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Welcome to Lead Teacher Workshop One 2009 Your facilitators are Rose Golds and Marie Hirst

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Welcome to Lead Teacher Workshop One 2009

Your facilitators are

Rose Golds and Marie Hirst

9.15 - 10.15

- Introductions and Warm Up Activity
- What’s New?
- Needs for this year
BREAK - Mix ‘n Mingle

10.45 - 12.30

New LT’s

Supporting Pick ups and Assessment

Experienced LT’s

Student written recording

Name,School,

Position/Year Level in school

How long you have been the Numeracy Lead Teacher

Something that annoys you!

Marie,

TEAM Solutions, Facilitator

2001

Seeing “your” when it should have been written “you’re”

Now meet the person next to you!

SNATCH!

On “go!”, each person collects 5 sticks and then places them in order.

Student Thinking Math ContentEffective Pedagogy

Where are they on the framework?

What misconceptions do they have?

How can I address them?

- Join with a partner and order your sticks.
- What 3 other values could be placed between 0.2 and 0.32?
- If you know 0.5 > 0.3 what else do you know?
- What is the mean, mode, median of your numbers?
- Add / multiply your sticks or pairs of sticks
- Write your numbers in words
- Match the sticks to place value descriptions / pictures

Waipuna Conference Centre

Thursday 30th April or Friday 1st May

Closing date for registrations: 27th March

Registrations need to be sent by post with cheque

Term 2 Lead Teacher Workshop (9th June) Sharing from symposium in small groups.

- Not just one test!
- Report clearly to schools
- More info will be given at the Lead Teacher Symposium

- Who is using asTTle or e-asTTle at present?
- Case Study possibility.

Student’s Written Recording

Marie Hirst

To reduce the mental overload when solving

a problem.

To communicate ideas to others

Written explanations

Equations

Informal diagrams

Formal diagrams

Scribbled Notes

Formal Algorithm

Students Teachers Parents

- Do students need to show their thinking for every question?
- Does recording have to be neat?
- Share any examples you may have.

+40

-2

25

63

65

25 + 38 = 63

- Get into 3 groups
- Counters, Adders, Multipliers
- Discuss what recording you think children should be using.
- Share ideas and discuss the examples of written work given.

- Re-arrange your discussion groups and report
- back.

What do you think it is important for the teacher to record whole modelling?

- Watch the DVD of written recording during a strategy session
- What recording was done and why?
- What were the mathematical symbols introduced? -why?
- Why could the teacher include children’s names in the recording
- What value did the written recording add to the lesson?

Written recording by the teacher is a useful tool for decoding what is happening to the materials so that the numbers make sense!

Tips for teachers recording

- Make connections between the numbers and the materials
- Use words where possible not digits,
- Use arrows not =
e.g. 56 5 tens and 6 ones

- Lead Teacher Human Bingo

Think of a number

Add 1

Double it

+ 1

+ 2

+ 8

Divide by 4

Add 6

Double again

+ 2

Take away your original number

Your answer is 2

+ 2

Add 12

Think of a number

Multiply it by 6

Halve it again

Take away your original number

Halve it

Take away your original number again

Your answer is 3

- What will you take away and share with your staff?
- Is there any further support/resources you need for this to happen?

Human beings share 99.4% of their DNA with the chimpanzee and 50% of their DNA with the cabbage.

6

n -1 + 4

7

3

4

n-1

n

2(n-1)

Queen Esmerelda has 20 gold coins. She puts them in four piles.

- The first pile had four more coins than the second
- The second pile had one less coin than the third
- The fourth pile had twice as many coins as the second.
How many gold coins did Esmerelda put in each pile?

Hint: which pile shall we call n?

5n = 20, therefore n = 4

- How could you enrich this task and encourage greater effective pedagogy?

- Create their own
- Link to other things they know -use fractions
- Put into real life contexts

Informal Diagram

(e.g. 5 + 3)

Formal Diagram

(e.g. 8 + 5)

Informal Diagram

e.g. 25 + 38

Formal Diagram

Informal Diagram

e.g. 6 x 24

Formal Diagrams

Informal Diagram

e.g. 3/4 ÷ 1/3

Formal Diagrams

56 + 27 5 tens and 6 ones

2 tens and 7 ones

7 tens and 13 ones

1 ten and 3 ones

8 tens and 3 ones

83

1

5 6

2 7

8 3