ALiM Accelerated Learning In Mathematics

Kahu, Kaden, Phoebe, Zhykaan, Jorja Numeracy Framework Stages Students status at start of Alim Advanced Counting Expectation Kaden, Kahu, Zhykaan. Counting from One by Imaging Cause for concern Counting from One by Materials At risk Phoebe, Hamiora, Jorja, One to one Counting Emergent Jam Module One: Additive Strategies. Numeracy Framework Stages Students status at end of Alim Advanced Counting Expectation Kahu, Kaden, Phoebe, Zhykaan, Jorja Counting from One by Imaging Cause for concern Counting from One by materials At risk One to one counting Emergent

Callum, Danielle, Jade, Paige, Crystal, Piata, Joshua Number Framework Stages Students Status at Start of Alim Early Additive Expectation Kyah. Advanced Counting Cause for concern Callum, Danielle, Jade, Paige, Crystal, Piata, Joshua Counting from One by Imaging At Risk   14.5.12 Gloss Form K Number Framework Stages Students Status at end of Alim Early Additive Expectation Jade, Joshua, Kyah, Piata, Crystal.   Advanced Counting Cause for concern Paige, Danielle, Callum. Counting from One by Imaging

PAT Test Term 1 Test Score Scale Score (patm) Stanine Joshua Pope 11 21+4 4 Paige Nicholson 6 11.7+4.8 2 Kyah Pinhey 8 15.8+4.4 3 Jade Horne 10 19.3+4.1 Danielle Yorke Callum Pedersen Crystal Kepa-Wilson Piata Waetford-Heketa 7 13.8+4.5

PAT Post Test Test Score Scale Score Stanine Joshua Pope 16 28.3+3.7 5 Paige Nicholson 13 24+3.8 4 Kyah Pinhey 10 19.3+4.1 3 Jade Horn 23 38.2+3.9 6 Danielle Yorke 8 15.8+4.4 Callum Pederson 11 21+4 Crystal Kepa-Wilson Piata Waetford-Heketa 22 36.7+3.8

There is no silver bullet. My inquiry question was:   Can daily problem solving that incorporates the simulation of the problem using a variety of materials and representations and allows time for the students to explain and justify their thinking, lead to an increase in both number knowledge and strategy stage?

I started each lesson with warm up activities that focused on number knowledge and basic facts. Power Towers for basic facts

Find The Biggest Total. We are learning to use what we know about adding tens to make large numbers. Throw the dice Choose to write it as a ones digit or a tens number. Throw 4 times 60 or 6 You must have 2 ones numbers and 2 tens numbers Add your 4 numbers together The biggest number wins. At the end of game they were adding 2 digit numbers easily

Each day there was an addition or subtraction problem to solve. Suitable place value materials were provided. The children were given 5minutes to work independently to show how they applied their knowledge to solve the problem.

look at everyone’s attempts. What can we learn from each other? use deliberate acts of teaching to help the children work through the problem. the modelling book is used to record this learning and used as evidence of learning.

Student Voice: The children said that they found the equipment we used helped them to be better at maths. They thought the abacus was the most helpful piece of equipment. Danielle said the warm up practice of counting forwards and backwards in tens had helped her be better at maths. Crystal said this counting practice had helped her learn her ten times tables and be the best in her class at this. Paige said Mrs Bright explaining things was helpful. Teacher Feedback: Pam was starting her Maths with a multi level problem. She asked Joshua what strategy he had used and he said he counts the tens and then the ones when he works with Mrs Bright.

Building on student thinking Scaffold the learning just enough so that the children are focused on making sense of the mathematical ideas rather than knowing how to do lists of equations. Build on what the children show they can do when solving a problem. Each lesson is planned from what I observe in the previous lesson rather a weeks plan in advance of the teaching. The choice of materials is important E.g. The abacus to show how to split a number. 74-6 see six as 4+2 so 74-4=70 70-2=68. This lesson showed with the right equipment the children could move from materials, to imaging to number properties within the one lesson

Teacher Knowledge. Manage the range of strategies in the group. Lay a large sheet over the materials to force imaging. Send the number property children off to work on another problem independently. Get them to make up a problem for the group. Use everyday contexts for the problems and put the children’s names into the problems. On Saturday Joshua stayed on his skateboard for 23 minutes. On Sunday he stayed on for 35 minutes. How many minutes did he spend on his skateboard? Give the numbers and ask the children to create a problem for us to solve.

Know the content in stage 4 and what is required in stage 5 K Know what to look for so you recognised it when you see it happening in the group. Be flexible enough to a give a problem at the next level. Mathematical communication. Model the talk you want the children to use. Revoicing: So Piata said . . . Reasoning: Do you agree with Joshua’s answer? Repeating: Can you repeat what Callum just said about . . . Can anyone add anything else? The children needed to explain as much as they can before you add your explanation.

www.nzmaths.co.nz ALiM resources to use in your lessons.