![alt text](/filestore/BlogImage/3ce271e0-c1f9-4ad8-87af-1381ad528edb/6f585103-57a2-48da-b64c-3ce0b27897cdTeacherDiaryblogimage2.jpg "Duncan blog image") 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. **7.5 - This class are well behaved and have responded well to using Learning by Questions. Their average current estimated grade for the end of year 11 is grade 4.** ### 10th September 2019 Aim of the lesson: to gauge the gaps in knowledge of the class using [Year 7 Baseline Question Set 1a](http://www.lbq.org/search/mathematics/assessment/assessment/b2310a00a-761f-4694-8c27-f196cf92f06f?/). Length of session: 43 mins 52 seconds Number of students: 26 Number of answers: 519 Answers right first time: 62% ### Learning by Questions lesson overview I decided to run the year 7 baseline test with this new year 7 class to introduce them to LbQ and the tablets and also to gauge what they do and don't know. The class managed to log into LbQ very quickly which was impressive as they had never used the software before. ### Teacher intervention ![alt text](/filestore/BlogImage/3ce271e0-c1f9-4ad8-87af-1381ad528edb/5b7e1252-7539-49bd-b009-7d512a6361a9Matrix.JPG "matrix") Very quickly after starting the Question Set, Pupil 25 asked a literacy related question: "What does product mean?" The whole class wanted to know this, and rather than pause the session so soon, I decided to just tell them the answer, "product in maths means times." **Q3. What is the product of 8/11 and 1/4?** _Give your answer as a fraction in its simplest form. Put a forward slash (/) between the numerator and denominator. _ Pupil 25 requested help with question 3. I asked him, “what 1/2 of a 1/2 is?”.  He said, "1/4." I said, “yes, well done,” and wrote it on the board. I explained that 1/2 of a 1/2 was the same as 1/2 x 1/2.  I asked him to look at connections between 1/2 x 1/2 = 1/4. I had to fish it out of him but eventually he saw that 1 x 1 = 1 (numerator x numerator) and 2 x 2 = 4 (denominator x denominator). The penny dropped. However, he still got the answer incorrect as this method gave him 8/11 x 1/4  = 8/44. I then had to teach him how to cancel down fractions (see slide below) - this pupil had learnt a lot in a short amount of time. ![alt text](/filestore/BlogImage/3ce271e0-c1f9-4ad8-87af-1381ad528edb/3157220f-d6ec-450d-b952-de57d789f889Question3.png "Question 3") **Q7. What are the coordinates of the cat?** ![alt text](/filestore/BlogImage/3ce271e0-c1f9-4ad8-87af-1381ad528edb/82f66070-2ed6-4e39-8688-261477ac611dQuestion7.JPG "Question 7") Pupil 17 told me that the tablet was "marking it wrong." On closer inspection, pupil 17 had got the correct answer but had not included the brackets in his answer. **Q4. Which two digits go in the place value grid?** ![alt text](/filestore/BlogImage/3ce271e0-c1f9-4ad8-87af-1381ad528edb/69829e67-8a23-430e-b73b-12436053434eQuestion4.JPG "Question 4") Pupil 2 needed a large amount of help with this question. I explained that the question was effectively asking, "what is 3/4 as a decimal.?" Much to my surprise, she did not know what 3/4 was as a decimal. I asked her what 1/2 was as a decimal and she quickly replied "0.5".  "What is 1/4 as a decimal?” She replied, "0.15." Obviously there was work to do. I asked the class what 1/4 was as a decimal and several shouted out, "0.25." I told Pupil 2 to remember this fact like, "ABCDEFG" and then wrote on the board: 0.25 0.25 0.25 I asked her why I had written this three times. She answered, "because there are 3/4?"  I said, “yes, well done!” So I asked her to add this up using the back of her book and she got the answer of 0.75. I told her that this is also a fact that she needs to know off by heart too. We will see next lesson whether this has been retained. Pupil 14 then shouted out "I don't get how to simplify fractions." So I went through the following example with him: ![alt text](/filestore/BlogImage/3ce271e0-c1f9-4ad8-87af-1381ad528edb/5ee900c0-bf53-4948-8047-83abaa3e251fExamplefraction.png "Example fraction") I then went through another example (27/39) where you had to divide by 3 instead of dividing by 2. I then realised that quite a few were struggling with this, so I paused the session to get the attention of the whole class. I went through these examples again and then let them continue.  Minutes later, Pupil 14 jumped up from his seat, punched the air with a huge smile and shouted "Yes, I did it!" A very happy young man indeed. Pupil 21 then informed me that she had finished and there was still 20 minutes of the lesson left. I could have run the year 7 baseline test 1b at this point but decided to use her as a pupil expert and asked her to walk around the room helping those who put their hand up. **Q20. The perimeter of the composite shape is ____ metres.** _Enter the missing number._ ![alt text](/filestore/BlogImage/3ce271e0-c1f9-4ad8-87af-1381ad528edb/57143a71-eac0-4604-a15e-c2ae3121537fQuestion20.JPG "Question 20") Pupil 17 then asked for help with this question. I asked him what perimeter meant and he replied, "the distance around the outside." He knew what he was doing but had overlooked the fact that one of the lengths was missing and that he needed to calculate this first. I showed him on the board and then the penny dropped. This lesson had shown me that this new set of year 7 pupils required lessons on multiplying fractions and cancelling them down and also prime numbers. It had been a great way to introduce them to the software and hardware and they clearly enjoyed the structure and nature of the lesson.