powerpoint presentation workshop 2... · 2020. 2. 27. · title: powerpoint presentation author:...
TRANSCRIPT
Fís
Fog
hlai
mF
orba
irt
www.pdst.ie
© P D S T 2 0 1 4
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
ww
w.p
dst
.ie
Measures
Day Two:
Capacity, Time, Money
Advisor Name:Venue:Date
www.pdst.ie/measures
ww
w.p
dst
.ie
Overview of WorkshopsCapacity Money Time
ww
w.p
dst
.ie
Through engagement with the workshop you will
• Enhance your background knowledge, identify misconceptions and developmental stages of measurement
• Explore a variety of child-centered teaching and learning approaches
• Experience opportunities for assessment in measures
Session Two Objectives
Capacity Money Time
ww
w.p
dst
.ie
Reflect on teaching and learning opportunity in Measures since Workshop 1
Feedback
Think-Pair-Share
What worked well?What did you notice about pupils’ responses?
What are your next steps?
ww
w.p
dst
.ie
Key Messages
By constructing ideas and communicating
them to others, pupils develop mathematical
concepts
Mathematical thinking is developed by
eliciting, supporting and extending children’s mathematical ideas
A variety of learning experiences enhances the understanding of
mathematical concepts/skills and allows for differing
abilities and learning styles
ww
w.p
dst
.ie
Applying & Problem-Solving
Communicating & Expressing
Integrating & Connecting
Reasoning
Implementing
Understanding & Recalling
(PSMC:1999: 68)
Developing Mathematical Skills
Booklet pg. 2 & 3
ww
w.p
dst
.ie
Seán starts work each day with 570 litres of milk. At stop 1 he delivers 60 litres, at stop 2
he delivers 215 litres, at stop 3 he delivers 102 litres
How much does he have left at stop 4?
Sample Textbook Problem
What mathematical skills does this
problem develop?
Could you adapt the question to include more higher-order
skills?
ww
w.p
dst
.ie
Suggested teacher
language
To be aware of
Consolidation Activities
Differentiation
Background Knowledge & Pupil Misconceptions
Science Weight
Glossary
ICT
ww
w.p
dst
.ie
Stage 1: Pre-measuring
• Comparison of unequal and equal objects
• Ordering of objects
• Equivalence of objects
• Conservation Experiences
Stage 2: Non-standard Units
• Use of non-standard units
Stage 3: Standard
Units
• Use of standard Units
Learning Trajectory & Development of Measurement Concepts
ww
w.p
dst
.ie
• Definition of capacity and volume
– Solids, liquids and gases have volume
• Conservation of capacity
• Estimation and developing benchmarks
• Reading scales
Background Knowledge and Pupil Misconceptions for Capacity
ww
w.p
dst
.ie
• Concept of ‘the time’ vs ‘duration of time’
• Time passes at a constant rate
• Learning experiences to develop the concept of continuous time
• Analogue and digital time
• Base 60
Background Knowledge and Pupil Misconceptions for Time
‘Do not use formal subtraction algorithms for finding the period of time from one recorded time to the next; teach an ad hoc adding on approach’
(Haylock, 2013)
ww
w.p
dst
.ie
• A medium of exchange
• A unit of account
• Store of value
• Rounding
• Non-proportional representation
• Physical size of coins
• Real prices and classroom prices
• Percentages
Background Knowledge and Pupil Misconceptions for Money
ww
w.p
dst
.ie
The Saturday Movies starts at a quarter past six on RTE2. It ends one hour and forty minutes later. How
might you solve this?
Exploring the Instructional Framework
Eliciting –Supporting- Extending
Child-centred
Language-based
RevoicingHigher-order skills
Teacher not sole validator
Facilitator
Assessment including
self-reflection
Booklet pg. 4 & 5
ww
w.p
dst
.ie
Level C.1. Class Lunch
Estimating quantities of liquid for a class lunch could involve posing the following scenario to pupils. For example, ask:
How much water would we need for a class lunch? Use the information in the picture to
help.
Use this as an opportunity to explore healthy eating and recommended daily intake of water
for the age of the class.
Integration
Class Lunch
Maths
S.P.H.E.
Science
Oral Language
Curricular Objective: 3rd & 4th Class Estimate, compare, measure and record the capacity of a wide variety of objects using appropriate metric units
ww
w.p
dst
.ie
Measures Activities
Time
A.
Sequencing My Day
B. Three of a kind
C. Calendar Sorting
D. Bus Timetable
Capacity
B. The Toy Factory
B. Capacity Estimation
Station
C. Oh Harry!
D. My Bath Story
D. The Two-Jug Puzzle
Money
A. Introducing
Tokens
A. Close the Bank
B. Good Deal or Bad
Deal?
C. A Maths Fantasy
D. Beyonce’s
Receipt
Follow up activity on Assessment
Booklet pg. 7
ww
w.p
dst
.ie
Assessment in the Primary School Curriculum: Guidelines for Schools (2007)
Assessment
(Assessment in the Primary School Curriculum, NCCA, 2007)
ww
w.p
dst
.ie
Assessment in Numeracy
ww
w.p
dst
.ie
Select an activity, decide on an assessment approach to….
• inform teaching and learning
• give your pupils an opportunity to reflect on their learning in measures
Assessment Activity
Booklet pg.7
ww
w.p
dst
.ie
What was the key learning for you from these workshops?
How will the learning experiences of your pupils be enhanced ?
Reflection
Booklet pg. 8