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Session 3 Piara Waters - Andrea and Jasmine Year 7 Maths

by Andrea Rassell,

Warm Up (one photo)

Real-World Algebra - We split in two groups outside the classroom, stand in two circles and go around once. First student proposes a real-world situation (e.g., "I'm baking cookies"). The next student says "Yes, and that's like maths because you're measuring ingredients," and so on, with each student connecting everyday cooking activities to mathematical concepts.

Two circles of students so couldn’t photograph without faces.

 

Main Activity (one photo)

World Hunger Comparison Activity

  • Concept: each grain of rice or lentil represents 10 calories of daily food availability

  • Form 7 groups of 4 students each 

  1. Each group receives:

    • Country cards with calorie information and context

    • Rice and lentil supply

    • Paper for visualisation

    • Markers

  2. Groups calculate how many grains of rice represent their assigned country's daily calorie availability 

  3. Students count and separate rice grains to create visual representations 

  4. Groups design a creative way to display their findings on paper… e.g.

    • Draw country outlines and place rice within

    • Create comparative charts

Each group briefly presents their visualisation 


Reflection with the students (one photo)

They identified collaboration, persistence and disciplined this week, we started using the sand jar and students came up to add to the layers. They identified they would like to work with imagination more. 


After the session:

Planning with the Teacher
 (refer back to your original Term Plan document, discuss successes, explore challenges and make changes.)

Discussed possibility of an outing, they have a lot on this term already so will leave that for term 3. Because their class is directly before lunch it means we could go out and come back half way through the lunch period to have 30 min more time which is good.


Discussed the possibility for creating some meals for the final session and giving them away to a charity, we could also video document this and possibly use the currently empty canteen. (The canteen was a matter of concern in the second session… Piara Waters is a new school still in development so the canteen lease isn’t held by anyone at the moment). Possible site for a performative intervention!


Working with students
 (what is emerging, what is engaging them/not, what’s making them curious.)

Don’t get to use manipulatives a lot so that was good to have tangible activity. Splitting up in small groups is an effective behaviour strategy. The 7 groups of 4 meant we could both go around and give lots of attention. But loss of structure to the class continues to be a challenge. 


Ideas moving forward
 (ideas for next session, future lessons, discussed with teacher, do you need the teacher to do anything before you return.)

Ensure time for reporting back to the class. 


When doing reflection at the end of the lesson choose non-volunteers. Do a think, pair, share. Then they can practice with others, safety and accountability. Gets them talking and paying attention. 



Resources
 (do you need anything, who will source it?)

Students are bringing recipes we will work with. Felt tips from school and Andrea to bring paper.  

Food - students & Jasmine offered rice, basics from Tesco


How can you share learning outcomes/stories of transformation with the wider school community (e.g. Connect newsletter, staff meeting, school newsletter, school social media platforms)

School facebook 

Compass (intranet) to raise awareness with families 

Andrea and Jasmine to share photos with each other via google drive 


 


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