PEDAGOGY

# Problem solved

![alt text](/filestore/BlogImage/096c1752-4876-4f88-b270-c2cfc85594fd/317f9f19-51ed-4aa1-bd60-80b9caea868bTeacherDiaryblogphoto.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.
### 12th June 2019
Aim of the lesson: continue developing understanding ratios using [Divide a Quantity into a Given Ratio](https://www.lbq.org/search/mathematics/ratio-and-proportion/ratio/divide-aquantity-into-a-given-ratio?keywords=ratios).
Length of session: 18 mins 24 secs
Number of students: 27
Number of answers: 372
Answers right first time: 70%
### Learning by Questions lesson overview
Following on from last week's lesson on simplifying ratios, we started the lesson by discussing the following question about baking a cake:
![alt text](/filestore/BlogImage/096c1752-4876-4f88-b270-c2cfc85594fd/a8e8d7e6-20ef-49de-83a3-55a9a7b12fcaLessonopenerquestion.png "Opener")
We went through a method for solving this problem and chatted about how convenient these questions are because you can check your answers at the end to make sure that all of the ingredients add up to 840 grams.
### Teacher intervention
![alt text](/filestore/BlogImage/096c1752-4876-4f88-b270-c2cfc85594fd/b59cb782-49d9-446a-b673-5e34c5a12755Lesson19.JPG "Question Matrix")
**Q2. Alan and Brian share 48 football stickers in the ratio 1:7. How many stickers does Alan receive?**
I identified in the last blog that this pupil had been asking for a lot of help and had not been reading the questions several times in order to fully understand them. Straight away, she put her hand up and asked for help with question 2. Having looked at this question, I decided to give her no help with it and asked her to read it again to herself several times. She did this and was able to answer it - problem solved.
**Q4. Robyn and Sara share £60 in the ratio 2:3. How much money does Robyn receive? _Include the £ sign in your answer._**
![alt text](/filestore/BlogImage/096c1752-4876-4f88-b270-c2cfc85594fd/451bb8ae-abb0-415b-80be-93c51be4ff01Question4.png "Question 4")
Several pupils asked for help with question 4 and hence I paused the lesson and we did this at the board as a whole class - this was a standard question and I would have expected this to be straight forward for them.
We talked about the ‘number of parts in the ratio’ being 5 and what we needed to do to calculate 1 part. I explained that the bar model diagram illustrated exactly what was going on and encouraged them to draw similar models when solving these problems.
**Q11. In a race, the ratio of male to female runners is 5:3. If there are 1,360 runners in total, how many runners are female?**
1360 runners divided into the ratio of 5:3. One pupil hadn't brought his calculator which was his main issue - I lent him my own.
Most pupils had got to question 11 or 12 but we were very close to the bell. I explained that we would complete this question set tomorrow and would start it at question 12. The pupils were happy - they had learnt a new skill but were also getting another lesson using LBQ.