Discussion - A
Show 7 hundreds and 2 ones on a place value chart. Then read the number out loud and write in symbols. a. Why might a young child write 7002 when he or she hears this number? b. Why might a child read ‘seventy-two’ when 702 is written? c. How would you lead a child to see that these ways of writing and reading this number are incorrect? • Materials Language Symbols • Think boards • Bead strings • Pop sticks - bundling Discussion – B A child reads 700 correctly. When you ask how she knows this, she says ‘ the 7 tells me seven and the 2 zeros tell me hundred.’ How would you respond to this? • Give her a number with a different amount of tens and ones and see how she responds • Ask her other ways of renaming 700 e.g 70 tens, 700 ones • Use of concrete materials Discussion – C A child was asked to show fifteen using bundling sticks. She carefully put out 1 bundle of ten, hesitated, then put out another 4 bundles of ten and stopped to think. After a while, she put 1 one to the left of the 5 bundles. Asked how she knew to do this, she explained, ‘These numbers are a bit tricky. They have a one in front.’ a. What understanding of numbers does the child have? • She knows a 15 has a 5 and a 1 b. What difficulty might she have? • What bundling means, groups of 10 c. How would you help the child to overcome this difficulty? • Undo the bundle and check how many she has • Play lots of bundling games • Making groups of 10 using many different materials (e.g teddy bears, pipe cleaners, sticks, unifix, etc) Discussion – E A child was given the following question: There are ten coloured pencils in a packet. If you had two packets and five extra pencils, how many pencils would you have? When asked to write the number and read it out loud, the child wrote 205 and said ‘twenty-five’. a. What understanding of number does the child have? • Knows what 20 looks like • Concepts of how many altogether b. What difficulty might he have? • Place Value – tens and ones, hundreds are 3 digits c. How would you help the child to overcome this difficulty? • Reinforce 1’s and 10’s language • Place value games • Show me your thinking - use place value charts GRADE 1/2 PLT MORE THAN NUMBERS
PLAN FOR THE REMAINDER OF 2014. The HOST SCHOOL is responsible for holding a mini PD (about 45 minutes) in how to address a specific concept or misconception. Present to the PLT group.
The aim of these sessions is for them to be interactive, and give teachers a chance to share resources and strategies that can be used back in the classroom. GRADE 5/6 PLT MORE THAN NUMBERS
PLAN FOR THE REMAINDER OF 2014. 29/07/14 - Venue: Glenroy West Sharing of ~ Assessment Schedules & how they are used to inform content direction. ~ An activity that engages all students. 02/09/14 - Venue: Coburg North Sharing of ~ Lesson structure: What are the components for a successful lesson which allows for student success. The role that technology plays in teaching Mathematics. 21/10/14 - Venue: Oak Park Unpacking the AUSVELS Mathematics Curriculum: 25/11/14 - Venue: Pascoe Vale Method used to transfer Mathematics skills/ Knowledge learnt into other curriculum areas. The HOST SCHOOL is responsible for holding a mini PD (about 45 minutes) in how to address a specific concept. Present to the PLT group. · Strategies to be explicitly taught · Activities to support learning · Apps, websites to support teaching All teachers are expected to come along with ideas and activities to share on the given topic. The aim of these sessions is for staff to be interactive, and give staff a chance to share resources and strategies that can be used back in the classroom. |
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