Our session began with a 30 minute run down on developing knowledge skills. Even though we are moving away from the rigid nature of the Numeracy Project, Monique stated that knowledge still needs to be taught. We know these foundation skills pave the way for strategy thinking. I think a number of staff were relieved to hear this as we had been under the impression that learning basic facts was no longer en-vogue.
Here's an example of what this could look like in your daily math session (Thankyou Abby Frost for creating and sharing this mahi with us) -
- Choral counting using a hundreds board.
- Choral counting in 2's, 5's, 10, odd numbers, etc...
- Number of the Day - before and after, how to represent with materials (tens frames, tally charts, find it on a hundreds board...)
Then, choose something...
- Subitizing dots (ability to instantly recognise how many). Dice, Numicon shapes, arrays...Youtube has lots of videos!
- Odd one out. 2 X 2 grid with random numbers. Tamariki has to turn and talk then justify which one os the odd one out. Can use shapes too (eg. misconceptions of triangles).
- Number strings. If 3 + 2 = 5, then 13 + 2 = ? 23 + 2 = ? 73 + 2 = ? Why? Use ratio tables, look for relationships. Look at what we know to find out what we don't know.
- I have ...., what do you need? I have 10. You have 2, what do you need?
- True/False questions. Placement of the = sign. Eg 10 = 7 + 3, rather than 7 + 3 = 10. Misconceptions of = sign.
- Decide, decode, defend - see picture below. This activity looked fabulous for older tamariki.
Key ideas we revisited today -
- Low floor/high ceiling = everyone can get started and everyone can get stuck!
- Look for ways to raise the status of all students! Eg, look for opportunities/interests/anecdotes from children who might not always have a voice in maths.
- Students should not be grappling with both the difficult numbers and unfamiliar contexts
- Anticipating possible solution strategies is so important.
- Groupings/pairs - strategically engineer who will be with who. Quick responders can be paired together to see how many ways they can answer specific questions. Change pairs frequently.
Today was a more valuable DMIC session and I feel a renewed energy towards beginning a fresh math programme with my cherubs this term.
