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Published 2011 Revised 2016
IWB context | Types of software | |||
Easiteach maths*- using Venn diagrams | Interactive Teaching Programme called difference found at www.standards.dfes.gov.uk/numeracy/ | Smart notebook on division... ...grouping and sharing models. Devised by teacher. | Easiteach maths Function machine...one of the software features. | |
Demo | Showing the process of dividing data into the relevant circles. Drag and drop. Gives whole picture. Indicates areas where data can be put. | Play the animation to demonstrate the structure of difference | Demonstrate the features of the notebook, the way items can be moved around to model grouping or sharing and pages used to compare models. | Show machine and how it works. Feed in several numbers and predict outcomes. Check by using machine function. |
Model | Speaking aloud the process of where to put data. Discussing the reasoning process. | Play and pause with explanation of the process and questioning to challenge and extend pupil thinking about the subtraction model of difference. | Explore the way that division can be represented as a grouping or a sharing model and how this affects the way that we divide out our items on the IWB. Consider the number sentence that relates to each diagram. | Discuss what the machine does and how we know to predict the outcome given the input and function. Consider what happens if we have the output and function given. What reasoning can we apply to find the input? How many examples of input and output do we need if we are to predict the function? |
Shared | Pupils invited up to classify data. Assisted with reasoning process and questioned about decisions. | Pupils choose numbers and the explanation of the process is rehearsed again by pupils and teacher together. | Teacher investigates, with pupil involvement further examples of division number sentences and how they can be represented as a grouping or sharing model. | Pupils invited to share in the posing of questions using the function machine, discuss reasoning needed to solve them and to manipulate the function machine on the IWB. Teacher leads the work. |
Guided | Blank for pupils to fill in. Talk through reasoning. Teacher supports the reasoning process. | Pupils choose numbers and are invited to explain to the class how the difference model is working with these chosen numbers. Teacher supports with prompts and questions as required. | Pupils try to represent division number sentences using both the sharing and grouping models with teacher support where needed. | Pupils carry out activities as above and teacher takes a prompting and questioning role as needed. |
Independent | Other examples as in guided. Pupils share reasoning with each other. | Pupils rehearse the model, choosing a range of numbers and giving the commentary. Pupils evaluate the clarity of each other's commentary. | Pupils consolidate their understanding of the sharing and grouping models for division by carrying out, and discussing with each other, a number of examples on the IWB. | Pupils use the function machine to pose and solve problems for each other. They justify their answers to each other and describe their reasoning. |