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DMIC Maths Observation 14.11.2019

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The Problem: 
Maddi, Anika, Noah and Thomas are looking at the objects.

Maddi says, “Hey, the square is the odd one out.”
Anika says, “No, the circle is the odd one out!”
Noah says, “No, it is the box!”
Thomas says, “No, it is the pentagon.”
Who is right and why?

Curriculum Link Level 1
* Measurement: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units.

* Shape: Sort objects by their appearance.


Communication Focus: 
* Use mathematical terms (shape names, corner, edge, side, faces, different, similar) 
* Restate the problem in own words, clarifying what is being asked
* Justify ideas by giving further details

Students engaged initially with the question, and most were actively talking with their partner (self-chosen, with redirection/partnering for two students).  Unfortunately, we didn't have hands-on materials, and this would have greatly assisted student understanding. 


 Feedback from Observer: 

 * Great use of questions to prompt students to rephrase/restate: what is the story about? What do we need to find out? Who can tell us the whole story?

 * Good choice of question, which also engaged students. The visual and use of children's names were particularly effective.

 * Spend less time on the launch - a small number of children got distracted and then it was a challenge to bring them back in.

 * Suggestion to make the session shorter: 2 mins launch (including 1 minute of turn and talk with your buddy about how you will solve this) - 5 mins working time - 3 mins post discussion.

 * Improve between-student listening with a game at the start - e.g. ask a buddy their favourite sport; mirror image with buddy. Some buddies disconnected after 1-2 minutes, this was especially so if one had the answer and one didn't understand.

 * Great to see a follow on question for those who finished early and had shown their working / could justify their thinking (I had an extra challenge on hand, around shape sorting). 

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