Welcome to Lead Teacher Workshop One 2009

Your facilitators are Rose Golds and Marie Hirst

Overview9.15 - 10.15• Introductions and Warm Up Activity• What’s New?• Needs for this year

BREAK - Mix ‘n Mingle

10.45 - 12.30New LT’s Supporting Pick ups and Assessment

Experienced LT’sStudent written recording

Introductions

Marie,

TEAM Solutions, Facilitator

2001

Seeing “your” when it should have been written “you’re”

Now meet the person next to you!

Name, School,

Position/Year Level in school

How long you have been the Numeracy Lead Teacher

Something that annoys you!

Contact List

Maths Activity

SNATCH!

On “go!”, each person collects 5 sticks and then places them in order.

Thinking about mathematical tasks

Student Thinking Math Content Effective Pedagogy

Where are they on the framework?

What misconceptions do they have?

How can I address them?

Using Effective Pedagogy and increasing the value of a mathematical task

• Join with a partner and order your sticks.

• What 3 other values could be placed between 0.2 and 0.32?

• If you know 0.5 > 0.3 what else do you know?

• What is the mean, mode, median of your numbers?

• Add / multiply your sticks or pairs of sticks

• Write your numbers in words

• Match the sticks to place value descriptions / pictures

What’s New?

Lead Teacher Symposium

Waipuna Conference CentreThursday 30th April or Friday 1st May

Closing date for registrations: 27th March

Registrations need to be sent by post with cheque

Term 2 Lead Teacher Workshop (9th June) Sharing from symposium in small groups.

National Standards

• Not just one test!• Report clearly to schools• More info will be given at the Lead Teacher

Symposium

Wiki Spacehttp://mathsleadteachers.wikispaces.com/

E-asTTle

• Who is using asTTle or e-asTTle at present?• Case Study possibility.

Student’s Written Recording

Marie Hirst

Why use written recording?

To reduce the mental overload when solving a problem.

To communicate ideas to others

Scribbled Notes

Formal Algorithm

Written explanations

Equations

Informal diagrams

Formal diagrams

Students Teachers Parents

Student Recordingwhat are the issues?

• Do students need to show their thinking for every question?

• Does recording have to be neat?• Share any examples you may have.

Informal or Formal?

25 + 38 = 63

25 6563

+40

-2

Group Activity

• Get into 3 groups• Counters, Adders, Multipliers• Discuss what recording you think children

should be using.• Share ideas and discuss the examples of

written work given.

• Re-arrange your discussion groups and report

back.

The Role of The Teacher

• Watch the DVD of written recording during a strategy session

• What recording was done and why?• What were the mathematical symbols

introduced? -why?• Why could the teacher include children’s

names in the recording• What value did the written recording add to

the lesson?

What do you think it is important for the teacher to record whole modelling?

Teacher’s Written recording

Written recording by the teacher is a useful tool for decoding what is happening to the materials so that the numbers make sense!

Tips for teachers recording• Make connections between the numbers and

the materials• Use words where possible not digits, • Use arrows not =

e.g. 56 5 tens and 6 ones

2009 Needs Analysis

• Lead Teacher Human Bingo

Think of a Number

Your answer is 2

Think of a number

Add 1Double it

Add 6 Double again

Take away your original number

Divide by 4

+ 1

+ 2+ 8+ 2

+ 2

Think of a number again!

Think of a number

Add 12Multiply it by 6

Take away your original

number

Halve it

Take away your original number again

Halve it again

Your answer is 3

Reflection

• What will you take away and share with your staff?

• Is there any further support/resources you need for this to happen?

Thought for the day

Human beings share 99.4% of their DNA with the chimpanzee and 50% of their DNA with the cabbage.

Queen Esmerelda’s Coins Queen Esmerelda has 20 gold coins. She puts them in

four piles. • The first pile had four more coins than the second• The second pile had one less coin than the third• The fourth pile had twice as many coins as the second. How many gold coins did Esmerelda put in each pile?

Hint: which pile shall we call n?

nn-1n -1 + 42(n-1)

5n = 20, therefore n = 4

7 3 46

Name that Decimal(from Number Sense Grade 6-8)

• How could you enrich this task and encourage greater effective pedagogy?

•Create their own

•Link to other things they know -use fractions

•Put into real life contexts

Counting Students

Informal Diagram

(e.g. 5 + 3)

Formal Diagram

(e.g. 8 + 5)

Additive Students

Informal Diagram

e.g. 25 + 38

Formal Diagram

Multiplicative Students

Informal Diagram

e.g. 6 x 24

Formal Diagrams

Proportional Students

Informal Diagram

e.g. 3/4 ÷ 1/3

Formal Diagrams

Written recording steps for algorithms

56 + 27 5 tens and 6 ones 2 tens and 7 ones

7 tens and 13 ones

1 ten and 3 ones

8 tens and 3 ones

83

1

5 6

2 7

8 3