# Pleeease have a wee look at my interview lesson plan....

Discussion in 'Primary' started by Lilybett, Jul 13, 2011.

1. ### Lilybett

...ahh, I know I'm a really annoying poster! I promise to try to go and answer some other posters' questions instead of just asking loads of my own all the time! Had some fantastic help last night from MinnieMinx and Teacher1974 especially, sorry to be back asking for moooore. I just want this job so, so much.
I'm especially shaky on effective differentiation and extension and really not sure how to do this here...
I also can't decide whether I should try and group them roughly by ability for main task or have them support each other in mixed-ability groups....
<u>Observed lesson tomorrow. 15 Y3/4s, mixed-ability, 40min. Topic: Money and Problem-Solving.</u>
My LO feels a bit wishy-washy but I have spent all morning trawling through Y3/4 stuff and there seems to be next-to NOTHING on money! So the only LO I have been able to find is:
'I can solve a money problem and explain how I did this'...
<u>Intro & OMS (10min):</u> a) Share LO and discuss. E.g. - why is sharing what we find out important? What does good groupwork look like? Etc.
b) V quickly explain relevance of this lesson to daily life
<u>OMS</u>: On mini-whiteboards, how many ways are there to make 10p?
(I will have plastic money for them so they can see the combinations as they make and record them)
(Chance for formative assessment of group. Use this to inform groupings for main task???)

<u>Main (15-20min):</u> 'I have 5 coins in my purse. How much money might I have?'
Chn work in groups of 3, recording combinations on sugar paper
<u>Differentiation</u>: Lower-achieving chn I spot struggling: Record different ways to make 20p. When secure, encourage them to attempt core task???
Extension: I have 8 coins and a note. (Is this a meaningful extension? I've been reading up on diff. and it says 'depth' = extension through complexity and 'acceleration' = tracking forward to future LOs but there seem to be so few for this topic! I did find mention in Y5 objectives of the decimal point, so by including the note I am ensuring they have to cross pound barriers and effectively use the &pound;.p notation.....)

Do you think they'd be better in roughly ability groups, as decided by year group and response to the starter question? Or mixed-ability groups so weaker chn are supported by stronger peers??

<u>Plenary (10min)</u> a): Pass the Parcel. When music stops, child pulls out piece of paper with question like: 'How can I make &pound;1.12?' Chn record on whiteboards. Faster chn record as many combinations as they can in the time allowed.
b) What would the chn like to learn about next? What do they feel would help them? How do they feel they have solved the problems I gave them in this session?

.....Is this boring and rubbish? I am also extremely concerned about the differentiation. Very grateful for your input xxx

2. ### Lilybett

Or maybe, for weaker chn., think access instead of differentiation as first port of call. E.g. encourage them to draw round the coins so their recordings look like rows of coins they can count up and easily compare to the plastic coins resource...
And if they're still struggling, go back and get them to think of different ways to make 20p, building on the Starter activity....?

3. ### Lilybett

Or is that a bit higgeldy-piggeldy - starting out looking at 10p, moving onto core activity, potentially tracking back to look at making 20p...?
Maybe I could differentiate down by saying: First use copper coins. What different combinations can you make from 1p and 2p. Then silver coins... etc.?

4. ### marlinStar commenterForum guide

In addition to the other resources I pointed you towards in the other thread I have found these two documents. They show the pitch and expectations for year 3 and year 4. This might help you decide if you are pitching at the correct level. I haven't taught years 3 and 4 for many moons and will leave it to other more experienced with this age to comment on your lesson plan.
Just look at the money parts of the documents:
https://www.tes.co.uk/teaching-resource/Year-3-Maths-Pitch-and-Expectations-6094079/
https://www.tes.co.uk/teaching-resource/Year-4-Maths-Pitch-and-Expectations-6094085/
To complete the set above and below - here's year 5:
https://www.tes.co.uk/teaching-resource/Year-5-Maths-Pitch-and-Expectations-6094089/
and year 2:
https://www.tes.co.uk/teaching-resource/Year-2-Maths-Pitch-and-Expectations-6094074/

I'm not sure these are of use - but thought I'd point you in their direction just in case.

5. ### Lilybett

Marlin, you have ace resources. Thanks again so much xxx
Shiiit, I think I'm pitching much too low...? I've only ever really taught Y5, except on supply...
But I'm glad I found this out now, not tomorrow!!
Stress

6. ### elizabeth1972

I've taught Y3/4 before, and I'd agree that you're pitching it too low. If you have able Y4s in there, they could already be working at level 4. I'd be expecting them to work out change from larger amounts - e.g. I have &pound;10 and buy 2 books which cost &pound;2.26 each, how much change do I get?
BUT, at the bottom end of Y3, you will still have children who need to find different ways of making amounts less than &pound;1. For them, how about work with a partner (and some plastic money as a concrete resource) to find as many different ways you can of making 20p, 45p, 90p, &pound;1.20... using a mixture of copper and silver coins?

7. ### mohsins

Silver coins 50p 20p 10p 5p Sarah buys two cartons of orange juice costing 60p each and pays with two &pound;1 coins. She receives four silver coins in change. What could they be?
David buys a bunch of flowers costing &pound;2.50 and a birthday card costing &pound;1.30. He pays with a &pound;5 note and receives five silver coins in change. What could they be? This activity more appropiate for the HA.Otherwise love your lesson!!Great using and applying activity!!

8. ### Lilybett

Ahhhhh, bless you, Mohsins! I just saw this!!
Well, as I have been splattergunning this forum like a pigeon with a bread allergy with my neeews that they liked the lesson and want me back for the interview, I'll say it again here! Yay!
I started to have serious doubts last night... Like, by using coins to do an addition problem, was I totally missing the point of the 'money' aspect? Ah well, he obviously didn't mind too much
Can't say thanks enough to everyone that took the time to help me prepare for this xxx

9. ### Lara mfl 05Star commenter

Sorry I haven't been of any help I've been indulging in self-pity as I haven't landed an interview let alone a job and just feel if I can't even do that how could I possibly help anyone else.
Fingers crossed for you tomorrow!

10. ### Lilybett

Bless you, Lara. What are your languages? MFL looks a right faff because what if you don't have one of the several languages they're advertising for? Is it still non-compulsory at GCSE? Das ist furchtbar.

11. ### Lara mfl 05Star commenter

Gut Deutsch!
I'm originally MFL trained German & French but since added Spanish to my repertoire and have done DT, Art, Maths amongst other subjects. I think that's probablyone of my main problem -Jack of All Trades but Master of none. My 'Job list' has different subject specialisms for each long-term supply post.