This was a session that Elly and Dinah spent together unpacking the teaching of Maths in the junior school. Below are my notes...
- Start with a strategy and/or a context (Context is nearly always strand (could be pure number at times)
- From this, identify the knowledge that is required. This will become what they work on independently.
- So often in schools, we ‘create’ the tail from the moment children enter school. We put children in ability groups, which they stay in for the rest of their schooling.
- We need mixed ability groups in the first two years to stop the tail from forming.
- To do this, three things are required (Paul Swan)
- The ability to orchestrate discussions to maximise learning
- Ability to choose the right task
- Get the kids to make task cards...
- Get kids to do creating - in this way there is never a finish!
- Let children find the errors.
- NE (Pure number - 2 weeks then Strand (integrated with number) - 2 weeks)
- If you can find a context, use it.
- All of the time, think, What is my major goal?
- Subtraction - what are we doing at RSS? We need to find a consensus!
- A whole lot of stuff that is similar
- E.g. bike images from Dinah (“Find me ten wheels”, patterns, etc)
- Grid (to make 1 picture per grid, graphs, patterns)
- “Child Friendly Cards” from Modern Teaching Aids
1 to 1 Counting
There are SO many ways to pull out number through strand. Here are some examples...
- Sides of 2D and 3D shapes
- 10 sticks - How many squares can you make?
- Position and Orientation - use the grid outside.
- Simple maps (just squares - no co-ordinates)
- Thermal drapes with boxes 1 - 25 - great for matching.
- Cover up words - who has 3 in a row?
- Tally Marks
- $ - $1 coins with animal pictures with $ attached - How many horses can you by?
- Block Graph/Pictograph “How many?”
- Sorting objects (count and labelling)
- Shape pictures - make a picture with 2 circles and 4 squares (advanced: add $)
- Probability: Throw dot dice - what did we get? Put counter in 1 of 6 shot glasses, then count the counters etc
- Matching animal strips with food - how many beans do the giraffes need?
LET THE KIDS FIND THE ERRORS
- Match animal strips with thermal drapes with numbers
- Clock #’s
- Length “how many blocks (non-standard) is this?
- Area “how many books fit on the table?
- Capacity “how many cubes do we need to balance three teddies?
- Make a pattern with 5 red and 5 blue etc...
- Or... red/green/blue - how many red are there?
- Patterns with 10’s frames or animal strips - increasing or decreasing
- Patterns of shapes and numbers.