Transcript Think of a Number - mathsleadteachers

Welcome to Lead Teacher Workshop One
2009
Your facilitators are
Rose Golds and Marie Hirst
Overview
9.15 - 10.15
• Introductions and Warm Up Activity
• What’s New?
• Needs for this year
BREAK - Mix ‘n Mingle
10.45 - 12.30
New LT’s
Supporting Pick ups and Assessment
Experienced LT’s
Student written recording
Introductions
Marie, School,
Name,
Position/Year
Level Facilitator
in school
TEAM Solutions,
How
2001long you have been the Numeracy
Lead Teacher
Seeing “your” when it should have
Something
that“you’re”
annoys you!
been written
Now meet the person next to you!
Contact List
Maths Activity
SNATCH!
On “go!”, each person collects 5 sticks and
then places them in order.
Thinking about mathematical tasks
Student Thinking
Where are they on
the framework?
What
misconceptions do
they have?
How can I address
them?
Math Content
Effective Pedagogy
Using Effective Pedagogy and increasing
the value of a mathematical task
• Join with a partner and order your sticks.
• What 3 other values could be placed between 0.2 and
0.32?
• If you know 0.5 > 0.3 what else do you know?
• What is the mean, mode, median of your numbers?
• Add / multiply your sticks or pairs of sticks
• Write your numbers in words
• Match the sticks to place value descriptions / pictures
What’s New?
Lead Teacher Symposium
Waipuna Conference Centre
Thursday 30th April or Friday 1st May
Closing date for registrations: 27th March
Registrations need to be sent by post with cheque
Term 2 Lead Teacher Workshop (9th June) Sharing from
symposium in small groups.
National Standards
• Not just one test!
• Report clearly to schools
• More info will be given at the Lead Teacher
Symposium
Wiki Space
http://mathsleadteachers.wikispaces.com/
E-asTTle
• Who is using asTTle or e-asTTle at present?
• Case Study possibility.
Student’s Written Recording
Marie Hirst
Why use written recording?
Students
To reduce the mental
overload when solving
a problem.
Scribbled Notes
Formal Algorithm
Teachers
Parents
To communicate ideas to
others
Written explanations
Equations
Informal diagrams
Formal diagrams
Student Recording
what are the issues?
• Do students need to show their thinking for
every question?
• Does recording have to be neat?
• Share any examples you may have.
Informal or Formal?
25 + 38 = 63
+40
-2
25
63
65
Group Activity
• Get into 3 groups
• Counters, Adders, Multipliers
• Discuss what recording you think children
should be using.
• Share ideas and discuss the examples of
written work given.
• Re-arrange your discussion groups and report
back.
The Role of The Teacher
What do you think it is important for the teacher
to record whole modelling?
• Watch the DVD of written recording during a
strategy session
• What recording was done and why?
• What were the mathematical symbols
introduced? -why?
• Why could the teacher include children’s
names in the recording
• What value did the written recording add to
the lesson?
Teacher’s Written recording
Written recording by the teacher is a useful
tool for decoding what is happening to the
materials so that the numbers make sense!
Tips for teachers recording
• Make connections between the numbers and
the materials
• Use words where possible not digits,
• Use arrows not =
e.g. 56
5 tens and 6 ones
2009 Needs Analysis
• Lead Teacher Human Bingo
Think of a Number
Think of a
number
Add 1
Double it
+1
Divide by 4
+2
Take away your
original number
+2
Add 6
Double again
+8
+2
Your answer is
2
Think of a number again!
Think of a
number
Halve it again
Take away
your original
number again
Multiply it by
6
Add 12
Take away
your original
number
Halve it
Your
answer is 3
Reflection
• What will you take away and share with your
staff?
• Is there any further support/resources you
need for this to happen?
Thought for the day
Human beings share 99.4% of their DNA with
the chimpanzee and 50% of their DNA with
the cabbage.
Queen Esmerelda’s Coins
Queen Esmerelda has 20 gold coins. She puts them in
four piles.
• The first pile had four more coins than the second
• The second pile had one less coin than the third
• The fourth pile had twice as many coins as the second.
How many gold coins did Esmerelda put in each pile?
Hint: which pile shall we call n?
n -17+ 4
n3-1
5n = 20, therefore n = 4
n4
6 1)
2(n-
Name that Decimal
(from Number Sense Grade 6-8)
•
How could you enrich this task and encourage greater effective
pedagogy?
•Create their own
•Link to other things they know -use fractions
•Put into real life contexts
Counting Students
Informal Diagram
(e.g. 5 + 3)
Formal Diagram
(e.g. 8 + 5)
Additive Students
Informal Diagram
e.g. 25 + 38
Formal Diagram
Multiplicative Students
Informal Diagram
e.g. 6 x 24
Formal Diagrams
Proportional Students
Informal Diagram
e.g. 3/4 ÷ 1/3
Formal Diagrams
Written recording steps for
algorithms
56 + 27
5 tens and 6 ones
2 tens and 7 ones
1
56
27
83
7 tens and 13 ones
1 ten and 3 ones
8 tens and 3 ones
83