Whole Class

Maths Planning

Term 1 2018

Lesson Name: Time

Walt: to be able to write the time in word form and number form.

Walt: explain my day using time

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Lesson:

• This week we will focus on getting back into the routine of maths and what this will look like in our class
• Expectations:
• No talking when the teacher is talking
• Closed chromebooks on the mat unless told otherwise
• No backs against the wall when working
• Being kind and respectful when others are sharing their ideas
• Making sure that we are sitting up in the right place
• We will also discuss what will be happening with imacs and if we will have a rewards system.
• Once we have gone over these and have set the expectations we will look at time and what the students already know about time.
• Key points to discuss:
• What does am mean? What does pm mean?
• What times we are at school
• What does the little hand point to? What does the big hand point to?
• How many seconds are there in an minute
• How many minutes are there in an hour
• How many hours are there in a day?

Independent task:

Students will then complete a presentation that has must have sections that need to be completed and then will have a bronze, silver and gold section where they will have the option to complete. The bronze one will need to be at least attempted by each one.

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Lesson Name: Week 2

Walt: to use a range of different strategies to solve problems

Lesson:

• Setting up expectations and what we will be doing in each of our maths sessions
• XtraMath (silent) as soon as we come inside once this is finished we will complete Maths-Whizz need to have at least 15-20 minutes on this a day. This is a silent activity until the they are told to stop and move onto the next task.
• Number of the week:
• This week we will look at an example as a class so that it is understood what they need to do in each slide.
• Will start with a two-digit number (37)
• Numeral scribble (need to use the scribble tool and write the number)
• Expanded from (30 + 7 = 37)
• Word form (thirty seven)
• 10 more (47) 10 less (27) 20 more (57) 20 less (17)
• Place value blocks (explain copy and paste of the blocks that are already on the presentation)
• Money (explain copy and paste of the notes and coins that are already on the presentation)
• Number line (where does the number go - put the number in the box and then place the arrow in the right place)
• Odd or even (is the number an odd one or an even one)
• Round to the nearest 10, round to the nearest 100 (will have a discussion about what this looks like and how we do this)
• We will look at the questions in the problem solving presentation but want to see what they are capable of independently and what they are actually able to do and remember from last year.
• As a class we will solve a number of problem solving tasks from this presentation as a class we will go through each problem and give the students 3-5 minutes to work the problem out themselves or with the people around them.

Independent task:

There will be a problem solving presentation that will have addition, subtraction, multiplication and division. Will again have a bronze, silver and gold option at the end of the presentation as optional but they will need to at least try the bronze one.

Lesson Name: Week 4

Walt: to use a range of different strategies to solve problems

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Lesson:

• XtraMath (silent) as soon as we come inside once this is finished we will complete Maths-Whizz need to have at least 15-20 minutes on this a day. This is a silent activity until the they are told to stop and move onto the next task.
• Number of the week: this is a task that will have to be independently completed by the end of the week, the number for this week will be 156 so that we are adding an extra place value section.
• Problem solving this week we will look at what each of the questions is asking us and how many different strategies that we can use to solve problems. Will focus on how to talk about what the question is asking us and how we can explain how we got the answer.
• From last week I found that the vocab was missing from some elements of the the students maths so we needed to go back to basics with things like odd and even and what they are. This week for problem solving our bronze, silver and gold section will be based around odd and even and will get harder for each level.
• Bronze level will be sorting out the odd and even numbers (make a column for each and put the numbers in the right place.
• Silver level - they will need to add all of the odd numbers together separately and figure out the total that they add to. They will also need to do the same for even numbers.
• Gold level - they will need to tell me which had the biggest number was it odd or even and then they will need to subtract the biggest number from the smallest to find the difference between odd and even.
• We will have a whole class lesson looking at odd and even numbers and figuring out how to sort them. 1, 3, 5, 7 & 9 odd numbers to look for the ending. 0, 2, 4, 6 & 8 even numbers to look for the ending.

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Independent task:

• Problem solving for week 4
• Number of the week

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Lesson Name: Week 5

Walt: to use a range of different strategies to solve problems

This week trying out DMiC maths with my class, have them sorted into mixed ability groups looking to see who will be working well together. These be changed over time as I see who works better with others and who don’t work well together. Will try this as a whole class lesson so that the students are learning how to discuss things with each other and not worry about just figuring out the answer straight away.

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Lesson:

• We will look at the problem as a class:
• On the weekend Miss Parrant watched her favourite show, Criminal Minds. The show started at 7:30 pm. There were 9 sets of ads during the episode. Each ad was 6 minutes long. How long did Miss Parrant spend watching the ads? If the show went for 1 hour, what time did the show finish?
• Rather than just figuring out what the answer to the question is I am wanting the students to be able to tell me what the question is asking them and what the context of the problem is so that we are using vocabulary during our maths and looking at the problem as a whole rather than just numbers.
• The students will be sent the problem to their drive they will be put in mixed ability groups that I have chosen and one person will be nominated to write down the answers to the problems.
• I will read out each question and then they will work as a group talking for 5-7 minutes then we will come back together as a class and discuss the answer to the question.
• As a class we will work on how to write out the answer on a doc as a class so they know what the expectation is and what their finished work will look like.

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Reflection:

This lesson was a success in the fact of the students working in their groups. I didn’t really explain the first question as well as I could have so this will be something that I will spend more time on and make sure they understand before moving on to the next part and giving them a chance to work it out themseleves.

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Lesson Name: Week 7

Walt: to use a range of different strategies to solve money number problems

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Lesson:

• We will look at the problem in group one (half of the class) and then in group two (the other half of the class)
• For school camp the school needed to buy 3 new tents so that we could all sleep on the field. Each tent cost $79.00. The warehouse was having a sale and each tent was half price. How much would it have cost at the original price for the 3 new tents. How much did it cost with the tents being half price? How much money was saved with them being on sale? What is the new price of the tent?
• Rather than just figuring out what the answer to the question is I am wanting the students to be able to tell me what the question is asking them and what the context of the problem is so that we are using vocabulary during our maths and looking at the problem as a whole rather than just numbers.
• As a group we will talk discuss the talk moves and how we can problem solve the question as a group, there will need to be one recorder in their group who is different from last week, We will read the question as a group and then have a few minutes to discuss what the question is asking as in our groups and then report back to the whole group and share our ideas.
• Will again focus on making sure that we are not just jumping straight to answering the question but that we are looking at the problem and talking about the factors and what it is asking up.
• Making sure to use language that is related to the question rather than just numbers we will relate each number we use in the question to what it is being asked.

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Independent tasks:

• Number of the week
• Problem solving
• Maths-Whizz

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Lesson Name: Week 7

Walt: to use a range of different strategies to estimate length

Walt: to be able to use a ruler to correctly identify measurement

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Lesson:

• This week we will be looking at measurement with a ruler and also estimation. As a class we will discuss each of these things and what we think they mean. If these are new words to some students we will add this to our maths word wall.
• The first thing we will talk about is estimation:
• What is it? How do we do this in maths? How do we do it so that it is close to the actual measurement?
• Each student will then be given a piece of paper and they will have to draw around their handprint, they will then need to estimate the span of the hand (vocab which might be new handspan, have an image of this or a description ready).
• Once students have estimated this they will need to write this on the piece of paper
• Next we will talk about the different ways to measure things
• What do we use? What is the best thing to use?
• Once we have done this students will then measure this with a ruler and see how close they were with their estimation.
• Next the students will draw around their foot and complete the process
• After we have done this they will then need to decide who’s foot is the biggest in the class right down to the smallest. We will line each of the pictures up and see if we can get it as accurate as possible. The follow up activity to this will be measuring other things such as wrist and height and how we can use different strategies and pieces of equipment to make this possible (string etc)
• Lesson idea from NZmaths�

Independent tasks:

• Number of the week
• Problem solving
• Maths-Whizz

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