PEDAGOGY

# Another great question

![alt text](/filestore/BlogImage/26518820-bca4-4fa5-b892-5baf554cda23/9c65f72c-a079-4d23-b8da-6a78ec95f06727fe0a35-f6ea-4d5d-b82e-86e1342be3e7TeacherDiaryblogimage2.jpg "Duncan")
Our teacher diary follows one maths teacher's journey using
LbQ. Duncan Whittaker at St Christopher’s Church of England High School gives
us a snapshot of its application and its impact in these regular updates.
9.6 - This is a low ability class of students who find
mathematics a genuine struggle. Their behaviour is quite good, but I teach them
on a Friday afternoon, which can be a challenge in itself. Their average
current estimated grade for the end of year 11 is grade 3.
### 17th October 2019
Aim of the lesson: practise simplifying expressions and
expanding brackets.
Length of session: 24 minutes 25 seconds
Number of students: 14
Number of answers: 138
Time saved through feedback provided by LbQ: 30+ mins
Answers right first time: 61%
Correct after feedback: 25%
![alt text](/filestore/BlogImage/26518820-bca4-4fa5-b892-5baf554cda23/6931af4c-03cf-4c85-a96e-2ef337bee029answersnapshop.jpg "answer snapshot")
### Learning by Questions lesson overview
We started the lesson by going over basic
algebra.
I quickly realised that the majority had
forgotten how to simplify expressions. We practised things such as:
4 x e = 4e
f x 6 = 6f
r x r = r squared
Then stepped it up a gear and practised things such as:
2e x 3f = 6ef
3e x 4e = 12 e squared
Fortunately, they got the hang of things and then I introduced expanding a bracket. We looked at:
3( y + 2)
Then:
5 (2 – y)
Noting that the y was last to be multiplied and that some pupils think that the y always has to go first. Then:
Y(y + 2)
Introducing the y squared and then I made connections with this from the starter activity:
![alt text](/filestore/BlogImage/26518820-bca4-4fa5-b892-5baf554cda23/4f45d47c-1345-4a6e-bce1-810fe9a2e626image1.png "starter activity")
Then:
2y ( 3f + 4y)
After this the pupils had the necessary skills to complete [Expand
Single Brackets.](https://www.lbq.org/search/mathematics/algebra/expand-and-factorise/expand-single-brackets?keywords=Expand%20single%20brackets)
### Teacher intervention
![alt text](/filestore/BlogImage/26518820-bca4-4fa5-b892-5baf554cda23/f82207e2-9572-4e0e-b291-971773c4daaaMatrix18122019.JPG "matrix")
**Q11. Expand**
**3m(6n + 7) **
This caused a few problems and pupil 12 required help with it. Some pupils were typing in 18mn + 21 instead of 18mn + 21m. I highlighted this error and they understood their mistake.
**Q6. Expand **
**-4(7c + 2d)**
The negative 4 obviously raised a lot of questions as we hadn’t covered this during the explanation part of the lesson. Pupil 3 asked me, “is it just the same but with a negative”. I said yes, its exactly the same. You calculate -4 x 7c then -4 x 2d. This was a great question because normal text books don’t normally have something like this but it could easily end up on the exam.
**Q17. Expand **
** 6a
(5b + c – 8d)**
Another great question and this highlights how challenging a non-standard question is for lower ability pupils. Pupil 5 asked for help as she thought it was a completely different concept because there were 3 things to multiply out. I said to her its exactly the same as with 2 things to multiply out. “So, will there be 3 things in the answer?” she asked.
“Exactly that,” I replied. The penny dropped.
This was a great exercise for this class of pupils. They had seen a lot of variation in the questions and hadn’t been exposed to a lot of standard questions. Hopefully this will shine through when they have their end of unit test after half term. Fingers crossed!