Maths PLD - Dinah Harvey - 16/07/2020

WHAT

Opening thoughts:

Having a growth mindset in maths - applies mostly to what we do as teachers and the language that we use

When students give an answer this is the beginning of the teaching - what direction do we need to take them?

GAME: 

Rowco

5 x 5 middle card is face down
One person is rows and one person is columns
Move the face down card and collect the card that it replaces
You can only move along a row or column depending on what you are on

Key points - this game forces you to think; not to remember. Also, there are no spectators - all participants are active and thinking the whole time.

Variations:
- Fewer cards
- Adjust the numbers higher/lower
- Make it a team game
- Take two off the same row
- Put basic facts on cards
- Face card could be a multiplier

GAME:

The Magic of 1-9

two paper strips
1 - 9 on one strip
+ - = x etc on the other strip
rip them up and make equations e.g. _ _ x _ = _ _

Sometimes it is useful to teacher small ability based groups to focus on specific knowledge/content.
Think about this as giving students tools to add to their tool box

MULT/DIV

• This is not basic facts
• There are no part stages such as E5
• Progressions through stages is how the change their approach in reaching a solution
• Materials and context are essential
• We need to ask a wider range of question types

Children that keep falling back to tried and true strategies - give them problems with bigger numbers that force them to use a strategy

If kids don't know the basic fact...give it to them! When you are baking a cake you still look at the recipe even if you have cooked before!

Division is more complicated...

There are two kinds -

The number of groups or parts

OR

The number in the group or part

When discussing remainders it depends on what it is. Sometimes there are items left over, but sometimes you can break it up like you would with money. With measurement you can do fractions. You wouldn't cut a kid in half!

Multiplication and division problems can be presented in a range of different ways

Always present you problems using the HELP model:

• Experiences come first
• Language development and use
• Pictures/images and descriptions
• Symbols at the end

Always be prepared to extend and/or support students

Differentiating Tasks

• Reduce planning load
• Maximise discussion
• Student choice of level of challenge
• Build mths esteem as everyone contributing

Ways to differentiate tasks -

- Open tasks - many answers or access points
- Parallel tasks - 2-3 tasks tied together by the same big idea
- Progression on a rubric - stages or curriculum levels

OPEN TASK

10 is the answer what is the question?

Resource - which one doesn't belong (website). Can be a range of answers - everyone can have a chance to answer

Show how to put squares together to make shapes with 8 sides

PARALLEL TASK

Sun theatre example

Birthday candles - make and enabling problems

Target number - extra digit

Yohaku puzzles. Yohuku.ca

Little pieces of paper are key as they enable kids to use the trial and error approach

Nrich - route product

FINANCIAL LITERACY

Financial capability progressions
- Money
- Spending
- Credit Card Debt
- Saving and investment
- Income and taxation
- Budgeting and financial management

NOW WHAT/SO WHAT

Games - I need to evaluate - are my games getting students to remember or to think?

When preparing my problems I need to anticipate what the potential answers may be. This will help me to prepare my response and how I will extend and/or support students.

I need to revert back to the HELP model when presenting problems ensuring that symbols come at the end, not at the start.

Additionally, I need to ensure that when I am teaching mult/div that I expose students to the range of ways that problems can be posed. Having materials available and knowing in what form to use these and when to remove them is something that I need to consider.

Differentiation - I aim to seek out problems or create problems that can have an extend and enable possibilities. This would be a good way for a task to run across a couple of days like I intend.

Another goal is to introduce some new games (such as the ones we learned today) into my maths programme. We will do this as a whole class which will enable kids to see the scope to which these tasks can take. Sharing strategies as a class will help with this. Games will then be made available to be played as part of my regular maths programme.

Figure it Out is a great source of activities for teaching Financial Literacy