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# Maths in the PYP - Putting it onto paper

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Slides from presentation made by Matt Hayes (11 Nov 11) detailing how the staff at Clearwater Bay School are planning for mathematical inquiry using the IB planner...

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• When planning our inquiry, our starting point is always “Page 1”. Section 1 &amp; Section 2Our conceptual understanding is obviously, straight from the S&amp;S document. In this case, we’ve used the conceptual understanding as the central idea – although in some cases that might not be appropriate.
• Our second step is to identify the appropriate Learning Outcomes from the S&amp;S document.These learning outcomes will form the basis of our summative and formative assessments – as well as helping us to write the lines of inquiry and appropriate questions!
• We try and match concepts between our main unit of inquiry and our number unit of inquiry.We don’t want FORM, FORM, FORM!
• We try and match concepts between our main unit of inquiry and our number unit of inquiry.We don’t want FORM, FORM, FORM!
• Linked to our activities and our lines of inquiry.
• ### Maths in the PYP - Putting it onto paper

1. 1. + Putting it onto paper Matt Hayesmathsjourney.wikispaces.com
2. 2. +  What is our purpose?  What do we want to learn?Conceptual Understanding“Number operations can be modelled in avariety of ways”Central Idea“Number operations can be modelled in avariety of ways” PYP Mathematics Scope & Sequence
3. 3. +  Learning Outcomes?  Evidence?When constructing meaning:• Use the language of addition and subtraction, for example, add, take away, plus, minus, sum,difference.• Model addition and subtraction of whole numbers• Develop strategies for memorizing addition and and subtraction number factsWhen transferring meaning into symbols:• Describe mental and written strategies for adding and subtracting two digit numbers.When applying with understanding:•Use fast recall of addition and subtraction number facts in real-life situations.•Use mental and written strategies for addition and subtraction of two digit numbers orbeyond in real-life situations. PYP Mathematics Scope & Sequence
4. 4. +  Key Concepts A mathematical perspectiveFunctionThe examination of systems, relationships, mechanics,components & patternsConnectionThe examination of systems and strategies to identify differentkinds of and levels of relationships, within and betweendifferent strands of mathematics and beyond to other subjectareas.ReflectionBeing able to communicate how we have come to understandan idea, concept or skill. Being able to evaluate theeffectiveness of strategies and tools used in order to informfuture learning. Making the PYP Happen
5. 5. +  Lines of Inquiry Connected to the concepts Function An inquiry into what happens when we add and subtract. Connection An inquiry into the relationship between addition and subtraction. Reflection An inquiry into the different ways we can add and subtract.
6. 6. +  Teacher Questions Connected to the concepts & lines of inquiryFunctionHow does addition and subtraction work?ConnectionHow are addition and subtraction connected toour daily life?ReflectionHow can we add and subtract effectively? See ‘examples of questions that illustrate the key concepts’, (p88) Making the PYP Happen
7. 7. +  ProvocationLiteratureHookEasy link to real-life experienceThere is something for everyone!
8. 8. +  Summative Assessment Culmination of the teaching and learning process …aims to give teachers and students a clear insight into students’ understanding. Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action. Making the PYP Happen, (p45)
9. 9. +  How might we know what we have learned? (Formative assessment) “What are the possible ways of assessing prior knowledge and skills” “What evidence will we look for?” “Teachers should think like assessors rather than activity designers” Making the PYP Happen, (p31) What do we want to find out… before we start?
10. 10. +  How might we know what we have learned? (Formative assessment) “What are the possible ways of assessing learning in the context of the three lines of inquiry?What evidence will we look for?” Smaller bits of assessment which will guide us on the way!
11. 11. +  How best might we learn? “Learning Experiences” “What are thelearning experiences suggested by the teachers and/or students to encourage the students to engage with the inquiries and address the driving questions?” Constructing Meaning  Transferring Meaning  Applying with Understanding “Fun Stuff”
12. 12. + Skills, Attitudes & Learner Profile Attributes Linked to our main unit of inquiry when possible. Important link between main and maths UOI.
13. 13. + Resources Literature “Key Texts” All the things we need… important things for next time…