MATHS
Students worked at their own ability level during a learning sequence on Division. I ran a small group session to scaffold the learning of those who felt that they needed assistance.
The Doorbell Rang by Pat Hutchins was used to introduce the concept of Division to a Grade 3 class. As a whole class the students acted out the story using counters and paper plates to demonstrate the division of the cookies that happened in the story. The students then created their own cookie division stories with accompanying illustrations and equations.
I worked with a small group of students on the floor who were having trouble with the concept. These students continued using the counters to solve simple division problems and further developed their understanding of the concept as they drew representations in their Maths books.
A subsequent lesson in the sequence included mixed-ability paired tasks, this allowed students to learn through peer-to-peer instruction.
Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
I worked with a small group of students on the floor who were having trouble with the concept. These students continued using the counters to solve simple division problems and further developed their understanding of the concept as they drew representations in their Maths books.
A subsequent lesson in the sequence included mixed-ability paired tasks, this allowed students to learn through peer-to-peer instruction.
Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
'During her lesson on Division, Narelle applied a very creative approach as a means to actively engage the students in a learning orientated activity. Reading the book 'The Doorbell Rang' helped the students to understand Division as sharing easily. I believe the students enjoyed the activity and gained a good understanding of Division.'
Dimple Bhardwaj
Supervising Teacher, Grade 3
Hillsmeade Primary School
Mathematics Online Interview
I have observed the use of the Mathematics Online Interview. The results from these interviews were discussed with my supervising teacher and provided me with information to use in planning for future lessons. Individual learning needs were also identified and students were provided with learning opportunities to develop their skills in the identified areas of need.
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Interactive whole class activities used to introduce new mathematical concepts to the group.
A place value worksheet was adapted to create a whole class interactive lesson. Their 'table points' which were icy-pole sticks in bundles of ten or loose individual sticks were used to assist the students in understanding this new concept. As an introduction students took turns in giving a number between 1 and 100, other students then counted out the tens and ones using the icy-pole sticks to make the number. The student then each received a card with a number represented in various ways (numeral, word, icy-pole sticks and partitioned into tens and ones). The students had the challenge to find the person who had the same number as they did. Once they found their number they ordered themselves along a wall based on where in the 0-100 number line they though their number was. I had the pairs each read their card to check their understanding. Ordering numbers was the focus from the week before and this allowed them to practice this skill along with place value. I ensured mixed-ability pairing when handing out the cards, this was so that students off all abilities were able to participate in this lesson and experience success upon finding their matching partner and ordering themselves with their partner.
Count collections to 100 by partitioning numbers using place value (ACMNA014) |
Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
Convert between common metric units of length, mass and capacity (ACMMG136) |
Differentiated learning activities address students' progress through different stages of learning and understanding.
A collaboratively designed learning sequence on Area for a Grade 6 classroom at Berwick Fields Primary School allowed students to assess their current level of understanding and participate in suitably challenging activities. These included:
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'Narelle's lessons were well structured with students working on the same concept but often at different levels. This was particularly evident during her Maths lessons where children were working on activities ranging from AusVELS level 4 to 8 (previously VELS level 3-5) depending on their level of understanding.'
David Campbell
Supervising Teacher, Grade 6
Berwick Fields Primary School
Relates to AITSL Standards for graduating teachers:
Standard 1.1 - Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. (AITSL 2012)
Standard 1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. (AITSL 2012)
Standard 2.5 - Literacy and numeracy strategies.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. (AITSL 2012)
Standard 4.1 - Support student participation.
Identify strategies to support inclusive student participation and engagement in classroom activities. (AITSL 2012)
Standard 5.4 - Interpret student data.
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. (AITSL 2012)
Standard 1.1 - Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. (AITSL 2012)
Standard 1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. (AITSL 2012)
Standard 2.5 - Literacy and numeracy strategies.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. (AITSL 2012)
Standard 4.1 - Support student participation.
Identify strategies to support inclusive student participation and engagement in classroom activities. (AITSL 2012)
Standard 5.4 - Interpret student data.
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. (AITSL 2012)