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Lynne Goals To become a confident teacher in the delivery of NZ Mathematics curriculum, both in knowledge and strategies of appropriate class stages; to attend meetings with Geoff Woolford, Maths advisor; to attend PD in Mathematics and complete readings

Strategies To continue to use NZ maths website for planning and for keeping up to date with current practices To become more aware of WALT wording - not to give children the strategy for problem solving - to cater for different learning styles To keep groupings flexible to cater for children's growth and learning rates To take on new information and trial it in class To acquire new information by attending seminars and networking new skills

Indicators To see planning in long and short term workplans To see record of the WALT in numeracy booklets To constantly monitor wherte children are at in their learning - both in knowledge and strategies To see new ideas being trialled and incorpate them into class if appropriate

Reflections over the year Children have different learning styles so their approaches to solving a problem may be different WALTs are not to be narrowed to one style to cater for all learners Geoff demonstrates with clear goals of where he wants to take the students - he use asute questioning to gain their responses to move along the learning intention Geoff explained the importance of one as a whole

17 March 2009 Discussion with Geoff Woolford in Junior Staffroom Look for the best use of strategies with student. use a combination of knowledge and strategies - not one over the other. Strategies being the problem solving to work out the answer. "How can I do this?" Emphasis on telling the student the strategy to use as there may be a different approach. Don't influence them with your method. Say " We are trying to find out ways to solve this problem by finding easy ways of doing this."

31 March 2009 Discussion with Geoff Woolford in Junior Staffroom Meadowbank's tracking sheets in Teachers' Drive Multiplication - forest of trees. Pg 26/27 Book 2 If they know how many trees - could ask question 3 before question 2.

04 July 2009 Dicussion with Geoff Woolford in Junior Staffroom Multiplication and Division Can start with division before multiplication. Equipment - plates (ice cream lids) and beans - make story about Plastic Eating Pets - PEPs. They all want the same before they eat the food. 3 sets of _ = 9 beans Can use shapes - triangles have 3 sides. 5 triangles. How many sides? 2 sets of 5 and 2 sets of 4 = 2 sets of 9 = 18 Use word group. Can use strips eg. turtles 9 x 5 + 9 x 1 = 45 + 9 = 54

27 July 2009 Mid Year Reflection SmartBoard is great for warm up tasks. Extend each group to higher thinking to see if any students rise to that understanding. Don't always provide the WALT as different children think in different ways. Attended a whole day Maths symposium. Move children into higher (and if need to lower groups) as need arises. Thinking on how my approach to teaching Maths has changed to improve children's learning.

20 October 2009 Observation in Room 7 with Geoff Woolford Can you have a 1/4 bigger than a 1/2? Meaning of a whole - talk about the whole as being the complete thing. Use appropriate language to get across frations such as one part of the whole or two parts of the whole. Use of 100 bead snake - imaging - another 100 bead snake - fractions and decimals Use of Mystery stars - in catalogue Using shapes particulaly a hexagon - one yellow shape, two red to make one yellow, six green to make a whole yellow, three green plus one red make a whole. Three blue make a whole yellow. Cannot add things if they do not have the same name 1/6 + 4/6 + 2/6 = 7/6 more than one whole Decimal point meaning where the ones column is Never put the decimal point in its own column.

2 November 2009 Geoff came to observe a Maths lesson in Room 24. A small group of children were working on the mat on problem solving 68-32 subtracting the tens first and then the ones. No WALT was given The intention was to subtract the tens amount then the ones. 68 - 30 = 38 then subtract 2 = 36 Various children were recording with comprehension while others were unsure of the concept. I used equipment to allow visual understanding. The children were encouraged to subtract the tens amount as a different approach from usually taking away the ones amount first. Those children who comprehended moved away to work on indivdual work with given problems. Appropriate questioning was asked of each child where they were at in their equation. Positive feedback on this from Geoff.