Call Back Day - 15/04 - Dinah Harvey - Maths

WHAT

Rich tasks - don't need to be complicated. Write your question and think about what words you can take out. What makes 10? It is a rich task if it causes all of our kids to think

Why are we doing it? NZ Curriculum - context

Some kids know that maths or the process, but can't apply it to a context.

Whole - hole - whole. Start with the whole, fill the holes, come back to the whole

Activity - cut out months of the year from a calendar and put them in the right order. Cutting out activities are great for encouraging think, communicating and collaborating.

Kids can learn the knowledge through the activity - provide resources and let them struggle. At some point you can stop and do a quick teaching session

Loopy game. Becomes rich when kids make the questions and it is played in small groups or buddies. Can play it first as a whole class as the model.

Drawing on a hundreds grid - blank - dot in a centre of each square. connect to another dot.

If it is a true rich task then gaps to teach will become obvious.

Simple planning - K/S/A - Knowledge/Strategy/Application. If you don't know what the strategy is then why teach the knowledge? Knowing all three parts is crucial when planning.

Having a parallel question i.e using smaller numbers to show the thinking they need to use to solve the problem

Using pictures - 2 questions starters - What if...How many... Dan Finkel mathsforlove.com

SO WHAT/NOW WHAT

Students learn the most when they are at the bottom of the pit, struggling to get out. When creating rich tasks I need to think about what parts students might struggle with, i.e what knowledge gaps do they have and then think about what resources or visual aids I can provide that will help students to find the information/knowledge for themselves.

Including more detail in my planning will help achieve this. Asking - what knowledge do the students need to solve the problem and what strategies will they use? is a good place to start.

Pictures - I will use these as a rich task - how many questions can you come up with? Use these questions the following day for students to answer. Question stems - What if? How many?