Jeanette Llewellyn
Jeanette Llewellyn - Winner of the Best Teacher e-Tameside Award 2004
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Jeanette Llewellyn won the Best Teacher award at last years e-Tameside Awards. The following feature shows her teaching her year 6 class at Globe Lane Primary School.
Text Only Version
Jeanette Llewellyn - To camera
This is a year 6 class, 6 children on the Special Needs Register, 28 children in the class all together. We're going to be looking at numeracy and trying to find the mean, median and mode using a variety of different software.
Jeanette Llewellyn - To whole class
Hiding behind here is a rule, so you can see the numbers. we've got our input numbers here and our output numbers here, but what happens inside the number cruncher. I want you to talk to your partners about it and get it written down. Talk to your partners and write down what you think is happening inside the machine.
(shots of the children working)
Jeanette Llewellyn - To two children
Two sevens are fourteen, so what's the rule?
Children
Multiply by seven?
Jeanette Llewellyn - To two children
So what are three sevens? Twenty-one. If you go across from three do you get twenty-one? You get to nine, what do you do to three to get to nine? Add six? it's got to be the same rule.
Jeanette Llewellyn - To whole class
Ok, if you've got an answer hold your boards up. We've found out that seven sevens are fourty-nine, three threes are nine, ten tens are one-hundred. But what is it that we're doing to the number. Multiply it by itself to make it a square number? Shall we have a look? Multiply the input number by itself, ok. Are you ready for the next one?
Now, what I've got here is two number crunchers...
Jeanette Llewellyn - To camera
This is the mental-oral starter to the lesson, it's a basic function machine activity. It's encouraging the children to look for patterns and to use inverse operations. I do find using the interactive whiteboard makes it more interesting for the children and easier for the teacher to change for the next day.
Jeanette Llewellyn - To whole class
There are different ways, of finding an average, in fact today we're going to look at three different ways of finding an average of a set of data. When I say "set of data" I might say a "set of numbers". Now the way you find the mean is it's calculated by adding all of the data together then divide by the number of pieces of data so I'm going to show you an example. Here we go, a set of data. How many pieces of data are there. Eight, I need to know that. What's the first thing I'm going to do then? Add them together, that's exactly what I'm going to do. There we go three-hundred and eighty. What do I do next? Any idea Barney?
Barney
Divide by the number of data?
Jeanette Llewellyn - To whole class
Divide by the number of pieces of data. How many numbers were there? There were eight so I need to divide by eight. What's this number I've underlined here? It's the mean.
Jeanette Llewellyn - To camera
I find using a PowerPoint presentation very good for introducing a new topic. The children pay attention to it and I find I'm not rubbing out the board the whole time. I also find I can use it again the next day, the next year, or sometimes just as a revision in the weeks running up to SAT's.
... Divide the number by a hundred, and that will be the mean weight, the average weight.
What you're going to do with your partner on your whiteboards is you're going to add together those numbers, what are you going to do next? Divide by the number of pieces of data which is how many pieces of data? Alright, off you go.
(Shots of children working at the SMART Board Notebook with the classroom assistant)
Jeanette Llewellyn - To camera
Here, the teaching assistant is using the SMART Notebook with the lower ability children. It's work that I've prepared before-hand. We do find that it's very useful for the least abled children. They're concentrating on the maths concept rather then the recording and it's also very useful for assessments.
Jeanette Llewellyn - To whole class
This is what we set out to do. Do you understand the different types of averages? Do you think you were using the vocabulary correctly and with understanding? I've heard it all around being used really well. Can you now find the mode, mean and median of a set of data? What we haven't talked about yet is the range. And that's what I'm going to show you now.
A cafe' has kept a record of the number of cakes they sell each day for a week, and it's been put here in a frequency table. From this we can calculate the mean, median and mode becuase I know you can do this now. What I haven't said is what the range is. And the range, over there you already know, what's the range? It's the difference between the least number and the greatest number. So, what is, in our data here the lowest number? Thirty on sunday, that's right. What's the highest? Fifty-three on wednesday. Now, what is the difference between those sets of data? So we've got our minimum value and our maximum value, but what's the difference? The difference is twenty-three do you all agree? Twenty-three is the range of this data.
So now do you think we've met all our objectives? The one's we've been looking at today, the mean, becuase it's a big meanie becuase we have to do some calculations, the median is the middle number and it sounds like medium, and which is the mode? The most modern or the most popular. Well done! And if you can remember it in a silly way like that you'll do well.
Thank you very much, you've worked really hard so give yourselves a big clap.