Pāngarau

Rautaki Taurangi ~ Algebra!

Wahanga 4 - 2020

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He aha te tikanga o ngā pikitia?

What do the pictures mean?

Worksheet

Or Seesaw

Numicon

With Whaea Raewyn

Kemu Pāngarau

ipapa

Sumdog

TTA!

Basic Facts card or BF games

Tau 3 - DMIC TASK

Tau 2 - Maths Games!

Show Day

Fun Run

Manu Kōrero

Kāore

Year 3 - PAT Maths�Year 2 - Basic Facts

Kāore

Kāore

Te Rā Whakanui o ngā Kaimahi

Begin Rautaki Taurangi

Whole class ~ Warm up (coral count in 2s).

Begin Three Little Pigs

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Three Little Pigs

Three Little Pigs

Begin Rautaki Taurangi

Whole class ~ Warm up (coral count in 2s).

Begin Three Little Pigs

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Three Little Pigs

Three Little Pigs

Rautaki Taurangi

Algebra

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Kia Ako … Learn

Create and continue sequential patterns using numbers!

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Kia Hanga … Create

We will draw some whare.

We will create charts.

We will skip count.

We will look for patterns and rules.

Kia tohatoha … Share

Let’s share an aspect of our learning on Seesaw. Let’s explain to our whānau our mathematical thinking.

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Te Raru

Ngā Poaka e 3 need our help! Their cuzzies from up north want to come build some houses too.

We don’t know how many are coming!

We need to help design their homes by focusing on patterns we can see.

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What if there were…

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• 10 houses?
• 50 houses?
• 100 houses?
• What is the rule for working out how many doors there are in any number of houses?

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What if there were…

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• 10 houses?
• 20 houses?
• 100 houses?
• What is the rule for working out how many doors there are in any number of houses?

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What if there were…

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• 20 houses?
• 50 houses?
• 150 houses?
• What is the rule for working out how many doors there are in any number of houses?

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What if there were…

• 10 houses?
• 20 houses?
• 100 houses?
• 200 houses?
• What is the rule for working out how many bedrooms there are in any number of houses?

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Best Practice in Mathematics and Statistics at Hornby Primary

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• Planning will include topic, Achievement Objectives,WALTS, success criteria, links to resources/materials, numeracy links, senior classes will links to strategy “How To..” and videos where possible(to make learning rewindable), follow up activity links,
• Pupils will be working at the correct level with opportunities to extend themselves through the choice of tasks selection
• There will be a combination of strategy and knowledge based activities with appropriate resources for all levels
• Learning will be relevant and authentic
• Use a teaching model that allows for materials, imaging and number properties
• Use hands on and practical tasks
• Use visual displays
• Have a balance of teacher modelling and child led
• Use relevant researched based pedagogy in teaching programmes
• Use adaptable grouping with a mixture of whole class, social and ability grouping
• Give opportunities for students to calculate, record, discuss, justify, practice and present in a variety of ways.
• Question students to develop and extend their higher thinking skills
• Incorporate relevant digital technologies
• Have students involved in setting goals and aware of their next steps
• Lessons will include opportunities for pupils to demonstrate our school values of Participator, Communicator, Critical Thinker and Resilience
• Students will be engaged in learning

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Class and Short Term Planning Will Include

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Learning intentions and mathematical processes for the unit of work

Achievement Objectives,

WALTS,

success criteria,

links to resources/materials,

numeracy links,

follow up activity links,

Warm ups, hot spot knowledge activities

Students will be grouped in a variety of ways

If mathematics is integrated into another subject, the purposeful link will be shown

Senior classes will have links to strategy “How To..” and videos where possible(to make learning rewindable)

Opportunities for Formative and Relevant Summative Assessment

Teaching and Learning activities to meet the identified needs of students.

Relevant and Authentic learning opportunities

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Planning will be visible on the class site.

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Question about at risk/gifted/needing extra support comments can’t be on site planning

During Maths Sessions the teacher will:

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Teach mathematical knowledge and strategy

Scaffold learning

Provide opportunities to practice skills

Discuss the daily learning outcomes

Use a variety of methods to undertake appropriate assessment

Ensure students understand the Learning Intentions and Success Criteria

Provide students with ongoing feedback and feed forward related to their specific progress towards meeting learning intentions and success criteria

Encourage students to have a Growth Mindset and be willing to make mistakes that can lead to learning

Encourage conversations

Include hotspots, warm ups, coral counting, rich tasks, group teaching, whole class teaching

Have effective systems and routines

Use relevant technology to support learning in mathematics

Mathematics and Statistics Assessment Schedule/Tools

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Junior School

As per data book JAM Testing On entry, then Middle and End of each year

Observational assessment (is there formal recording?)

Year 3 PAT’s

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Senior School

PAT Testing Term 1/Term 4

Numpa

Basic Facts Term 1 and 4 and as needed

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Other Types of Assessments that could be used

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Teacher’s own Tests

Snapshot assessment tools like Ikan, Gloss

Pre and Post tests

Self and Peer Evaluations

Incidental observations and anecdotal notes

DLOs that demonstrate understanding

E-Asttle - Maths

Kahoots etc

G&T/At Risk

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Identified by

assessments,

teacher observations,

OTJ’s,

discussions with other teachers,

P.A.T’s

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What is being done for them?

Refer to Alice

Australian Maths

Interventions which could include Numicon, RTLB etc