Kids News

https://www.heraldsun.com.au/kids-news

This looks like a great opportunity to introduce and discuss current affairs and news stories of interest to students.
Each article is rated as either easy (green), intermediate (orange), or complex (red). Includes:
Headline, images, text and video
An audio file (using SoundCloud) so students can listen to the text as they read
Glossary of terms and words that students may be unfamiliar with.
Comment box for the students to interact with the editor about the stories.

Multiplicative Thinking – PLC Resources 16th May

The Learning Assessment Framework for Multiplicative Thinking
http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/maths/assessment/lafcomparativ.pdf

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/learnassess.aspx

Scaffolding Numeracy in the Middle Years
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/learnassess.aspx

Common Misunderstandings – Multiplicative Thinking
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/Pages/learnassess.aspx

Newman’s Error Analysis – You will need to log in to PAT Teaching Resources (email as user name)
https://oars.acer.edu.au/norwood-primary-school Then go to Teacher Resources

Multiplication and Division – Maths Assessment Project
http://map.mathshell.org/download.php?fileid=1592

Multiplicative Thinking Tasks

https://aare.edu.au/data/publications/2006/sie06375.pdf

Our learning progression brainstorm (using Multiplicative Thinking article):

Content:

  • counting and splitting
  • skip counting
  • large collections
  • repeated addition (2s, 5s, etc.)
  • repeated subtraction
  • hold both numbers in head – number of objects within each group and number of groups
  • hold both numbers and the total
  • visualise 3×4, 4×3 move from additive to multiplicative strategies
  • factors, product – arrays
  • multiplication and division – commutative, inverse relations
  • language develops – for each, times, as many
  • symbolic representation, diagrams

Implications for teaching/ learning

Pedagogy:

  • Developing opportunities for students to use effective strategies – arrays
  • Challenge to show different ways
  • Communicate – in different ways
  • Explicit role modelling
  • Language used by students – allow opportunities for talk, and for listening in to hear their language (gaining insight into their thinking)
  • Variety of representations – words, pictures, symbols
  • Moving from familiar to unfamiliar contexts
  • Questioning and enabling prompts
  • Allow opportunities for collaboration
  • Think boards
  • Visualisation – drawing how they see the problem