Sheree discusses Make It Count


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Sheree discusses her teaching and how her students benefitted.

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Sheree discusses Make It Count

  2. 2. TERM 1 Fraction to Decimals on a Rope
  3. 3. RESULTS Izzy ↑ improvement Jade ↑ improvement Ezra ↑ improvement Sophie ↑ improvement
  4. 4. TERM 2-ESTIMATION WALK Years: 4 - 9 Time: 1 - 3 lessons Strands: Measurement, Number Lesson Plan Summary This lesson improves students' concepts of length and their understanding of decimals in a measurement context. In essence students are challenged to walk a given distance from a starting point and compare their estimate with the actual measured distance. Class results are recorded and analysed. The estimations are repeated with a view to improving both the class result, and each students' estimation skills. Learning outcomes and related concepts: estimation of length graphical representation average use of decimals
  5. 5. TERM 3 MONKEYS AND BANANAS  Two monkeys worked together all day to gather a pile of bananas and then went off to bed. In the night one of the monkeys decided to take half of the bananas and hide them in a safe place. The monkey had to eat one of the bananas before she could take exactly half of them. She then went back to bed. As the night progressed the other monkey did the same as the first, eating one banana and hiding away exactly one half. In the morning they were able to share the remaining bananas equally between each other. How many bananas were in the original pile?
  6. 6. Focus  The focus this lesson is for the students to use a variety of strategies when solving word problems in particular the See, Plan, Do and Check strategy.  The Pre-test enables the students to identify the strategies they knew and use and the post-test will demonstrate improvement and the use off other strategies when solving problems.
  7. 7. Results Pre-Test Izzy Ashley Jade Sophie Ezra 5 /20 3 /20 6 /20 9/20 4/20 Post-Test 11/20 6/20 10/20 14/20 7/20 • Improvement • Keen to complete task • Sets work out in See Plan Do Check. • Improvement • Is now able to highlight the key parts of problems • May not always get the answer but has a go. • Improvement • Better understanding of steps and strategies • Improvement • Confidence in herself to have a go. • Able to identify the key parts • Improvement • Problem solving was extremely difficult. Too wordy. Now has to keep going until he has solved. it
  8. 8. Attention Grabber  The Banana Rap from You tube  I used the clip to grab their attention first thing back from break. It actually worked well as we had some behaviour issues from the playground.  Due to the timing, we didn’t have time to have silent reading as a settler, but it got the students instantly focussed.  They loved the clip and they pleaded to watch it again at the end.  Still a talking point today.
  9. 9. Monkey’s and Banana’s
  10. 10. Reflection  The original Maths 300 problem had three monkeys and they ate 1/3. I modified the task for the students to 2 monkeys and they ate half. As the students really handled this problem, I allowed them to explore the original problem.  The students were all engaged and loved using the concrete material to assist with the problem.
  11. 11. Term 4 Bob’s Buttons  Years: 2 - 8 Time: 1 - 4 lessons Strands: Number  Summary  The lesson begins by physically involving students in a game of making groups which is based on the total number in the class that day. On a signal from the teacher the children form into groups of a stated size: the number of groups and the remaining number of children (who are too few in number to form a group) is recorded. This is played several times. Then the teacher poses the problem which involves working backwards from groups/remainder data to find the original number in the class. The problem is easily understandable because the students are physically involved in setting it up. Once the initial problem is solved, there is an extensive set of investigations which can be developed. The lesson is written to highlight teaching the process of Working Mathematically.
  12. 12. Mystery class sizes: Groups of 4 with 2 remainders Groups of 5 with 1 remainder
  13. 13. Results Pre-Test Izzy Jade Ashley Sophie Ezra Post-Test 31/48 20/48 absent 11/48 33/48 35/48 26/48 • Improvement in attitude. Having a go. 6/48 • Negative attitude day of testing. 33/48 • Improvement in Multiplication Knowledge. 45/48 IMPROVEMENT Key Concepts: •Timetables, division, multiples and Lowest Common Multiple
  14. 14. Reflection  We used bottle tops for the concrete material. Initially the students just played with them, then they got back on task.  The activity of physically making groups with the children, was a powerful activity for the students who struggle with division. When recording on the board eg. (4 groups of 5)+3 some students were using their multiplication knowledge to get into groups with no remainders.
  15. 15. Project Conclusion How has the project changed my teaching? I have always had a concrete hands/on approach to teaching Maths, however the focus now is posing open questions through investigations and guiding and learning with students on their journey. Maths 300- All the resources in one place and not having to search for activities. Working collaboratively with Sandra, observing lessons and listening to feedback.
  16. 16. How has the project changed or influenced myIndigenousstudents? Eagerness to participate in Maths. Improvement in confidence to start a problem. Having a go! Knowing that they can use any object as representation. Articulate their thinking mathematically with peers. Love the challenge to solve the problems. Linking new concepts to investigations we have done. Eg – concept-decimals on the number line – to estimation walk with measuring tapes.
  17. 17. NAPLAN Student - Relative Gain Test 2: Test Year Level: 05, For Year: 2011 Test 1: Test Year Level: 03, For Year: 2009 Ezra