PEDAGOGY

# "That's what real carpet fitters do."

![alt text](/filestore/BlogImage/18ba7997-da3b-43e0-a69d-9510302d2ed3/27fe0a35-f6ea-4d5d-b82e-86e1342be3e7TeacherDiaryblogimage2.jpg "blog")
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.
7.4 This is a class of 26 middle to lower ability pupils who
are well behaved and have responded well to using LbQ so far. Their average
current estimated grade for the end of year 11 is 4.
###24th September 2019
**Aim of the lesson: expand knowledge of perimeter and area
using [Calculate
and Compare the Areas of rectilinear Shapes](https://www.lbq.org/search/mathematics/measurement/area-and-perimeter/calculate-and-compare-the-areas-of-rectilinear-shapes?).**
**Length of session: 37 mins 2 seconds**
**Number of students: 28**
**Number of answers: 565**
**Answers right first time: 72%**
###Learning by Questions lesson overview
Yesterday, we did an introductory lesson on perimeter and
area, and I was quickly able to see that they knew the basic calculations for
the perimeter and area of a rectangle. However, they clearly did not have a
good understanding of the units involved and their differences. Pupils had no
idea what a square centimetre was, and they did not understand that perimeter
was a length. Today, we started by having conversations about square
centimetres, normal centimetres, and their differences. Then we got stuck into
the LBQ lesson.
### Teacher intervention
![alt text](/filestore/BlogImage/18ba7997-da3b-43e0-a69d-9510302d2ed3/ad33d29b-6265-4120-a7df-a8a951668511Matrix.JPG "matrix")
**Q5. In square cm, what is the area of the rectangle?**
Pupil 15 asked, “what does it mean ‘Don’t include the units?’”
I explained to her that in this particular question, you did not have to
include cm in your answer.
**Q12. In square cm, what is the area of the square?**
Pupil 6 asked me about the height of the square. I said, “how
wide is the square?”
He said, "9cm"
I said, “so how high is it?” He said he didn’t know. His
friend reminded him that squares have equal sides. Fortunately, the penny dropped,
and he laughed at himself.
**Q14. Rectangles A and B form a composite shape. In square
metres (m****2), what is the
total area of the composite shape?**
**_Don’t include the units in your answer._**
![alt text](/filestore/BlogImage/18ba7997-da3b-43e0-a69d-9510302d2ed3/558fd9db-bfe2-48b1-92d8-9146c0acf187Question14a.jpg "question 14")
Pupil 13 asked how to do this question. I explained to her
that it was basically 2 easy questions rolled into one more challenging
question. I said, “how do you get the area of ‘A’. She said, “9 x 5.”
I said, “yes, and what about the area of B?”
She said, “11 x 7.”
I said, “yes, and how do you get the total area?”
She paused, and said, " do you add them?"
I said, “yes, you certainly do. Well done!”
**Q17. Molly cuts a piece of carpet to cover the floors of
the bedroom and the dressing room in her doll’s house. The area of the piece of
carpet she cuts is ___ cm****2**
![alt text](/filestore/BlogImage/18ba7997-da3b-43e0-a69d-9510302d2ed3/56de7ef6-3d38-4c75-985c-460906704876Question17.JPG "Question 17")
Pupil 3 was having trouble applying his new-found skills to
a real-life problem. I said, “how do you get the area of the bathroom?”
He said “28 x 20.”
I said, “yes and the dressing room?”
He said, "oh, do you just get the 2 rooms and then add
them together?
I said, “yes and that's what real carpet fitters do!”
Several pupils were having issues with this question, so I
paused the session again and talked them through how a real carpet fitter would
use the skills they were learning today. It's always good to link maths in with
day to day life and avoids that dreaded question, "sir, why do we need to
learn this?"
**Q22. To calculate the area of shape Z, Suli and Freya
have split the compound shape into two rectangles. Explain if one method is
better than the other and calculate the area of shape Z.**
![alt text](/filestore/BlogImage/18ba7997-da3b-43e0-a69d-9510302d2ed3/eef1d34b-802f-40ab-bb24-415ee232545dQuestion22.JPG "Question 22")
I paused the session and explained to the class
what a ‘blue question’ was and how it linked in nicely with the new mathematics
curriculum. I introduced the concept of a reasoning question and that some
questions in maths require literacy skills, and that LbQ was cutting edge in
that it was one of the few resources that really develops literacy and
reasoning in maths. At that time, 6 pupils had answered this question, and so
we discussed these answers one by one and whether they would be suitable and
appropriate answers in an exam.