aiz (zone 1) august 2009 sue gunningham sue.gunningham@bigpond

Northern Metropolitan Region

Achievement Improvement Zones

AiZ (Zone 1)August 2009

Sue [email protected]



PROGRAMSession 1: Whole school planning for

numeracy Session 2: What to teach

Session 3: Using data effectively

Session 4: Planning units of work



AGENDA9-11.00 Issues to consider when developing a whole school maths plan

11.00 – 11.30 MT

11.30 -1 Planning ideas NMR Expectation1-1.30 Light Lunch

1.30 Teachers return to their school



The purpose of this session is for participants to:

• Discuss ways to develop a whole school mathematics plan

• Examine some whole school, team and individual planning options for mathematics teaching



“ It is important ..….(to) measure students’ ability to apply their mathematics knowledge, rather than simply their ability to remember facts and formulas”

(2006 Report from the Parliamentary Inquiry into mathematics & science education Executive Summary Pxv)

Skills AND Thinking & Reasoning



Guiding principles for all maths lessons

1. Explicit number fluency practice every lesson2. Explicit purpose for every lesson3. Formal structure* for every lesson4. Students working on tasks beyond their current

levels of thinking5. Teacher communicating high expectations and

using purposeful feedback6. Established classroom norms for working



Benefits of learning with understanding (thinking & reasoning)

• Motivating

• Promotes more understanding

• Helps memory

• Enhances transfer

• Influences attitudes and beliefs

• Promotes autonomous learners(Lester & Charles 2003)



1.Explicit number fluency practice every lesson

2.Explicit purpose for every lesson

3.Launch, Explore Summarise



The e5 model• Engage

• Explore

• Explain

• Elaborate

• Evaluate

LAUNCH

EXPLORE

SUMMARISE

(ASSESS)



4. Students working beyond their current levels of understanding

¾ ⅜

⅓ ½× 1½

At least three ability levels in any mathsclassroom at any time

What might you do?



5. Teacher expectations

Communicate to students that you believe they can learn and expect they will

– That is quite good but I know you can do better– That is the right answer but I think you can find a

better way to do it



Feedback

Students do better when they know:• What am I meant to be doing?

• How am I going?

• Where to next?



The Statue of Liberty

46.5 m head to toe

Group work mantra: I agree, I understand,I can explain



Differentiation

At least three ability levels in any mathsclassroom at any time

What might you do?



Brainstorm

What might need to be explicitly addressed in a school mathematics plan?

• ……• ……• ……• ……



Planning• The documents and the reality• School wide and/or classroom • The team and/or the individual• The resources

200 pa – (swimming, camp, sport, concert, etc)

Minus 10% tch absence and unexpected circs

Minus 1 week revision per term + 1 week assessment

+ TOTAL MATHS LESSONS Per Annum



1 /7.

RATIOAt SSC we have a different number of students at each year level

2 /7

DECIMALSHow many ways can you make the calculator show 12.34 without pressing the decimal button?

3 /7

ESTIMATIONIn the film ‘Local Hero’ a man says he will pay $1 for every grain of sand he can hold in one hand. a)Estimate how much money he will pay.b)Justify your answer (use text, mathematical calculations and/or diagrams)

4 /7

MASSa) Find three things that are bigger than a potato but lighter. Describe how the items are ‘bigger’ than the potato using mathematical terms (eg width, length, circumference, etc)a)Find two objects that have the same mass but are different sizes. Describe their sizes using mathematical terms (eg perimeter, area, length, etc).b)I weighed an item in the classroom that was between ¾ kg and 1 kg. What might the item have been?

Yr Level No of students

7 68

8 72

9 76

10 52

11 44

12 50a)Represent this data in ratio formb)Represent the above in simplest ratio formc)Represent each Yr level as a fraction of the total school population

FOLIO CARDS



Week 1 Monday Tuesday

Warm up How many more to 10? Count on

Launch Focus: Model +, - with materialActivity: Big Book ‘Ten in the Bed’

Focus: Begin with larger number for additionActivity: Which number is bigger? 100 chart, objects

Explore Use 10 frame and 2 different coloured counters to make 10(6 + 4 =10)

Use 10 frame and one set of counters to calculate what’s been taken away

(10- 3 =7)

Use counters to create addition algorithms7 + 4 =1113 = 2 + 4 + 5 + 2

Use counters to create subtraction algorithms14 – 3 = 11

Create related +,- algorithms 7+ 4 = 11 4+ 7 = 1111 – 4 = 7 11 -7 = 4

Order number pairsUse a mirror to check 3 + 4 = 4 + 3

Card game in pairs, biggest number wins the pair of cardsPlace a straw between counters to prove7 = 3 + 47 = 4 + 3

Use your own 100 chart and count on from the bigger number4 + 237 + 15

Write your own algorithms that use 2 diff numbers, the bigger first and total > 20

Summarise Share in groupsOne highlight per group

Add a fact to the fact wallTch highlight few



Eight models for a whole school mathematics plan

1. Mathematician’s model2. Reflective model3. Graft-on model4. Replacement unit5. Menu model6. Mixed media model7. Thematic model8. Concept – Skill – Application model

aiz (zone 1) august 2009 sue gunningham sue.gunningham@bigpond

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