![alt text](/filestore/BlogImage/a14fc1f1-d804-41a3-9b26-796a8bbc8b13/8972b496-a596-4288-a2e7-5ce248824774TeacherDiaryblogimage2.jpg "Duncan Whittaker") 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. ### 20th September 2019 Aim of the lesson: review the learning of the last 3 weeks using [Percentages Topic Review](http://www.lbq.org/search/mathematics/assessment/topic-reviews/b1ddbeb46-d622-4644-9500-8057eb1e638a/). Length of session: 45 mins 45 seconds Number of students: 19 Number of answers: 160 Answers right first time: 47% ### Learning by Questions lesson overview I had been apprehensive about teaching this class after previous experience, but their attitude to learning is good. Today was their first time using LbQ, and it was interesting to see how they reacted to the software. We have spent the last 3 weeks learning percentages using traditional teaching methods with the main aim of establishing classroom rules and expectations. Today, it was time to use the percentages topic review to recap everything we have learned during these 3 weeks. ### Teacher intervention ![alt text](/filestore/BlogImage/a14fc1f1-d804-41a3-9b26-796a8bbc8b13/5ee7e624-4a0e-4199-9037-1c9f8f040c0cLesson23matrix.JPG "matrix") **Q1. What is 110 as a percentage of 500? Include the % symbol in your answer.** It was amazing how many pupils were getting this correct but were forgetting to include the % sign - they simply were not reading the question in full.  **Q4. In 2010, there were 3,200 tigers in the wild. In 2016, there were 3,890 tigers in the wild. What is the percentage increase? Give your answer to the nearest whole number.** Pupil 12 asked, “how do you do this?” She was capable of doing all aspects of percentages but only if we were doing one topic per lesson. When all types of percentage questions were thrown in together, she did not have the ability to extract the key words from the sentence. Literacy was a major barrier for her. I showed her that the keywords were “percentage increase” and that this was a question where you had to use ‘that formula.’ Once she knew which formula to use, she was fine until it came to rounding her answer to the nearest whole number. She wanted the answer to be 21.5 but did not know how to round this to 22. She said she did not understand what it meant by “whole number.” I drew an illustration in the back of her book and eventually she got to 22. 10 minutes into the LbQ session, I realised that they were all engaged and were relatively quiet to say it was the last lesson on a Friday afternoon – this looked promising. **Q5. Alice’s salary is increased from £22,200 to £23,975. By what percentage did her salary increase? Give you answer to the nearest whole percent.** Pupil 12 kept on trying to calculate £22,200 as a percentage of £23,975. However, the question was asking for percentage increase and again, Pupil 12 did not have the skills to extract the relevant literacy and select an appropriate method to solve this problem – instead, she needed to be reminded of the appropriate method. **Q10. In July, the temperature rises from 18.6°C to 22.6°C. What is the percentage increase in temperature? Give you answer to the nearest whole percent.** Pupil 18 had learnt that if a question used language such as ‘percentage increase’ or ‘percentage decrease’ that she had to utilise the percentage change formula. “Sir, question 10 doesn’t say percentage increase, what do I do? Oh yes it does,” she remarked and went away and answered the question. This was pleasing as she was learning that literacy in maths was a matter of life or death. **Q11. Tony buys a second-hand skateboard for £25. He refurbishes it and sells it for £40. What is the sale price as a percentage of the price Tony paid for the skateboard? Include the % sign in your answer.** I had taught my class to search for the “of number” in this style of question. They were all able to recall that the “of number” goes on the bottom (the denominator) which was pleasing. However, they were still in the mind set that the larger number was always the denominator and the smaller number the numerator which led them to an incorrect answer on Q11. I got them to read the question out loud several times and asked them again, “which number is the ‘of number’?  “It says ‘of the price Tony paid.’” “How much did he pay?” “£25,” they said.  “So, what is the ‘of number’?  “25,” they repeated.  “And where does this number go?” “On the bottom,” they all said. The penny dropped. They were all doing 25/40 x 100 instead of 40/25 x 100. When you look at the matrix, I was pleased with what they had achieved during the lesson and LbQ is certainly the way forward on a Friday afternoon!