Transcript Boxing Up’ The Big Launch

‘Boxing Up’
The Big Launch
Why do we need Boxing Up .....?
STEM Research suggests that our highest
achieving students at both GCSE and
A Level are leaving secondary school unable to
cope with the mathematical content of the
STEM subjects at degree level due to:• Overly procedural thinking
• Poor problem solving skills
• Lack of confidence
‘Boxing Up’ addresses this issue.
It removes the emphasis for both students and
teachers from
arriving at the correct answer
to
an understanding of the thinking needed to
arrive at the solution.
Secondly, we discovered that our students
were struggling with the wordy questions in
the Functional GCSE and losing out on
some of the Quality of Written
Communication marks.
Boxing Up provides pupils with a strategy
for solving these functional questions.
After
Chris owns a clothes shop.
Before:
He bought 50 shirts at £12 for each shirt.
A T-Shirt cost £12 to buy. It
is increased in price by
30%. How much does it
cost now?
He chose the selling price of each shirt so
that he would make a profit of 30% on
each shirt.
He sold 20 shirts at this price.
(2 marks)
Chris then reduced the selling price of
each shirt by 15%.
He then sold the remaining shirts at this
reduced selling price.
Has Chris made a profit or loss?
You must explain your answer clearly.
(5 Marks)
Recap - Boxing Up (A Mathematical Essay)
Maths Story
What is the question asking me?
What information do I have?
English Story
Introduction
What Maths will I be using?
Main Story
Working out / Calculations
Answers, checking and presentation.
Conclusion
‘Boxing Up’ a pupil’s perspective....
Boxing Up is a .......
• Strategy for working out (for writing)
• Strategy for discussing (asking each other
questions)
• Strategy for thinking (asking yourself
questions)
‘Boxing Up’ and collaborative problem
solving.....
Today’s Task
On each table there is a wordy exam problem.
You will have 5 minutes at each table to work together to
solve the problem using boxing up.
Think about the problem.
Pair up with the person next to you to decide what to
write in each box.
Share your answer with the pair opposite.
When you hear the buzzer move in a clockwise direction
to the next table.
Percentages – Booking a holiday
Salima books a 7-night holiday in April for two adults.
The travel agent adds a percentage surcharge to the cost of the holiday for booking fees.
Salima’s final bill is £642.60
What was the percentage surcharge?
Ratio & Percentages – Tickets
In 2006, the production cost of the Newton School play was £370.
In 2007, due to the fact that the school had to hire some special costumes the
production cost increased by 12%.
In 2006, the total number of tickets sold for the play was 732. They sold 1/6
more tickets in 2007
In both years the ratio of adult tickets to student tickets was 42 : 19.
In 2006, adult tickets cost £3 each and student tickets cost £1.50 each. In 2007
prices were reduced by 10%.
Work out the profit or loss made by Newton School in 2006 and 2007.
Percentages – Clothes
Chris owns a clothes shop.
He bought 50 shirts at £12 for each shirt.
He chose the selling price of each shirt so that he would make a profit
of 30% on each shirt.
He sold 20 shirts at this price.
Chris then reduced the selling price of each shirt by 15%.
He then sold the remaining shirts at this reduced selling price.
Has Chris made a profit or loss?
You must explain your answer clearly.
Money – Gas Bill
Mr Black is looking at cheaper ways of paying for the gas he uses.
He has received the following details from two companies.
GASCOM
Standing charge per month: £1.00
Cost per kWh: £2.99
UGAS
Standing charge per month: £3.78
Cost per kWh: £2.38
Mr Black estimates that he will use 4000 kWh in the next 3 months.
From which company would his gas bill be cheaper and by how much?
Why a ‘Big Launch?’
To raise awareness among students and
teachers that this is a department wide
initiative.
Organising the Launch
• All of year 11 took part in an assembly on the morning of the
Launch so that we could explain the purpose and structure of
the day.
• We then split the year group into two halves and held two
sessions, one before break and one from break until lunch.
• For each session the year 11s were split into three groups.
• The first group into the hall were trained in ‘Boxing Up.’
• They then trained the second group into the hall.
• Both these groups then trained the last group into the hall.
Who was Involved....
• All of the year 11s.
• All of the Maths teachers.
• Any TA and 1-1 mentors involved with supporting students in
Maths’
• The SMT team.
• The Directors of Learning for each House.
What happened...
•As each group came into the
hall they were given an
explanation and an example of
how to Box Up.
•They were then given three
sets of questions of varying
levels of difficulty and chose
which ones to work on.
•They then solved these
problems using ‘Boxing Up’
and then explained the method
to the next set of students.
Two websites sell the same type of radio.
Website
A
Website
B
Cost of
radio
£79.99
£76.76
Cost of
Postage
£3.49
£6.79
People pay to visit a garden.
Tickets:
Age 16 and over £3.60
Under 16 £2.25
Sunil is going to buy the radio from one of the websites. He also
has to pay for postage. Which website is cheaper and by how
much.
145 People pay.
39 of them are under 16.
How much ticket money is paid altogether.
The shaded rug is twice as long as it is wide.
The perimeter of the rectangle is 30cm
The price of a coat is £65
In a sale the price is reduced by 15%
What is the sale price of the coat?
What is the area of the rectangle?
Every day a machine makes 500 drawing pins and puts them
into boxes.
The machine needs 15 drawing pins to fill a box.
How many boxes can be filled with the 500 drawing pins?
A special pack of apricots has 50% extra free. Fill in the missing
number on the table.
Weight
Number of apricots
Ordinary pack
450g
10
Special Pack
........g
15
Which is the best value for
money
500g of sausages for £2.75 or
650g of the same type of sausage
for £3.70?
You must show all your working.
The diagrams below show a
rectangle and a parallelogram.
3.7cm
6.1cm
3.7cm
6.1cm
Calculate the area of the
rectangle.
Explain why the area of the
parallelogram is equal to the area
of the rectangle.
Kylie uses a piece of string to
measure the perimeter of a
shape. The string fits exactly
round a rectangle 10cm by 8cm.
She then fits it exactly round a
square. How long is one side of
the square?
Sara had £50 to spend on a day trip
to France.
The exchange rate was ε 1.55 = £1
How many Euros did she get in
exchange for her £50?
She saw a watch she liked priced at
ε43. How much was the watch to the
nearest penny?
A shopkeeper uses this formula to
calculate the total cost when customers
pay by monthly instalments.
C = d + 24 × m
C is the total cost in pounds.
d is the deposit in pounds.
m is the monthly instalment in pounds.
(a)
The value of a vintage car rises
from £36 000 to
£63 000.
Work out the percentage
increase in the price of the car.
The deposit for a wardrobe is £16.
The monthly payments are £10.
What is the total cost?
Mutasem wants to buy two of these
luxury chairs.
At which shop is the price of the
two chairs the cheapest?
You must show your working.
Martha books a 14-night holiday in May. She books for herself, husband Billy and
daughter Mary (aged 11). She books the holiday online. Explain clearly why the total
cost will be £990.
We have some examples
of how pupils’ boxed up
these questions.
What happened next .........
All Maths teacher are encourage pupils to use
‘Boxing Up’ at every opportunity.
The four questions were made into A2 posters
and displayed in each classroom.
Maths teachers use the posters and question
cards to remind students that they are only
allowed to ask for help using one of the four
questions.
Next Steps at PACA
‘Boxing Up’ is an initiative that other
departments are planning to adopt, it is
intended that the method will soon become a
whole school approach to problem solving.
In your groups disucuss.....
What are your experiences with ‘Boxing Up’ in
your school and what might your next steps
be?
"Good teaching is more a giving of
right questions than a giving of right
answers."--Josef Albers
What is the question
asking me?
What information do I
already have?
What calculations /
working out do I need
to do?
What maths will I be
using?
How can I check my
answer is correct?
‘Learning is making sense, not just
remembering’
Geoff Petty
Author of Evidence-Based Teaching