I've spent quite a bit of time so far over half term working on the resource areas of my site - one topic I was keen to get a few more resources for was writing algebraic expressions and using correct algebraic notation, as I'm teaching this to Year 7 after half term and my collection was looking a little sparse. 

Today I'd also found a link to the Cuisenaire Rods manipulative on the NRich site, which is absolutely fantastic. I remember discovering a dusty old box of rods in the resource cupboard during my NQT year, digging them out and then not really doing anything relevant with them because I didn't have a) the time or b) the experience to work out how to use them without just confusing the pupils more. I'd always been determined to go back and check them out properly though, particularly with the links to the work I've been doing with algebra tiles. ​

Linking algebraic expressions, words and pictorial representations

By the time I teach linear equations, I've already used algebra tiles quite a lot with pupils to create algebraic expressions. After working through one-step equations and ensuring pupils understand the processes involved (rather than just solving "by eye"), I move on to linear equations. 

Not sure what algebra tiles are? Start here:

I discovered algebra tiles last year when, in a fit of desperation, I took to the Internet to find a good way of teaching completing the square in a way that might actually get it to stick in the heads of my Year 11s. 

I've been using bar modelling quite extensively in my teaching since being involved with the NCETM's multiplicative reasoning project last year. Part of the project was to emphasise the importance of diagrammatic representations of problems in teaching maths for understanding; we were given materials to deliver to Key Stage 3 classes, some of which included use of Singapore bar modelling for topics such as fractions, percentages and ratio. I found the work we did really altered my teaching; I think that I managed to teach addition of fractions successfully for the first time since I started teaching, and I was amazed at just how well my students retained efficiency and accuracy with "traditional" written methods.

It seemed like a bit of a no-brainer to pick the bar modelling workshop at the Celebration of Maths, so I and my colleagues trotted along to the session, sat down with our mini-whiteboards and got ready to draw some bars. One thing I was really keen to get out of this session was to iron out some issues I still had with using the bar to solve problems with negative amounts, and I was still struggling to see how to apply bar modelling to exam technique (see my attempt with the Edexcel SAMs here).

First of all we looked at some simple problems, like fractions of amounts. I'm already pretty happy with this - there are plenty of examples of stuff like this in my Year 7's books at the moment. I was so proud of myself that I thought I'd add a really constructive "what went well" to my work too.