Final Maths PD with Jo Knox

Final Maths PD with Jo Knox at Sherwood Primary           22nd Here-Turi-Koka, 2018

Mathemagic

Take a number between 2-9

Multiply it by 9

Add digits together

Add 6

Choose the letter matched with.

Think of a fruit beginning with that letter and write it down.

Just kidding! Not banana!

Look in the box behind you....

How do you make maths relevant?

Lots of incidental linking to maths, eg. We need 4 groups and we’ve got 25 kids, how many in each group? For our school trip we have a 1:6 ratio for parent help. How many parents can we take? Mathemagic and games help chn with maths and they don’t realise they are learning and practising.

Shared sites

http://www.stevewyborney.com/

https://www.mathplayground.com/

https://nrich.maths.org/teachers

NZ Maths - Take This problem solving rich tasks

NZ Maths Picture books with activities

Solvemoji – algebra and problem solving

Games is a great way to practise as it’s fun, engaging and often incorporates a few mathematical skills.

Game: Target 15, 287 – can use cards or dice on TV.

Doing it with a buddy generates conversation and double checking.

We usually set children set tasks eg. 1128 chn are going on a bus. Each bus carries this many children. Solve it.

Everyday we are using lots of estimation and maths in our own lives. Time getting ready in the morning, cooking, petrol prices for car, online purchases, measurement of house, clothes etc. Giving students open ended tasks or give the solution makes students think.

Sometimes take the numbers out first, so chn figure out the context, just like we do in real life. PROBLEM POSING – HIGHER ORDER THINKING OF CREATING INSTEAD OF JUST APPLYING.

____ children are going on a trip on the bus. Each bus can carry ____ students. How many buses are needed? Or ‘We need buses for next week. How many do we need?” Start them there.

There are 125 sheep and 5 dogs. How old was the shepherd? (Chn will give answers to this eg. 125 + 5 = 130 so he’s 130 years old, or 125 divided by 5 so he must be 25). Try on Room 12! See what they say.

Monthly expenses graph with percentages – what do they notice first?

Monthly expenses chart – What do you notice about Tina’s life? No car? What could other be? Cost of living etc. What other questions would they want to ask?

Minions Worksheet – Pick Stuart or Bob for if you were born here, or overseas. Then colour the dungarees if you like diff flavours of ice-cream, drinks etc.

Can easily sort the data visually to find out information with your class. What questions would you like to ask and find out info on?

Who was born in NZ? Where were other people born?

Who likes choc ice cream? What is the most popular icecream in the class? Etc.

Use a variety of maths problems.

My garage is big. If I have 5 cars, and 2 are parked outside, how many are in? Closed question.

Or

How many different ways can I park 5 cars?

Procedural vs. Rich

Procedural - definite numbers, limited context, right or wrong answer, one step problem.

Rich – less  numbers given (eg. Here is the giant’s handprint, how tall is the giant?), lots of answers and outcomes, trial and error, more conversation generated through collaboration, negotiating,

How to create open questions: Work backwards.

The Smith family children are aged 3, 8, 9, 10 and 15. What is there average age?

Vs.

There are 5 children in the Smith Family. There average age is 9. How old might the children be?

Finished with a rich task of making a triangle tetrahedron with 6 kebab sticks and rubber bands. Started with some real life data on ancient pyramids, then made our own. How can we expand it by into size 2? Put all 4 triangles together and join. How many sticks used now? How many would be used to expand it to size 3? Size 4? How about size 10? Lots of discussion and trial and error with us as adults! Pretty fun and challenging way to do maths.

Excellent course!

First Coaching Session

Coaching with Jenna                                                           20th Here-Turi-Koka, 2018

Problem: I’m finding it hard to find quality time and independent learning experiences that will be beneficial and relevant to Kazanovah, who is only reading on Yellow and is finding it hard to make letter/sound connections in writing. I will focus on his reading and building up his independence and ownership of his own learning. 

Goal

Jenna: If we work together on this for a while what would you like to have happen that is not happening now?

Jessie: I would like to see him with a set program which he can do independently without having a check in constantly.

What will be the benefits of achieving this goal?

The benefits will be he'll be able to work independently and he'll feel proud of his own accomplishments and the work will be at an appropriate level for him.

When you achieve this goal what will it look like?

It will look like him checking in with me first as the class get ready for Daily 5, and then him working independently and making connections and staying focused on given tasks.

What else?

It will look like he has gone from yellow reading to blue reading and that he is making connections between his alphabet letters and sounds for his writing.  

Reality

What are you already doing that will help to achieve this goal?

We've got an IEP for him and I have started strong with checking in in Terms 1 & 2 with his basic sight words and letter recognition, but I have faded out as the term has gone on, and he’s been away for 8 weeks, so that threw the routine. I need to get solid planning up and running for his personally instead of getting him to do the Reading Contract like the rest of the class. I thought I could spend 10 - 15 mins with him daily after lunch when the rest of the class are doing Read to Self.

On a scale of 1 to 10 where are you now?

I feel like currently I'm at 3.

Options

What things could you do to achieve your goal?

I will check in with him daily before Daily 5 while the rest of the class is getting organised and read with him after lunch. He needs a separate program specifically for him so that he reads with me individually after lunch everyday. He works best with one on one time.

What have you tried yourself or seen others try in similar situations?

Other children have seen to be able to manage themselves a bit more independently as he finds it difficult, but he works best with one on one teacher. He was making progress when I was checking in with him daily on his sight words.

What advice would you give someone else who was in a similar position to you?

I would say set aside some time which is what I'm going to do after lunch. That's good little chunk of time that I can give him that I can find in my day. I would say don't give up even though he doesn't feel like he's making progress because I think with him he just needs repetition, repetition, repetition of the same stuff and that that's actually important, not having to go up lots of reading levels.

Would you like suggestions from me

Yes!

Have you thought about buddying him up with someone to do the yellow card, and all that basic stuff to cut down time that you need to spend with him. Are there other students in the class that would feel comfortable doing it, and another thing with the basic sight words that I found has worked in the past is putting each one on like a little car or whatever he's into, and he gets to keep it once you learn that word.

That could work well because he's so young mentally he still loves to play so maybe every word he gets right he could get a piece of equipment and then he could have 3 minutes to play with it and make something out of that equipment for a break.

For writing I could try him saying the sentence and me writing it out and cutting it up and putting it back together and then he has to write it out himself  in the right order.

Will

What options do you like the most for action during the coming week?

I will make a plan for Week 6 to lock in after lunch every day to read with Kazanovah and I'll get Faith to remind me every day to do it.  I can try the voice recording device and he can speak one sentence out loud and I’ll write it out, then cut it up, and he can order it and write it correctly in his book. I'll also try the equipment things have every basic sight words and any he gets right he gets to build something with that because he does really love playing with equipment.  

Tactics

How and when will you do it?

Week 6 and I'll get organised in week 5 to start at week 6.

Do you need to make a note in your diary?

I'm going to do it on Wednesday and Thursday this week so I am organised after Art Week this week.

Habits

How will you make sure that you carry out these actions?

I’ll have the children in my class remind me every day that Kazanovah should be reading with me and by just making it part of my weekly planning. We can read or spend just spending 10-15 minutes of going over the work he has already covered in his work book over the week. Repetition, repetition, repetition.

What might get in the way and how can we fix that?

Probably stuff will get in the way but if I just try and aim for at least 4 out of 5 days to do it and I can put a note on my computer to remind myself and I could do it during library time on a Monday if I forget.

What sort of person do you need to be to achieve your goal?

I need to be organised and have reading books and we can review the work he has already done to try and help him retain the new information.

What support might you need?

Just my class to remind me, and I think the support of a teacher aide for 1 hour a day will be invaluable to him as well but who knows when that's gonna come along.