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
- Competitiveness
- Distracting
- Off task behaviour
- Sitting in rows
- Silence
- Worksheets
- 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
- Collaborating
- Fun
- Interactive
- Lots of talk
- Groups
- Tricky
- 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…
- Busy
- Engaging conversations about how to solve the problem

Reflection:

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.

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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:

Youcubed: www.youcubed.org

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

Geogebra: http://geogebra.org/cms/

Video Mosaic project: http://videomosaic.org/

NRich: http://nrich.maths.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.

]]>FIRST043Space Diagnostic-1jmyy0z

FIRST042 Number Diagnostic-13lxab9

FIRST041Measurement Diagnostic-265lhmq

]]>MCTP Resource: This Goes With This

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

http://amsi.org.au/teacher_modules/area_volume_surface_area.html

area_volume_surface_area-1jq97lm

– Introduction to Measurement 7-8

http://amsi.org.au/teacher_modules/introduction_to_measurement.html

introduction_to_measurement-xiso7q

Mathematics Assessment Project

Evaluating Statements About Length and Area

http://map.mathshell.org/lessons.php?unit=9310&collection=8

length and area r1-ts0bvx

The BitL Tool – Mathematics Years F-10

BitL_maths_F_10-28eyfie

Transforming Tasks

Designing tasks where students do the thinking

Transforming_tasks_strategy_diagram-20twebn

Transforming_tasks_intellectual_challenge_v3-2evfc7p

Year_8_Maths_example-1aoqqzk

Transforming_tasks_Maths_closed_to_open-26fbvoc

Beliefs and Attitudes About Mathematics

DECD_BEST-ADVICE_1.0_Beliefs-and-attitudes-about-mathematics_v12-177kbx5

The learning progression in the area of measurement:

]]>You Cubed Website:

Jo Boaler article:

https://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/