Maths Pd with Dinah Harvey - 28/01

Maths Pd with Dinah Harvey - 28/01

WHAT

- When setting up a problem, don't bombard them with too much infomation at the start when introducing the problem. Let them struggle/talk/grapple with the problem (students helping others). Stop students part way through to prompt - this give them a reason to listen as they are already invested in the problem and want to find a solution.
- When setting problems for students one problem can be given to cover a number of different stages. e.g 4x6. The only thing difference is the strategies students use to answer the question.
- Setting up maths tasks - make them fun and engaging but they must contain some valuable maths learning and be slightly competative. Taking a task and extending it across different strands and areas. e.g we did a task where we wrote our names and counted up the number of vertical, horizontal lines and angles. We then graphed the groups info on a stem and leaf (we did it). There was then an extension task which was open ended and creative
- Learning intentions - how do we include learning intentions when completing activities such as this? Make learning intentions broad or look at the activity at the end of the sessions and talk to the kids about what they have learned. Learning intentions don't necessarily need to be introduced at the start. Sometimes when we do this we limit the scope and narrow the focus too much of what can be learned.
- Get the experience going first and then introduce the numbers and the symbols. HELP - H - ? E - Experience L - Language developement and use P Pictures/images S - Symbols at the end
- Games that we played - Name lines and angles, Tidly winks fractions using a metre string, Number cards (kid friendly) - make 10. Close to 100 - rolling 2 dice - one sheet per person, pac man 100'sd board - yellow cubes. Roll dice and that is how many moves you get. +10 - 10 + 1 - 1. you must land on the cube to get it, Snuggle numbers
- Place value is super important - do this before add sub as this will give them the required knowledge to perform add/sub strategies.
- 6 steps to acquiring place value knowledge - Name and record, count in those sized numbers, make and represent, compare, rename, calculate. Counting game as a whole class - grouuping people in 1's 10's, 100's etc with a conducter in charge pointing, counting using place value with counters e.6 red = 1000, blue = 100 etc, Using place value arrows - how many numbers can you make? 5000,300,80 and 6
- Using number lines - what do you think that number is?
- Place value equipment - there is a range varying from discreet to apstract. Simple equipment will allow students to seperate into ones, pre-packed sets into 10's and finally abstract where imaging is essential. Allowing kids to use this equipment and observing them will show what they know about place value. Giving kids the opportunity to create a picture in their mind of their learning is essential!
- PAT test - There are more visual questions then purely number questions so why are we asking them to primarily answer number questions in the classroom.
- Picture first before numbers - give them the visual first - BAR model works

SO WHAT

The key learnings that I have taken from this session are as follows:

- The experience comes first.
- Don't be afraid to give students a problem and allow them the opportunity to give it a go. Often in these situations students start talking to each other, which enables them to verbalise their ideas and gain insights from other. The teacher can come in a little bit later to stop the session to provide a prompt or a insight to get the students going.
- Students need to be able to create a visual picture in their head. This preceeds using mathematical symbols and gives students something to build on when numbers are introduced.

NOW WHAT

Towards the end of the day we sat down in our teams and discussed how maths might look for us in the first part of Term 1. We decided that the first 2 weeks will be group activities that will give students the opportunity to work with others and get excited about and enjoy maths. Some activities that I will try are:

- Race to 100
- Snuggle numbers
- Pac Man
- Tidly wink fractions

In weeks 3-5 our team focus will be on developing student's place value. This will be done through rich tasks and using authentic contexts that link in with our topic. We will plan this together and we will challenge ourselves to consider how to include strand in these sessions.