Whole class Maths planning
Term 1
Week 11
Assess learners on where they are at from the topics focused on this term (place value, add don’t subtract, add/sub, fractions).
Warm up - learners to get into groups of 3 - Salute using the number cards (practising their times tables).
DMIC problem:�- Use the same problem from last week however change ¼ to ¾ (see note on the side).
See notes from Week 9-10 for possible solutions and strategies/ misconceptions.
Before start, encourage learners to think of how they solved last week’s problem.
Week 10
Warm up�Get into groups of 3 - game of Salute using the number cards.�This is to get learners practising their times tables (or skip counting or repeated addition).�DMIC�Class Norms: ensure I have gone through these before going into the ‘story’. Introduce the concept that learners don’t need to put their hands up. Develop the expectation that I can ask anyone to respond. If they don’t understand, they could ask someone else to revoice what they are unsure about.�Vocab: members of the community; stalls; quarter (¼); of�Launch: Ensure I read the question through for the learners. Ensure all learners understand the story and the specific vocabulary needed to understand. Have learners doing the talking rather than me. Use talk moves during this time to ensure all learners are listening and participating. �Possible strategies: �- Drawing a diagram to show ¼�- Equal sharing up to 20�- Knowing that 4x5=20; Knowing ‘groups of’ relates to ‘x’�- Using division and multiplication (20 ➗ 4 = 5; 4x5=20)�Possible misconceptions/ barriers:�- Using addition/ subtraction (trying to make connection to previous learning).�- Lack of knowledge of what a ‘quarter’ is or looks like�- Lack of times tables knowledge preventing knowledge of how to solve the problem. �- Not creating 4 equal groups or not understanding that the groups need to be equal for it to be a fraction.�Follow up: Look for groups who can explain how to draw ¼; who can explain what ¼ means; who can share equally, who can use division and/or times tables to solve the problem (with understanding). �Independent task�Create times tables artwork.�This is going to have to be set up for learners in a structured way. Ensure I meet with learners who are still using skip counting or repeated addition in order to make this connection before they move off to work independently.�Animation rotation (15 minutes per person).
Week 9
Complete DMIC problem for second half of the class from last week (see previous slide for more information)
Class Norms - set these up with the learners, but something along the lines of:�- Only one person speaking at a time�- Everyone contributing in some way�- 1 pencil and 1 paper per group�Warm up�Connecting all strands - Level 3A - Page 55 - What’s the difference - prepare this so learners can then continue this in pairs independently.�Independent task:�NZ Curriculum Mathematics - Stage 6 Advanced Additive (Number and Algebra)�- Page 62 - Challenge�- Page 63 - Number jig�- Inventions - Page 64�Connecting all strands - Level 3A�Page 55 - What’s the difference
Vocab: Wide
Launch: ensure all learners understand the ‘story’. What does it mean by ‘wide’? What is the story actually saying?�Possible strategies:�- Drawing a diagram to show 2/6.
- Equal sharing up to 54.
- Knowing that 6x9=54; Knowing ‘of’ relates to ‘x’
- Using division and multiplication (54 ➗6 = 9; 9x2 = 18).
Possible misconceptions/ barriers:
- Using addition/ subtraction (trying to make connection to previous learning).
- Lack of times tables knowledge preventing knowledge of how to solve problem.
- Not creating 6 equal groups.
Follow up - look for learners who can explain:
Week 8
Number Detective - NRich�DMIC problem - subtraction.�Add - don’t subtract.�Vocab: Difference - make connection that ‘difference’ means subtract/ take away.�Draw learners’ attention to the signs that simple subtraction using place value is not going to be possible [Often learners will try, and then get confused when they cannot use place value subtraction for the tens or ones].�Encourage learners to flip the question around. Instead of going 874 - 299 = ? , go 299+ ? = 874. �Different stages:�-adding on�-knowing that 8 hundreds - 2 hundreds = 6 hundreds (but then not getting any further)�-rounding and compensating (often this leads to error for these sorts of questions) - i.e. taking away 300 and then adding 1 back on�-knowing that they need to add instead of subtract�-number line�-adding 1 onto 299 (then adding it onto 874 to get 875) (875 - 300)
Independent work:�Practice work - give learners a number of add, don’t subtract and place value subtraction problems for them to solve.�Screenshot a DMIC problem and post it onto their blog.�Lego - Create a lego sculpture which is:�- 78cm less than 92cm in height�- 24cm less than 36cm in length
Teaching Practice Focus:
Since this is the third problem using this strategy, how can I be encouraging quieter learners to have the confidence to share their thinking?
How am I best to record student learning/ evidence?
Week 7: Add, don’t subtract
Lesson Plan - including reflection
Week 6-7
Tuesday:
Number Detective - NRich�Math magic
DMIC problem - subtraction.�Add - don’t subtract.�Vocab: Difference - make connection that ‘difference’ means subtract/ take away.�Draw learners’ attention to the signs that simple subtraction using place value is not going to be possible [Often learners will try, and then get confused when they cannot use place value subtraction for the tens or ones].�Encourage learners to flip the question around. Instead of going 272-197 = ? , go 197 + ? = 272. �Different stages:�-adding on�-knowing that 2 hundreds - 1 hundred = 1 hundred (but then not getting any further)�-rounding and compensating (often this leads to error for these sorts of questions) - i.e. taking away 200 and then adding 3 back on�-knowing that they need to add instead of subtract�-number line�-adding 3 onto 197 (then taking it off 272 to get 269). Adding 269 onto 200.�Crazy Compatibles; On the cards�Digit cards
Wednesday:
Week 5
Xtramath/Maths-whizz daily�Choose Topic Focus for the week on mathswhizz
Independent tasks: distance/ time(with a focus on mult/div/add/sub). Ensure students know what they are doing before move off independently. Have all students make a copy of this presentation on the mat before sending off to work on it.
DMIC problem - students could use a range of strategies to solve this problem - they could count all (ignoring the decimals), count on, use knowledge of place value to tenths (knowing the ten for 1, 1 for ten canon).
Things to consider:
Ensure all students are participating.�Begin teaching talk moves: this week focus on revoicing. Get students to explain what another student has just explained.�Encourage students to support each other to higher strategy thinking.�Note: Knowledge of tenths is going to be important for this question. Use decipipes in the debrief discussion. Some students have already been exposed to this so will be able to support in the explanation.
Supporting quality discussions: ALiM resource; Connected mathematics project (Michigan State University); Conceptua maths; student participation; math talk moves
Week ¾: Musical Fractions
Lesson Plan - including reflection
Week 4
Xtramath/Maths-whizz daily�Choose Topic Focus for the week - Mental Calculations +/-
Maths question with a focus on the quantity of rubbish. �Measurement/ add/sub/ place value.�Give details of how much rubbish and what type of rubbish it is. If you were to line it up, how long would it be? Measure this on the school field using metre rulers and tape measures.
Independent tasks: distance/ time/ volume (with a focus on addition and subtraction).
DMIC problem - students could use a range of strategies to solve this problem - they could skip count, use repeated addition, times tables, knowledge of place value to solve.
Supporting quality discussions: ALiM resource; Connected mathematics project (Michigan State University); Conceptua maths; student participation; math talk moves
Week 3
Xtramath/ Mathswhizz�Whole class warm up - maths grid (Times tables)�Get students into their R10 DMIC groups. Create understanding that the goal is that everyone in the group has an (or some) understanding of the solution. Ask students to work together to find out what these proverb mean:�- “A chain is only as strong as the weakest link”�- “A picture is worth a thousand words”�- “A watched pot never boils”�- “Two heads are better than one”�Have groups report back to the rest of the class. Any student can be picked to report back so group need to ensure that all in their group understand.�Look at the place value diagram - in your groups, work out what the diagram is showing. Share with the class.�Half class at a time - DMIC maths task. I will be listening to the groups discuss and will write notes on individual student responses/ progress. I will encourage students to share their ideas and to support others in solving the problem too.�Other half of class - continue with maths whizz/ work through place value task in groups:
Week 2
Xtramath/ Mathswhizz�Whole class warm up - Cowboys (Times tables)�Get students into their R10 DMIC groups. Create understanding that the goal is that everyone in the group has an (or some) understanding of the solution. Ask students to work together to find out what these proverbs mean:�- “A chain is only as strong as the weakest link”�- “A picture is worth a thousand words”�- “A watched pot never boils”�- “Two heads are better than one”�Have groups report back to the rest of the class. Any student can be picked to report back so group need to ensure that all in their group understand.�Look at the place value diagram - in your groups, work out what the diagram is showing. Share with the class.�Half class at a time - DMIC maths task. I will be listening to the groups discuss and will write notes on individual student responses/ progress. I will encourage students to share their ideas and to support others in solving the problem too.�Other half of class - continue with maths whizz/ work through place value task in groups: