Dinah Harvey - P.D - 01/05

WHAT

With group of students of mixed ability.
We are all learners.Even if you are not good at maths you can still learn.
If you don't talk we won't learn.
students given cards with numbers on them - 4's, 1's, 6's and 3's
Work together to make _ _ _ + _ _ _ = 1000
Close as you can get to 1000
Students worked with a buddy to make the number sentence.
Students were challenged to find multiple ways of doing it
Used play money to add a visual aspects for students that were having difficulty.
Used a number sentence in the middle of the group to show what the equation would look like using money for everyone to see. lots of teacher questioning during this time. "Show me"
Students shared their answers "who was closer?"
What should he/she add?
Can extend to 10,000 or 3 numbers
Could be done with decimals
Swimming pool cover question:
The volume of water in a swimming pool is 48m2. what might the area of the pool cover be?
- Set the problem - some info - draw a swimming pool
- Let them struggle
- Have a mini version at the ready to model the learning with material - 12 cubes. Table: Deep/Wide/Long/


After School...
- Sharing back
- Block street - big learning - simple task aimed at 5 year olds, but how can we modify it to make it suitable for older kids. A dollar values etc.
- Need to add something to help say "remember when" e.g remember when we but the street? Instead of remember when we did that number strategy.
- Mapping activity - draw a map - the church is southwest of the school etc. Better to do this then getting kids to find locations. Create a scale and then get kids to measure and draw. little finger as the scale but make up your own number.
More openess thus more possibilities for interpretation and discussion
- Anticipation - you have thought about all of the things that could go write or wrong. Have a go at completing the Anticipation guide at least twice in the term. Needs to be thought about for other sessions but not necessarily written down.
- The architects problem.

SO WHAT/NOW WHAT

- When I set rich tasks I need to ensure that I have visual aids at the ready that can be used to scaffold students that are having difficulty with the problem being too abstract. Adding to this, a problem should never be finished and I need to have ready extension questions that I can use to push more able mathematicians. These aspects can be summarised into anticipation. Dinah provided us with a template that can be used to help with what to anticipate and the recommendation is that this is to be completed at least 2 times a Term. This will be my goal.