teacher will pose / Anticipated student responses / Teacher responses to student responses
End of Phase A
What do you notice?
How will you start the problem?
Phrase C
What have you done so far?
What strategies did you try and why?
What are the good clues?
Phase D
How would you start? (sheet C)
How will you represent the information? / Some may give a trivial response e.g there are 4 different shapes.
I have tried these numbers
Starting to give the correct numbers.
Children give partial answers that may work for some but not others
Calculation Error
Children think it has to go in a grid/table
Some might not notice it is a 2 step problem/change and paid. / That’s good. So how will that help you begin?
Why do you think that? How did you arrival at that? Are you sure?
That’s a good idea, but it could take you a long time. Is there a more logical way?
Have you checked that they work in every row and column?
Use the calculator to check your calcuations.
This is a different kind of problem. Are there any other strategies?
Reread the sentence. What do you notice? Are they all the same? What is the same and what’s different?
Key discussion points / Decisions made / how points were resolved
How can we make it accessible for the whole class?
When will it be useful to have a plenary session?
Will the children be transferring skills they have learnt in sheet B as they tackle sheet C
Will the arithmetic get in the way?
How can we capture some of the recording?
Will a teacher prompt sheet giving clues be helpful
A possible extension might have been for the children to make up their own grids.
How will the children be working: individual, pair, group / To give sheet A to some pairs to help them to find ways in.
At the end of phase A and C to share some ideas and clues.
Yes. They are using the missing number concept. We will not suggest how they should attempt the sheet C.
Calculators will be provided for checking.
Children will use whiteboard to play around and A3 to record strategies and clues.
Might cause more difficulty. Use pupil clues from plenary sessions.
We decided this will be very challenging. It would need at least another lesson.
We decided that children will be more involved working in pairs.
Focus for observers
How did the children tackle the problem?
How able were the children at identifying starting points and transferring the knowledge between the different sheets?
How able are the children to verbally share their strategies?
How do children cope when they are getting stuck?
What helps them and what are the barriers?
How does the social pairing affect the learning?