Abstract question styles
![alt text](/filestore/BlogImage/8498443c-f29f-4319-9264-41b233b62f95/1e20b77d-c0f8-46d9-88ad-f49f0f82716aTeacherDiaryblogphoto.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. 7.4 - This class are well-behaved and passionate about improving their maths skills. They are at their happiest when using LbQ and the tablets. They are a confident group of students who are unafraid of asking for help when they need it, whether that be from each other or from me. Their average current estimated grade for the end of year 11 is grade 4. ### 27th June 2019 Aim of the lesson: continue to find out if students have a firm foundation and establish any gaps in knowledge using [Year 7 Baseline Question Set 2a](https://www.lbq.org/search/mathematics/assessment/assessment/year-7-baseline-question-set-2a). Length of session: 30 mins 40 secs Number of students: 35 Number of answers: 573 Answers right first time: 74% ### Learning by Questions lesson overview LbQ have created baseline Question Sets for year 7 based on the primary curriculum – as maths is cumulative, it is important to know that students have a firm foundation in the earlier years so that we know where the gaps are. ### Teacher intervention ![alt text](/filestore/BlogImage/8498443c-f29f-4319-9264-41b233b62f95/115ff4f9-e503-4599-94c1-7d799c2b7ae4Lesson21.JPG "Matrix") **Q4. Jacob leaves Manchester at 12.30 in the afternoon and arrives in London at 10 past 5 in the evening. How long does it take him to travel from Manchester to London? Give you answer in hours and minutes.** This question turned orange fairly quickly - quite a few were struggling despite the well detailed diagram that was provided (see below). Interestingly, the pupils hadn't used the diagram until I pointed it out to them - once they had looked at it they could all see that the answer was 4 hours and 40 minutes. Problem solved. ![alt text](/filestore/BlogImage/8498443c-f29f-4319-9264-41b233b62f95/a8da0311-a4b6-4ebb-ab8d-66282bb0401dQuestion4.JPG "Question 4") **Q5. 7 kilograms (kg) - 5,200 grams (g) = _____** **_Include the units (g) grams in your answer._** Pupil 28 asked me about this question. Her main issue was that she did not know how many grams were in 7 kg. I asked the class, "how many grams are in one kilogram?" "1000" they all shouted. I asked Pupil 28 how many grams would be in 7 kg. "7000," she replied. Problem solved. **Q10. 4 x 2 x 8 = __ x 2** Pupil 31 was inputting 64 (4 x 2 x 8) but she did not fully understand that she had to balance the equation. Once I had explained this concept, she realised that the answer was 32 ( 32 x 2 = 64). This was a great question for a baseline year 7 test because it introduces pupils to more abstract question styles and not just standard 4 x 2 x 8 = ? questions. **Q14. There are 348 children who attend Quiverton Primary School. Calculate the total number of girls who attend the school.** ![alt text](/filestore/BlogImage/8498443c-f29f-4319-9264-41b233b62f95/4ba71323-fc33-4c21-8731-e95f6891309fQuestion14.JPG "Question 14") Several pupils required help regarding a starting point for this question. I showed them that they need 2 values out of 3 in a straight row to get the third number. Pupil 19 said that you could get the key stage 2 boys first because "you have the other 2 numbers." I said yes, well done. I then asked, "once you have this value, which value could you get next?" They realised that you could get the total of the boys. I told them to use this method until they had got the total number of girls. So, that's the end of the year 7 Baseline Question Sets. These will be very handy in September when the new year 7s start - I shall certainly run them with my new class. This class found the first set harder than the second set but they will be very handy as a starting point for key stage 3.