1 / 71

St Patrick’s Primary School

St Patrick’s Primary School. Mathematics Learning in Stage 2. What issues/concerns do you have about mathematics learning in Stage 2?. How do you plan for learning in mathematics?. The Australian Curriculum: Some of the key decisions.

della
Télécharger la présentation

St Patrick’s Primary School

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. St Patrick’s Primary School Mathematics Learning in Stage 2 Judy Anderson The University of Sydney judy.anderson@sydney.edu.au

  2. What issues/concerns do you have about mathematics learning in Stage 2?

  3. How do you plan for learning in mathematics?

  4. The Australian Curriculum:Some of the key decisions • Mathematics success creates opportunities and all should have access to those opportunities • The curriculum should prioritise teacher decision making • The curriculum should foster depth and important ideas rather than breadth • Students can be challenged within basic topics, including the advanced students

  5. There are 3 content strands • Number and algebra • Measurement and geometry • Statistics and probability

  6. … and 4 proficiency strands • Understanding • Fluency • Problem solving • Reasoning

  7. Our Plan(September/November) • Review rich tasks • Link to the curriculum (Australian/NSW) – content AND proficiences • Consider the Six Key Principles for Effective Teaching of Mathematics • Design ‘good lessons’ • Trial/refine/retrial our ideas • Share/collaborate with colleagues

  8. What are rich tasks? foster engagement

  9. Some Rich Tasks Number and Algebra: Make or lose 100 Hundreds chart patterns and relationships Choose your path Multi lotto Colour-in-fractions Posing problems from photos Measurement and geometry: Money trails Measuring angles in the classroom Statistics and Probability The language of chance What’s in the bag? Dice Differences

  10. Number and Algebra

  11. Make 100 practice

  12. Lose 100

  13. Make 100, Make 10, Make 1 Make 100 Make 10 Make 1

  14. Some questions • What is the mathematical purpose of that task? • What is the pedagogical purpose of that task? • How can this be communicated to students? • What mathematical proficiencies (actions) can be addressed by working on that task? set goals

  15. practice Six Key Principles for Effective Teaching of Mathematics set goals make connections Collaborative teacher learning foster engagement structure lessons differentiate

  16. A counting chart

  17. Hundreds Chart:Identifying patterns and relationships structure lessons

  18. Goal Task • Choose any number on a hundreds chart (or calendar, …) as the first number in a pattern. • From this number, record the pattern of numbers going up, or down, or to the left, or to the right, or diagonally. • Describe the pattern in words (or represent the pattern in a table or in a diagram, or using symbols)

  19. Enabling prompts • Count forwards and backwards from a given number • Write the numbers in order • What is the difference between each number • If you kept going, what is the 10th (20th) number in the pattern?

  20. Extending prompts • Pose additional questions: • If you start at 3 and count in steps of 3, will you say the number 78? How do you know? • If you start at 3 and count in steps of 5, will you say the number 71? How do you know? • Count in steps of 5 starting at 13? What patterns do you see? Would you say 72? 68? • Represent patterns in a number of ways (generalise using symbols) • Use different grids (eg calendars) to identify and describe patterns

  21. Choose your path +18 -15 40  2 -45 +27 -28

  22. Multi Lotto (Downton et al.) 5 x 6 On the grid, record 16 different numbers which are all answers to the multiplication facts. 9 x 1 8 x 4 10 x 2

  23. How many different numbers can you choose?Which are the best numbers to choose and why?Investigate, record and represent

  24. An Investigation: Which of the following game boards would you choose to use and why? Now create the ‘ideal’ game board.

  25. A multiplication chart.

  26. FractionsWhat fractions can you see?

  27. Colour in Fractions1. each player has a game board2. in turns, throw the dice to make a fraction3. colour in that fraction, or its equivalent on your board4. the first person to colour the entire board wins.

  28. 1 */2

  29. Recording = + +

  30. How many different ways can you make ½?

  31. Flags

  32. Students’ Posing Problems:Mathematics from Photographs Look at the photographs and • What do you notice? • Write down some mathematical problems that occur to you. • Now do some mathematics based on the photograph. make connections

  33. Observing, predicting and proving What patterns can you see in the following? Write your numbers in a table. Predict the next values. Draw the next shape to see if your prediction was correct.

  34. Measurement and Geometry

  35. Money Trails • If I made a trail of 20 cent coins from the classroom door to the school gate, how much money would I need? • How far can $10 really stretch?

  36. Measuring angles in the classroom

  37. Statistics and Probability

More Related