Tasks must be:
* Cognitively demanding - e.g. mathematical practices are developed in the process - such as connecting, generalising etc
* Consider giving a number sentence and asking students to write a problem
* Occasionally use think boards to encourage generalisations and transfer of knowledge
Warm up:
* What number doesn't fit.....1/3, 2/5, 6/7, 4/10 or 2, 6, 8, 13
* Draw two pictures that show 3 x 2. What makes them alike?
* Which one doesn't belong https://wodb.ca/ and visual patterns http://www.visualpatterns.org/
* You divide a whole number by a fraction...the answer is really BIG. What is the fraction?
* You subtract two numbers and the answer is less than 10. What were the numbers?
* A shape has four sides but it isn't a rectangle or square. What could it be?
* Make sure there is lots of turn & talk time, how do you know that?, do you agree? etc
* Warm ups should be separate from your lesson question/focus. Use it to revisit other concepts or areas of maths.
* Warm ups are a maximum of 5 mins, and can be at any time of the day. They do not have to be within the maths time.
Question Ideas
* There are 24 wheels at the skate park on Moorhouse Ave. How many skateboards and how many scooters are there?
* Chinese NY Parade: there are large dragons and small dragons. There are 63 people and 6 dragons. ow many people control each dragon?
* In the Samoan Sasa, we slap our legs twice and clap once. Can you show this pattern with Unifix o
Question Ideas
* There are 24 wheels at the skate park on Moorhouse Ave. How many skateboards and how many scooters are there?
* Chinese NY Parade: there are large dragons and small dragons. There are 63 people and 6 dragons. ow many people control each dragon?
* In the Samoan Sasa, we slap our legs twice and clap once. Can you show this pattern with Unifix o r counters? Make your own Sasa pattern. Can you show it using materials?
Planning:
Number & Algebra
Geometry & Measurement
* Assessment tasks must be moderated with team.
* Use the Curriculum Elaborations to guide planning each area (algebra, number, measurement etc)
* Independent tasks:
Click on the appropriate level - scroll down to 'Click to download a PDF of second-tier material'. Go to the end of that document and read 'Important Teaching Ideas'.
If that section doesn't have second tier material, read through the strategies/concepts.
Assessment:
* Give students an open ended problem and scribe / record their response.
* Consider creating a portfolio of assessments, lasting for the year or a child's journey from Y0-8.
* Identify the mathematical knowledge, strategies and practices they use. Use this to inform your planning.
* Termly moderation meetings: use two pieces of assessment, and analyse in relation to the planning documents (planned by our school, linked above).
* Team Reflection: what were the areas of student strengths? What were the misconceptions or / and areas for improvement? What tasks / learning is needed going forward?
e.g. Fractions, Level 1: Write, draw or tell everything you know about half and 1/4.
e.g. Number, Level 1: write the numbers form smallest to largest. Explain how you know this is true.
12, 3, 38, 19, 6, 0
* Cognitively demanding - e.g. mathematical practices are developed in the process - such as connecting, generalising etc
* Consider giving a number sentence and asking students to write a problem
* Occasionally use think boards to encourage generalisations and transfer of knowledge
Warm up:
* What number doesn't fit.....1/3, 2/5, 6/7, 4/10 or 2, 6, 8, 13
* Draw two pictures that show 3 x 2. What makes them alike?
* Which one doesn't belong https://wodb.ca/ and visual patterns http://www.visualpatterns.org/
* You divide a whole number by a fraction...the answer is really BIG. What is the fraction?
* You subtract two numbers and the answer is less than 10. What were the numbers?
* A shape has four sides but it isn't a rectangle or square. What could it be?
* Make sure there is lots of turn & talk time, how do you know that?, do you agree? etc
* Warm ups should be separate from your lesson question/focus. Use it to revisit other concepts or areas of maths.
* Warm ups are a maximum of 5 mins, and can be at any time of the day. They do not have to be within the maths time.
Question Ideas
* There are 24 wheels at the skate park on Moorhouse Ave. How many skateboards and how many scooters are there?
* Chinese NY Parade: there are large dragons and small dragons. There are 63 people and 6 dragons. ow many people control each dragon?
* In the Samoan Sasa, we slap our legs twice and clap once. Can you show this pattern with Unifix o
Question Ideas
* There are 24 wheels at the skate park on Moorhouse Ave. How many skateboards and how many scooters are there?
* Chinese NY Parade: there are large dragons and small dragons. There are 63 people and 6 dragons. ow many people control each dragon?
* In the Samoan Sasa, we slap our legs twice and clap once. Can you show this pattern with Unifix o r counters? Make your own Sasa pattern. Can you show it using materials?
Planning:
Number & Algebra
Geometry & Measurement
* Assessment tasks must be moderated with team.
* Use the Curriculum Elaborations to guide planning each area (algebra, number, measurement etc)
* Independent tasks:
Click on the appropriate level - scroll down to 'Click to download a PDF of second-tier material'. Go to the end of that document and read 'Important Teaching Ideas'.
If that section doesn't have second tier material, read through the strategies/concepts.
Assessment:
* Give students an open ended problem and scribe / record their response.
* Consider creating a portfolio of assessments, lasting for the year or a child's journey from Y0-8.
* Identify the mathematical knowledge, strategies and practices they use. Use this to inform your planning.
* Termly moderation meetings: use two pieces of assessment, and analyse in relation to the planning documents (planned by our school, linked above).
* Team Reflection: what were the areas of student strengths? What were the misconceptions or / and areas for improvement? What tasks / learning is needed going forward?
e.g. Fractions, Level 1: Write, draw or tell everything you know about half and 1/4.
e.g. Number, Level 1: write the numbers form smallest to largest. Explain how you know this is true.
12, 3, 38, 19, 6, 0
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