1. ALiM Accelerated Learning In Mathematics

2. 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

3. 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
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

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

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

6. 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?

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

8. 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 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

9. 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.

10. 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.

11. 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.

12. 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 see six as 4+2 so 74-4= =68. This lesson showed with the right equipment the children could move from materials, to imaging to number properties within the one lesson

13. 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.

14. 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.

15.
ALiM resources to use in your lessons.