227. Back to School Bunting

Welcome back to the Sandpit! Hope you’ve had a good Summer!

It seems a shame not to keep that summer vibe going, so I thought I’d go back to an old post and reinvent it for a village fete, ‘Great British Bake Off‘, barbeque with friends feeling.

Back in post ’54. Space Saving Displays’(April 2013) I gave an instructional on how to make and use mathematical bunting. Over the summer some great teachers have shared how they are decorating their classrooms with their own twist on old fashioned bunting. I suggest you visit:

Just Maths @Just_Maths

Ideasfortheclassroom @missradders

Today’s post will give you three suggestions:

  1. Pupil orientated, maths or pastoral
  2. Ready made
  3. Teacher made, with downloadable templates and flags, with an emphasis on multiculturalism

So here we go:

1. Hands across the room

Equipment

  • Paper/card
  • Pens
  • Scissors
  • String/treasury tags

(a) On a sheet of A4 card, get pupils to draw around their hand open and closed:

image

(b) Cut out the hands – if you turn them over you won’t see the outlines:

image

(c) You could get the class to use different colours to make it more cheerful. Don’t these look a bit like wings?

image

(d) The open hands represent a bad habit or trait that students would like to get rid of (or do less). By having the hands downwards the habit is falling out of their hands. Pastorally you could guide students to targets that are appropriate academically or socially. Mathematically these could be study habits or misconceptions. As you can see from the photograph below, it can be tricky getting the wording right – the most important thing is your student understands what they mean.

image

(e) As mentioned before, the closed hands when paired correctly look like wings. These are for their positive aspirations and goals. A bit cheesy, but you are letting their dreams have wings! If you have time, students could decorate these flags – they can focus on the positive, not the negative. A few years ago, one of my students did this across two hands and reworded the aspiration as ‘These are the hands of an International Rugby player!’ – a big target for a 14 year old, but by the time he left school he was on the County Rugby team, so who knows …

image

(f) Finally string these up around your room. They won’t get in the way of your existing displays and you can reference them throughout the year.

(g) I was also thinking of taking this idea to a pastoral Year meeting and getting all the tutor teachers to do this activity and then hang them in our line manager’s office!

2. Ready made bunting

I happened across the bunting kit in my local Hobbycraft – it usually retails for £2 and includes 25 flags and the string. The link takes you to the relevant page of their website. Similar products are available online from other craft retailers and Amazon.

image

So if time is tight or you are a little wary of trusting an interesting class with a practical activity this could be a good alternative. You could put bad habits on one side and aspirations on the other.

 

3. Teacher made

This bunting demonstrates the beauty (and mathematics) in art from other cultures. The examples come from many cultures including Islam, Buddhism and Christianity and places such as Uzbekistan, Jaipur and Barcelona.

image

The flags are available to download here:

Multicultural bunting (pdf)

Details:

  • Page 1 gives you a blank template
  • Pages 2-16 are images with cutting templates on – they show you the original uncropped images.
  • Pages 17-18 are the image credits, should you wish to use them.

I printed out my flags onto light card, then laminated them. For added durability I put metal eyelets in the corners (see below). This is by no means essential, but if you are interested in card making or scrap-booking, you may well have some of them in your craft drawer.
image

Have a great back to school!

226. Summer Sand

Well, it’s time for the Sandpit to head for the Seaside! All the fun activities have been saved up for the Autumn term so make sure you come back in September.

image

Image credit: http://nscharlieno5.blogspot.co.uk/

Before we pack up our classrooms I’d like to reflect on what this time of year means. Our students have received their end of year reports, enjoyed Sports Day and promised to keep in contact with each over the Summer. Our colleagues have briefed next year’s teacher on their new classes, updated schemes of work and sorted out what planning needs to be done over the Summer ready for September. But what about those staff who aren’t coming back?

I’ve recently been to both a leaving event and a retirement event. In that last week in school we should make sure we tell our friends how much we appreciate them, no matter how busy we are.

I’d especially like to wish L all the best as she moves to the other side of the country. If anyone wanted to meet an outstanding teacher who cares about every child they teach and supports their colleagues no matter what, then L would be that teacher. Good luck!

225. Surveying the Monkeys

Designing good survey questions is an excellent way to discuss bias and structure, however carrying out the survey is always the tricky bit.

  • Do you ask the class next door? Always seems more of a social exercise than work
  • Do you set it as homework? Bit hit and miss: mum, dad, nan, dog & a couple of fictional people
  • Do you survey your form? Will they take it seriously?

No matter how you do it, the results are always sparse and barely useable for a data processing task. How can you get a reasonable data set, generated by pupils, for pupils to use?

I’ve mentioned SurveyMonkey in a previous blog post. It is an online data collection tool with free and subscription services.  I asked my Year 9 pupils to write five themed questions, which I then typed into SurveyMonkey. Each set of questions was on a separate page.

image

 

I then used our home/school communication system to email a link to the survey to every pupil in their year group, with a covering email. You could distribute the link by asking your fellow maths teachers to tell their classes.

I set the first page of the survey as a list of maths teachers. When my class did the survey they were taken to a class list which they ticked off their name and then did the survey. All other classes were taken straight to the survey. In this way the survey results are anonymous, but I know whether my class have completed it (this was their homework). After two weeks we had 100 completed surveys, out of about 200 pupils. This is an amazing completion rate!

While the data was being collected we looked at data processing skills that would be necessary to collate and process the results. The image below is a sample of the collected data printed from Excel.

 

image

After the results were in I printed out a copy of each set of questions and an Excel spreadsheet of their survey results for each group. The themes chosen were: Movies, Music, Shopping, Animals & Sport.

image

It’s now time for my class to report back on their theme, after dealing with a large data set with anomalies and relate it to their year group. When they have finished I will add a picture of their wall displays. I’m looking forward to seeing how they develop their ideas.

224. No Nonsense Negatives

Ever had a simple idea for a starter which your class just flies with? It happened today for me:

Background
In the previous lesson students understood the meaning of ‘y=mx+c’, but struggled to rearrange equations in this form. With this in mind, I went back to the basics of manipulating calculations.

Starter question 1
Make as many calculations as you can only using the numbers 2, 3 & 5 (once each) and any symbol you like. The obvious answer is 2+3=5.

Starter question 2
Make as many calculations as you can only using the numbers 3, 6 & 18 (once each) and any symbol you like. The obvious answer is 3×6=18.

The Extension
Most groups quickly found three solutions for each question. Some even used inequalities. To extend their understanding I suggested that they could use as many of each symbol as they wished – would a sprinkling of minus signs increase the number of results?

Results
The following pictures show the ideas my class came up with. I was using lolly sticks to randomly pick students and no one wanted to be the first to not give an answer.
image

Followed by:
image

We discussed the rearrangements and linked them to rearranging equations. They appreciated that one equation could be written in many different ways. This activity would work equally well to consolidate negative numbers.

223. Let them eat custard!

This post isn’t a resource, more of a source of ideas. We tell students that maths is about problem solving, but how many problems are fictitious?
image

Here is a problem, taken directly from ‘real life’ when a friend was making custard on sunday evening.

The question
Do you think the instructions are wrong?
image

Does 2.75 litres of water seem right? Use the whole packet? How much is in the packet?

The problem
image

The custard powder had been bought from the wholesalers. It was such good value because it was a catering pack.

  • If the pack weighs 605g, how much would you need for one portion?
  • How much water would you need?
  • How could you decide if 55ml was a decent size portion?
  • How many pint jugs would the fifty-five 55ml portions fill?

If you have access to a wholesaler or talk nicely to the canteen, you will be surprised how much proportion work you can find in catering size value packs

By the way, my friend did a couple of calculations and a bit of estimating resulting in a large, but tasty, bowl of custard.

222. Gadget of the week

In an ideal world you would issue a homework sheet with a deadline and then dutiful students would hand in beautiful pieces of work on the specified date.

In reality:

  • the work is handed in
  • the work is handed in late
  • the work isn’t handed in because they’ve lost it
  • the work isn’t handed in because they’ve left it at home
  • what homework, I’ve got nothing in my planner?

I have a standard practice of printing 10% (or more) extra worksheets than I need given the track record of some of my students. Let’s just say lunch detentions happen so regularly for certain bods that they are referred to as ‘lunch dates’, much to the amusement of their friends! The annoying bit is finding/handing out the spare sheets and chasing deadlines. There is also the classic response of ‘I couldn’t get a new sheet because I couldn’t find you, Miss’.

I found this genius gadget in my local Asda (Walmart), but you could recreate it with laminated card and a pin-board.

 

  • In each day section I record the homework set on that day – addresses the issue of not knowing there was homework.
  • Each week I transfer last week’s deadlines across – no excuse for not knowing when work is due in.
  • Underneath each day I pin a plastic wallet with the spare copies (but not the master copy) of the worksheet set – students can access spare sheets whenever they need to and I can find them quickly too (no more rummaging in folders/drawers)
  • The board is stuck on the wall, near the main board so it is in the eyeline of the students – a constant reminder.

I’ve been using it for a month now and students are already helping themselves when they lose sheets. It’s also a much quicker reminder for me too.

The last word of this post has to go to my Year 11 frequent homework dodger:

‘We’ve got no excuse for not doing our homework now, have we Miss?’

221. The ‘Average’ wage

Here’s a problem on averages that has been used by many teachers over the years. I like the additional ‘sting in the tail’ as it really makes pupils think about real life and it is an instant use of calculating the mean from an ungrouped frequency table.

hiring

Image Credit: www.vivcorecruitment.co.uk

The Problem
A job advert says that the average worker at OfficesRUs earns over £30 thousand pounds.

OfficesRUs Salaries:

  • Director   £100,000
  • Manager   £50,000
  • Sales Person   £35,000
  • Clerical Assistant   £22,000
  • Trainees   £15,000

Is the advert true?

The Discussion

If pupils calculate the mean they will find it is £44,400 – this makes the advert true

But why would a company have the same number of employees at each pay grade?

The Sting

OfficesRUs is a clerical agency, offering temporary clerical staff for other businesses. Their staff numbers are:

  • 1 Director   £100,000
  • 4 Managers   £50,000
  • 8 Sales People   £35,000
  • 200 Clerical Assistants   £22,000
  • 4 Trainees   £15,000

Is the advert still true?

The Result

My class worked out how much each pay grade would get and added them to find the total salary cost. Some pupils then divided by 5, but discovered that the mean would be far greater than the Director’s salary. They then realised they had to total up the employees too. The mean turned out to be less than £30,000. This then leads to a discussion of which measure of average is best in this situation.

This is the working out from my board. The original problem is in black, with the sting and working in red. We linked the individual pay grade calculations to the work we had done on means from ungrouped frequency tables. The layout of the calculations is very similar to our tables.

image

This  was a really good investigative starter to bridge between a theory and problem solving lesson. You could get pupils to see if they can find any examples of job adverts with average salaries in and make up their own problems.