# Follow up session

## Activity 1

### Reflect on the lessons, and the ways maths emerged

Take some time to reflect on your own lesson and the Key Processes that were in evidence.

- What mathematical questions were identified?
- Did pupils use a range of mathematical representations?
- What relationships did they find in the situation?
- What calculations did they do? Could they interpret the meaning of these?
- Were they able to communicate their conclusions effectively?
- Did your pupils feel that this was different from a normal maths lesson?
- Are they now beginning to appreciate how the maths techniques they have studied may be linked to unfamiliar situations?

## Activity 2

### When should we introduce mathematical techniques?

The Building a school situation offers excellent opportunities for pupils to develop competence in, for example, estimation, measurement, and calculations of area and perimeter. Pupils might make more progress if these topics are revised immediately before the situation is introduced. This might, however, constrain their thinking and reduce the task to an exercise in using these topics. On the other hand, these topics could be revised during or after working on the task, using the task to motivate the learning of technique.

- What are the advantages and disadvantages of each approach?

Compare your thoughts with those given on handout 5

- Which approach would you choose and why?

## Activity 3

### Integrating case studies into a scheme of work

Use the handouts to choose a Case Study you might like to use.

- Will the context of this case study interest and motivate the class?
- Will it offer variety of learning activity?
- Does it feature the Key Concepts and Key Processes that they need more of?
- Can it be tackled with mathematical concepts and skills they have been taught?
- Will it show and develop connections between these topics and with new contexts?
- Does it provide a starting point for further topic teaching in our scheme of work?

## Activity 4

### What about the tests?

All teachers work to help their pupils succeed in the national
tests. This can deter teachers from spending time on open activities
such as the Case Studies which appear very different from test
questions. In what ways do you think the Case Studies will help
prepare pupils for the national tests? Discuss the points raised in
*Handout 8: What about the tests?*