Secondary Maths 1 A resource for school CPD leaders

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Secondary Maths 1A resource for school CPD
leaders
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• This presentation is for school CPD leaders. Its
  a resource for structuring a 45-minute CPD
  session on maths. It contains six clips from
  programmes shot in secondary schools, and each
  clip is 3-4 minutes long. To accompany the clips
  there are short programme summaries and
  discussion starters.
• Clips do not need to be watched in any particular
  order, and the presentation can be adapted to
  suit the priorities of individual schools. The
  discussion starters are included as suggestions
  only.
• Click on the weblinks to view the full programmes
  and additional resources. (All programmes covered
  by the Creative Archive Licence can be viewed on
  the Teachers TV website and downloaded by
  registered users of the site.)

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Overview These six clips, with their
accompanying discussion starters, focus on two
aspects of secondary mathsGeometry - Dynamic
geometry software (clip 1), bearings (clip 2),
investigating pi (clip 3), and vectors (clip
4)Data handling - Students collecting their own
data (clips 5 and 6)
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1.KS3/4 Maths Using Dynamic Geometry

• Dynamic geometry software can transform the
  teaching of mathematical concepts. In this clip,
  Year 9 students use a grid of seven interlinked
  circles to define the properties of 2D shapes.
• http//www.teachersmedia.co.uk/video/3081

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Convince yourself, convince a friend and then
try and convince me. How does discussion help
students to develop their understanding of
geometry?What would be lost if students were to
do this investigation using pen and paper rather
than using the software?
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2.KS3/4 Maths Bearings

• The topic of bearings is ideal for getting
  students out of the classroom and letting them
  explore. Higher ability Year 8 students undertake
  a classroom-based activity on three-figure
  bearings before embarking on a treasure hunt.
• http//www.teachersmedia.co.uk/video/2507

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What prior learning would students need to have
undertaken in order to make the most of this
treasure hunt?How could the teacher manage the
errors that students might make in the course of
this activity?
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3.KS3 Maths Investigating Pi

• Top set Year 9 students investigate an experiment
  first performed by French naturalist George-Louis
  Leclerc, Comte de Buffon in 1777.
• http//www.teachersmedia.co.uk/video/133

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How does this activity help to link attainment
targets MA1, MA3 and MA4?The class is not sure
why the result of the investigation is pi. How
could the teacher support students in discovering
the reason for the result?
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4.KS3/4 Maths Vectors

• Wendy Fortescue-Hubbard demonstrates some
  practical applications of vectors. In this clip,
  Year 10 students use science equipment to
  investigate how vectors can represent velocities
  and forces.
• http//www.teachersmedia.co.uk/video/2508

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Could this activity be adapted for use with a
whole class?What can students learn from a
practical exploration of vectors that they
couldnt learn from a textbook?In what other
areas of the curriculum can practical exploration
be used to develop students understanding of the
topic?
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5.KS3/4 Maths Motivating Maths at
GCSEGetting Away from the Textbook

• Motivating GCSE maths students has been
  identified as a national problem. One maths
  teacher tries to get away from the textbook as
  she introduces her Year 10 class to a statistics
  module. Students investigate how manufacturers
  decide the sizes of collars and cuffs.
• http//www.teachersmedia.co.uk/video/3082

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This teacher wanted students to feel motivated by
practical activity. To what extent has she
succeeded?Can the more imaginative teaching
approaches used at KS3 be sustained throughout
KS4?
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6.KS3 Maths Mean, Median and Mode

• Year 8 pupils consider the appropriateness of
  using the mean, median and mode by researching
  house prices from around the country.
• http//www.teachersmedia.co.uk/video/1495

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How effective is the subject of house prices as a
context for investigating averages?What is the
value of asking students to collect their own
data?What other real life contexts would help
students to engage with the subject of mean,
median and mode?