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# EARLY CAREER TEACHER SUPPORT

The Number strand in Mathematics Resources
The Mathematics Lesson - A suggested model
There are several ways in which you can structure a mathematics lesson. One way is to divide the lesson time into four sections: 1. Warm up – Ignition (whole class) 2. Major focus – including explicit teaching, purpose, (whole class) 3. Group work (small groups, pairs, individual) 4. Reflection and conclusion (whole class) 1. Ignition-warm up(Whole class) ● ● ● ● Activities usually run between 5 - 10 minutes in duration. Activities usually involve the whole class. Activities should allow students at all levels to be able to participate. Activities may or may not be directly related to main lesson focus.

2. Main Focus - Explicit Teaching (Whole class) ● ● ● ● ● Explicit Teaching typically runs between 10 - 15 minutes in duration. Learning intention – WALT We are learning to... Numeracy reference – link maths concept to real world Make lesson key idea explicit WALT We are learning to ....... Teacher models Concrete – Visual – Abstract learning

3. Main Focus (Small Groups, pairs, individual) ● ● ● ● ● ● Main focus small group activities typically run between 15 - 20 minutes in duration. Guided/supported practice of the skill or knowledge Teaching and activities may target students of different levels. You may wish to spend more time with students using less advanced strategies. Provide explicit feedback on the learning - e.g ‘Well done, you found all the numbers 1-10 by looking closely at the shapes of the numbers.’ Good opportunity to make anecdotal observations and for students to undertake ongoing assessment tasks

4. Reflection and conclusion (whole class) ● ● ● ● ● Usually runs 10 mins in duration. Go back to WALT “Today we are learning to use denominators to describe fractions of different size, John could you tell us how your group activity did this.” Students express their understanding of the Key Idea. Often run out of time for reflection part of the lesson. Many options including writing, speaking, drawing and building.

NSW State Literacy and Numeracy Plan

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What:

Learning intention – WALT We are learning to….. Do the students know what the point of the lesson is? What is the mathematics concept or the literacy focus for the lesson? How can you communicate it to them in language they can access? Important for teachers to write down in day book, can be quite difficult to articulate learning intention.

Why:

Connectedness – real world or school world Do the students know why they are learning this? Needs to be early in lesson after the learning intention has been communicated in order to give students a reason to engage. - Mathematics Numeracy - English  Literacy

How:

Various ways to explicitly teach the concept/focus as below: Tactile/kinaesthetic – Visual – Auditory Concrete – Pictorial – Abstract (particularly Mathematics) Modelled – Guided – Independent  Explicit quality criteria Do the students know exactly what they are to do and how well? Make criteria visual – same place in classroom - same format

What:

Reflection – revisit learning intention Do the students know what they have learnt?

NSW State Literacy and Numeracy Plan

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EARLY CAREER TEACHER SUPPORT

DEC Numeracy continuum K-10 The site contain great videos which clearly demonstrate student behaviour at each level. A good understanding of the Aspect 2 will make the teaching of Mathematics much easier. See videos
This continuum describes the development typically expected of most students in seven aspects : • Counting sequences • Counting as a problem solving process • Pattern and number structure • Place value • Multiplication and Division • Fraction units • Unit structure of length, area and volume

DEC Numeracy Continuum (K-6)

Maths Starters – Number of the day

ABC - Splash

Scootle

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Maths 3000 - (part of ESA – Education Services Australia – Federal government) maths300 is an exciting online resource, offering over 175 lessons ideas for mathematics teachers from 0– 12. Subscription costs NDLRN – National Digital Learning Resources Network – (part of ESA – Education Services Australia – Federal government)
The National Digital Learning Resources Network contains more than 12,000 digital curriculum resources that are free for use in all Australian schools.

Article describing Concrete – Pictorial – Abstract approach to the teaching of Mathematics

Mathematics syllabus K-6 – (Board of Studies BOS) See Key Ideas under Programming resources, scroll down to bottom of page.

Mathematics Sample Units of Work (BOS) Great lesson ideas.

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EARLY CAREER TEACHER SUPPORT DEC - Count Me In Too Website A wide range of resources to support the teaching of Aspect 1 – Counting sequences and Aspect 2 – Counting as a problem solving process.

DEC - Counting – On Website A wide range of resources to support the teaching of Aspect 4 - Place Value and Aspect 5 Multiplication/Division.

DEC Publications – check in school teacher resources.

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Classroom number kit

Concrete Materials

– these resources are ideally in each classroom to support easy access and eliminate the need to borrow items. These items are best made available to students at all times. Note: some items listed are visual supports for use with concrete materials eg. Place value flip charts, place value arrows, hundred charts Base 10 material Place Value Mats The most important Clarify place value resource in the when working with classroom. Essential for base 10 material developing understanding in place value, addition and subtraction. Hundred charts Individual laminated charts Place value flip charts

Number lines Easily made and laminated Eg. 1-10 1-25 1-50

Unifix blocks As with counters used for all number work

Place value arrows Used with base 10 material to develop place value understanding

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Counters Counting, addition, subtraction, multiplication & division, patterns & algebra, data and chance. Very useful when used with document reader for modelling concepts.

Double sided counters Used to show :

Bowls/cups/rings For making groups in multiplication and division

- commutative property of eg. Addition Commutative means that things can move or commute - friends of ten

Transparent counters Used with laminated 100 charts - Number bonds for addition & subtraction

- subtraction and linking subtraction to addition Number crunchers Used with counters or unifix blocks to describe number bonds Pattern blocks Used for 2D, 3D, patterns & algebra and fractions

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School maths kits – these resources are in the school for classroom borrowing.
2D shapes Part/whole resources to develop understanding of denominators and equivalence. 3D objects Part/whole resources to develop early understandings of halves and quarters Fractions & Decimals

Fractions/decimals/per centages flip charts To develop understanding of how they relate to each other Patterns & Algebra

2 Dimensional shapes

Space

symmetry

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3 Dimensional objects

features & properties

cross sections

nets

different views Money

Misc.

Measurement Length Informal measurement, developing awareness for a unit of measurement

Length Formal measurement

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Area Informal measurement

Area Formal measurement

Mass Informal measurement

Mass Formal measurement

Volume Measuring the space the 3D object takes up

Capacity Measuring what a 3D object can be filled with

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Time- telling the time

Time - duration

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