I recently visited Year 6 at Snowsfields Primary School in London to watch a fantastic lesson on fractions delivered by Matt Rogers, ICT and Computing Teacher and recently certified Mathletics Lead Educator.
Matt helped Purple class get to grips with fractions using a range of Mathletics resources. I asked Matt to share his expertise of how to plan and deliver a lesson with Mathletics. Read on to find out what he said…
As ICT and Computing Teacher at Snowsfields, ICT Maths lessons are predominately taught by me in the ICT suite. In the classroom, Mathletics is used by teachers for whole-class starters and plenaries, and group work. Mathletics is also available to children who come in to school early or who wish to carry out additional consolidation work during break times.
During the lesson that Romilly observed, we were looking at fractions, more specifically equivalent fractions and using them within calculations. This was part of the wider unit of work looking at fractions,decimals and percentages.
What does a typical ICT Maths Lesson at Snowsfields Primary look like?
After introducing the lesson objective and WALT on the IWB we would usually begin with some whole class work using a Mathletics curriculum activity, with the children working on mini-whiteboards.
Children then move onto about ten minutes of independent work with related eBook activities. Unfinished activities are often completed in class or set as homework.
The main part of the lesson uses a Mathletics curriculum topic, which I sometimes create myself for a specific lesson, using Courses. The children work through the activities at their own pace, accessing Support when they need help.
Pupils then consolidate their learning, usually using a problem-solving activity from the eBooks which I display on the IWB.
Sometimes the focus of the lesson is for pupils to beat their best scores. After the starter activity, pupils move straight onto the curriculum topic. Before beginning their activities, each pupil takes a screen shot of their gold, red and blue bars. They then have 20 minutes or so to improve their best scores. We then stop, assess any misconceptions and move back to the activities. At the end of the lesson, pupils take another screenshot and examine their progress.
What needs to be done in advance of the lesson?
- Choose an introductory activity: sometimes I use Lessons to create a resource pathway to show on the IWB including the curriculum activity, eBook activities and eBook problem-solving activity)
- Print out the student mark-book from Results: I use this to see which activities students have already completed independently
- Print out eBook work packs with related topic activities
- Print out log-in details (only if you’re working with younger pupils)
What needs to be done after the lesson?
After the lesson, we share results with pupils and discuss what individuals and the class need to work on in order to make progress. We celebrate success by adding certificates to our Mathletics Wall of Fame, awarding Mathlete badges on our school social networking site, and presenting the Super Mathlete trophy each week.
Thank you Matt, I really enjoyed watching your fractions lesson. It was great to see Mathletics being used in the classroom so effectively.