Week 8 Planning

Marvellous Mathematicians Planning Week Eight        Term 3 2014               S Dunkley
		Learning Intentions and Activities			Teacher Reflection
M	Memory Activity/Game	WALHT remember our doubles to 20. Ø  Puzzle game.  WALHT remember our groups to 100.   Ø  Ladybird matching game.
O	Ordering and Patterns	WALHT count forward and backwards in 10’s and 100’s to 1000. (1, 10 or 100 more or less) Ø  Use money to count (use tens and ones a small set each to go around in a group adding on to total) Ø  Need to use 100’s board to support this. WALHT know the place value of a number. Ø  3 ones and 5 tens is what number? Write into book. WALHT skip count forwards and backwards in 5’s and 10’s. Ø  Use 100’s boards as support. WALHT round a two digit (then three a digit number to the nearest 10 or 100). Use 100’s boards as support. (1000’s chart???)			Find giant 100’s board. Find 1000’s book.
V	Values and Facts	WALHT practise addition and subtraction facts.   Ø  Quick fire facts. Addition and Subtraction. 1 minute to go as fast as you can. Each day. Ø  40+5=  60+8= etc Ø  Addition Flash Cards (NZ Maths material master) WALHT know how many 10’s are in a number to 1000. Ø  Example: If an ipod costs $430 how many $10 notes will I need. Pose as a problem work together.
E RRRAW productive talk – Revoice Repeat Reason Add on Wait time	Expand and revise strategy   Use developing thinking in Mathematics with effective questioning.	Use “math talk” prompts for children on the wall. WALHT to add and subtract with 10’s numbers.   Ø  32+10=   56-20= WALHT to solve problems by using place value.  Ø  In modelling book. 23+15=  Ø  Number as 23+10=33+5= 38 Ø  Build with money and PV blocks WALHT use repeats addition to solve a times table problem.    Ø  If there were 4 trees with 5 monkeys in each. How many monkeys are there? Ø  How do children solve this? Draw in books. WALHT find a quarter of a number by half and half again.   Ø  Use wafer biscuits to cut, half and half again. Ø  Packets of lollies (ensure 24 – half and half again) Ø  Use fraction mats.			Subtracting in parts – 1st number must stay intact.
Game and Reflection	Reflection wall questions. Today I learnt… It was tricky when… I am pleased about… I enjoyed… I still need to practise…			Game Ten Pin Bowling (write in books so ALL are participating)
Identified problems for moving from Stage 4 to 5 are: Addressed in this week’s planning (highlighted)
Ø  Trouble estimating (visualising on a number line) Ø  Limited recall of addition and subtraction basic facts Ø  Limited knowledge of groupings within ten and decades			Ø  Poor estimating skills Ø  Limited part whole thinking Ø  Difficulty visualising place value groupings Ø  Limited understanding of place value

Reflection Week 7

Review - Where do we need to go to next? Consolidation and maintenance with simple part whole e.g. 8+4=  39+6= etc.

• Can we add and subtract tens numbers 50+30=  Yes quite confident
• Adding and subtracting 10's from any number 43+20=    62-20=   No - need to practise this with 100's board as support.
• Using PV to add (under tens). Assessment last week showed unable to do this. 43+15= as 43+10+5=

What else to these learners need to know at this level?

• Half and Quarter of a number, relate to doubles. Quarter by half and half again.

What ideas do I have so far about teaching ALiM group?

• Intensive repetition is needed for children at this level.
• Constant reviewing to maintain new knowledge.
• Short sharp intensive learning opportunities.
• Encouraging and giving children time to think and explain but also insisting on contribution to the group.
• Many of these children have used different strategies to "get by" in their learning. They repeat what someone else has said without thought, guess using any answer that comes to mind and appeal frequently to the teacher, are unable to explain their ideas when challenged, feel threatened when challenged to explain why they think something.
• I have directly said to various children "you just said what so and so said" and they nod and agree. I have addressed this by telling the children they need to think for themselves. We have "thinking time" which allows this.
• We have discussed if we don't know the answer we try and explain what we know so far and that it is ok to say you are confused or mixed up.

PLG Professional Learning Group held at School Suport Services

I attended a PLG Meeting on the 4th of September that other Rotorua based ALiM teachers attended.
The following pointed were discussed.

• The difficulty in finding "extra" time to work with "in class" group.

Week 7 Planning

Marvellous Mathematicians Planning Week Seven        Term 3 2014               S Dunkley
		Learning Intentions and Activities		Teacher Reflection
M	Memory Activity/Game	WALHT practise remembering things. Ø  Memory Game on activboard   WALHT order numbers to 1000. Ø  Cards to order. Work in buddies. WALHT remember our doubles to 20. Ø  Puzzle game.  WALHT remember our groups to 100.   Ø  Ladybird matching game.
O	Ordering and Patterns	WALHT count forward and backwards in 10’s and 100’s to 1000. (1, 10 or 100 more or less) Ø  Use money to count (use tens and ones a small set each to go around in a group adding on to total) Ø  Need to use 100’s board to support this. WALHT know the place value of a number. Ø  3 ones and 5 tens is what number? Write into book. WALHT skip count forwards and backwards in 5’s and 10’s. Ø  Use 100’s boards as support. WALHT round a two digit (then three a digit number to the nearest 10 or 100). Use 100’s boards as support. (1000’s chart???)		Find giant 100’s board. Find 1000’s book.
V	Values and Facts	WALHT practise addition and subtraction facts.   Ø  Quick fire facts. Addition and Subtraction. 1 minute to go as fast as you can. Each day. Ø  40+5=  60+8= etc Ø  Addition Flash Cards (NZ Maths material master) WALHT explain the meaning of a three digit number. Ø  Roll four dice and write the number down. Read the number.   WALHT know how many 10’s are in a number to 1000. Ø  Example: If an ipod costs $430 how many $10 notes will I need. Pose as a problem work together.
E RRRAW productive talk – Revoice Repeat Reason Add on Wait time	Expand and revise strategy   Use developing thinking in Mathematics with effective questioning.	Use “math talk” prompts for children on the wall. REVISIT - WALHT to solve problems by making 10. . Ø  In modelling book. 9+4= (Reiterate NO counting) Ø  Model with tens frames. Move up to 19+4= Ø  39+4= WALHT add and subtract 10’s numbers.  (decades) Ø  30+50=  10+30=  50-30= etc WALHT to add and subtract with 10’s numbers.   Ø  32+10=   56-20= WALHT to solve problems by using place value.  Ø  In modelling book. 23+15=  Ø  Number as 23+10=33+5= 38 Ø  Build with money and PV blocks WALHT use repeats addition to solve a times table problem.    Ø  If there were 4 trees with 5 monkeys in each. How many monkeys are there? Ø  How do children solve this? Draw in books. WALHT find a quarter of a number by half and half again.   Ø  Use wafer biscuits to cut, half and half again. Ø  Packets of lollies (ensure 24 – half and half again) Ø  Use fraction mats.
Game and Reflection	Reflection wall questions. Today I learnt… It was tricky when… I am pleased about… I enjoyed… I still need to practise…		Game Ten Pin Bowling (write in books so ALL are participating)