Magic Moments
For the last few days, I have been doing catch up sessions for schools who missed out on one of their Reasoning Club sessions. I have had similar experiences at each of the schools I have been to.
Firstly, let me set the scene. I know some of these children already, as they attend one of my Reasoning Club sessions (Reasoning Club is aimed at greater depth year 6 pupils, giving them further challenge); this generally means that the children I have met are the most able mathematicians in a school. When I do catch up sessions, I always offer to just work with the Reasoning Club kids or just work with the whole class – schools invariably pick the latter!
The catch up sessions over the last few days have all been with year 5/6 classes – just down to the nature of the schools. So expected a wide range of ability – indeed, I was warned about a wide range by one of the teachers as well!
I planned accordingly, choosing activities that had a lower access threshold so it would be suitable even for lower ability year 5 pupils, but with a high ceiling so there is challenge for those that need it (which, actually, is how I plan all my work anyway).
The first task: Problem solving with multiples of 7. With the extension task on the back.
What I hadn’t prepared for was how well the sessions were to be received. In all of them, the pupils and the staff absolutely loved it (one of the teachers actually took the time after the session to send me an email saying how good it was – which almost never happens!). Of course, the Reasoning Club kids did well, and they felt all important because they already knew me. But actually, it was the moments for the rest of the children that made them so wonderful.
Now follows a list of wonderful moments:
Counting in 7s with a counting hoop. My counting hoop has ten increments on it and there was a bit of uncertainty when I didn’t stop at 70. The rallied quickly however and were happy enough continuing to 91 and a few less that were happy with 98. From 105 to 140, it was just two pupils in the class who counted perfectly all the way up to 20x7. “Why aren’t those two at Reasoning Club!?” I asked. “They’re year 5s!” was the response. Ah, ok. Wow.
Struggling on the first task. A few children struggled on the first task, and most sorted that by coming up with their own strategy to sort it (mainly involving writing their 7 times table out so that they only had to work it out once!). But one child just couldn’t get to grips with it, even with the 7s written down. Fine, no problem, everyone’s brain works differently. Onto the second task and I happened to pass the same child as she completed it. So, I put a load of ticks on the page and said Well done. The smile on her face at having smashed it was magical.
There were other, similar to this, stories all around the classrooms: children who only knew their 2s, 3s, 5s, and 10 x tables who absolutely smashed an activity involving the 7s; less able children who were able to work out where 23,701 went in the grid because it was the only 5 digit number. The sessions were full of the teachers being surprised at how well their pupils did, particularly the lower ability.
The second task: Crossnumber. With extension task on the reverse.
Another wonderful moment was when a greater depth pupil, on the last question of the first task, did bus stop (short division) to see how many 7s were in 1000. The wonderful moment was when they realised that they could have done that for every question! *
The last wonderful moments came right at the end. After 90, when the children were told it was the end and time to pack up, the pupils were considerably less than sanguine. “Go out to play!? But I want to do more of this!”
I think you’ve won if a pupil says this. I’ve really enjoyed these catch up sessions. It means I get to work with a greater number of pupils; I get to see kids I already know in their home environment, I get to see other pupils thrive and more children saying that they love maths!
What surprises you in the classroom? What are the moments that fill you with pride and satisfaction? Let me know on my socials or in the comments below. Thanks for reading!
*I actively discourage use of the bus stop method for this task. I was pleased that she only realised this on the last question as the activity isn’t about just doing bus stop – they get enough of that in morning starters and in whatever scheme of work is followed – It’s about problem solving, and using what you know to generate further facts; applying your understanding in new contexts.
