Ruth

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** Numeracy PLC with Geoff Woolford Ruth Coster 2009 ** __ 31st March 2009 __ __ ASSESSMENT  __  -   go to the next question  -   do a parallel question __ 13th May 2009 __ __ BIG QUESTION  __ - counting 7 objects: the focus is to count the last one (counting all is a device to find the last one)  -   start with ‘HOW’  -   don’t limit childrens’ thinking or the different strategies they could use with learning intentions __ OBSERVATION  __ __ 8th June 2009 __  -   counting in tens  -   fractions – one whole  -   Focus on ‘how many?’  -   Adding on more teddy bears. Where would the last teddy go? Focus on colour  -   Show the first amount. Hide the second. Always push for what shows the number altogether – LAST number  -   Show the first amount and then hide it.  -   Show the second amount.  -   How many? __ 4th August 2009 __ __ MULTIPLICATION ____ AND ____ DIVISION __  -   9 beans to share between three plates  -   Is it fair?  -   How many? <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   By starting with division, it puts them into //equal groups// ready for multiplcation <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   bringing together of equal sets <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   language ‘sets //of’// ‘groups //of//’’ ‘piles //of’//’ <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   see the 3 beans but also set the 1 plate i.e what groups the separate things together? __ OBSERVATION  __ __ 14th September 2009 __ <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   we are going to take away 2: which ones do we take away?; what bear tells you how many there are now?; which numbers will we have to take away?; did we have to count them all again? <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   E.g. 17 – 4 Make a point of first and last We are taking away 4 What colour teddy bear will be the last one? Take away one at a time __ FRACTIONS  __ __ 20th October 2009 __ OBSERVATION – Geoff observing me   2nd November 2009 <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   getting them to visualize what comes beyond the hundreds board <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   visualizing the hundreds boards as a number line not a square <span style="mso-ansi-language: EN-US; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msoansilanguage: EN-US; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;"> -   using more advanced strategies to add several numbers together (whilst others in the class can still use counting all strategies)
 * When using the Gloss Forms, always aim for the highest strategy (imaging), then go back if needed.
 * A question isn’t designed for a stage itself – it is designed for the childrens’ response
 * If the strategy they are using is correct but the answer is wrong because their knowledge is lacking, they are still at that stage.
 * Asking ‘how many?’
 * Have broader learning intentions
 * Always look for the easiest strategy to solve a problem
 * Move beyond the ‘physical’ number line / hundreds board (imaging)
 * Using materials to support addition (moving from stage 2 – 3)
 * Using materials to support addition (moving from stage 3 – 4)
 * Starting with division
 * Multiplication
 * Counting backwards – which one tells you how many?
 * Focus on the whole – you don’t know how big the half is unless you know what the whole is.
 * Be pedantic with the language of fractions. E.g. What is one third? **One piece** out of the **three equal pieces** that make up **the whole**
 * Don’t be afraid to do ‘hard’ fractions with juniors **as long** as you are using the language
 * I am extending my more able students well in the whole class warm up by:
 * My focus now needs to be on peer interaction and peer correction within the group teaching session rather than it being teacher / student / teacher interaction.