Teaching Cambridge Primary Maths

[Music] at Ellena Palmer Primary School in London the stage three Math's lesson is about to start the teacher uses an activity from enrich the domino pck game to teach Learners the difference between adding and multiplication sum and product the learning objectives are to use the domino games to help Learners understand the differences between sum and product adding and multiplication and to use creative ways number lines and chanting times taes to introduce Learners to the skills needed to complete the domino games so we start every lesson in the Juniors by chanting a times table are 12

girl BR 5 are 15 6 3 are 18 and even up in your six we'll have a visual the counting state what's the missing number there nine good girl okay 12 4 50 50 always start with that it's a real routine always start the lesson 2 minutes we will now see one example of how to introduce the Domino activity in the lesson it gives the teacher an opportunity to assess how much background information the class needs before starting the activity what do you know about dominoes tell me anything you know about dominoes they're rectangular aren't

they anyone only history they were introduced into Italy and they became a kind of game and actually the first time they appeared in England they were often used in the countryside in the olden days to sort out squabbles about the teacher encourages Learners to engage with the activity by getting them to take part in the demonstration in the form of a game we're going to play to play the game the teacher introduces the word product I'm going to she explains the winning team will be the team that turns a domino with the highest product here

is a new word I'm going to show it to you all can you all say that as it goes around product you have to do this operation you do six * 2 so the product of 6 and two is 6 * 2 is Lily 12 12 okay did you get the idea here we go doing it for the children come on Julius come on Julius Good Luck Good Luck he's going the class reaction shows the teacher that Learners have understood the objective of the activity looking for the highest product to beat the teacher score great

one for you five time five five fives are 25 25 Denzel loving it we might as well give up Miss coming might we absolutely should we have one more go I'll do one more go wi I've just invented a new rule if you turn over a square number you get 100 bonus points do you think you understand the game right I wanted to model the Domino's game which is really helps the middle low ability children to actually have played it once so that's why we sat in a circle and that's why I use the bigger

dominoes so when they went off they all knew how to play that was and that can often be a stumbling block if you're trying to be ambitious is the rules that was fine if children are going to work independently it's very hard for them to play a game unless they've seen how it works and it's a really good way to use teaching points um if there's a mistake or something goes wrong you can pick up on it we talk about good mistakes a at school um and you can notice those things whereas if they've gone

off independently um it wouldn't be so easy to do so it just gets them started and sees the kind of traps the same activity can be adapted according to the different needs of the class in this class the children are split into three groups group one is adding rather than multiplying the teacher introduces the concept of subitizing what we need to do now okay now you need to add on whatever your score is so you know what to do go on them 6 five you tell me five and five is 10 but you start with

the highest five look six 11 good boy right now you need to add on 11 so let's see what your score will be what's your score it's 23 the group that I was working with the main learning objectives was subvertising which is knowing confidently what a number is from visually just looking at it and that's what we're trying to do with the Domino adding in our head um we were also looking at cumulative addition adding on as well was another objective for us group two Works in pairs they practice the activity as demonstrated earlier oh

can you show me the Domino from yours that gave you a product of 25 good girl which Domino gave you a product of 36 brilliant which Domino gave you a product of [Music] nine you can use this to help if you want which one giv you a product of nine good girl three threes and I'm well done group three carries out extension work by focusing on multiples of three and practicing higher cumulative totals of scores the teacher demonstrates the game first this is me against Rory okay um I'm going to pick up a domino where

the spots add up to a multiple of three okay I'm going to get the spots where the don't and you're going to get the spots where they don't add up to a multiple of three okay you're exactly right that was my mistake right so okay so I can pick up any Domino where the spots add up to a multiple of three so three and three is six I get that Domino what do you want to pick Rory they mustn't add up to a mult of three what's two add two okay my turn six and six

is 12 that adds up to a multiple three okay nothing add three is three no four and Z four and Z yeah you can chip chip in and help him I'm hearing four and zero Rory yeah yeah yeah okay let's just stop is this going to be a fair game no you're win I'm going to win you think I'm probably going to win have a little look at what's left I can get ones to add up to three I can get ones that add up to six I can get ones at nine oh right I'll

go and get one that up to nine your turn so rafy thinks I'm going to win cuz I fixed games no right he's going to win I'm not giving up yet one and three two is [Music] three okay okay okay okay let's stop there group three then continues with the activity in pairs ch 5 and five 25 okay um 75 6 and six you have to add up your score year 9 15 um 20 at the end of the lesson the teacher introduces the plener this is to revisit the main learning objectives of the lesson

that sum is the same as addition and that product is is the same as multiplication to assess that Learners understand the activity objectives and to share learning experiences within the class there was a lot of teaching around the difference between the sum and the product I think for some of them they'd had a really practical experience of multiplying by zero some of them who self- selected really aren't secure yet were using the times tables grids which is great and that's fine and learning how to do that is actually quite complicated the 2 denness of it

that was a really good context for them to do that and then for the least able they were subvertising quite well that's such a building block if you're not doing that you're counting you're not adding you've got to know the answer two key words and almost everybody in this room made the good mistake those two words that you need to focus on because it's a really common mistake are sum and product okay so if I hold up that the teacher assesses how much the class understands the lesson right what's the sum rafay of the spots

on that Domino eight okay what is the product of the spots on that Domino AA good various methods are used to engage with the class and find out more about their understanding I am hiding a domino in my waste coat the sum of the spots so you've got to work out what domino I've got I've chosen quite a mean one you've got to work out what's on my my Domino okay the sum of my spots is five so the spots add up to five what might it what might it be it might be three and

two Evan I think might be three add two what else might it be Rosie I think it's going to be five and zero might be five and zero you're not sure let me give you some more clue the product of the spots on my Domino is zero what is on my Domino Rosie well done Rosie right let's try another one does anybody else think they could be the teacher and play this game go Lily nobody look you have got to look at the Domino right okay write down what the sum is so the sum and

then write the product what's the sum is three so the dots add up to three h two and one three and zero okay what's the product Z three and zero show Tada well done brilliant one by using the interactive Domino activity the teacher reinforces the learning objectives you think my rule is that the spots add up to eight so is there a domino that would prove Macy right which Domino should be in my set if the spots add up to eight come on Sean come and get come and see if you can drag another Domino

if the rule is the spots add up to eight can you do it you ready me for that one you put your finger on it and drag it [Music] across and you are right the teacher also shares learning experiences classic mistake is children would do 6 * 6 tell you the answer is 12 or 3 * 3 the answer is six so when you know that's a common error you teach away from it so there was a lot of teaching around the difference between the sum and the product I thought the new teaching was what

happens when you multiply by zero and what happens when you multiply by one and that created quite a fun context for them to actually reinforce that does this add up to mulp three or not oh my goodness you and Rory Bella is zero a multiple of three are we going to allow that I think that might swing the game okay zero is a multiple of three because Z3 is a zero I agree good good good good reflecting on the teaching strategies used in the classroom is an important part of lesson evaluation at this school one

of the principles in this school is you don't you don't know what Friday's lesson looks like until you've Ted Monday Tuesday Wednesday Thursday so we don't have a weekly plan as such we'll have a sketch sketchy overview of where we want the week to go but until you've marked the books and watched the children and asked the questions you don't know where the gaps are I could identify after that lesson who is still very stuck on 6 * 6 is 12 who needs more work perhaps a game like we played at the end really you

know clarifying the difference between some and product I could see also which children actually are pretty tight on the three times table and confidently chanted all the way up to 20 times and could sort of were beginning to explain why they knew that was right so it's only through questioning and through real activities that you um get a real sense of where the children are at it's fun and you add and you can do all sorts of things with numbers the main benefit really is enjoyment of maths and that's what pushes children's progress on the

most if they love it and they want to do it and they're interested in math they're thinking about math they're talking about math they're going to improve their mathematics to find out more about Cambridge primary maths contact us [Music] [Music] [Music]