Charlotte Verity Professional Learning (School Based)

           Key Points When Supporting Basic Facts Learning Rob's Presentation Slides Use concrete materials, visual models and partitioning models With concrete materials, ensure a variety are available, e.g. Base 10, Numicon, Counters etc so children can show their learning different ways AND find the most efficient counting material. This may be using Numicon or Base 10 for 2 digit numbers, rather than counters. Provide open ended questions for basic facts practise, as well as games, writing tasks etc Example open ended question: You have 10 popsticks. What maths can you show? There are 3 steps to learning basic facts Provide students with ways to make learning/recall easier Such as: all 9 x multiplication problems have results which add to 9, e.g. 6x9=54....5+4=9 etc Break learning into manageable chunks for the students Provide clear goals for each session ...so students know what to focus on and work towards Modelling v...

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 ha...

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 questi...

The Problem:  18 children were in the purple group at swimming and 13 more joined. How many altogether? Big Ideas Involved:  * Count on to add  * Count all to add * Part / part / whole thinking * Notation + =  Communication Focus:  We have been working on restating the problem, and checking our buddy can do the same. We have also been working on making sure our friend understands and asking our buddy "Can you show me another way?" if we do not understand their strategy.  Students worked in familiar pairs, with some changes due to children being away.  I noticed:  * Students actually seemed to work more collaboratively (i.e. equal talking, showed greater confidence in tackling the problem) when with a friend.  * Most students drew dots to show the swimmers, and counted all. Two pairs out of the seven counted on, using a hundreds board or their fingers for support.  * One pair broke the numbers up, i.e. 10...

Key Teacher Practices to Support DMIC * Notice, name and praise when you see students showing mathematical thinking / skills   (e.g. talk moves) Anticipate, Model, Give Representations, Re-voice & Extend, Questioning, Support Explanations, Encourage / Prompt for Explanation, Ask Students to Show You Another Way to Solve Problem (this is justification - do you get the same answer?), Connect Ideas, Connect Students' Ideas to the Big Idea. Blue Text = My Next Steps Introduction * Insist on individual accountability - do you understand? If not, what are you going to do about it? * Show children how to call a pause/stop if they don't understand * Make sure students have an opportunity to practise their explanation & representation (e.g. drawing, using materials etc) before sharing back to the group. Insist that the students link back to the problem e.g. 5 lots of 2 balloons...not just 5 x 2. * Teachers should be doing 20% of the talk; students 80% * Remember to...

Te am/Individual Teaching As Inquiry Goal How can we effectively and purposefully use assessment to describe and improve student progress and achievement in Maths? Focusing Inquiry I will undertake ongoing assessments (‘I Can’ sheets and JAM) of students’ understanding/skills in maths. I will use these to understand student progress, gaps and plan accordingly. Key teaching strategies will include: DMIC Problem Solving (targeting maths learning needs) Explicit teaching (small group) Practise opportunities (games, activities etc) TEAM TAI My Planning and Notes Key Maths Talk Moves:  * Listening  * Giving wait time: allowing a partner to think about what you've said, after you've said it * Restating/ Repeating  * Revoicing: saying what a partner said, in a different way * Questioning * Apply reasoning / Justify * Add on: to what someone else has said or show another way of solving the problem Term 1 Reflecti...