Full Presentation Goal: for 70% of each year group to be at standard by end of the year. Teams to review data, and further inquire into students achieving below the standard (e.g. look at what is being achieved/areas of challenge using e-asTTle). Then, decide some actions to target those students and their progress. What are we currently doing? Ability groups Target Hero unachieved goals - repetition & continuous revision Rapid Routines Pattern recognition Explicit teaching of strategies Practice of strategies taught Action Steps: What are we going to do? (Next Steps) Keep focusing on regular revision & repetition Keep checking in to see if they are picking up the strategies - continual assessment Post-tests after strategies taught Materials - place value blocks and money
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PGC Conversation Sheet completed with Sandy Hastings, Principal, 1/12/2023.
Full Presentation Key Points for Teachers - Using Problems in Maths Problem-solving activities can be completed individually and through group work Carefully choose tasks so they encourage collaboration (and not one person taking over) Ensure groups have support Provide a balance of the four task types (see below) Provide a balance of proficiencies (adaptive reasoning, problem solving, procedural fluency, conceptual understanding, productive disposition) Provide a balance of the strands (statistics, geometry & measurement, number & algebra) Four Types of Tasks Exercise : Require a known fact / procedure, put into practice Application : A worded problem, with one or two steps, solution pathway is transparent. Often strategies/algorithms focused Open-Ended : Has several solutions with multiple solutions pathways. These have a low floor but high ceiling (all/most can access and answer it, but it also has huge scope for extended thinking). Includes extenders ...
It was a pleasure to have Rob in to observe this lesson, and provide useful tips on how to improve student engagement. 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 ...
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Stages of Inquiry ( Spirals of Inquiry ) Scanning Focusing Developing a Hunch New Learning-and Reflecting on our Action Checking Term 3, Week 1-3, 2020 Scanning & Focusing Our team is working together to establish an engaging and varied maths programme for our students, which combines the following elements: * Concept * Inquiry * Warm-up * Independent tasks (informed by Rob Proffitt-White - see slide 6 ) We reflected and discussed maths learning at length as a whole team and began our Team Inquiry . Within this, we have formed teaching partnerships with one other, so we can focus more closely on each individual student. Amber and Lisa began co-planning and teaching, and then shared their planning process with the team in Term 3, week 3. Katie, my teaching partner and I, have developed our own similar plan, using their basis. Term 3, Week 4-6, 2020 Developing a Hunch Katie and I are working together, and collaboratively planning maths for all our students. We decided to meet f...
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...