This is a place for you to post your reflections on the math lesson you planned during the staff meeting.
We will have a look at these posts before the end of the term.
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1. You can comment on other people's posts so long as you offer constructive feedback.
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What strand/strands of maths were you teaching?
What was the goal for the students to achieve?
What was the problem they were to be given?
How did you differentiate this goal?
Which of the 10 Big Ideas or Key Principles did you focus on during your lesson/s?
We have been working on fractions and decimals. One of our recent lessons was to develop the children's ability to recognise decimals and order them.
ReplyDeleteChildren were extended when decimals above 1 were included as well as a fun activity at the end to estimate and add a collective group of decimals. You had to be there, it was fun.
The main lesson involved the children selecting a decimal and adding it to our giant number line that was taped on to the floor. It is still there and the kids look at it daily as they walk over it.
The strengths of the lessons were the discussions the children had, there was a lot of peer tutoring and problem solving as well as explanation of reasoning. It was definatley differtiated and the kids were out of their seats working together. One area it lacked was that it wasn't entirely in context but once there is understanding of the main goals future tasks will meet this idea.
We have been working on Multiplication and Division.
ReplyDeleteThe main aim was for the students to be able to create equal groups, tell us how many groups there were and how many in each group.
We took it one step at a time and the more capable children were encouraged to create number stories for their groups.
The strengths of this lesson was that it was very hands on and practical. We used the idea of the farm (which we had just visited) to encourage the children and get them excited about the lesson.
We did need to use brenex circles to represent the groups for most of the children as they got a little confused.
Some children are still experiencing difficulties with creating equal groups and will need further practise.
The 10 Big Ideas we focused on were:
2 & 4 Sharing time and recording work
3.Pairs and small group work
6. Using concrete materials
8. Meeting individual needs.
Nicole S
Year One have been learning subtraction. We focused on counting back using number lines. Some children were able to be extended by using the jump atrategy (jumping using tens and ones), split strategy and vertical algorithms. We wanted to have a real life connection (principle 2) and incorporated subtraction 'stories' to be solved, or written.
ReplyDeleteThe 10 big ideas we focused on were:
1 / 2 / 3 = explaining and sharing strategies.
5= subtraction stories
6= number lines, charts, counters etc
8= differentiated activities (level of difficulty and use of different strategies).
Throughout terms 2 and 3 we have been working on "The Block". The students were challenged to desgin their dream home. They also have a budget to be aware of.
ReplyDeleteSTudents designed a blueprint and now are creating a 3d model of their house.
Math content: Measuring length and perimeter, Scale, Area, Number (involving money)
The project is open so some students were encouraged to 'keep it simple' and others challenged eg. a variety of room shapes.
10 big ideas mainly focussed on:
1,3,5,6,7,8,9
When studying 3d space the children explored the environment to identify the shapes being studied. The pyramid was a great challenge to find it at our school and a triangular prism.
ReplyDeleteWe have been looking at multiplication and division. In one of our lessons the children had to create think boards using division. Whilst some children worked on creating and filling in their think boards, other students who struggled with this task used counters to create different groups then came up with word problems to suit the groups they had made.
ReplyDeleteThe 10 main ideas focused on were:
3, 4, 6
We have been working on Around the world in Less than 80days,which involves nearly all of our maths outcomes for the term. Kids had to research and plan their around the world trip keeping to a budget, showing awareness of position, adding, subtracting and multiplying decimals as well as a range of others as well. It's been fantastic- some of my D students from last semester are lining up for B'or even an A. Every child sets their goal at the beginning of the lesson andworksvon it. Instead of teaching a concept to the whole class I hold master classes for wherever they are up to - usually no more than 5 or6 kids per class, so the entire project( for the want of a better title) is differentiated and open-ended.
ReplyDeleteI have a couple of girls who really dislike maths who ask as we walk in after recess every day if we are doing maths now. At the answer yes, then they ask if were going round the world. At the yes, they do the yes with thevarm pump and push to get in first. To me this is the real success of the unit- engagement and value seen by the students. Maths now has a place in their lives because they see how they can use it.
I think that all 10big idea have occured throughout the unit of work.