Mathematics - Rob Profitt-White - PLD

 Starter

A picture is worth 1000 numbers - put up a picture of something - burger, animal, whatever! Children have 5mins to come up with as many numbers they can connect to that picture. Eg. 10km away from my house, 100 calories. 

Eg. 6 weeks old,  2 ears, 4 feet, 1,000,000 hairs etc.

Create 3 right and 1 wrong problem. Eg. Balancing the = sign.

Move and Prove - 2 tens and 15 ones can be presented as - a) 215, b) 25, c) 35, d) 2015. Kids physically move to corners of the room.  A good way to assign competence to children who know. Tuākana who can 'teach' less confident peers. Once you've had the initial kōrero, allow another 30 seconds to hold ground or change their thinking. BUT - if a child move, they need to explain why. A moveNprove can become your rich task for the week.

Make sure you show good coverage/representations of examples and non-examples. Eg. Triangle example - 39% (National norm) of Year 3 NZ children get PAT question wrong because they haven't been exposed to scalene triangles. They are used to only seeing equilateral triangles. The power of the visual is over riding their thinking. Introducing these concepts in Year 2 is much easier than Year 6! 

It takes 4-7 years to become proficient in DMIC!

Know - Understand - Do - comes from Canada!

Workbooks from PRIME, OXFORD, iDeal etc - Publishers can't afford for schools to 'run out of work'. When creating them, they took a typical amount of work a teacher could achieve in 5 hours, then added on 50%. Do't be  a slave to the publishing company! The guide is good, it promotes teacher pedagogy. The workbooks do not! It's all about $$$ 

Mathletics - sneaky! They take free tasks from Nrich, NZMaths etc, change then up, and sell them back to schools!

There are 4 main types of task.

Surface

Exercise - Practice of known facts or procedure. Surface skills. Equiations. eg 18 + 31 =

Application - Simple routine word story problems. Little skill. Jo has 15 balloonns, and her friend has 17. How many all together? 

Rich

Open - Multiple solutions. Opps for exploration. Jo and Olivia have a bunch of balloons. 32 in total. 

Unfamiliar - Investigations or complex tasks. 

Secrets behind the Refreshed Mathematics Curriculum

Know

Concepts (big ideas) - what the tamariki need to know. Kids would benefit from teachers reading this blue bit.

Content (skills) - this is where Twinkl and HERO go to. Multiple goals, fancy dials etc.

The Holy Trinity of Maths

Patterns and Variation

Logic and Reasoning

Visualisation - teach the regular, the non-regular and non-examples. CPA = concrete, pictorial, abstract.   

There are 3 parts to a maths problem - WHAT (the answer), HOW, and WHY?

Rich Routines that activate the KNOWS and DOS

moveNprove - notice, recognise, respond. Great for the start of the week to identify global misconceptions.

discussNdefend - see - think - share. Slow reveal graph. What do you notice? What do you wonder? Show some non-unit items, eg, length of string, pencil, dice. Kids have to estimate how long the string is. Show the answer in the reveal. Show more pics (of same items) to estimate.  https://stevewyborney.com/

recallNreason - explore - play - create. Great for once a week to enhance relationships, fun, academically rich games

reviseNretain - remember - apply - solve. SPQ - Scrape Paper Question - once a week. Eg. 201 - 198

When children make errors - Teachers needs to categorise who needs procedural, conceptual, or language support. Teachers usually only focus on procedure.

GLOSS - Gliding loosely over surface skills! Not helpful. Not teaching to the north east!

RevisitNretain 

Reactivate and practise something that has been taught previously. Deepen the know.

Whakamahana/Warm up/Hot spot/ Coneptual starters - all the questions should focus on the same skill.This does not have 2 be every day, could be 2 or 3 times a week.  

Rob's view - writing in a text book is detrimental to kids development in maths! Too much structure creates zombies. 

A typical child should have had 75 - 90 hours of math instruction by the time they get to Year 4. 

Algorithms are necessary, but children need to have an understanding of place value, otherwise they are parroting (barking at the page!) 27 - 19 (algorithm). When renaming, children need to know that 17 is made up of 1 ten and 7 ones.

Patterning

10 - 7 = 

11 - 8 = 

111 - 108 =

1111 - 1108 =

Just like in DMIC - when and child is doing well/on the right track - stop the class, draw everyones attention - public praise, assign competence. Send them back. Copying is great!

We have 4 days over the year with Rob.