powerpoint presentation workshop 1 measures... · title: powerpoint presentation author: triona nic...
Post on 26-Aug-2020
3 Views
Preview:
TRANSCRIPT
Fís
Fog
hlai
mF
orba
irt
www.pdst.ie
© P D S T 2 0 1 4
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
ww
w.p
dst
.ie
MeasuresDay One:
Length, Area, Weight
Advisor Name:Venue:Date
www.pdst.ie/measures
ww
w.p
dst
.ie
Day
1
Instructional Framework
Skills through Content
Learning Trajectories
Hands-on Activities
Cross-curricular Links
Overview of Workshops
Length Area Weight
Capacity Money Time
ww
w.p
dst
.ie
Through engagement with the workshop you will
• Enhance your background knowledge, identify pupil misconceptions and developmental stages of measurement
• Explore a variety of child-centered teaching and learning approaches
• Experience opportunities for developing genuine cross-curricular integration
Session One Objectives
Length Area Weight
ww
w.p
dst
.ie
The concepts developed in the Measures Strand of the Curriculum are an intricate part of human life. Parents can play a fundamental role in supporting development of their child’s measurement concepts.
Parental Involvement
What strategies do you use to promote
parental involvement in mathematics?
Parental Involvement
Pupil Achievement
1. Promote an ‘ask-before-telling’ approachWhat have you tried so far? What is the problem about?
Is there more than one answer? Does your answer make sense?What do you wonder?
(De Waal, 2007)
2. National Council for Curriculum Assessment Resources- Tip Sheets (high emphasis on Measures) & Videos Archive
3. National Adult Literacy Agency ‘Help my Kid Learn’ Site
ww
w.p
dst
.ie
Home-School Links for Measurement
Measures at Home
Time
Journeys
Family Calendar for events
Money
Help with shopping
Receipt Investigation
Pocket Money
Capacity
Bathtime
Sand play at the playground
Filling the shopping bags
Length
Height Chart
Shoe Sizes
Area
Wrapping Presents
Dressing the bed
Sweeping the floor
Weight
Help with cooking
ww
w.p
dst
.ie
Key Messages
By constructing ideas and communicating
them to others, pupils develop mathematical
concepts
Mathematical thinking is developed by
eliciting, supporting and extending children’s mathematical ideas
A variety of learning experiences enhances the understanding of
mathematical concepts/skills and allows for differing
abilities and learning styles
ww
w.p
dst
.ie
Applying & Problem-Solving
Communicating & Expressing
Integrating & Connecting
Reasoning
Implementing
Understanding & Recalling
(PSMC:1999: 68)
Developing Mathematical Skills
Booklet pg. 2 &3
ww
w.p
dst
.ie
“….. Likely a function of how the subject is taught – too much reliance on pictures and worksheets rather than hands-on experiences and a focus on skills……
(Van de Walle, 2013)
Poor Performance In Measures
ww
w.p
dst
.ie
ICT
Suggested teacher
language
To be aware of
Consolidation Activities
Differentiation
Background Knowledge & Pupil Misconceptions
Science Weight
Glossary
Dublin Zoo has just received two new sheep for the family farm. The zoo keeper wants to build
an enclosure for the sheep. She decides that the enclosure must have an area of 60 square
metres. Could you design an enclosure for the sheep?
Dublin Zoo
How could you show your answer?
Can you explain your
partner’s way?
Did anyone try it a different
way?
John, yours looks similar to Jack’s.
Will you describe what you did.
Share your ideas with
your partner
Which enclosure do you think is most suitable?
Why?
Take a few moments to think about it…
ww
w.p
dst
.ie
Supporting & Developing Mathematical Thinking
Eliciting
Child centred
Language Based
Supporting
Strategy Sharing
Revoicing
Teacher as facilitator of the knowledge, not the
sole validator
Values many contributions
Extending
Develops higher-order
thinking
Opportunities for assessment
and self-reflection
Booklet pg.5
ww
w.p
dst
.ie
Concrete – Pictorial - Abstract
Concrete
Pictorial
Abstract
Differentiation
Learning Trajectory
ww
w.p
dst
.ie Stage 1: Pre-measuring Stage
• Comparison of unequal and equal objects
• Ordering of objects
• Equivalence of objects
• Conservation Experiences
Stage 2: Non-standard Units
• Use of non-standard units
Stage 3: Standard Units
• Use of standard Units
Learning Trajectory & Development of Measurement Concepts
ww
w.p
dst
.ie
• Conservation of length
• Benchmarks
• Using a ruler effectively
• The bit left over
• Real life maths terminology
• Developmental stages
• Decametre, hectometre and Kilometre
Background Knowledge and Pupil Misconceptions for Length
ww
w.p
dst
.ie
• Conservation of area
• Area versus perimeter – don’t teach together
• Fields and fences
• Over-reliance on formulas
Background Knowledge and Pupil Misconceptions for Area
The formula ‘area = length x width’ only applies to rectangles and is considered incorrect or ‘sloppy and wrong’!
(Haylock, 2014:348)
ww
w.p
dst
.ie
• Definition of weight
• Conservation of Weight
• Variety of Scales
• Estimation and Developing Benchmarks
• Dominant Hand and Helper Hand
Background Knowledge and Pupil Misconceptions for Weight
ww
w.p
dst
.ie
Meaningful Integration- MeasuresLevel A.1
Using Stories, Who Sank the Boat –consider integration
Oral Lang Shape
Space
Mapping
Who sank the
boat?
History
• Timelines
Science
• Floating & Sinking
Literacy
• Sequencing
Drama
What opportunities do you see for
meaningful integration?
ww
w.p
dst
.ie
Measures Activities
Length
A. Trains
B. Any Three Items
B. Gummy Worms
D. Perimeter Construction
C. Length Scavenger
Hunt
Area
A.
Wallpaper C. Geoboard Investigation
D. Surface Area of Cuboid
D. Area of a
Rectangle
Weight
A. Mystery Parcels
B. Bungee
B. Mostly Postie
D. Weight Cards
C. Investigating
Food Packaging
Follow up Integration Activity
Booklet pg. 6
ww
w.p
dst
.ie
Choose a task from the carousel
Consider the opportunities for integration with other areas of the curriculum
Record and share your ideas on the concept map in your booklet.
Integration Activity
Booklet pg. 6
ww
w.p
dst
.ie
Try the instructional framework with your class. Perhaps one of the tasks you tried
today could be used?
What questions will you use to advance pupils’ mathematical thinking?
Task for Day 2
Booklet pg. 4
Please bring booklet to
Workshop 2
ww
w.p
dst
.ie
Focus for Day 2
Assessment
Opportunities Capacity Time Money
Sharing of Classroom Experience
Please bring booklet to Workshop 2
top related