Reflect on the things you do not like people to say and do when you are working on maths in a group
- This is easy
- This isn’t useful
- Someone dominating the group
- Hurry up!
- I can’t do it
- This is boring
- That’s not right
- I do not want to do this
- Put downs
- Off task behaviour
- Sitting in rows
- This is too easy
- Talking about other things – off task
- That’s wrong
- I don’t want to work with him/ her
- Not engaged
- I don’t understand
- I don’t like this
- This isn’t useful
- It’s easy
- Rather than take risks, students use their group as a resource for answers
- Someone else doing everything
- Too complicated task
Reflect on the things you do like people to say and do when you are working on maths in a group
- I’ve worked this out
- I’ll give you more time
- If you need help I’m happy to lend a hand
- Time to consider and then work collaboratively
- Keep trying
- Let’s work it out together
- I love Maths
- This is fun
- Keep trying
- Supportive comments
- I like a challenge
- Asking questions
- Lots of talk
- I have to think about that
- Lots of chatter
- Work with buddies
- A challenge
- Building off others’ ideas
- That’s a good idea
- Mistakes seen as opportunities to grow
- On task
- I like that idea
- Could you try
- Can I help you?
- This is so much fun
- I like going in this pit
- You can do it
- The strategy I used was…
- Engaging conversations about how to solve the problem
What stuck with you today?
There is more than one way to do the task.
2,3,4 heads are better than just 1
Everyone can learn maths
Low Floor, High Ceiling – entry points and differentiation for all
Maths needs to be hands on – not sheets – to give children the opportunity to experiment
Planning for differentiation is much easier than we sometimes make it (when the task is well-designed)
Youcubed lesson plans and resources, easily accessible and ‘ready to use’
Great ‘Emoji sorting’ lesson – Will definitely try it out!
How many different ways there are to understand a simple concept like ‘what is half?’ Along with encouraging students to take those risks and make mistakes.
Who would have thought that a simple concept like ‘halving’ would result in rich conversations – growing our learning together.
I’m going to look up Jo Boaler’s Youcubed, Daily Inspiration and try some new tasks as feeling a little like the meerkat in Maths at the moment.
Youcubed week of Inspiration site excellent ideas using Emoji’s. So many things you can do with this one activity, also very relevant for kids current fads.
Importance of developing positive attitudes in maths
Open ended, collaborative maths tasks.
Finding ways of exposing misconceptions/ highlighting understandings, and things we do/ say as teachers which might create misunderstandings.
During today’s activities reinforced how everyone sees the same problem differently. Allowing students to explore and work collaboratively is extremely valuable.
The Youcubed Week of Inspiration in Maths – lesson ideas, videos and resources to use
A great Emoji task to do.
Collaborative dialogue is the key to group feeling successful.
Fun working together if group collaborative
Thanks for sharing – inspiring indeed!
Look at and explore Youcubed, Inspirational maths lessons, continue to inspire students in maths.
I have good ideas but my group has great ideas!
Once you convince yourself …convince others.
Low Floor – High Ceiling Tasks:
1. Open up the task so that there are multiple methods, pathways, and representations.
2. Include inquiry opportunities.
3. Ask the problem before teaching the method.
4. Add a visual component and ask students how they see the mathematics.
5. Extend the task to make it lower floor and higher ceiling.
6. Ask students to convince and reason; be skeptical.
Jo Boaler recommends these sites:
NCTM: www.nctm.org (membership required to access some of the resources
NCTM Illuminations: http://illuminations.ntcm.org
Balanced Assessment: http://balancedassessment.concord.org
Math Forum: www.mathforum.org
Shell Centre: http://map.mathshell.org/materials/index.php
Dan Meyer’s resources: http://blog.mrmeyer.com
Video Mosaic project: http://videomosaic.org/
Estimation 180: http://www.estimation180.com
Visual Patterns; grades K-12: http://www.visualpatterns.org
Number Strings: http://numberstrings.com
Mathalicious, grades 6-12; real-world lessons for middle and high school: http://mathalicious.com
This is a great little video to begin a discussion about good and bad teamwork. I would probably stop the video at the polar bears, because of the advertising.
This is a powerful learning experience for students to develop an understanding of proportional reasoning.
100 beads on a string available for borrowing, if you would like to try this task.
Resources that were used or referred to during the 7-8 Transition Workshop
ASMI – Are, Volume and Surface Area
– Introduction to Measurement 7-8
Mathematics Assessment Project
Evaluating Statements About Length and Area
length and area r1-ts0bvx
The BitL Tool – Mathematics Years F-10
Designing tasks where students do the thinking
Beliefs and Attitudes About Mathematics
The learning progression in the area of measurement: