Wednesday 16 August 2017

Maths Place Value

Today we are very lucky to have the wonderful Jo back with us to talk about Place Value.
Jo talked about it being important to make sure all place value learning was grounded with materials. By creating bundles of tens and grouping tens to make hundreds.

We need to make sure place value becomes our learners  friends by doing it every day.
This many look like give the kids numbers. They order the numbers, expand it, write add tens it. Say the numbers after and numbers before.
They should be provided with loads of materials in this time frame.

Remember the teaching model:
-Start with material.
-Move to imaging.
-Then to the more abstract.

Jo had some lovely helpers to show us how she would teach a lesson.
First she gave them the problem: 19+6 to see where they were at with addition. They struggled to explain their thinking.
After this she gave them some tens frames to she what their number ID was like. She did this with numbers between 1-10 and then teen numbers. They were very good at this.

Then they moved on to using counters to find 10 and numbers 9+4=13. Learners did this well.
Then they moved to imaging by putting the counters on the frames under the book. Then encourage the same thinking. 8+5 If there is 8 how many empty squares are there? They made a tidy ten. 10+3=13
Then she revised the numbers 6+9 and encouraged them to think about what number would be easiest to make a tidy ten. Children did not add to the 9 but added to the 6. Then Jo modelled adding to the 9. Then she moved into 19+6=

She encouraged a lot of pair and share times during the group lesson.

The power of imagery. We noticed in this lesson that when they were prompted to image they had more success and felt more confident.

When working with a group it is important to be able to hear and respond to the kids ideas and misconception.

Basic addition facts can be broken down into steps to learn.

Monday 14 August 2017

Inquiry Term 3

This Term I am building on my Fluency Inquiry. Reflecting back on the Inquiry so far and thinking about how this fits into the Manaiakalani Inquiry model. Then I considers what will come next. As my Inquiry is linked with my research the new gaps and challenges I have identified in my data are now feeding into my inquiry.