This year I have thought a lot about the narrow nature of my inquiry. The reason for this has been my research needed a specific focus. While my specific focus has been narrow I realised that I have been using the skills I have developed in my inquiry throughout my reading program and that these have been valuable for my learner. I am excited to link my inquiry to our music theme this term and continue to build fluency but also critical thinking and reflection.

## Tuesday, 24 October 2017

## Thursday, 19 October 2017

### Moving from skip counting to basic facts

The children were very good at counting in fives. However none of them used basic facts the first time.

They struggled at first to work out how many groups of ten there would be. The either used the same number 10x6=60 or continued to skip count.

It took a bit of practice but they started to get this idea. They talked about the number of groups being halved.

Then they did a problems like 7 lots of 5 they then made 3 groups of ten and one group of five. They repeated this with 3s making groups of 6. Then 4s.

This is a great strategy that I don't use as much as I could. I have been aiming to get them to using timetables that I have not pushed the way they could make different groups. I think this partitional thinking is key to developing a wider sense of how to solve addition problems. The problem that we use get different types of thinking.

Later Jo talked about moving children into solid stage 5 and giving them the basic facts knowledge they need for stage 6.

When we are teaching children multiplication when need to help children generalise by knowing families of facts 1x17 is the same as 17x1=. Then they can work out the easiest ones first 1x, 10x then we start to use the knowledge we have to find unknown facts.

Later Jo talked about moving children into solid stage 5 and giving them the basic facts knowledge they need for stage 6.

When we are teaching children multiplication when need to help children generalise by knowing families of facts 1x17 is the same as 17x1=. Then they can work out the easiest ones first 1x, 10x then we start to use the knowledge we have to find unknown facts.

### Math Learning Moving from equal sharing to repeated addition

Jo did some modelling for us develop our teaching practice around moving children from equal sharing to using repeated addition.

First she ask the children to skip count in 2s, 5s, 3s. Then she ask them to identify the written form of fractions 1/2, 1/4, 1/3 and 1/10. Some of the children could identify 1/2, 1/4 and 1/3 but done could read 1/10.

She then ask the children to share some counters. She asked them to share them fairly between the monkeys. The children needed support to understand the question. She did not give them the counters. None of the children answers. So Jo asked "How could we make sure they get a fair share if I give you the counters. The child gave each five rather than equal sharing. The children said we can use our timetables.

After identify where the children were at Jo began teaching. She started with two monkeys and 8 counters. How many will each get. Children found it easier and used doubles knowledge. Followed this with adding more counters. Student were good with doubble so they moved on.

They then moved on to 3 monkeys and 12 counters. Students again used timetables and repeated addition. They then discussed what fraction they had and practiced writing fractions and learnt about the denominator telling use how many groups.

First she ask the children to skip count in 2s, 5s, 3s. Then she ask them to identify the written form of fractions 1/2, 1/4, 1/3 and 1/10. Some of the children could identify 1/2, 1/4 and 1/3 but done could read 1/10.

She then ask the children to share some counters. She asked them to share them fairly between the monkeys. The children needed support to understand the question. She did not give them the counters. None of the children answers. So Jo asked "How could we make sure they get a fair share if I give you the counters. The child gave each five rather than equal sharing. The children said we can use our timetables.

After identify where the children were at Jo began teaching. She started with two monkeys and 8 counters. How many will each get. Children found it easier and used doubles knowledge. Followed this with adding more counters. Student were good with doubble so they moved on.

They then moved on to 3 monkeys and 12 counters. Students again used timetables and repeated addition. They then discussed what fraction they had and practiced writing fractions and learnt about the denominator telling use how many groups.

They moved on the four monkeys the children said straight away they get 1/4 because the bottom number is how many monkeys there are.

The way Jo used word problems in the way she talked I do sometimes but perhaps I need to do this more. I also think this reinforced the need for my to continue to do fraction recognition as often as possible. Also the importance of managing children so that everyone gets thinking time. Well this is something that I try to do it does not always happen as they are so keen to share.

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