Embedded Files
The NZ curriculum notes that our ākonga will be engaged in thinking mathematically and statistically. They will model situations and solve problems in a range of meaningful contexts.
Starters
Starters
We usually remember most from the beginnings and ends of lessons so our starters should be planned and thought out. A "starter" could also be used for the last ten minutes of a lesson.
Starters should:
run to simple rules or routines
require minimal equipment
have a clear finish.
A starter might be about:
yesterday, practicising applying a skill or developing a concept
today, setting up the lesson to come.
tomorrow, preloading some ideas ready for a future lesson
spaced practice : something from a while back
encouraging ākonga to engage in mathematical talk.
sites for starter inspiration
sites for starter inspiration
Adapt for your context and your learners
encouraging mathematical talk
encouraging mathematical talk
Rich, dialogic talk supports students in making sense of complex ideas and builds classroom communities centred around meaning-making. 'Talk moves' are the tools used by teachers to support rich, meaningful classroom discussion in mathematics.
Ask good questions
Ask good questions
Thinking about the questions that you ask in your math classroom.
Can they be answered with a simple “yes” or “no,” or do they open a door for students to really share their knowledge in a way that highlights their true understanding and uncovers their misunderstandings?
Asking better questions can open new doors for students, helping to promote mathematical thinking and encouraging classroom discourse
Read more about asking better questions and download the infographic with 100 questions to promote mathematical discourse.
Activities to encourage mathematical talk
Activities to encourage mathematical talk
Bowl - a - Fact
Bowl - a - Fact
Loved by students of all ages. Builds fact fluency
Equipment: 3 dice
How: Draw a "bowling alley" on board/in books
Roll the 3 dice & record the numbers eg 3,6,2
Using each of the numbers on the dice with any operation make 1 to 10 to bowl out the number [brackets, powers etc allowed but let the ākonga ask those questions and make the rules together as a class]
Adapt if needed by using more dice, allowing numbers to be used more than once, not all the numbers etc
Cut up the statements and sort into piles as to whether they are always, sometimes or never true.
Be ready to defend your decision
True or False : like the always sometimes never but instead there is simply a true false decision to be made and justified
Throw 2 dice and make a fraction, e.g. 4 and 5 could be 4/5 or 5/4
Try and make a true statement each time the dice is thrown.
Throw dice 10 times, Miss a go if you cannot place a fraction.
First to complete wins.
Watch
Watch
Julia takes us through 8 routines to encourage our learners to be the talkers in our classroom, how we can manage the conversation and how do we make it equitable.
This recording is from an AMAonline Saturday morning
From the Youcubed course - "How to learn math for teachers and parents.
Jo Boaler shares how to build number sense using number talks and how they can help with algebraic thinking.
Growing my practice
Growing my practice
The new NCEA site has a page of evidence based ideas to support you to grow practice. What are strengths in your practice and what would you like to work on.
Plan to make 1 change between now and the end of the term
at least 1 sentence every day by every student in every class
at least 1 sentence every day by every student in every class
Google Sites
Report abuse