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BEST Literacy and Numeracy Project

BEST Literacy and Numeracy Project. http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm. BEST Literacy and Numeracy Project. http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm. Literacy. x. Numeracy.

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BEST Literacy and Numeracy Project

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  1. BEST Literacy and Numeracy Project http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm

  2. BEST Literacy and Numeracy Project http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm Literacy x Numeracy

  3. 1. What is the teaching and learning challenge to which you are responding? Which PoLT principle? We are always looking for more fun and challenging ways to extend our chn’s automatic response skill and tables knowledge. We try not to have the chn compete against each other. We have found it more challenging for our students if they try to beat their own previous score or time. This allows all chn to be able to achieve success through improving their own score or time no matter what standard of skill they have. PoLT 2.The learning environment promotes independence, interdependence and self-motivation

  4. 2. What will the student be assisted to do? i.e. Understanding Performance; Essential Question; Understanding Goal / Standard (VELS) • Students will be able to use the Octable to aid them in completing many varied equations relating to all 4 processes of +, -, x and ÷. • MAths VELS standards: Number • appropriate selection and use of mental and written algorithms to add, subtract, multiply and divide (by single digits) natural numbers • use of inverse relationship between multiplication and division to validate calculations • Each student is given a laminated Octable chart. • We carefully explained how to use it for multiplication purposes. For example we chose the Black side. It was explained that when they were told the times table we were to focus on they had to work out the equations and write just the answers down the side of their jotter page. We decided that we would always work across rather than down on the Octable. • It was also explained that we would time the activity and when chn had completed all 18 equations they yelled out stop and we would give them their individual time. At 5 minutes we called a halt to all remaining students. The second time we did it there were no chn who didn’t finish within the alloted time. Our students are used to doing timed automatic response activities so none found it threatening.

  5. The Octable was taken from an article by Leah Alder found in Volume 23 Term 1, 2008 in the Prime Number magazine. Leah goes on to say that all grades from prep to 6 use the Octable at her school. Other ways to use the Octable include addition and subtraction where the teacher gives a particular number that chn have to add or subtract the Octable number from. Division is different as the Octable number is the answer and the chn have to work out an equation that has the given Octable number as the answer. All equations for the division aspect are written whereas with the other three processes the answer is the only thing written.

  6. 3. What can the student already do alone? eg KWHL, Pre-test &c. As our children are in grade 5 and 6 they have all had varied experiences doing ‘quick maths’ activities. The Octable is the latest in aids to help them improve on their individual automatic skill development in a non threatening activity. Chn are not asked to tell their time or score. Rewards are given for improved times and scores. Times table knowledge is essential for the multiplication version of the Octable. When working on the division version of the Octable students will need to understand the inverse connection between multiplication and division e.g. 3x4=12 - - 12÷4=3 and 12÷3=4

  7. 4. How will the student be assisted? i.e. scaffolding eg modelling, questioning, mind map &c. Show or list resources required & length of learning sequence For the students in our grade who struggle with their times tables knowledge we provide a times table chart. Modelling to show how to use the Octable where necessary.

  8. 5. Review. How well did the learning sequence work or not work? What next? All 40 odd chn achieved improved times from their second attempt using the Octable. All chn tried really hard and enjoyed the challenge.

  9. 6. Evidence Attach photographs and / or student work where possible

  10. Thank you

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