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Money, time and consolidation

Money, time and consolidation. Dr Geoff Tennant geoff.tennant@aku.edu. Countdown Revisited. Challenge for today: Answer is: 29 Numbers to use are: 5, 9, 4, 1, 3 See how many solutions you can find, using all of the numbers and some of them. If you have time, set each other challenges!.

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Money, time and consolidation

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  1. Money, time and consolidation Dr Geoff Tennant geoff.tennant@aku.edu

  2. Countdown Revisited Challenge for today: Answer is: 29 Numbers to use are: 5, 9, 4, 1, 3 See how many solutions you can find, using all of the numbers and some of them. If you have time, set each other challenges!

  3. Von Glaserfeld’s constructivism The idea that children construct their own knowledge, based on previous experience as well as the current teaching situation, and cannot have it imposed upon them. Also concepts of: ‘cognitive conflict’ – one learns something new when there is a conflict between one’s current worldview and a situation which is not accommodated by that worldview (eg. ‘Division makes the answer smaller’) ‘scaffolding’ - guiding a child towards appropriate learning experiences

  4. Constructivism: case study What might you say to a child who says: 8 + 3 = 10 Because they’re counting up: 8, 9, 10?

  5. Money activities • Please don’t use cents in money calculations • Or if you must, laugh at them! • This afternoon’s ‘Trade Game’ suggests an approach to dealing with money Question: - To what extent do your learners engage with money outside of school? Or see it being spent around them?

  6. Money activities Idea 1: ‘school currency’: • Have a ‘school shilling’ system, giving ‘money’ for attendance / punctuality / good work / helping in the classroom / anything else? • Fining children for lateness / poor work / bad behaviour / etc. • ‘Cash’ in at end of term / certificates in assembly / etc.

  7. Money activities Idea 2: ‘wish list’: • Have a price list of toys / sweets / any thing else? • Set an amount of money for them to ‘spend’; • Look to see how different people spend the same amount of money.

  8. Money activities Idea 3: savings • Do children receive a small amount of pocket money? If so, how much would that be? • If this money is saved each week, how much do you have at the end of the year? How could that money be spent in one go? Or if half the money is saved? Key wider point: at least to some extent we have choices how we spend our money!

  9. Money activities Idea 4: involving parents • Encourage parents to talk with their children about the money they spent at the market / supermarket / etc. • Where appropriate, get the child to deal directly with the shopkeeper; • Get the child to work out the change beforehand.

  10. Money activities Idea 5: simulating a shop keeper exercise Give each child a number of ‘school shillings’ and then also get them to decide what they wish to ‘sell’. Have the children spend half the time as buyers and half the time as sellers. Warning: I’ve not tried this out, there may be the need for additional rules

  11. Money activities • Any other ideas for bringing money to life in Standard 1 to 3?

  12. Time Making a clock: a model for differentiation Using a compass, protractor, ruler, pencil, scissors, card, thumb tack and big stone(!) make a clock looking at least as good as this, hopefully better! If you’re happy you can do this, please get straight on. If not, we’ll form a group and do it together. So differentationby support with the same outcome at the end.

  13. Let me tell you about… • ….’beyond the Barchart’; • A project bringing mathematics and citizenship together; • One aspect was how children across the world spend their time; • Aimed at 11-14 year olds, are there ideas here that could be used with standards 1 to 3?

  14. Child’s day What time does school start? What time does school finish? How long is it between the start and finish? How long are the breaks? How much time is spent in lessons? How long spent travelling to and from school? How long spent helping at home?

  15. Consolidation time Use this time to design resources / worksheets / lesson plans based on one or more idea from this week. This includes: • People maths • Geometric art • Practical equipment for adding and subtracting • Follow on or loop cards • Tarsia jigsaw puzzles • Number pyramids • Practical approaches to measurement • Subtraction using a number line • ‘Coutntdown’ activities • Vedic squares • Grid method to multiplication • Gelosia method to multiplication • Maths trails • Time activities • Money activities

  16. So finally from me: Thank you! Geoff Dr Geoff Tennant geoff.tennant@aku.edu +255 689 181 396 www.geofftennant.name

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