+44 (0)1254 688060 info@lbq.org

Teacher Quotes

The tabs below link to full unedited teacher feedback from their lessons using the LbQ system and question sets.

In a sentence, please tell us something you found out from the session:
That some of my class respond better with visual prompts that others
This was a pre-assessment task, so many of the children found it difficult and although most knew what prime numbers were, they didn’t now how to do prime factors.
subtracting mentally is still challenging
My class need more work on inverse. There is a huge gap in their learning when it comes to the more reasoning types of questions so this will be my focus.
The children found the questions ok but my teaching assistant needed to help with some of them. More work is need on the problem solving questions. I will get the children to start from these questions next time
We need to develop our reasoning skills.
Students from primary schools are coming through with much stronger mental calculation skills
That my girls are adapting well to reasoning and problem solving
Chn could do larger mental calculations
The terms that the children did not understand so that I could use those in my teaching.
I found out which questions the children found difficult.
That the students adapted well to starting from the reasoning section with no warm-up
That we will need to spend some focused time on Reasoning
I found out that 76.6% made progress which is great because 4 of the children whom I hoped would have done the QFL task, didn’t and if they hadn’t of been included in the scorecard, the progress  results would have been much higher.
Children jhave a very good knowledge of angles but don’t read the questions properly.
Children have a good knowledge on angles but don’t read the questions properly.
Children need more work on rounding for estimation
Children are not reading the questions properly.
Pupils need more support applying their knowledge in this area to problem solving and reasoning.
That the bar model images really supported the children so much – making all the difference.
Need to work on multiplying fractions in problem solving
My middle group still need to consolidate adding and subtracting fractions- need to do work on equivalents too!
Some children still struggle with the concept
children find difficult to simplify fractions or cancelling
My children have become more confident when finding the percentage of a number however, they need to work on the more problem solving types of questions
very clear questions
Children have become much more confident in this topic, giving them knowledge and skills to equip them later on in life.
That it was beneficial for the children to complete in two small groups
That one of my children , who is normally above the SEN/LA didn’t really understand a few which the others got especially in that 1st section.   3 SEN did not get a chance to attempt the work due to the initial work they had to complete and the fact that they were working at Yr 3. I will remember to not put them down next time
I found out  that one of my less able children was accidentally place don this group and shouldn’t have been and managed to do better than I thought he would
There is a large group of children that need more work on fractions, decimals and percentages and their equivalents
children new less than i thought
children need to work on multiplying by 25
The importance of careful reading and even reading support
We previewed the task altogether as a class and demonstrated how each question should be tackled.  Deliberately got some questions wrong so that we could see how the feedback is a support.
That my class were more secure with tables than I had thought
Some pupils mistakenly took the wrong question set and therefore struggled.  This further backed up the thought that they need additional support.
The children are not always presenting their answers as they should i.e. writing 40% or 0.4 when the question asked for a fraction in it’s simplest form.
Some forgot how to write the product of primes and needed reminding.  They enjoyed the challenge of the more difficult questions, which separated the better pupils from the rest.
I need to take my prime numbers poster down and give them this assessment again.  I don’t know who knows their primes and who has cheated.
The children are confident in calculating regular number sentences and missing numbers sentences in this times table. They must interpret the multi-step questions more methodically.
I was able to identify a child who struggles to recall her times tables and therefore she will be supported in this area.
I was able to identify a child who has rapid recall of multiplication and division facts for the 6x table and therefore he can move onto his next target.
Problem solving questions take a lot longer and the higher groups may need to move straight onto these questions to give them more chance to practice.
Need to work on multiples of 10
Children need to work on working out two step problems.
That my Year 8 class have remembered solving equations well from last year.
Pupils couldn’t always think of the factor pairs required as I usually teach them to think of the lowest prime.
That my Year 8 class have remembered how to solve equations really well.
I found out which of my children have rapid recall of their 12 times tables.
Students struggled to identify the numbers to round but the visual aid helped.
Students struggled with the wording.
Children need to work on multiplying decimals.
A lower ability child is more able than he shows in class
The children were less strong at interpreting the questions when they are presented in a table.
The children are not as fluent in using FDP equivalences as they could be.
They find dividing by 8 hard.
5 x table very easy one but children still can’t use knowledge.
Students struggled with smaller positive – larger positive
Students struggled with problem solving questions.
Without a teacher tablet the use is somewhat limited; as you have to keep referring back to teacher computer to see which student is struggling
I got one of them wrong! I counted the dots underneath 0 degrees and put 6 when in fact the answer was 7. Good question.
That kids did not notice the change in units on Q21.
Pupils enjoyed this question set.
My more able children are struggling to convert
Lower ability children are too reliant on giving up and asking for help but when working on the question set without an adult available they ‘had’ to get on.
Lots of pupils were answering questions hastily and then having to retry them because they had been asked to round their answer differently than they expected.
The children need to present the answer as the question requires – this may include units of measure e.g. cm or kg.
The pupils’ results improved from the pre-teach assessment
Some of the more able children gave up when they couldn’t instantly complete tasks so more resilience work needs doing.
I can use it to assess where children are in their learning.
Some chn have a lot of gaps and are not ready for the questions.
Doing the same activity again makes the chn know where they need help.
The children need to further break down question information to focus on the calculations that they can do.
It is clear what types of negative number questions to revisit and go over.  We only had 8 ipads between 25 children and could not get any from around the school as they were all being used by other classes. This prevented all the children from the doing the questions at the same time, meaning we had to limit how long they all had on it to have a go. It wasn’t an ideal set up, showing that these questions sets for us work better when we can provide each child with an ipad but unfortunately that wasn’t feasible today!
Better knowledge of x9 than other tables.
Chn are making much quicker progress and accurate application of tables.
For those able to attempt all the questions, this task provided evidence of real progress. This is the final time I will use this set with this class and overall it has been effective.
Pupils do not understand the word product (despite multiple times of discussing)
Pupils do not understand the largest and smallest a value can be when rounding
Children are confident answering simple questions but needed much more guidance as they progressed.
That my students did not read Q21 correctly and were unable/unaware that they had to convert from square centimeters to square metres.
A few of the pupils did not know this topic as well as expected, but soon picked it up with a little help at the beginning.
The pupils in this group found difficulties when it came to reading a question.  If it was more than just a short sentence or calculation, many of them asked for help straight away.  Need more resilience.
I found out that my children were still unsure about some of the vocabulary associated with fractions.
The children needed a recap on squared and cubed numbers but then quickly remembered and performed well.
Most children have a solid understanding of how to apply their x2 tables.
Children have remembered their learning well, distance from learning
More work needed on using the different vocabulary around multiplying and dividing
Clearly identified teaching need within the group.
Children are not always using the visual representations to support their calculations, preferring to calculate formally.
Ch can not work out missing sides without support
It took longer than I anticipated it would
I was able to intervene effectively and identify any mathematical vocabulary children were unfamiliar with.
The group are of a similar ability, they all struggled with the  longer multiplication.
how much children put into practice what they have been learning
I am impressed at how well my class tackled the second session getting none wrong!
My children had very good retention from last year! Really useful for this topic!
Children sometimes too quick to submit answers before appropriate reasoning and checking. Too eager sometimes to move on without thorough checking.
Some pupils very competitive – would like results to go green with  a number once answered correctly not amber.
Children didn’t understand the term product.
Children becoming more confident
I was able to identify children who were not reading the questions carefully or guessing.
children still need to be exposed to the language of addition and subtraction
I was able this time to offer more directed help and assistance. I needed to refresh my screen to get up to date student information.
The instant feedback is a great motivator for very weak children who need to feel they know immediately if they are getting something right or wrong.
The children who cannot read and comprehend written maths information.
Only ran for a short session but it led onto a very good teaching session when misconceptions were identified within a few questions.
Lack of understanding of children
That students were not fluent with expressing place value on a number line
The session allowed me to recognise and then challenge a number of key misconceptions for certain children.
It highlighted gaps in the children’s knowledge as this was used as a post learning task.
pupils revisited this and coped with the question set much quicker
It was interesting to see how some children could pick out what calculation they had to do straight away and how others could not do so without help.
Nothing
Students could round basics, but struggled with worded questions.
That 72% of 22 children (incl 4  sen who shared computer) got this score. Good to see some kids from MA reach reasoning and nearly all from LA finish understanding
Children are finally starting to reason/problem solve (thinking outside the box!)
Was able to intervene with a pupil who was entering nonsense answers.
I was easily able to identify any children who guess rather than reading the questions. I was also able to tell that the majority of children had listened well over the past two days and have made excellent improvements in their understanding of 2D shapes. (I’m sorry this is more than a sentence!)
There is a significant jump in the level of difficulty between the question sets and some children found this too hard to answer independently
on multiple choice questions, children were randomly choosing answers until it was the correct answer
We will be spending longer on rectangles next week
X6 knowledge has developed greatly in 6 weeks
V clear who knows x8 table
That the more able pupils are not necessarily the most resilient and they too don’t like wordy questions!
A few children need to practice their 7 times tables.
that the words with other meanings are not understood so have to ensure vocabulary is known
Children found finding the difference between two temperatures difficult.
That the children are still definitely working within the fluency section.
I never would usually have shown pupils number line questions with unusual intervals like 11 etc and this is something that I realised I should be doing.
The children are not very confident with comparing and ordering fractions
The pupils
From this session, I was able to identify reasoning as an area of weakness within the groups.
My class are excellent at their 7 x tables
Lots of my class need practice on problem solving of this kind
Half of my class need to consolidate prime numbers!
The children need to slow down and find ‘all possibilities’ before submitting an answer.
I found out that almost all of the class understand negative numbers but many of them are struggling with the fluency aspect and we need to go over this in our next lesson.
Understanding and fluency were good but most pupils found reasoning difficult.
The class have a good understanding but lack fluency at present.
Very helpful for the teacher
Greater rehearsal is needed with my current class, compared to last year’s cohort.
Even working in pairs, the children couldn’t access them.   Maybe they could start slightly easier before getting to that level of difficulty
Independent application is a weakness across all ability groups and needs to be worked on
Really enjoyable experience but it pays dividends to look through the question set and mark the misconceptions points properly before the lesson.
I had to do some more work on angles.
Indices are not widely understood in the class.
84 % progress out of 24 children was pleasing to see
Class did really well – 18 kids scored 100 percent progress (not include the sen kids)
Found out different ways of asking questions for this topic.
My wifi needs improvement in order to utilise this resource effectively.
The children understand how to read and write Roman numerals better than I thought!
That children not reading feedback – might have to pare it right back and model again.
I knew in what areas I had to target children.
45 minutes at the moment is not enough time for most children to finish a full set
Children are not fluent in that subject.
Exposed a misconception about BIDMAS when only addition and subtraction were in the calculation
Needs 1:1 reader as he was guessing
Children can’t double 3.5  Some vocabulary confusing
The children in class are confident with their 7x tables
That pupils are not always willing to have a go.
It will stop children answering if they have got sufficient right
The children, in particular those with dyslexia, commented that they find the questions quite difficult to read. Several mentioned that they would like there to be a coloured background and they would appreciate if the writing was bolder.
My class are mostly confident on their 12x tables
Q11 is selected in blue (open ended question), however it has an answer as it’s a multiplication question
Some of the children could not work out the thinking questions especially no 12…..  Pleased to see that out of 21 children, one of LA kids go through to fluency. This topic was taught over 2 days a few weeks ago so it was consolidation
Many children in my class are not getting onto the Problem solving activities. Next time I will adapt the task so that they only access problem solving so I can see how they get on.
That this class struggled with perimeter from Primary school
It shows you what children find difficult.
Some of my children got through the set very quickly because it was a year 5 set and my group are high ability year six.
enjoyable
That division is a class weakness
Some chn need to consolidate number work.
I found that my class is split into two sections where there were some who challenged and pushed themselves, not giving up, to reach the mastery questions then there were others who could only really do the first section. We haven’t noticed the gap being as wide as this in previous question sets.
We need to work on our problem solving skills
The children need to look at negative numbers before doing this and also more contextual problems and powers of 10 which they’ve not done yet.
I was able to see where the children made mistakes and could address these.
Many pupils struggled to understand divided “between” but if I said divided “by” they were fine!
That some pupils are still struggling with long division.
Some children are still struggling with multiplying and dividing by 1000
6 children are still struggling with their place value
In general, my class don’t have the basic understanding of the properties of shape.
The class didn’t know what a trapezium was.
I know now that children are not reading the questions properly.
pupils struggle when presented with a mix of untis!
The children are sound with the skill but need to interpret multi-step questions a little better.
The children are confident in shuffling columns but they need more practice in using the inverse to find missing numbers.
Children need more practise on adding fractions.
Pupils were able to work out the definition of prime factor themselves after going through the question.
I found that this class were very good at rounding to n decimal places, but need to read questions more carefully when problem solving.
That if you reduce the number of questions in a set, you need to change the “progress after” setting.
Bella needs support on number fluency in terms of reading
children have limited knowledge about the topic
Children have very limited knowledge about imperial units
That the equipment we have is not suitable to run this effectively – have emailed our IT support for assistance.
That children need to practise their timestables.
They might have got lots correct BUT some children took almost an hour – not fluent!
The children really embraced the option to makes notes or draw their own visuals to help them.
I need to help draw conceptual links between the images and the actual maths.
We need to look at percentages of amounts in detail.
Some children need help understanding questions. ( how much more…)
One child could not use notepad, it wasn’t working
Decimal place value misconception
We need to work on rounding decimals
The children are confident when answering questions from the 8x tables
That the chn in my class need to rehearse reading the questions aloud in order to solve some of them.
Pupils struggle to reason and explain in their own words.
My class need further work on the language used in problems. E.g. ‘Few than’ and ‘difference’ problems, they were adding the numbers.
that alot of my children find it hard to add over the hundreds barrier
I found out that about the children who struggled with it initially, and I worked with them on  table just gettin them to reread the question prompts carefully. They could slowly move on after. The TA was able to work with the 2 SEN children who had to work together as 2 ipads weren’t working.   Halfway through she was asked to work with 2 Less able children and supporte dthem.
Students needed reminding about how to estimate
Pupils struggled with problem solving and difficult worded questions. There were a few definitions that we needed to go over such as integer and of (x).
We need to work on reasoning.
I will need to teach more problem solving activities.  My Lower group will need more work on their Fluency
Quite a few children in my group struggled with certain aspect of rounding which I will now be able to address in future lessons.
Highlighted a need for representing place value in different ways e.g. using base 10
That some pupils were not clear about the difference between factors and multiples.
how many children think they know but they keep making the same mistakes
I was able to easily identify a misconception that the majority of children had regarding which column determines whether to round up or down
Pupils were very good at finding the area of rectangles and squares, but stfruggled with reasoning and problem solving in this area which highlights that their understanding is not very deep.
SEN understanding of the size of negative numbers
Every session brings about technical issues. Some are to do with our devices, but yet to have a session run smoothly.
The majority of my children struggle to find the largest possible value and smallest possible value that could round to a specific number.
Most pupils seemed to remember decimal places, but needed a reminder about significant figures.  After that, they were fine until the Problem Solving ones.
Children struggled with lengthier questions
Pupils can multiply fractions by integers but struggle with rules of multiplication re negative numbers
Some of the class were fluent in their 6 times table and require no further practice. Others really struggled and will now become a focus group for future sessions
I could easily identify a child who needs an intervention putting in place to support recall of times tables.
Watching the screen, seeing how children got stumped when encountered problem solving!
That I need to revise place value!
It was too long but I found out a lot about my class’ understanding.
My children don’t understand decimal place value.
The children still need practice with the functionality of the system (e.g. click and drag).    Some children need to learn the word ‘descending.’
I needed to recap on balancing equations when both sides had a calculation.
Highest attaining pupils still find problem solving difficult which is a good point
In general, pupils did remember the necessary points but have not yet done interior & exterior angles.  This prompted the lesson plan for next time.
Children quickly learned once mistakes were pointed out and re-taught
We need to do more work on combining prime factors to find other factors of numbers.
Some children much quicker than I thought!
Whether my class know their 4x table fluently
Questions that contain large numbers e.g. 245,765 do not allow commas in the answers.    Children loved the instant feedback on questions that a teacher cannot provide throughout a lesson.
My class are quite confident in writing numbers as a product of their prime factors.
They need more work on this
That children often need a diagram to help them understand rounding.
Not all chil;dren confident with mental calculations
I found that some of the more lazy pupils responded well to these and worked harder than normal (with one exception).  I soon learned that many pupils had forgotten about significant figures so I showed them a quick video reminder whilst the others were working.
With this group I need to do more work on the ‘greater than or equal to’ and ‘less than or equal to’ symbols and what they mean.  We also need to use the word ‘integer’ more often as some didn’t know what it meant.
Children tried to submit numerical answers using commas and they weren’t accepted when correct
revision is needed – language based.
children have forgotten some language!   more complex challenges need to be re-taught.
children aren’t using the commutative element of multiplication to help solve 12x,  11x and 9x which are the weaker timestables.
I will need to work more with the children about drawing the mathematical calculation out of a word or multi-step problem.
From my point of view, it would have been better to ease the children in rather then selecting the randomise option.
One chn in particular needs recapping on the basics.
Kids really struggle when the units are mixed up – it’s almost as if they ignore the units and don’t even bother to look at them.
My year 10 set 5 class just didn’t quite get that to compare 4 things, they have to be in the same unit.
That they need to break down questions further before rushing to an answer.
The students like the questions to proceed in numerical order and get frustrated when the system jumps across random questions not in order
My children didn’t know what sum and difference mean
Children are reading the feedback more and are beginning to think about the fact that a problem might have multiple steps
Children are starting to read the feedback
That some children do not omit zeroes when they need to.
I’m better at long division than I thought.
That when something is slightly different (good for challenge) the pupils get confused and don’t want to use a method they have been using already.
I need to cover some of this more in lesson.
Some of the lower attainers are fixed on one method rather than applying the method they use to the context of the question.  One question wanted 25% of 84, which could be worked out by dividing 84 by 4 to get a quarter.  Dividing 84 by 100, then multiplying 0.84 by 25 is a much trickier method for this particular question.
Q12 TYPE questions surprised them – once shown a procedure, they knew he answer immediately.
Pupils struggled more with parallelograms than triangles.
Everyone was able to make some progress.    All LA understood task
Children have a solid understanding of number bonds to 10.
To work on trickIer less common ones such as L V D
knowing when to add and subtract (language) needs work.
That the pupils are really resilient.
Pupils struggled when the data was presented in a table. This is what we will focus on tomorrow.
I set it up incorrectly so that they only had the problem solving questions. I need to check it before I give them to the children.
they didn’t understand the word ‘power’
chidlren found problem solving very hard
I was able to see which children had a secure knowledge on angles and they were able to be challenged appropriatley.
The group I aimed it at were not as confident with long division as I initially thought.
I read the question more carefully.
I was able to identify children who needed additional support.
getting better ant navigating
Some children still unsure when multiplying by the tens
Children were not using columns to help the,
I found gaps in learning with adding on tenths
Some gaps in knowledge from Primary School but some students have a really excellent mental arithmetic recall
The main misconception was how to deal with an equation with a negative term.
Children can be swayed by a diagram whether they know how to solve a calculation or not.
I realised that a large number of my children struggle to halve odd numbers.
My second to top group are sometimes making place value errors.  I need to provide the chn with more questions that involve a number of percentages and not just one.
My more able pupils do not use written methods as readily as they should – they are relying on mental maths too heavily.
Children are not lining up the numbers correctly.
Students struggled with grape question (-9)
That a lot of children do not know how to spell thousandth.
Children need to work on reading tables accurately but did well on order negative numbers
Chn need to work on missing number within column method but are strong on strategy for using column method
We need more practice with multi-step problems.
Students struggle with applied questions and need to revise the basic rules of algebra
Knowledge of multiplying and dividing in 10s need to be clarified.
6x table was too much of a stretch for him at this point
Times table knowledge is good.
We need to work on prime numbers still
We are beginning to efficiently convert fractions decimals and percentages
That my class understood inverse
With visuals, EAL students found it difficult to understand the questions.
I t was great to hear the discussion between students solving problems out in pairs
That students will rush to give answers and wont check before giving their final answer
Most children were quite competent with this
The kids were 100% focussed for the full hour – not one of them was ever off task.  They really do like this software.
Children had retained their learning
Children need to work on calculating percentages
Children found this really challenging
Children know their times tables but found application in a different setting quite challenging
Identified two children who need to be paired in the future because they are a similar ability and usually must be relying on their partner to answer.
Identified some teaching points
Group discussion really good and a less confident pupil clear in her explanation.
Reinforced how much the children love using QfL.
Finding new ways to use QfL is great!
To use some of the question sets with whole class or group and not individually.
A child who needs a lot of encouragement to answer in class was answering confidently.
It helped me see some learners in a new light. Some of my  less successful learners did really well because they read the questions carefully.
The children like to give up easily as soon as they see something challenging or that requires a lot of work
That quite a lot of the children forgot how to convert 1/8 into a decimal.
That my class require further work on multiplying and dividing by 10/100/1000
Asked them to focus on not trying 75 times!!!  Reduced somewhat today.
Group don’t know 2dp equivalent to fractions
I got the children to complete this as an assessment to start. They need to work on Shape and nets of different shapes.
Students were not very good and checking their work for mistakes and rushed their work too much.
Most pupils remembered this work well from last year.
children needed reinforcement in multiplying and dividing by 10,100,1000
children were able to work out some tough word problems
Children found difficult to find proportion
The number of pupils that don’t realise they have to put a £ in the answer.
A group wee highlighted as requiring some additional support and therefore put in to a booster group.
Three pupils were highlighted as particularly needing support with certain mathematical terms and understanding them.
Confirmed my belief that much of the week’s work would be too easy for my HA group and acted as evidence for this. I could therefore set work at a suitable challenging level.
Which pupils would require assistance during the week ahead.
This highlighted a specific misconception, which acted as teaching point for a booster session.
It is important that I need to present fractions in various ways as the chn were thrown by a different presentation of a very similar question.
I’d like to revisit this question set with more time to allow the chn to move onto the problem solving questions.  We will need increase our focus on FDP and equivalences.
Although the children don’t readily give up, they don’t readily take account of the feedback!
Many children are hitting next before they’ve a chance to read feedback. Make it flash up in a bigger window.
Pupils do not trust answers that they think are too easy
Some of my pupils still cannot add 90 pence to £2.65 without a calculator.
Low ability pupils think that 2 + 3x is 5x and just don’t understand that 2 + 3x cannot be simplified unless you know the value of x.
Pupils are still getting mixed up between area and perimeter (saying area = 4t instead of t squared etc..).
Exactly what and what not,  the children had understood.
that not all students are confident in understanding what questions require them to do
I can use them to set home work
that children need more work on reasoning and problem solving
that I can use it to target key areas of maths
That we aren’t as close to finishing angles as I thought!
broad range of questions.
Found out about Veronica’s weakness and that there needs to be a general re-teach.
Students get confused if same methods not used in teaching as in the question sets
Better at squares than cubes
It really highlighted some childrens misconceptions with place value
Children unsure of when/how to simplify fractions.
Children knew how to find fraction as decimal by using short division but were getting confused with order of digits.
Children were unsure of conversion from improper fraction to mixed number when in context of problem.
Yet again, the problem with most pupils is in the reading of the questions! This will form the basis for my next lesson with this group.
More nagging about simplifying is needed.
I used iPad as well as IWB in the room. iPad really useful when walking round the room
Children knew they needed to include the units but some were guessing which of the two to include.
We want to work on multiplying by 3 digits
Used as a baseline assessment, told me where the children were currently at with their knowledge of line graphs.
My children need more work on mixed number and improper fractions
Children still need a lot of practise particularly on reasoning questions
Children are actively choosing to complete tablet tasks as opposed to other learning opportunities.
Children working together collaboratively on a tablet task (all on tablets but working together) has its pros and cons.
Sukayna copied!   Understanding was stronger than I anticipated.
Suprised by Veronica’s errors, need to establish if it is the format of the questions/using ICT or if it’s a fraction issue, didn’t pick her up when test was live. Surprised at how much was completed in the time – they had about 20 mins, thought perhaps more could have been done.
That we do need to recover LCM/HCFs as their is a lack of knowledge in this area.
chn are stronger on reasoning than I thought! Problem solving is the focus.
I was able to identify that problems with missing numbers needs to be practised more frequently.
I was able to identify children with secure recall of times table facts and who could use these to solve problems.
The children really need to pay closer attention to the number operation.
We will need to repeat some of the questions in our guided sessions next week.
Students were reluctant to try questions mutliple times but instead moved on to the next ones.
Definate improvement in confidence compare to the first tikme around.
/ instead of as a fraction confused students
We had both classes together working on two separate question sets (this was because TV was being fitted in other classroom!) – it was great to correct misconceptions common to the whole year group with one teaching point!
pupils did not read the questions correctly in  many instances, they rushed to put the value of the angle when the question asked them the type of angle.
Pupils found this much more difficult,  when there was more than one variable they struggled more than I anticipated.
Excellent competency from my higher ability children
We are pretty secure with area but need to brush up on times tables.
was unclear of language
they found working out angles using time challenging
One child needs more support. We need to reinforce making all numbers in the same format (e.g. convert all to mixed numbers) to make comparison much easier.
The chn need to be really secure in equivalences and simplifying to solve the multi-step questions.
Which pupils can visualise in 3D easily.
Students do not read questions properly but instead assume what it is asking.
great to see a class average of 72%
Sometimes pupils find it difficult to interpret the language of questions into what is actually required of them mathematically.
Students enjoy using it for homework assessments
Most pupils were okay with this work once they got into it.  I allowed them to work with someone else and consult with them if they got stuck.  This worked well.
Pupils confusing sides and edges
Pupils need constant revision of place value
Students were still confused between 0.2=20% and 0.02=2%.
Pupils do not like the “write your own answer” questions as it gives them a blue square, which doesn’t show right or wrong.
Baseline position for class in terms of long and short division
More work needed!
WOrk on problem solving!
Need more work on this!! Another lesson!
The children didn’t know what PRODUCT meant!
some children did not know mean
2 of my LA children struggled with Q7 on understanding but persevered through to next section.
That randomising levels isn’t always the best option.
Knowledge on multiples and factors is weak, needs lots more work .
I now know who is secure in x tables facts and who needs to practise further.
The children find problem solving questions difficult
Pupils really struggled with the concept of edges and a sphere
pupils do not like the explanation questions and the fact that the feedback doesn’t give a correct or incorrect judgement.
That we are improving our rounding skills
Pupils found question 25 extremely difficult as it gave no starting numbers
Pupils like this ‘miles better than mymaths’
It highlighted areas that I need to work upon with my group
The images help the children to answer the questions
children found difficult to work out percentages increases o
That some children are still abusing the multiple choice questions and guessing all possible answers rather than following the instructions to move on a come back.
The pie chart to the right of the results dashboard shows a different percentage of accuracy as the percentage next to the give feedback tab.
I found there was a range of different, good problem solving questions to challenge the children
Some pupils got confused with the applied type questions even though the Maths was the same
Children very competent at the fluency of rounding but are still struggling with reasoning – particularly working out the highest / smallest number possible.
Chn could complete simple simplifying tasks but struggled more in context or where required to break down a problem.
Most knew the skills, but had to think because the question was posed in a different way than they were used to.
Generally all of the pupils remembered the skills, but often needed to look at their notes to remind them of a few things.
Children are not reading the questions accurately
The pupils enjoyed doing fractions because they could see how they were formed in many questions.
I found that the pupils did remember this from previous lessons, but many needed a little prompt to get them into the correct mode of thinking.  Once they got the first few questions done, they were generally okay.  Some of the better pupils were very keen to get the problem solving questions done.
Students were generally strong with the bus stop method. A few students struggled relating multiplication facts to equivalent division calculations.
Pupils are not always willing to have a go at new types of questions.
Pupils don’t like to think despite the subtle level of challenge each time.  They are improving though.
Some Ma children did better than I thought they would
I was able to assess where each pupil’s understanding of the topic
Pupils had recalled what had been taught in class
Students can work with the four operations but really struggle with the problem solving aspect and knowing when to apply the operations.
Many of the children are able to apply their learning about weight from lessons this week to the questions about other metric units.
The group needs much more support
class groupings are accurate but their are a couple of children who are not performing their best in other class work
The group are struggling with questions based on the ordering of numbers, especially mixed decimals and fractions
To not to forget to have the challenge and expectations of all children.
Pupils are not confident with what a million is.
Identified a group of children who are struggling to understand the actual instruction in a question.
As expected, pupils struggle when there is more than one correct answer.
I really enjoyed seeing them chat about the last few questions – this stretched even the most able of year 8 kids.
Which children need further work with simplifying fractions before moving onto comparing/ordering them.
Question 3 – the pictures confused the children  Question 4 – the children felt that was too many pictures.  Question 25 – too complicated to be completed mentally, even my best pupil struggled.  Question 15 the wording confused the children
my students are very good at their times tables
That some students were unaware of what the ‘product’ meant
It would have been good to have done the square based pyramid NET question with a printout of the 4 nets and actually tried to construct them – they all found this question very hard but it made them think.
Children sometimes are a little robotic, and the varying of the questions really keeps them challenged.
Children must really read the questions carefully.
Pleased with some of the children who had required intervention earlier on in the week.
Children are improving mental agility and openness to different mental strategies.
Students found proportion of a proportion difficult. I need to go back and reteach that!
One student asked if a decimal can be in a fraction
Pupils leave out units they also answer part of  the complete question.
Resilience needs work – some were giving up too soon even though the questions ramped up difficulty nicely.
Secure pupils still find the challenging questions difficult.
That we need to work on missing number problems more in pairs/ groups/ classwork.
That children are beginning to use the feedback better than before.
The children are still really put off by the “carrying figure” being at the top of the calculation in the models.  No 10 is still incorrect!  We have repeated this twice now and the children are now questioning whether they are all wrong now!  (A useful exercise in a way!)
How well my Year 8 set 4 remembered the negative numbers work we covered last year.
That pupils found it hard to understand some of the command words such as “Evaluate”
That some pupils instinctively tried to find the powers using trial and improvement and others had to be led….
I found out that students had not made the link between multiplying fractions and fractions of a quantity
Very quick session. Visuals really helped children
This was an easy exercise for the pupils
5 times tables is less of a challenge for the pupils except when multiplying in 10s 100s or 1000s. They are less confident with division .
% times tables presents little problems for the children.
The children generally find five time tables easy to manage up to 10. They find it difficult to apply this to 10s and 100s
Again, I found out that a major difficulty for some pupils is in the reading of the questions. The pupils’ confidence with the ‘maths’ is improving because they can see this immediately.
The triangles drawn on grids weren’t clear, pupils struggled to make out isosceles and equilateral as values weren’t shown…… – particularly equilateral.
Identified pupils are developing their problem solving and reasoning skills
That my children didn’t understand the word digit.
One of LA did the first one and got it right and a few of my MA
Some MA children reached and attempted reasoning and 1 LA
higher attaining group- consolidate problem solving based on measures    we will revisit
most of my class need to consolidate their knowledge of 2d shapes
More consolidation needed for students to move from a concrete understanding to an abstract understanding.
The results demonstrate how the more able children, who ‘just know’ answers, need more activities where they need to break down how they arrived at the answer in order to apply themselves to these higher level questions.
The learning from earlier in the term has been retained
Groupings I use in class are very obvious in the matrix of results, reassuring that they match.
Children’s scores have significantly improved since last sessions
Children need further sessions on the mathematical vocabulary involved with multiples, factors etc
Children have significantly improved since their first attempt
Some chn had a misconception about square numbers being factors as many were thinking that all factors had to be in pairs so we challenged this.
I needed to recover factors and multiples as they were getting the two mixed up.
The children need to go back to some basics in different measurements e.g. what is smaller millimeter or a centimeter
children found difficult to give the simplified remainders
Questions were incredibly challenging and “not on our skill level” (Quote from a pupil)
I found an area that the children found hard and therefore allowed me to create a focus group for those children
My pupils have forgotten a lot since the start of the year!!!
Identified a child who I didn’t realise was struggling so much with division.
The child needs much more support with division.
That I did not have a back up plan for if the live screen wasn’t working properly.
Pupil resilience needs to be built up for many in the group.
This particular set of pupils knew the order in which to work out the problems, but took too much time multiplying difficult numbers or decimals together.
Students did not realise that you can divide or multiply in either order so this provoked a good discussion as to why this works and when to do which.
Students need to work on their long multiplication and division skills.
Chiln not understand value
That my students understood the use of word ‘form’.
Had HA doing this – more children could use the short method than I had thought
The chn need to bring their knowledge of the properties of shape into this type of activity to help solve problems, for example: cubes have equal length of edges so if its height is 5cm then so is its width and length.
A certain group need more work
Several children fail to get the answer correct first time due to entering the wrong character mistakenly.
It confirmed the areas of learning which need revision for specific children.
pupils are still not actively reading the feedback when incorrect – need prompting.
Pupils struggle with multiplying by TU
The children weren’t reading the feedback
Children aren’t as secure as I previously thought.
Most children needed help with the more difficult reasoning skills.
My Year 7 & 8 classes handle using the tablets much better than this year 10 class.    I also need to use the “fluency” questions as a means of reviewing and preparing for the topic test.
That. although it had been taught, children struggled with the actual multiplication technique of multiplying a number x itself and again
Chn need to work on interpreting diagrams
The children are not always reading the questions carefully.
The children were continually getting a question incorrect as they could not find the £ sign on our tablets. (new)
The children worked out that the answer was nearly always 20 so stopped reading the question and only stopped to read if they were incorrect.
Children need help when showing the remainder in different ways.
The problem solving questions allowed me to know that the students need more practise on those type of questions.
Pupils found it very difficult when given the “answer” to work backwards and think about what the actual question could have been. For example, I think it was question 26 when the answer was 135000 people at a festival – they couldn’t think about the maximum possible value this could have been.
Children need to work on missing number calculations but number bond knowledge is strong.
Children found difficult to associate 3D shapes with surface areas
yesterday’s lesson the children were struggling finding the perimeter of compound shapes. With Questions for Learning, I was able to help the children with the different questions they were struggling with. I could see their gaps and was able to tell them their next steps
Kids think that 2.8 can be 3 sig figs when in fact you need to write 2.80.
children were struggling to order volumes
The more words a question has, the harder lower ability pupils find it.
It is always useful to do a basic revision of assumed knowledge!
Some Students struggled to work backwards
Prime factors are still an area that needs revisiting in the future as this was weakest in the question set.
Lack of understanding of use of inverse calculations.
The children aren’t even trying if they are unsure so they aren’t seeing the feedback to help them.
Pupils were keen to improve on their answer and get it right
pupils panicked when mixed numbers were introduced
Dividing is poorer then mulitplying
Pupils struggled with problem solving aspect
children found difficult to order volumes and finding missing sides
The chn are not as smooth at converting between different units of measure (e.g. cm to m) as I would have hoped, especially when they have other processes to think about.
The children are able to solve multi-step questions but sometimes need prompts with visualising in questions involving shape.
The children aren’t always interpreting remainders in relation to the context of the question.  We need to keep working on equations that need a balance. E.g. 56 x 2 = ____ + 61.  the children often just give the answer for 56 x 2 rather than balancing the equations.
The children in my class are not good at finding the key information in a question and need a lot more practice at this.
There are huge gaps when it comes to the reasoning and problem solving questions. I used this as a mini assessment to see what I needed to teach
I found out that, despite frequent reminders, pupils sometimes struggle with the language of multiplication, e.g. ‘product’ and ‘lots’.
That most pupils were confident with simple squares and square roots.
Quickly identified a problem being experienced by one of the pupils which the teacher was able to identify and guide the solution.
I found out that the pupils have a gap in their understanding of reading timetables.
The concept of converting fractions to decimals is a topic in itself
Interpretation of remainders needs formal teaching.
That the pupils I teach did not realise 3 lots of 4 meant 3×4
It is important for chn to interpret remainders as necessary and not always automatically provide the remainders decimals.  E.g. Ethan need 70 eggs and they are sold in boxes of 6.  How many boxes does he need? (ANS = 12).
This group is less able than the other and they need more practice in in solving missing number/inverse/algebra questions.
Children found problem solving challenging
lower achievers did not understand how to do basicaddition
children did not know basic language and found the inverse challenging
Great to see most children progress to finish the task and even the less able to the fist part well
Class weren’t aware of square roots so we were able to extend their knowledge.
Children need more support with mental strategies such as portioning.
Since using these type of question sets pupils have become better at picking out the unnecessary information that has been added to some questions.
The children in my class are really bad at labelling their answers with the correct units!
I found out that one of my children who is normally supported in class by a TA performed brilliantly and has a clear understanding of fractions.
I discovered a new method of seeing links between powers of ten.  600 ÷ 6 = 100  600 ÷ 60 = 10  Both have the same total number of zeros.
The bar model diagrams really supported children.
Chn struggle to interpret diagrams
LA children are more able to reason and problem solve than they have been previously.
Brody didn’t partition tens and ones to check
One child drew lines to work out bond. Stuck on previous strategy. I was able to model
The questions motivated the more challenging/lazy pupils. In contrast, I taught these kids again today using a text book and the lazy ones simply were not motivated and produced little work!
Pupils are fluent with mixed number and improper fractions but need support with application
A lower ability boy has much better mental skills than I had realised.
A boy who isn’t always motivated described how the correct answer feedback described how he had worked!
Pupils enjoyed the competitive aspect when scores were presented on the IWB.
I stopped the activity and changed the teaching session so that misconceptions could be tackled.
Pupils are very unfamiliar with bar models for this type of problem.
Some children becoming more aware of the need to be accurate.
Too many children were rushing and guessing while they were being covered by an additional member of staff.
Many of the children got bogged down trying to calculate the exact answer rather than reading the question carefully and creating a quicker estimate.
Students need more work on multiplying and dividing by common factors.
Over 75% answered first time
That problem solving still requires more work. I have planned an intervention from my results.
That problem solving requires more work.
My Yellow and Blue tables are a lot more confident as answering the more Reasoning types of questions compared to my Red and Rainbow tables
My students struggled to apply their learning to a slightly different worded question.
Really highlighted what each child already could do
The children are still building on their understanding of the language of prime numbers.  Children don’t understand the term – consecutive.
You can print and use as assessment
more able chn need some vocabulary work
I can use it to test as I teach.
children who have gaps and need to consolidate before doing question sets
That the vocabulary needs to be taught well so chn can understand the questions
That feedback wasn’t being used effectively or understood by some children.
Some children still need to work on understanding- will come back to this soon
Students were secure in the basic angle rules but struugled to see how to apply them to polygons.
children know how to divide fractions
Students struggle to remember the rules.
A little confused between factor and factor pair still
Some girls have very good knowledge on this topic
Students are still struggling with place value so they need more work on this.
Students struggled with the area question so I know they need work on that.
Students have a good understanding of the nine times table
More work is needed on prime numbers. I thought the children were confident with this from last year. There are many gaps and they should also know certain prime numbers straight away.
There needs to be some scaffolding for learners
While discussing with the class we came up with different ways of working out 4200 = __ x 70 which will help me when this comes up with a different class.
Pupils are confident with this type of work, but still need prompts regarding what the question is asking.  They need to be more resilient.
Identified some children who were linking one question to the next for the first time!
Added to my teacher assessment
Pupils understanding stretched by questions in reasoning and problem solving sections.
That the children who know their tables do better – and vice versa!
Students don’t read questions or feedback carefully enough.
I could re work the question set allowing pupils to jump up a level when they achieved a certain number of correct answers as some of the question types were quite repetitive.
Students need to do more work on HCFs and LCMs.
The children haven’t covered Roman Numerals for some time so it gave me an interesting starting point.
2 ch know x12 really well!
students love angles
I found that some students were guessing answers, rather than working them out properly.  I also found that some weaker students excelled on this task and put in a lot of effort due to their repeated successes.
Children getting more competitive as I now announce top 3 by score at end of session
That one of my middle achievers was able to complete the problem solving well.   That even the low performing children completed a few sections well
Girls are much more driven by this to get it correct.  Boys guess too much.
That some pupils just can’t be bothered to try (although I knew that already)
children were not confident in transferring skills in word problems
Chn become confused by wording in questions – relying on symbols to tell them what operation to do
chn still struggling with finding area of compound shapes
Chn need to work on multiplying by 25
The pupils found it difficult to read the mixed number questions as mixed numbers (some incorrect responses were due to a lack of understanding of the text) and the pictures prompted individuals to add whole numbers then work on fractional ellements which can lead to misconceptions with other fraction operations.
Pupils are mostly confident multiplying 4 digit numbers by a 1 digit number
We need to work more on applying knowledge of factors to  mental questions (e.g. x 20 could be done as double [x2] then shuffle a column [x10]).
Recap on multiplying numbers by TU numbers.
Numeracy around times tables are relatively good.
Knowledge of power and multiples needs practise
Surprisingly strong algebra skills as it was for a parallel year 7 class.
Knowledge of times tables is good
Surprisingly strong algebra skills
Still need practise on finding the difference
Good assessment of basic understanding of algerbra
Knowledge of prime numbers and techniques of recalling them need practise
Some students not confident about when to apply the inverse operation.
Ch still don’t know adding decimals despite revisit before this set
Ch confused by rounding and didn’t remember previous teaching – will do set again with support to start
Good to revisit a Q set for the SEN and EAL children
Colour coding compound shapes helps with the identification of the different shapes, especially with the lower ability pupils.
Children can’t read questions accurately.
Children have a very good knowledge on angles but don’t read the questions accurately.
That my class are (generally) weak at using related multiplication facts to solve missing number calculations.
My class demonstrated
I was able to identify a child who worked well on the activity in class but struggled when it was in a different context.
A child who doesn’t always contribute showed much better understanding than I thought she had.
My children in year 6 still struggle with the difference between odd and even numbers.
I told students to look at the feedback from the question sets before asking me. Students were still reluctant but i think with practice they will start to use the given feedback within the app.
My Year 8 pupils have remembered more than I expected about algebra.
My children struggle counting in decimal steps individually, rather than as a class.

Please tell us why it has, or has not, saved you preparation time.What do you do with the time you have saved?
Dont need to search for questions or worksheets.RELAX!
The thinking time takes as long as actually creating the worksheet/task.  This is what deters us from writing own question sets!Quality family time, etc!
It has saved me so much time and for that i am very grateful. I find I now have more time to effectively support indivdual needs within my class and plan targeted inteventions to move their learning forward.I plan intervrntions and guided support.
I will use a prepared question set instead of generating my own questions in a lesson which usually will take me approx 30 minutes per lesson.
I do not have to source lots of extra resources.I use it to plan future lessons.
Providing both fluency, understanding and the reasoning questions all in one place, rather than having to source different questions from different places.Find ways to revisit or approach problem areas in future lessons that have arisen from the question set
Used separately from the maths lesson.
No need to write wuestions but do need to check them before.Prepare for maths. Look at analysis grids.
No photocopyingI actually get a lunch, and can finish markin* by 10pm
Because for some question sets I would not be able to prepare the variety of questions provided by some tasks in some question sets in fewer than 30 minutes.Look at data, plan for the following day and spend time with my family!
I know that 5e question set offers progressive wuestions which will chakle ge the children. At the moment i am having to read carefully the question sets to see if they are suitable.Because i dont have to mark i can simply study the data.
Question sets are specific for year group objectives, activities on the web or text books may not be.Other tasks that need doing that wouldn’t be done otherwise.
Saves time as resources do not need to be found and preparedFind other ways to make a difference to my class
Questions preparedOther subject marking and assessing
Due to not searching for resources or planning/thinking of questions yourselfPrepare resources for other lessons
Not searching a Number of websites for a number of reasoning and problem solving questions. Provides fluency, reasonin and problem solving in one resource.Use the matrix to help inform planning for the following lesson.
The question sets are already made for me to use – i don’t have to research and create my own resourcesLunch hour – sit in staffroom
I dont have to spend time resourcing questions for diffeent abilities because i cam adapt a question set quickly amd easily.Plan and mark other lessons work.
No questions to pick or print out.Intervene more with pupils who need more help
The varied questions on the sets are all there which also challenge.Prepare for other lessons
No need for resource collection, photocopying, notebook creatingMore family time, more time to prepare other olessons and or assessment
The questions are there for you already and you can adapt as necessary so you aren’t starting from a blank sheet.Usually move on to other subjects to mark/assess or adapt my future lessons in response to the results.
I dont have to make teaching resources(flipchart/ worksheets) and i do not have to copy resourcesMake resources for other maths lessons
Easier to access resources.Look for misconceptions
I still need to check the questions in the preview before setting them, but I don’t need to give out books or print worksheets.I get through more work in class and occasionally write more question sets.
I still prepare a full lesson to prempt or model tasks and check learning after.
Because the question sets cover a lot of skills, I find myself having to check through the question set quite carefully to ensure that my children are going to be able to access the questions. A lot of the time, the question sets are too difficult and I wouldnreally benefit from them being broken down into separate objectives.Plan next steps.
Saves time thinking about the progression and misconceptionsUse results to inform future planning
Prepared question sets which only need to be previewed and adapted are far more efficient than trawling for resources elsewhere.Forward plan lessons using result matrix.
Minimal. Many lessons and questions are already prepared on whiteboard, with the question sets i now need to read, check and adapt them.Planning
No need to repare and print a worksheetPrepare activities for other lessons
Variety in questions. Pupils love the recall question sets. Problem solving wuestions used as a plenary.Look for more question sets to use. Plan other lessons.
Creating questionsPlan more exciting and creative lessons. Enjoy the time saved!!
No need to collate resources from other places
Not yet being able to run the app – cathedral academy
I do not need to find questions or create questions as they are already prepared.Use it to give more effective feedback from the results.
Plan more interesting fun lessons
They are pre preparedFor me personally i find not having the burden of finding extra time the key advantage
It takes time to adapt the questions sets but when done it saves times because you can reuse the set with different classes thereby saving time photocopying and sourcing learning resourcesUse it to prepare lessons or mark work for other classes and also to adapt my teaching for future lessons with the class.
Difficult to quantify. It can be time consuming searching for, selecting then adapting a question set. It would be useful to be able to draw question across year groups. For example, my weaker y5 children would benefit from answering some of a y4 set before attempting the set i have selected.
Depedning on the topic, I spend various amounts of time looking for activites to support learning. LBQ definitely saves time on most occaisons. But as all content is avaibale yet, I dont use in exclusively to support lessons. As content grows I think it will save more time.Anaylse/ inform future teaching
New Maths teacher building resources from scratch.Very valuable to save marking and anaysis time especially in pre-teach.  Able to prepare resources and bespoke interventions.
I can quickly find an appropriate question set rather than print out worksheets for the class.Plan further lessons.
Writing date, title, walt, wilf, margin etc. And markingMore teaching and learning, exploring misconceptions and difficulties from question set.
The questions and some intervention are there and ready to use. More diverse question sets would save more time.Numerous work related activities – teachers rarely have time they can’t fill!
Easy acess to question sets. Readily avaiable resource.Plan.
The variety of questions are ready rather than searching for lots of different relevant material.Plan lessons in more detail.
Adapting questions sets are quick and easy differentation tool. Less marking also allows for more preparation time.Marking and planning.
Tasks easily identified- and Year groups clearly markedMark other work


Pin It on Pinterest

Share This