Nada Williams Leopold Primary School 5250 1233 w illiams.nada.n@edumail.vic.gov.au

1. Mathematics Online Interview Nada Williams Leopold Primary School 5250 1233 williams.nada.n@edumail.vic.gov.au

3. 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

4. Student Profile Group Profile

7. 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!

8. 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/

10. Counting Moving Towards Point of Growth 1 Teaching 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?

11. 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

12. Counting Moving Towards Point of Growth 2 Teaching 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

13. “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.

14. Counting Moving Towards Point of Growth 3 Teaching 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

15. 241 64 8.1 87

16. 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

17. Counting Moving Towards Point of Growth 4/5 Teaching 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

19. Place Value Moving Towards Growth Point 1 Teaching 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

20. Place Value Moving Towards Growth Point 2 Teaching 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

21. 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

22. Place Value Moving Towards Growth Point 3 Teaching 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

24. Thank You! http://mathsresourceswiki.wikispaces.com/