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Nada WilliamsLeopold Primary School

5250 1233williams.nada.n@edumail.vic.gov.au

MathematicsOnline

Interview

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Get to Know Your Students • Assessment – Mathematics Online Interview

http://www.education.vic.gov.au/studentlearning/teachingresources/maths/

• Use the student data for the basis of your planning.

– Links from the Interview to the Continuum- Number

– Mathematics Online Interview links with the Victorian Essential Learning Standards

• Include your data in your work program • Ongoing monitoring of students.• Informal, part of lesson (whole/part), check list, crosscheck

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Student Profile

Group Profile

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Numeracy Week beginning:    Monday Tuesday Wednesday Thursday FridayFocus:

         

Warm Up:         

Easier Enabling

Task

         

Learning Task

     

HarderExtending

Task

         

Entry points:

Counting

1. Counts a collection of about 20 items Rory KTahlia

2. Rote counts to at least 20 Rory D JacobKobi CharlotteLochlan Trinny Bonnie Chloe VMichelle RaineJames M

3. Counts forwards & backwards by ones, from any starting pointEmeliaChloe HTaraBlake

4. Skip count by 2s, 5s & 10sAarizMasonJames PSebastian

5. Skip count by 2s, 5s & 10s from X

Place Value

1. Read and record some single digit numbersBonnieTrinnyRaineRory K

1. Read, write, interpret and order single digit numbersAariz Emelia Rory James M Sebastian Kobi Chloe Tahlia Chloe H Mason Blake Jacob Michelle Charlotte Jacob

2. Read, write, interpret and order 2 digit numbers.TaraJames P

3. Read, write, interpret and order 3 digit numbers

4. Read, write, interpret and order numbers beyond 1000

Observations/Recommendations

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Big Ideas• Explicit teaching• Who is doing what thinking & when?• Teaching at point of need• Higher Order Thinking• ‘Working Mathematically’ & Mathematically

Rich Activities• Key resources

Have some fun!

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It is important to have a clear mathematical focus and keep this in mind.

•  Plan prompts for children who may have difficulty starting a task or who need extension. 

• Open-ended tasks provide assessment opportunities.

http://www.communication4all.co.uk/HomePage.htm

http://www.senteacher.org/

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Counting Moving Towards Point of Growth 1Teaching Strategies• Hearing & repeating number sequences

– forwards & backwards• Focus on ending sounds in words- ‘teen’ and ‘ty’Activities• coat hanger- prompts

– What do you know about..?– How can you record this?– What happens when…?

• Make Connections– Can you find it on the number line/bead chain? – Does anyone have a birthday on the 8th?– What does 8 o’clock look like?– What does it look like with counters/apples?

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• Number lines

– Build on ‘5ness’– Connect to ‘Fly Flips’ http://nzmaths.co.nz/– http://nzmaths.co.nz/material-masters– floor number line- kinesthetic- walk-talk-record

• Fast Slow Board

• Teen Cards

• Number rhymes

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Counting Moving Towards Point of Growth 2Teaching Strategies • 1/1 correspondence• Organization when counting objects• Conservation of number (for some students, How many? is a cue to

count• Knowing that the last number spoken tells the cardinal number

(manyness) of the group

Activities• Quick as a Flash- dot flash cards- subitising• Golden Bean Counting• Teen Cards

– Fast Slow Board– Before/After

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• “Teen” Numbers Seat the students in pairs. One partner shows 10 fingers. The other partner

shows any number of fingers from one to nine, say six. The “ones” person says “six” and the other partner says “10”, and together they say “is sixteen”.

As a class, record teen numbers as equations on the board or modeling book, and get the students to read them out loud. For example 10 + 4 = 14 is on the board or modeling book. The students say “Ten and four is the same as (equals) 14.”

• Calculator Count

• Making Groups Race Roll a dot die. make as many groups of this size as possible by the time the timer

goes.

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Counting Moving Towards Point of Growth 3Teaching Strategies• Knowing word sequence beyond 109• Understanding forwards/backwards and before/after• Bridging decades• Knowing the order of the decades• understanding the tens and ones structure in number names

Activities• Roll & Count. (Differentiate- Forwards/backwards- number range)

Player 1 rolls die and calls out ‘Stop’ when they roll a 6. Player 2 starts counting backwards from 50 (or?) until the other player calls

out ‘Stop’. Player 1 then continues to count from where Player 2 stopped counting. Continue until one player counts to ‘0’. That player is the winner.

• Number Chart

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64

87

241

8.1

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• Chicken feed Count– Counting a large collection of counters (at least 120)– Ask students to count the total– Observe the strategies used

• Do you remember when we?• Could you do it a faster/smarter way?

• Large Number line - Making a connection to the number chart/PV Physically walking along the number line What can you notice? What do 60/84 pop sticks look like?

Can you group them in a different way? How does this help us?

• Traffic Light Counting• Number Chart Jig Saw Puzzles• Odd Even Numbers – If 9 is odd why is 39 odd?• Place Value Bingo• Higher/Lower Game• Number Path Games

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Counting Moving Towards Point of Growth 4/5Teaching Strategies• Recognise number patterns/sequences when counting by 2, 5s and

10s• Understanding what is a counting sequence• Use knowledge of ‘add 5’ and ‘add 10’ strategies to generate counting

sequences

Activities• Calculator counting• 5/10 before or after Bingo• Class point system in 5 cent increments• Roll and Count• Count by 10s forwards/backwards

– play in pairs using number cards/dice– player counts from given number for the next 5 numbers

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Place Value Moving Towards Growth Point 1Teaching Strategies• Matching different representations of the same number (name,

collection, symbol)• Ordering based on ’manyness’• Reversals- distinguish between 6/9, 2/5• Understanding the terms more/less

Activities• Roll and Match

– Roll a dot die. Find matching numeral card and put this number of counters/teddies on card.

• In the middle (Groups of 3)– Randomly select three numeral cards (0-9). – Order numerals from smallest to largest.– The student with middle number wins a point– keep score in tallies

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Place Value Moving Towards Growth Point 2Teaching Strategies• Matching different representations of the same number (name, collection,

symbol)• Distinguishing between ‘teen’ and ‘decade’ number words• Emphasising tens and ones• interpreting the place value and total value of each digit in a numeral• Ordering collections and numerals

Activities• ‘Teeno’ (Bingo)• Teen cards / Ten Frames Dot Cards

– Fast Slow Board– Before/After– Matching with bundles

• Higher / Lower• Number Chart Jumbled Jig Saw Puzzle• Place Value Bingo

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• Five Minute Collections– Roll a dot die. Collect that number of objects & make a collection– Keep repeating for 5 minutes– Name the total of objects in collection– Discuss quick strategies for naming total

• Use PV Chart to group collections• record – PV cards, standard form, expanded from, word name form• start at 100 and take away

• Bead String– Turn over a number card / roll 2 dice– Find it on the bead string- start at 0 / 100– Find the place 10 more/less than that number– make the number with bundles & ones– Record it on a blank number line

• Place Value Paths / Place Value Rockets

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Place Value Moving Towards Growth Point 3Teaching Strategies• Generalising the idea that units can be different sizes (tens & ones) and must

be counted separately to include the hundreds unit also• interpreting the place value and total value of each digit in a numeral• Ordering based on ‘manyness’

Activities• Higher / Lower• Place Value Bingo• Target Number

– Use a Number Target Mat , bean bags / velcro balls– Each player has 3 or 5 bean bags- throw onto target– Work out total score for each player – record on card– Players order cards to find winner

• Order from lowest to highest• Keep a record of highest scores each day & order these numbers

• Number line – Make a 3 digit number using playing cards.– Locate it on the number line

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http://mathsresourceswiki.wikispaces.com/