Maths Parents Evening 2011 with movies

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Maths Parents Evening 2011 with movies

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  • Shared vision, teaching pedagogy, dream student. Common vocab etc.
  • UNESCO
  • Play out the 21 century dispositions.
  • Why targeted learning group important – refer Syndicate and GATE letters Problem solving – collaborative work within a real life context, making it meaningful and promoting the transfer of skills and dispositions Figure it out books
  • Maths Parents Evening 2011 with movies

    1. 1. Mathematics Parents Evening May 2011
    2. 3. Learning to Do: Future Focused Creativity Enviro Action Thinking Communicating Learning to Know: General knowledge Inquiry Independence Love of Learning Learning to Be: Integrity Wellbeing Resilience Sensitivity Resourcefulness Learning to Get Along With Others: Co-operation Respect Empathy Tolerance
    3. 5. So what does that mean in Maths? <ul><li>Abbott and Costello </li></ul><ul><li>Shift from Knowing Process/Doing </li></ul><ul><li>Focus on building and transferring the skills and dispositions for the 21 st century learner. What are these??? </li></ul><ul><ul><li>Having a strong numeracy base </li></ul></ul><ul><ul><li>Making connections </li></ul></ul><ul><ul><li>Investigating </li></ul></ul><ul><ul><li>Problem solving </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><li>What does these look like and how are they </li></ul><ul><li>played out at Stanley Avenue? </li></ul>
    4. 6. Junior Syndicate <ul><li>Targeted learning groups </li></ul><ul><li>60% - 80% Numeracy – Building the foundation </li></ul><ul><li>Progressions </li></ul><ul><li>Examples of Strategies </li></ul><ul><ul><li>One to One Counting </li></ul></ul><ul><ul><li>Counts from One on Materials </li></ul></ul><ul><ul><li>Counts from One by Imaging </li></ul></ul>
    5. 7. Middle Syndicate <ul><li>Target learning groups </li></ul><ul><li>50% - 70% Numeracy </li></ul><ul><li>Progressions </li></ul><ul><li>Examples of strategies </li></ul><ul><ul><li>Advanced Counting </li></ul></ul><ul><ul><li>Early Additive Part-Whole </li></ul></ul><ul><ul><li>Advanced Additive Part-Whole </li></ul></ul><ul><li>Integration of strand </li></ul>
    6. 8. Your turn <ul><li>How many cars are in each line? </li></ul><ul><li>How many lines are there? </li></ul><ul><li>How many cars are there </li></ul><ul><li>altogether? </li></ul><ul><li>If you had four more rows, </li></ul><ul><li>how many cars would there be? </li></ul>
    7. 9. Senior Syndicate <ul><li>Targeted learning groups </li></ul><ul><li>40% - 60% Numeracy </li></ul><ul><li>Larger emphasis on Strand </li></ul><ul><li>Problem solving – investigating – Collaboration </li></ul><ul><li>Examples of activities: </li></ul><ul><ul><li>Otago problem solving </li></ul></ul><ul><ul><li>Mathletics </li></ul></ul><ul><ul><li>Practical tasks around the school </li></ul></ul><ul><ul><li>FIO books </li></ul></ul><ul><ul><li>Worksheets </li></ul></ul>
    8. 10. Your turn Problem solving <ul><li>1 - Last week Temepara bought a chocolate bar from the sweet counter and paid with a $5 note. The change she received consisted of one of each New Zealand coin. How much did the chocolate bar cost? </li></ul><ul><li>2 - Each of the numbers 1 to 7 is placed in a circle on the right, </li></ul><ul><li>so that the total of the three numbers along each of the three </li></ul><ul><li>arms of the Y is 14.What number goes in the middle circle? </li></ul><ul><li>3 - Homer began peeling a pile of 44 potatoes at the rate of 3 potatoes per minute. Four minutes later Marge joined him and peeled at the rate of 5 potatoes per </li></ul><ul><li>minute. When they were finished, how many potatoes had Marge peeled? </li></ul>
    9. 11. What you can do <ul><li>COUNTING </li></ul><ul><ul><li>Cars, shells on beach, pegs, run around the house (time, distance), how many steps you walk, count backwards. </li></ul></ul><ul><li>IDENTIFYING NUMBERS </li></ul><ul><ul><li>Letter boxes, number plates, speed signs, how many km’s to go, number cards, combine numbers. </li></ul></ul><ul><li>NUMBERS BEFORE AND AFTER </li></ul><ul><ul><li>Letter boxes, say a number, write numbers down, use dice. </li></ul></ul><ul><li>ORDER NUMBERS </li></ul><ul><ul><li>Number cards, write numbers down. </li></ul></ul><ul><li>BASIC FACTS </li></ul><ul><ul><li>Pairs to 20, doubles, time tables. </li></ul></ul>
    10. 12. What you can do <ul><li>PROMOTE AND GIVE THEM OPPORTUNITIES TO DO MATHS: </li></ul><ul><ul><li>Involve your children in the financial decision making- Pocket money, shopping etc. </li></ul></ul><ul><ul><li>Landscaping, fencing, creating charts that promote routines </li></ul></ul><ul><ul><li>Games - Bingo, Monopoly </li></ul></ul><ul><ul><li>Discuss and talk to your children about the learning in Maths. Support them with their home </li></ul></ul><ul><ul><li>learning. </li></ul></ul>
    11. 13. And continue to… <ul><li>be supportive, interested and positive towards Maths. </li></ul><ul><li>listen – Their solution or method might not be the same as yours. </li></ul>
    12. 14. For more information: <ul><li>Go to: www.nzmaths.co.nz </li></ul><ul><li>And finally </li></ul>

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