Monday, 25 March 2013

Where too!!!

Students have completed their measurement tests.  On the test there was a possible 9 marks associated with time.  I have had my students anaylsis what each one got out of 10.  From there we set goals.  Over the next two weeks I plan to teach time.  As I need to focus on my modeling of measurement, I have started with my students making clocks.  Once we discussed what the scale means we made different times on our clock faces.  I then introduced them to am and pm as well as writing 24 hour time on their clock face.

Other modelling options that I am looking at is having my students who are masters at time teaching with pairs of students to support them.  While I work with a group.  I have located some mimio tools to help model time with the clock and also looked at games to reinforce time.

So where to from here?

I am going to use a modelling book when working with the group.  My goal is to spend 5 minutes on the concept then allow students who are confident to move on on their own.  After this point I am going to work with the group together and slowly send students off.  I am focusing modelling to students and questioning their knowledge.

Thursday, 21 March 2013

Lynn Modelling Session 1

Bead lines 100 how many?
Decimal Knowledge
Working with the equipment to show the understanding.  Bead string worth 1 whole.  Show the fraction name and a decimal name.
Introduce the hundredths  1/100 0.01
0.12 12/100  the denominator is what we want from them. 
What is the point of the decimal point?  Explains what the whole numbers from the parts of the numbers.  Count forward in 10ths and backwards
Gave the kids three different things to make. 
14 tenths
Write them 3 ways
First fractions
14/10 + 6/10 + 15/10
1.4 + 0.6 + 1.5
Mixed numbers – more than one
1 4/10 + 6/10 + 1 5/10
Checks to see if they all know.  What did you do?  Use the bonds that we know.
Introduces the strategy:
What strategies do you know?
Place Value

Used the kids to make with the equipment.

4.3-3 + 0.05 =1.35

The next time we need to get them to record

5.4 - 2 + 0.04 = 3.44

Asked how many strategies should we teach? Try to keep it to a limited number.

Don't use place value if it not the best to teach them.  

2.95+ ? = 4.3
Using a number line to show reversibility. Make it as a little pile close together.  You can make it in 2 jumps.  

See if you can do 1 of those in your head.  
3.6-1.85 = 1.75

Bonds to 10 and bonds to 100 are the most important part of maths. 

At vertical algorithmic 
Kids move the equipment - correct the maths language 13 what with them.  


A builder has 6.6m plank of timber.  Draw some rectangular sandpit he could make.

Make it with the equipment and write the dimensions,    

What can you tell me about opposite sides of a rectangle? What are the corners in a rectangle?  What are they called?  

Make one side 0.95

How far is it half way round?  3.3 if one side has to be 0.95 

Thursday, 14 March 2013

Setting Teacher Inquiry 2013

4 out of 16 students are achieving at stanine 5 or above.  With the highest stanine being 7.  I have targeted students who are currently achieving at stanine 4.  I am focusing on modelling as I feel that is my weakest area, especially for the strands.  I have changed my maths planning and I am now spending at least half a term on the strands and integrating number strategies along the way.  

For strand maths I am teaching whole class and pulling groups of students down.  Over the past few years I have been teaching in ability groups however, students who are well below have not even been given exposure to content.  So how are they expected to achieve?  My goal is to plug holes within and scaffold support to help students out.

My first step is to model using the Mimo so that students have ownership.  But also so I can print modelling sheets and glue it into 3 modelling books so students have access to the information.

I am also going to focus on breaking down the language of maths and what this means.