Liam Petitt

@petittmr

Teacher. I try to share examples of good teaching I see. Moderator & NCETM Teaching for Mastery Specialist. Maths specialist & all views my own

Yorkshire and The Humber
Vrijeme pridruživanja: lipanj 2012.

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  1. proslijedio/la je Tweet
    5. lis 2019.
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  2. proslijedio/la je Tweet
    29. sij

    All 4+3. Each question will elicit a different thought process (and a hugely different level of challenge):

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  3. 29. sij

    A lovely investigation into filling bowls with sand using different heights of guttering in but could so easily be used in for an angles investigation.

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  4. proslijedio/la je Tweet
    18. pro 2019.

    So much love for maths activities for . Some fantastic problem solving activities that really made one of my very able mathematicians think today. She then wanted to take the resources away and try it with her friends!

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  5. 30. stu 2019.

    Candles in cakes, the beginnings of part-whole models linked to aliens topic and my favourite, choose the top of the rocket and use the numeral or the dot pattern to help build a rocket of that size. Chn also identified what was 4 & what wasn’t 4

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  6. 30. stu 2019.

    We’ve been thinking about change in Y1. The children give too many 1p coins to the shop keeper & expect to get some back. The prices increase (L to R) & only the shop keeper knows the price of the lemon. Chn calculate the price based on the change. It’s been a great success!

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  7. 27. stu 2019.

    What a wonderful day talking about at today. Stunning teachers, discussion & location. Plus, check out the representations of 6, such great thinking 222 33 51 111111 and my fav. 321 can’t wait to see what your children create

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  8. proslijedio/la je Tweet
    11. stu 2019.

    Finally finding time to work through Numbots. Subitizing within 5-frame at this level. I’m hoping that this is going to be at least as much of a game changer as TTR has been. Another cracker from and team 😍

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  9. proslijedio/la je Tweet
    3. stu 2019.

    ⭐️ Q1 and Q2 are great for getting children in KS1 involved. You can download the problems with or without the bars drawn

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  10. proslijedio/la je Tweet

    New EEF trials: 500 nurseries and reception classes wanted to take part in trials of programmes testing ways to improve learning and development for disadvantaged children in the early years:

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  11. proslijedio/la je Tweet
    25. lis 2019.

    ⭐️ We’re excited to announce that our Reception Jigsaw will form part of the new EEF trials focussed on professional development in the Early Years. We are recruiting schools in Yorkshire and Colchester, find out more here

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  12. proslijedio/la je Tweet
    10. lis 2019.

    Using premium resources to explore what happens when we add multiples of 100. Used stem sentences and procedural variation to explore what stays the same and what changes

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  13. proslijedio/la je Tweet
    2. lis 2019.

    Following on from my tweet about numicon, this an example of how it was used visually today to support my least confident learners. 2-digit by 2-digit subtraction with exchanging a whole ten to the units positional as a starting point.

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  14. proslijedio/la je Tweet

    This week in Maths Reception have been finding out about a value of 3, we have been counting, sorting & creating Numberblocks. We have played games & talked about stories that have a value of 3 things in them. We know that 3 can be made of 1 & 2.

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  15. 3. lis 2019.

    Moving onto looking at what’s the same about our representations of 50 and 100 linking back to our knowledge of 5, 10 and 25. What did we know? What do we now know? And most importantly How did we use our knowledge to gain new knowledge?

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  16. 3. lis 2019.

    I’d have loved to have done this with ten frames but the children are so used to subitising to 5 they recognised 5 immediately. First of all asking what do we notice about the difference between 5 & 10 then building towards 25 and the ways it can be represented.

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  17. 3. lis 2019.

    I’ll put some photos on here of great activities I’ve seen and some of my own too 👍🏼

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  18. 3. lis 2019.

    Simply testing them on TTR over and over isn’t going to give them the in depth knowledge they’ll need when they get to Y6. Has anyone got any teachniques that are working well?

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  19. 3. lis 2019.

    I’d suggest using concrete manipulatives for all children in all classrooms before thinking about other non-concrete representations and then the abstract. Look out for teachers just getting children to chant tables or continually answer multiplication questions.

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  20. 3. lis 2019.

    I keep being asked by maths leads about the times table check. I can’t stress the importance of looking carefully at how times table and multiplication knowledge is actually TAUGHT in classrooms. Children need to be shown a variety of ways to represent multiplication...

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