mathematics leadership communities- matamata term one 2014

Download Mathematics Leadership Communities- Matamata Term One 2014

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  • Mathematics Leadership Communities- Matamata Term One 2014
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  • A quick warm-up I have 23 ones and 4 tens. Who am I? I have 4 hundreds, 12 tens and 6 ones. Who am I? I have 13 tens, 2 hundreds and 21 ones. Who am I? I have 17 ones. I am between 40 and 50. Who am I? If you put 3 more tens with me, I would be 115. Who am I?
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  • Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. Albert Einstein
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  • Agenda What's new Making OTJs Measurement and Number
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  • Check out nzmaths Links worth looking at PLC Register to receive notification of updates. For information and resources from our meetings 1.On homepage scroll down to Login/Create Account. 2.Click on the Create new account tab. 3.When you have created your account, email me your user name, I will add you to our community.
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  • Making OTJs
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  • Mathematics Standards Pages 10 and 12 of the Mathematics Standards. Identify key messages Solve problems and model situations in meaningful contexts Just demonstrating knowledge is not sufficient to meet a standard Multiple sources of evidence Thinking mathematically Independently and most of the time
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  • Multiple sources of evidence from: 11 Classroom interactions and observation Modelling books Student behaviours Written recording Think boards Students work books Assessment Tools e.g. GloSS, IKAN, NumPA (part or all of it.) PAT, ARBs, asTTLe Learning Conversations Group, individual, Student voice: Questioning, Explaining, Discussing
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  • Recording student thinking: There are thirty two children in Room 3. If seven children have forgotten their togs today how many children can go swimming? Lisa Patrick 32 - 7 = 32 - 2 = 30 - 5 = 25 32 - 2 = 30 30 - 5 = 25
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  • Formative Assessment: The recording of childrens contributions and learning is one of the most important and powerful aspects of using a modelling book. Develop a coding system 56 - 9 56 - 6 50 - 3 = 47 Alix 56, 55, 5447 Caren Alix, Sam, Bob - PW Caren, Tim, Sione - AC AJ - AC but incorrect
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  • The farmer had 28 calves one morning and the next morning there were sixty three. How many calves were born overnight? 1.Solving problems and modelling situations (at top of every Mathematics standard) 2.Independently and most of the time ( p12 Mathematics Standards book) 28 30 60 63 +2 +30 +3 28 + = 63 or 63 - = 28
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  • Capturing student voice
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  • A process of moderation.
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  • Teaching Measurement and Number Together.
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  • Know your learning area and the goals for your students. NZC -and mathematics standards Key mathematical ideas Progressions
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  • Level 1 Key Ideas Develop awareness of attribute and the necessary language Measurement is fundamentally about making comparisons. Students can compare an attribute of an object with another object that has the same attribute (length, mass). Students use non standard measures Students can compare object size directly and indirectly. (volume and capacity) Counting
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  • Level 2 Key Ideas Students understand that units can be used to measure objects (length), non-standard and standard units. Estimation skills can be developed during measurement tasks. Students are able to create their own scales and measuring tools Partitioning and combining Number facts
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  • Level 3 Key Ideas Students can measure against a standard scale, specifically the metric system. Students can estimate Using number strategies to solve measurement problems
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  • Level 4 Key Ideas Students can convert between SI (Standard International) scales including use of decimal system. Use of multiplicative thinking when converting. Students apply multiplicative thinking when measuring
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  • Open Ended Measurement Tasks Working independently, answer the nine questions on the sheet. Discuss with others your responses and justify your thinking. From which questions and subsequent answers would you get some diagnostic information in regards to Number level
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  • Worthwhile Tasks An example of a task that could contribute to an OTJ. Choosing an appropriate task. Not an extra but part of the natural progression of the unit of work. Meaningful contexts Not a test! Look for complexity in the task and determining the different responses children may give.
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  • Anticipating Responses What challenges does this type of task present? What might they say and do that would help you gather evidence towards your OTJ? What are you looking for?
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  • Where can we find .. worthwhile tasks Illustrations Figure it Out ARBs Using literacy
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  • What are the key messages?
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  • Reflection and Forward Planning What have you found useful? What ideas will you implement in your school? What would you like to know more about? Survey Monkey Next date


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