Problem: Seth had 15 pieces of lego in his tower, and Shikani had 32 pieces of lego, and Zac had 23 pieces of lego. Who had the most? Who had the least? How do you know? Draw, build or make it to prove it.
Goals for the session:
* Teach/develop the collaborative inquiry skill of justifying e.g. ‘How do you know?’ ‘Can you prove it?’
* Explore knowledge of number size, specifically, students' ability to identify and order numbers to 100
* Differentiation provided through an enabler and extender. Enabler: Seth had 2 pieces of lego in his tower, and Shikani had 12 pieces of lego, and Zac had 8 pieces of lego. Who had the most? Who had the least? How do you know? Extender: Can you prove it another way?
* Children to work in pairs and use varied ways to justify their learning (e.g. materials, by drawing, through an equation etc)
My professional goals (areas for feedback
* To engage all students
* To use modelling and scaffolding to meet the varied needs of the group
* To support students in justifying and explaining their thinking
Feedback from Rob:
* Explain our learning focus is to justify/give a reason/prove our thinking. = i.e. the circle is out brain….we’re building the green area (thinking, reasoning, justifying) rather than focusing on the answer (blue section).
Rob suggested treating this activity as an immersion activity - an activity/problem on place value that allows me to see students’ existing understanding. I can then build on this with the following learning sequence. I will use this approach over the remainder of term 4, to consolidate students’ number knowledge.
Slides 4-11 from Rob’s powerpoint will guide my planning and scaffolding of students.
Immersion activity: Model and compare numbers
Roll two dice, make two numbers e.g. 26 and 62. Single dice for targets working on 0-20
Represent it e.g. on a number line, with tens frames - also cover recording it; how many different ways can you show it/what different materials/ways can I show this e.g. tens frames, numicon
Add the two numbers (total)
Find the difference (subtraction)
Design your own story - type these up into a box, use these questions in future.
Tips on making the maths session more student centred:
If there is a problem/question (e.g. if the same number is rolled), stop all students and put the problem to them….e.g. what shall we decide
If children need support with creating their own problem, offer a context e.g. a problem with 3 and 7 involving lego/cooking/the playground etc
Play a game - scan the paper and find numbers, and write them down on a whiteboard
Prove me wrong - write a misconception e.g. 20 and 5 is 205. Prove me wrong.
Prompt students with show me, prove it to me etc
My self-reflection and next steps: as well as the above, I will aim to:
Re-centre approach so the students have more ownership over the session (see points above)
Focus on the positives/those on task
Allow students to choose their buddies
Comments
Post a Comment