ie workshop 2 workshop 2.pdf · ie partitioning sets within 5 •model partitioning sets into...
TRANSCRIPT
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Early Maths
Workshop 2
Skills- based learning
Getting children to think and talk mathematically
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• Mathematical thinking is developed by eliciting, supporting and extending pupils’ mathematical ideas.
• A variety of learning experiences enhances understanding of mathematical concepts and skills and allows for differing abilities and learning styles.
• By constructing ideas, whilst engaged in mathematical activity, and communicating these ideas to others, pupils develop mathematical concepts.
Key Messages
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Sorting Relationships and
Operations
Understanding Counting andnumber recognition
Early Understanding in Number
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Sorting
• Sort a random collection• Sort one, two and three-
property collections and talk about arrangements.
• Revisit random collections• Partition sets unto subsets• Combine sets• Sorting and logic games
Day OneCounting & Recognition (1 –
20)
• Count forwards / backwards within 5/10/15/20 from different starting points
• Quick recognition of quantities 5/10/20
• Sensible guess of quantities within 10/20
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Day Two
Relationships & Operations • Copy a pattern• Continue a pattern• Devise a pattern• Compare equal/unequal
sets • Find components within
5/10• Add/subtract within 5/10• Consolidate experiences
within 5/10 using Cuisenaire
Understanding Number• One to one correspondence
(including touch counting)• Make sets for numbers
within 5/10• Order numerals and sets
within 5/10• Conservation of number
within 5/10• Ordinal number, language,
first/last...
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Teachers will be enabled to • Reflect on existing practice.• Incorporate mathematical skills development,
mathematical language and a problem-solving teaching approach as core elements of every Maths lesson.
• Examine the practical implications of implementing Ready, Set, Go – Maths in the classroom.
Objectives
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• Applying and problem-solving
• Communicating and expressing
• Integrating and connecting
• Reasoning
• Implementing
• Understanding and recalling
Skills
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Number
EMA
Content
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Key message: The Learning ProcessI use
my mathematical
ideas
I explain my ideas
I understand
and use suitable language
I use materials with
the teacher’s direction
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Key message: The Learning ProcessIntegrating and
Connecting
Applying and
Problem Solving
Reasoning
Communicating and Expressing
Understanding and Recalling
ImplementingLower
Order
Higher
Order Abstract
Concrete
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Relationships and Operations
• Copy a pattern• Continue a pattern• Devise a pattern• Compare equal/unequal sets • Find components within 5/10• Add/subtract within 5/10• Consolidate experiences within 5/10
using Cuisenaire
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Copy a pattern p.50
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Continue a pattern p.51
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Devising a pattern
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More
Same
Language of Relationships
Less
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Comparing Sets More/Same/Less p.56, 57
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Comparing Quantities with counting p.58
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Consolidation Activities
• Tower Blocks (p.59)
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Partitioning sets within 5
Children are ready to partition when
• They can count collections within 5
• They recognise numerals up to 5
• They have conservation of number up to 5
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Partitioning sets within five p.63
•How many bears altogether?
•Who can suggest a way of
partitioning our set into
subsets?
•Let’s count our subsets.
•That gives us our first idea
about 5.
•5 is the same as ....
•Who can suggest another way?
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Partitioning sets within 5
• Model partitioning sets into subsets within 5
• Model the language – altogether, 5 is the same as 3 and 2
• Start partitioning with 5 and then go down to smaller numbers
• Teacher’s role is to create sets so the children can make decisions around partitioning for size/colour
• Zero can be introduced after children have plenty of experience of working with sets with more objects
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Key StepsTeacher
demonstrates activity & provides
language
Children begin to use associated language
Children do practical activities with support
from the teacher
Children record findings pictorially
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PartitioningCalculate mentally within 5
• Box numbers game (p.67)
• Make Five (p.67)
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Partitioning sets within 10
• Extension of work within 5
• Children need to have conservation of number to 10
• Teacher introduces the written record
• Children record their findings using the written record (p.71)
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Recording findings (p.71)
• Consolidate learning by recording findings
• Written format should match the oral explanation as closely as possible.
5 and
is the same as
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Operations – Addition p.74
• Need to be very familiar with numbers within 5 and their components.
• Enables children to discover some basic facts from a different perspective
• Add two numbers practically within 5 and talk about their findings
• Teacher uses a base board and number cards to demonstrate the process of addition
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and altogether make
2 3 5
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Operations – Subtraction p.80
• Subtract two numbers practically within 10 and talk about their findings
• Teacher uses a base board and number cards to demonstrate the process of subtraction
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take away
leaves
7 3 4
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Addition/Subtraction within 10
There is merit in delaying the introduction of mathematical symbols until children are very secure in all aspects of
operations
Ready Set Go Maths, p.77
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• Commutative aspect of addition (p.79)
• Subtraction as the inverse of addition (p.79)
• Add on/Subtract mentally within 10 (p.83)
• Add on/Subtract the second number practically within 10 (p.84)
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Consolidation Activities
• The Add One Machine (p.85)
• Buzz Ten (p.85)
• Three in a Line (p.85)
• Number Chains (p.86)
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Cuisenaire
Readiness check p.87
• Conservation of number and length needs to be secure
• First understanding of components of number, addition and subtraction should be established with random materials.
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Number activities with Cuisenaire
• Make a little train p.90
• The step pattern p.92
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Addition using Cuisenairep.93
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Box Addition using Cuisenairep.94
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Relationships & Operations Video
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Sorting Relationships and
Operations
Understanding Counting andnumber recognition
Early Understanding in Number
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Understanding Number
• The ability to recite number names in order
• One to one correspondence
• Appreciation that the final number in the count refers to the whole collection and not the final object counted (cardinal principle).
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Line of Development
• One to one correspondence (including touch counting)
• Make sets for numbers within 5/10
• Order numerals and sets within 5/10
• Conservation of number within 5/10
• First/last/between
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One-to-one correspondence
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t.ieUnderstanding cardinal aspect of numbers
within 5 (p.126, 127)
Making sets using a variety of resources
Making patterns
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Cardinality of Number
Junior Infants Senior Infants
Shake and Make p.127
Fill the Sweetie Jar p.128
Number Bears p.128
Animal Hunt p.129
Snail Trail p.129
Hidey Holes p.140
Humpty Dumpty p.140
Memory Match p.140
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Ordinal Number (p. 130)
Understand the
language of
First
Second
Last
After
Before
Between
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Ordinal Number p.131, 132
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Conservation of Number p. 135, 136
Sets remain constant even if the objects are rearranged
Children need to be tested individually for conservation of number
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• Understanding Number video
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Making it happen
• Classroom management (p.155)
• Planning (p.159): linking RSGM to the Maths curriculum (sample plans for Junior and Senior Infants)
• Assessment (p.163) – progress records
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Planning
Lesson Structure
• Whole class input (10 mins): oral & mental acitivites
• Ability group input (15 – 25 mins)
• Round-Up (5 – 10 mins)
Weekly/Yearly Planning
• EMA & Number 3 days/week
• Other topic 2 days/week
• Yearly Plans available on PDST website
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Assessment
• Progress records (p.163 – 165)
• Pink boxes throughout the manual.
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School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for
literacy, numeracy and any other area of teaching & learning.
Health and Wellbeing SPHE including Child Protection and Stay Safe Relationships and Sexuality Education (RSE) Active Learning Methodologies Anti Bullying-Procedures and Policy, Awareness
Raising, Intervention, Prevention and Intervention Strategies
PE Wellbeing for teachers
PDST Websites
www.pdst.iepdsttechnologyineducation.iescoilnet.ie (portal for resources)teachercpd.ie (on-line courses)
Overview of PDST Primary Supports for Leading Learning in the 21st Century
www.pdst.ie/schoolsupport
Models of support:in-school support (in-class modeling, meeting principal/groups of teachers, Croke Park hrs), seminars, workshops, clusters
Literacy SSE & strategies for improving
oral language, writing, reading and the use of broadcast /digital media.
NumeracySSE & strategies for improving
numeracy. Supporting the development of Mathematical
thinking.
GaeilgeTacaíocht chun Curaclam na Gaeilge a chur i
bhfeidhm i Scoileanna T1&T2, Féinmheastóireacht Scoile, chomh maith le
tacaíocht lán Ghaeilge a sholáthar do Ghaelscoileanna agus scoileanna sa
Ghaeltacht.
Integrating ICT - PrimaryActive Learning Methodologies- Key methodologies of the primary curriculum through the effective use of ICT.Literacy & Numeracy – Creating, developing and using ICT to create teaching resources in all areas of primary literacy and numeracy.SSE – Online tools for gathering, collating & analysing relevant data.eAssessment & ePortfolios – Assessment of / for learning with ICT.ePlanning & Collaboration – Google Apps for Education.Tablet Technology Integration – Pedagogy, Curriculum & SEN Virtual Learning Environments (VLEs) – Google Classroom, Edmodo
PDST Leadership ProgrammesMisneach.....New PrincipalsTánaiste.......New Deputy PrincipalsTóraíocht.....Aspiring Leaders accredited by
Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration
www.pdst.ie
The PDST is funded by the Teacher Education Section (TES)
of the Department of Education and Skills (DES) and is managed
by Dublin West Education Centre
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