Making the most of timely practice - below 15th percentile

• most low prior attainment learners have ingrained “I can’t do this” beliefs about learning integer skills - so the very learners we want to prepare for learning other topics, by teaching integer skills, are the learners who are least likely to learn - if we teach these skills first because:

• integer is the most shaming topic theme not to be able to learn - so most learners will prefer not to compare what integer skills they have with their peers - this is easier if pre assess of integer is staggered,

• once learners have begin to trust that maths teaching is very likely to become embedded maths learning, then teaching integer skills is most likely to be effective.

The lowest attainers will finish pre assess first (perhaps within 3 weeks) because the less learners, know the quicker the pre assess process is. These learners they can learn a second topic each lesson, whilst the other learners are doing longer assignments, meaning the teacher will be able to give more teaching time to “fix misconceptions”. Once the whole class is learning integer through timely practice for the first time, the lowest attaining learners may already on their second spiral of learning integer skills.

Before lesson: The teacher will make the best use of their time in the first two lessons, by doing assessment during this lesson, since no new teaching is taking place. Hence create 3 assignments per learner, ready for the first lesson (and we have no idea of the learners pace of learning).

1. Add learners (recommend ordered by First Name) add the First and Family Names but consider using an anonymised Known as Name e.g. the letter A to Z (we want to share the process, but not personal data)+ always select “no grade” for nurture classes

2. Add the SOL for the first curriculum cycle see the “expand” below.

3. Create all of the class a 8Q (today’s date) then a 10Q (Saturday’s date) and then a 10Q assignment (Sunday’s date) - because we have no idea how fast learners can answer pre assess questions, and so want to assess at least the first few questions at the end of the lesson - or even better in the lesson.

4. Gather some extra time filler worksheets - just in case any learners - despite our best efforts, finish all 3 assignments.

   1. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2971959297/begin+x+facts?preview=/2971959297/2971631630/beginXfactsTL4.pdf begin X facts (4)

   2. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2971959297/begin+x+facts?preview=/2971959297/2971631630/beginXfactsTL4.pdf begin X facts (14)

   3. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2970779670/improve+x+facts?preview=/2970779670/2971336725/improveXfacts3w.pdf improve X facts (3w)

   4. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2970779670/improve+x+facts?preview=/2970779670/3090251781/improveXfactsTL11.pdf improve X facts (11)

5. Prepare your pep talk re difference between tests/exams versus assessment with timely practice

In the lesson

You the teacher will need their android device, so that they can assess some assignments - instead of twiddling thumbs while the learners complete their assignments.

Pep talk - see above and

• What to do when you can’t answer a question → Learner may try or may cross it out or write a ? in the answer space.

• What to do when learner has finished their assignment → Learner hand up and ask for next assignment. Teacher will collect completed assignments, give the learner another to do (and the teacher may assess some assignments in the lesson).

• Why not copy? → Learners will have different questions (so they can’t copy) + learner will make it harder for themselves to learn in future lessons + there is no point, because there is no score.

Give out the 8Q assignment (today’s date) and sort the Saturday and Sunday assessments by first name (to make it easier to find them). Keep a list of all the Saturday assignments you give out. TOP TIP keep 3 piles of assignments today’s/Saturday/Sunday (with the assessed assignments reversed at the back of each pile).

Once learners ask for a second assignment, the teacher can begin to assess the first assignment (on the android device, remember tap with your non-writing hand and tick/bell with your writing hand).

FYI keep the completed assignments in a pile for use in lesson 5

Some topics won’t be added to the SOL until most of the first cycle of the curriculum has been taught. Remember that this assessment process will help embed learning more deeply, learning which is gradually being forgotten.

FDPR

1. decimalFraction

2. decimalXdiv

3. fractionADDsub

4. fractionINTRO

5. ratio

Word problem

1. proportionalFormulaNC

Algebra

1. algebraGraph

2. inequality

3. solve10bond

stop for now

Geometry/Measure

1. 2D

2. 3D

3. area

4. changeUnits

5. coordinate

6. enlarge

7. reflect

8. rotate

9. scaleInterpret

10. translateANDvector

11. volume

Integer

1. 10bond

2. base10add

3. base10skills

4. beginXfacts

5. correctTOnearest

6. factor

7. givenADDsign

8. givenDIVsign

9. givenSUBsign

10. givenXsign

11. multiple

12. negative

13. numberX10etc

14. orderInteger

15. place0value99

16. place100value9999

17. placeValue10000up

18. prime

19. sequenceMultiple

Probability/Statistics

1. discreteGraph

2. frequencyTable

3. MMMRQgrouped

4. MMMRQseparate

5. probabilitySingle

6. proportionalGraph

7. stemLeaf

8. Venn

Before lesson: Time spent getting the learners pace for practice (P4P)approximately correct is worthwhile and making sure learners complete a recently created assignment every lesson, will make planning easier and teaching more efficient.

1. Create a spreadsheet (see below) and if the assignments not already in 3 piles (first lesson/Saturday/Sunday) sort them like this.

2. Write the names of any absent learners in the correct row of the L1 8Q (lesson 1, 8 question assignment column).

3. Assess all remaining L1 8Q assignments

   • hopefully almost all learners who were present completed their L1 8Q assignment

   • but if any learners (were really slow working/late) and did have time to complete this assignment: assess all missed questions with reset symbol (3rd assessment choice) and write the number of missed out for lack of time questions in the correct row of the L1 8Q (lesson 1, 8 question assignment column) FYI this is because the app will be able to use this data, to move on to pre assess more on the first few topics they will teach.

4. Check that there is a paper assignment for each of the L1 8Q remaining assignments shown in the P&P session and no others - keep these in one pile.

5. Cross out the names of all the assessed assignments from Saturday and Sunday in the table.

6. Look at each un-assessed Saturday assignment

   • If the assignment is complete: assess it and cross out the learners name in the Saturday column of the table.

   • If there are only 1/2/3 (missed out for lack of time) questions left in the assignment, assess these with reset (if they are missed out because the learner couldn’t do them, then assess with bell) + in the correct row of the Saturday 10Q column: cross out the learner’s name + write in the number of missed out for lack of time questions + assess the rest of the questions. Write these learners names in the L2 8Q column (they will do the new 8Q assignment and the Sunday assignment next lesson).

   • If the are 4 or more questions still to do, do NOT assess but write their name in the L2 8Q column (they will do the new 8Q assignment first and then complete this Saturday assignment, and have the Sunday assignment as back up, if needed).

7. Look at the Sunday assignments: are there any that learners have

   1. finished? - assess the assignment and write the learners name in the L2 25Q column and the L2 8Q column (they will do the 25Q assignment first, the 8Q assignment is spare in case they finish the 25Q assignment early);

   2. less than half finished? - write their name in the L2 20Q column (they will do the 20Q assignment first and then finish the Sunday assignment),

   3. more than half finished? - write their name in the L2 25Q column (they will do the 25Q assignment first and then finish the Sunday assignment).

8. Create the new assignments - first the 25Q assignment, then the 20Q assignment and finally the 8Q assignment. NB whenever possible learners will start with the assignment dated for next lesson (except learners absent last lesson: they will have no assignment dated for L2, but will do the L1 8Q assignment, and then the Saturday and then the Sunday assignments if they finish early).

9. Gather some extra time filler worksheets - just in case any learners finish early - see lesson 1 - or use your own.

10. Screen shot the topic dashboard for decimalFraction, decimalXdiv and fractionINTRO and prepare to display these on the whiteboard. FYI if you can, screenshot the dashboard so the learners “known as” name is hidden.

In the lesson

Explaining the purpose of the second lesson: finding more about what learners know in the topic theme FDPR (fraction, decimal, percentage ratio) + doing revision - so that the teacher can teach on firm learning foundations and the timely practice app can ensure that learners retain their learning. Ask some questions, “hands up if you…”

• found some questions too easy?

• found some questions too hard?

• couldn’t answer some questions that you’ve learned before?

Reassure this is what you expect. Continue to explain: “If you answered a question correctly last lesson, you will get a similar question to answer this lesson (or next), which will help the timely practice app be sure of what skills you already know of on a topic. Next lesson I (your teacher) will start using this data to make teaching and learning easier”

Show the decimalFraction dashboard, explain that the learners are anonymised and you won’t be saying who is which letter, but they can see what the app has found out so far about the class' learning on the topics (low number = easier, high number = harder; white = needs to learn, grey = might need to learn). Explain that next lesson, when you look again, there may be some blue squares = the app has found out all the skills the learner has already learned and remembered on the topic, but that for learners who know more on a topic, this might take 4 lessons.

Learners should start with the assignment dated today (except absent learners, who will start with the L1 8Q assignment).

The teacher may want to cross out from the table, assignments that they assess during the lesson (again keep the assignments in piles: L1 8Q/L2 20Q/L2 25Q/L2 8Q/Saturday/Sunday (don’t worry it won’t get exponentially more piles of assignments, as part of the preparation for next lesson, is to estimate the learners Pace for Practice, and the teacher will work towards having 2 assignments for each learner - one they will just finish in the lesson (weekday) and a spare (weekend) in case the learner needs more practice.

FYI keep the completed assignments in a pile for use in lesson 5

Before lesson:

1. Some assignments will have been assessed in the lesson, assess any complete but un-assessed assignments, cross these out from the table from lesson 2.

2. Begin Old Assignments list

   • Write lesson 1 date as a subheading: write below a list of any learners who were absent lesson 1 and 2 - put these assignments to one side and shade out the 2 appropriate squares in the L3 column of the table (they won’t need new assignments created).

3. Assess any complete/partially complete assignments:

   • assess any assignments dated L1 - unless they are on the Old Assignments list - if there are any questions not completed because the learner ran out of time: assess with reset - third option - and write the number of missed out for lack of time questions in the correct row of the L1 8Q (lesson 1, 8 question assignment column),

   • assess Saturday/L2 25Q/L2 20Q assignments - if there are any questions not completed because the learner ran out of time: assess with reset - third option - and write the number of missed out for lack of time questions in the correct place in the table,

   • for learners who were absent in lesson 2: put aside the L2 8Q/L2 25Q/L2 20Q assignments, they will complete these next lesson - write in the Old Assignments list under the appropriate subheadings L2 8Q/L2 25Q/L2 20Q, the learner's name - put these assignments to one side and shade out the 2 appropriate squares in the L3 column of the table.

   • look through all the remaining L2 8Q assignments

     • for learners who didn’t have an L2 25Q/L2 20Q assess the assignment whether finished or not - if there are any questions not completed because the learner ran out of time: assess with reset - third option - and write the number of missed out for lack of time questions in the correct place in the table,

     • assess any other partially complete assignments, as above, but put aside the L2 8Q assignments (in the Sunday pile) of learners who did a L2 25Q/L2 20Q assignment this lesson - this is their spare assignment

   • look at the Sunday assignments:

     • if they have not been begun - write 10 beside the learners name in the Sunday column of the table,

     • assess them if they are complete - and cross out the learners name in the Sunday column of the table,

     • if they are mainly incomplete, write the number of questions still to do in the Sunday column of the table,

     • if they are almost complete, assess the last few questions with reset, and write this number beside the learners name in the Sunday column of the table and cross out the learners name.

4. Now, for learners who have been present for both lessons, calculate their 2 lesson total number of questions (This assumes approximately 40 out of 60 minutes of the past two lessons was spent completing assignments, i.e. 80 minutes, at a rate of 1 question every 2 minutes).

   • Remember the number inside each column is the number of questions NOT completed

   • Adjust the learners P4P (Pace for Practice - found in the learners tab), using the table below:

5. For learners who have been present for one lesson, if they have completed 14 or fewer or more than 24 questions, adjust their P4P (Pace for Practice).

5. Prepare teaching of decimalFraction by taking a new snapshot of decimalFraction dashboard (see Plan Teaching).

• Look on the decimalFraction dashboard for learners who will learn layer 1 or 2 from decimalFraction

  • if decimalFraction layer 1 is blue, then teach layer 2 - add by tapping the blue (2) and Teach button

  • if decimalFraction layer 1 is white, then teach layer 1 - add by tapping the blue (1) and Teach button

  • if decimalFraction layer 1 is grey - learners are not sufficiently assessed, the layers won’t be added (when pressing the Teach button) - these learners will continue with pre assess throughout most of the lesson

  • download Teach-Learn layer 1 and Teach-Learn layer 2 documents and print out the correct number of Practise-Learn worksheets for layers 1 and layer 2 (NB both of these should be printed double sided, there are 2 assignments per page and they have cut off answers): FYI the printing information is shown in the print hints row.

If there are any learners who won’t be learning decimalFraction layer 1 or 2

• make a seat plan so they are are sitting further away from the whiteboard/flip chart

• have their assignments ready to give out at the start of the lesson.

6. If the learner

• is to learn decimalFraction and has a Sunday assignment left: shade out the L3 12Q square in the table (so will get 8Q assignment and then the Sunday’s assignment)

• is to learn decimalFraction and has NO Sunday assignment left: shade out the L3 8Q square in the table (so will get 12Q assignment)

• is not to learn decimalFraction but has a Sunday assignment left: shade out the L3 8Q square in the table (so will get 12Q assignment and then the Sunday’s assignment to do)

• is not to learn decimalFraction and has NO Sunday assignment left: do no shading (so will get 8Q and 12Q assignments - start with the 12Q assignment).

7. Create the assignments

• a 12Q assignment dated for L3 - for all the learners not shaded out in the L3 12Q column

• an 8Q assignment dated for L3 - for all the learners not shaded out in the L3 8Q column

In the lesson

Show the snapshot of decimalFraction dashboard to the class - explain what it shows (if layer 1 is: white - learn layer 1, if blue - learn layer 2, if grey - do more pre assess). Explain that the app is continuing to build up information for other topics every time the teacher assesses the assignments and that the class is likely to learn this topic three times during the year, so learners who were absents for a pre assess lesson, or who need to do more pre assess will learn more on this topic next term if not before.

Give out assignments to those who won’t be learning layer 1 or 2 and mini-white boards and pens to those that will. Encourage learners with assignments to ignore the teaching, if they can.

Teach layer 1 and give out the practise-learn worksheet for layer 1 (to the appropriate learners) and continue to teach layer 2 to those who are to learn layer 2. Encourage imagining shading in a 100 square to help them if they get stuck - perhaps cut up some 2cm graph paper which they can use as an aid memoire?.

Ask learners to ask for the answers when they have finished their practise-learn worksheet, they should self-assess and then continue with their assignments as before. During the second part of the lesson, the teacher is likely to have time to assess some completed assignments, remember to cross them off from the table.

Learners are likely to be either ready to learn layer 1 or 2. Teach these simultaneously, but emphasise that some learners won’t get an example as the first part of the question.

Layer 3 is the most critical layer - do learners know how to write a fraction, from a diagram? Learners who don’t know how to do this, should probably be taught in a small group (but there is no reason, why they can’t “watch” the teaching of layer 4 or higher layers). Some learners can answer questions on harder layers, but not layer 3 (because they confuse the standard fraction notation, with e.g. a “bookies way of describing fractions e.g. writing 2/3 instead of 2/5”), learning layer 3 is, in these cases, even more important.

Many learners can answer layer 3 questions, without knowing why, but this can be addressed through think aloud or asking probing questions when teaching other layers.

In the very unlikely event that a learner has mastered layers 1 to 7 (this is unlikely for learners below the 15th percentile) there is a problem because simplestForm has not been pre assessed, its easiest to not teach this topic to this/these learner(s).

With timely practice this is “just as hard to teach a spread of attainment” as with traditional maths teaching, but with timely practice the learning will stick, so each cycle of the curriculum this will get easier. The teacher might like to teach

• learners who are learning layers 1 and 2 separately from their peers,

• the layers where the question is given a place value grid to all learners, (that’s layers 3 and 5) then ask the learners of layers 3 and 5 to begin their worksheet

• and then move on to only teach the group of learners for whom their layer is questions without a place value grid.

This is deliberately made simple in layer 1 - learners don’t need to plot coordinates, nor continue tables of values - they merely need to draw a line segment through the given points across the full width of the graph paper. So don’t discount this topic as “too hard”.

For layer 2, the learner doesn’t need to be able to plot coordinates, better that they use “go right one square and up (or down) … squares”. This helps the learner to get a natural sense of gradient, and find errors in their plotting of graphs later.

This helps learners get a sense of negative number, so is valuable to teach this topic.

This topic may take some time to pre assess completely, hence teacher will probably want to leave this topic until most other algebra topics are taught.

Teaching simplifySD may muddle some learners with their recently learned simplifyPQ skill - if this happens - its best to remove the simplifySD layer, as simplifyPQ has many more layers than simplifySD.

If everyone is still doing pre asses, select a teaching order which maximises topics where most learners are pre assessed

It is quite helpful if only the lowest attaining learners are learning volume together, as far more learners than one expects don’t know how to visualise in 3D from an isometric drawing. Having multlink available and colouring the cubes in the diagram to match might help.

Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help).

Share strategies on how to tell left from right?

The common misconception is counting the squares between the two shapes.

Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help).

“oh, here we go, along the xylophone and up or down the yoyo” is useful - whereas - “along the corridor and up the stairs” has many misconceptions waiting to trap the unwary!

It is quite helpful if only the lowest attaining learners are learning layer 1 and 2 without teaching harder layers - using scale factor has a high working memory load, so encourage learners to show their workings out.

Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help).

Encourage slowly turning the page to check if diagrams are correct

For low attaining learners its worth taking a screenshot of the numberX10etc dashboard - to see what learners already know - although learners may be able to learn without the skills listed below:

layer 1: no need to multiply by 10

layer 2: will find easier if numberX10etc layer 4 is mastered

layer 3 and 4: will find easier if numberX10etc layer 10 is mastered