1 / 24

AiZ (Phase 1) Session 3 Oct 2009

AiZ (Phase 1) Session 3 Oct 2009. Dr Sue Gunningham sue.gunningham@bigpond.com. Find your pace… Keep your pace. A little bit up…a little bit down. There are many who’ll tell you ‘It cannot be done’ And thousands who’ll prophesy failure But give out a grin And tackle the thing

avye-gentry
Download Presentation

AiZ (Phase 1) Session 3 Oct 2009

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AiZ (Phase 1)Session 3Oct 2009 Dr Sue Gunningham sue.gunningham@bigpond.com

  2. Find your pace… Keep your pace

  3. A little bit up…a little bit down

  4. There are many who’ll tell you ‘It cannot be done’ And thousands who’ll prophesy failure But give out a grin And tackle the thing that cannot be done …and you’ll do it!

  5. PROGRAM Session 1: Whole school planning for numeracy Session 2: What to teach Session 3: Using data effectively Session 4: Planning units of work

  6. AGENDA 9 - 9.30 Recap key ideas sessions 1& 2 9.30 – 10.00 Feedback: Action since S2 10.00 – 11.00 NMR planning requirement A template to consider 11.00 – 11.30 MT 11.30 -1 Using data effectively 1-1.30 Light Lunch 1.30 Teachers return to their school

  7. The goals of the program are to: • improve the experience of students when learning mathematics • improve numeracy outcomes as measured by NAPLAN data and other relevant assessment tools • build a sustainable, supported school-based culture of teacher learning through the study of practice

  8. Skills AND Thinking & Reasoning “ It is important ..….(to) measure students’ ability to apply their mathematics knowledge, rather than simply their ability to remember facts and formulas” (2006 Report from the Parliamentary Inquiry into mathematics & science education Executive Summary Pxv)

  9. Guiding principles for all maths lessons • Explicit number fluency practice every lesson • Explicit purpose for every lesson • Formal structure for every lesson • Students working on tasks beyond their current levels of thinking • Teacher communicating high expectations and using purposeful feedback • Established classroom norms for working

  10. Whose plan and why?

  11. Planning: How many maths lessons? 40 weeks × 5 pw = 200 pa Minus swimming, camp, sport, concert, etc Minus 10% tch absence and unexpected circs Minus 1 week revision per term + 1 week assessment pa = TOTAL MATHS LESSONS Per Annum

  12. Planning: Who does what? Begin with the whole school Eg NUMBER

  13. LEARNING FOCUS STATEMENTS Level 2 NUMBER Learning focus As students work towards the achievement of Level 2 standards in Number, they learn to use base 10 models (units, longs, flats and cubes) and arrays to identify, order and model the counting numbers up to1000. They create number patterns mentally, by hand and with the use of the constant addition facility of calculators. They use models and arrays to support the development of skip counting up to 100. They recognise patterns created by skip counting (for example, when counting by fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Students perform simple addition (count on) and subtraction (count back) using numbers up to 100. They use equal groups of objects and rectangular arrays to model multiplication and equal sharing for division. Students divide geometric objects including lines, arrays and regular shapes into equal parts to develop the concept of a simple fraction as part of a whole. They learn to order money amounts in dollars and cents, form different totals using dollars and cents, and carry out simple calculations such as change from small amounts.

  14. READY RECKONER – Number LEVEL 1 (Prep) • Number names • Counting on and back to 20 • Symbols for objects • Ordinal number • One-to one correspondence • Form equal groups • Model addition and subtraction with objects LEVEL 2 (Yrs 1/2) • Count on/back to 100 • Ordinal number • Meaning of equal • Skip count by 2,5,10 • ½ and ¼ and 1∕3 • Fact families • Number facts (shortcuts and recall) • Coins • Place value • Simple addition, subtraction, • Repeated addition as multiplication, Sharing as division

  15. NMR Planning requirement

  16. NMR NUMERACY Rationale: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Guiding Principles: XXXXXXX School Context: XXXXXXXXXXXXXXXXXX The Action Plan

  17. NMR Numeracy Planning Template

  18. Morning tea yet?

  19. Using data effectively How can you use NAPLAN data? - Item Analysis report - Student Achievement Level report

  20. How can you use Student Rocket reports?

  21. How can you use student work samples?

  22. How can you use student work samples?

  23. What might the teacher do next? 16 students in Yr 4 given an open ended task about fractions

  24. So what … • …will you do this afternoon as a result of this morning’s session? • … will you do between today and next time we meet? • …will you do to track your progress between now and then?

More Related