My goal this year is to set Worthwhile Mathematical Tasks:
Effective teachers understand that the tasks and examples they select influence how students come to view, develop, use, and make sense of Mathematics.
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Draw a map for a __ year old.
Give small squares for students to draw symbols. (All draw) Select 1 to draw on the map. By the end of the modeling session we have a class map & all students have a pile of symbols for their own maps. Estimate the gap - how many cubes. Then check the stack on the map. This can lead into teaching scale. Design a bedroom using 42m2 (Using dot paper/grid paper). TO DO - Put compass app on ipads & ipods for next term.
1, 2, 4, 8
4 Groups 4 Paper You can make every number up to 8x2-1 (15) If you use 2 feet on any number 16x2 - 1 (31) Make me 5, 10, every number up to 15 Make # using some subtraction. 1 foot any number, 2 feet each any number. Use only 7 feet & my answer is 32 - what could this look like? Make # using + - Make # using all operations Can use table tops with hands. Get the kids to ask the questions. Is it possible to ... What other number do you need to get there? Give a times tables chart for kids to use. Can you make 1/2, 1/2, 1/8? Put a blank one in - the total is # what could the blank number be. You don't want to over complicate it. Add another number - 16.
Create a sign post with 3 signs - show a direction and record the distance. Swap it with someone else. Can you find where it belongs?
This is a rich task
Place value 287 Need to be able to:
When sharing a strategies, ask students - "which learning/strategy makes the most sense for you?" Develop a culture change for a robust discussion. 2nd wait time. Praising all aspects of the discussion. 2nd wave of growth mindset - I don't know how to do this yet. This can only change if you allow students to have a second opportunity. Students can't have a growth mind set if we don't change our practice. The less I do, the more we can challenge the students. Instead of what is 6+4 ask what makes 10; Instead of asking how tall is the table ask what is the same measurement as this peace of string; instead of using hand spans make your own ruler by evenly spacing 0-10 on a 1 metre straw. Student Group Session - Position & Orientation1 student is the robot. Give the robot instructions to get to the door. Students then learn the importance of the language - left, right, forwards, backwards, anti-clock wise, clock wise, what fraction of a turn (1/4, 1/2). Encourage students to ask questions. This language is Level 1 language. To progress to Level 2 introduce making a compass. Then repeat the activity again using the new language. Construct the compass as you go. Do the robot activity Level 1, then Level 2, followed by the letter fun sheet. This sheet is a closed task as it has only 1 answer. Make sure students cross off each instruction. After this sheet progress to now write your own instructions to create your own letter. The discussion from this can then be very rich - what is the perimeter, area of your shape. ELPSExperience - need to give them before teaching Langauge - need to be developed to maximise their learning Picture - in their head before they start using the symbols Symbols - what symbols are needed Follow this process when teaching anything. Letter progression
This closed task is the key knowledge needed prior to doing the rich task. Opening it up at the end allows the children to do rich tasks at their own level.
Open Rich Task Use the dot paper to draw your own letter. Write instructions for someone else to follow. (There may be a need to have a lesson on how to draw letters). After these sessions, the students are easily sorted into their next step groups.
FIO Geometry & Measurement Level 2/3 Pages 20 and 21:
Pirate Island Achievement Objective • describe and interpret position, using the language of direction and distance (Geometry, level 2) Activity One A copymaster of a map is included at the end of these notes. Students attempting this activity will need experience with compass directions, particularly the eight points north, south, east, west, northeast, north-west, south-east, and south-west. This is best learned by using a compass to identify north on a map of the school. Ask students to follow an instruction, for example, “Walk 20 metres southwest”, and draw where they have travelled on their map. After some practice, they can play The Pirate Game, hiding treasure somewhere on the school grounds and writing a brief set of instructions so another group of students can find it. As a check, you can get the students to mark their journey on the map. Retain the map as a model answer. As it stands, Pirate Island contains no reference to scale. For an extension to this activity, you could introduce a scale of 1 centimetre : 1 kilometre and tell students to calculate the distance of the journey to find the treasure. They may wish to draw a map of their own with accompanying instructions. Some discussion of land forms, such as lagoons, bays, peninsulas, and points, would be useful. <iframe src="https://drive.google.com/a/russellst.school.nz/file/d/0B8DxFEGMQbEgS0pMSXZndzl0NlE/preview" width="640" height="480"></iframe>
Below is the chapter that we will be focusing on for our next Dinah visit.
Key Points:
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