Sunday 27 December 2015

A time to re charge our batteries...

To all our readers - we have taken a break until school goes back. 

We have had a wonderful 2015 and we thank you for your support.

We hope that you have had an enjoyable Christmas and that you got to spend it with the people you love. 

Please have a safe and fantastic start to 2016 and we will see you in February 2016. 



Sunday 29 November 2015

Extending students...

As discussed last week, competitions such as the Maths Talent Quest can be a fantastic way to extend students and allow them to explore their passion from a mathematical perspective.
But how are these entries assessed???
 
Maths Talent Quest entries are judged using a rubric.
 
The rubric outlines the criteria used across four areas:
  • Communication
  • Understanding
  • Ideas & Resources
  • Presentation
Even if you are not able to enter a MTQ competition - the rubric is a great place to start if you are considering evaluation of a maths investigation.
 
There are many other resources available through the Mathematical Association of Victoria and the Maths Talent Quest websites.
 
Best wishes with any maths investigation projects you are undertaking!
 

Sunday 22 November 2015

Extending our students...

When considering how to extend students in Mathematics, there are many factors that can influence the options we present. One option worth considering is the Maths Talent Quest (MTQ) offered by the Mathematical Association of Victoria (MAV) each year.
 
As stated in the MTQ information booklet...

The focus of the Maths Talent Quest is on the process of mathematical investigations. Looking at real life situations and finding that mathematics is everywhere helps capture the imagination of both teachers and students alike. The Maths Talent Quest allows students to investigate mathematics on an individual, group or class basis with the opportunity to have fun exploring mathematics in real life situations.
 
A mathematics investigation allows students to examine a situation originating in mathematics or the real world which lends itself to inquiry. It involves a series of steps:
  • getting to know the situation and formulating questions
  • exploring systematically
  • making and testing conjectures
  • explaining or justifying results
  • extending the situation by formulating further questions
  • summarising the findings
 Even if entering a competition is not for you, imagine what students may come up with when inspired to follow their own passion and explore the maths associated with their interests!
 
Next week we will share the MTQ judging rubric - a chance to look at the assessment tool used by  MTQ judges.
 
If you have any great ideas for extending students...
please don't hesitate to let us know!
 

Wednesday 11 November 2015

Numbers 1-5 Bundled


We have bundled these packs together for you. 
Scroll below the images to read what is included in the bundle. 






Number Sense Bundle – 1 to 5
93 pages in total

Number Sense – All about 1
17 pages
Poster showing one in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add one apple to the tree
Add one nose to the face
Small folded book about one
Cut and add group of one
Colour and practise handwriting 
Circle groups of one
Find all the 1s
Add the groups of 1 dinosaurs 
Booklet for 1 – copy, staple on the marks and cut in half to make two books

Number Sense – All about 2
19 pages
Poster showing two in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add two eggs to the nest
Add two eggs to the toast 
Small folded book about two
Cut and add groups of two
Colour and practise handwriting 
Circle groups of two
Find all the 2s
Add the groups of 2 fish
Missing letters
Make each group have two objects
Booklet for 2 – copy, staple on the marks and cut in half to make two books

Number Sense – All about 3
19 pages
Poster showing three in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add three presents to the sack
Add three koalas to the tree
Small folded book about three
Cut and add groups of three
Colour and practise handwriting 
Circle groups of three
Find all the 3s
Add the cockatoos to the tree 
Missing letters
Make each group have three objects
Booklet for 3 – copy, staple on the marks and cut in half to make two books


Number Sense – All about 4
19 pages
Poster showing four in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add four bees to the bear
Add bees on the hive
Small folded book about four
Cut and add groups of four
Colour and practise handwriting 
Circle groups of four
Find all the 4s
Add the four flowers to the tree
Missing letters
Make each group have four objects
Booklet for 4 – copy, staple on the marks and cut in half to make two books


Number Sense – All about 5
19 pages
Poster showing five in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add people to the boat
Add cubs for the mother
Small folded book about five
Cut and add groups of five
Colour and practise handwriting 
Circle groups of five
Find all the 5s
Add the frogs to the lily pad
Missing letters
Make each group have five objects
Booklet for 5 – copy, staple on the marks and cut in half to make two books

Saturday 7 November 2015

Using counters

I have been spending way too much time on pinterest lately. 

I am always looking for ways to use counters and these are adding to how we use them in our lessons. 

Click these images for more details about where they came from.

Math Center Organization- This looks so much better than a bunch of baggies.:

Magnetic Pom-poms, great for fine motor skills, use for do-a-dots, etc.:

you can do so much with an ice tray - patterns, more than less than, sorting, etc etc!:


Thursday 5 November 2015

All About 5


All about 5 helps to build number sense. 

Contents and instructions
19 pages
Poster showing five in many ways – tally, sequence, clock, ten frame, domino, hand, dice
Add people to the boat
Add cubs for the mother
Small folded book about five
Cut and add groups of five
Colour and practise handwriting
Circle groups of five
Find all the 5s
Add the frogs to the lily pad
Missing letters
Make each group have five objects
Booklet for 5 – copy, staple on the marks and cut in half to make two books



Sunday 1 November 2015

Hands on materials

Never underestimate the need to get out the counters and counters of all types. 

These photos are of kids sequencing cards 0-10 and then making collection to match. Then a buddy checks and gives feedback. 

Even with older kids they need to get the manipulatives out. 
Every classroom should have a store of must haves. 


Wednesday 28 October 2015

Deliberate Practice

At our school we have been having fantastic conversations about how we structure Mathematics lessons and the key components of these.
 
One question that has generated a great deal of conversation has been...
'How do we develop students' understanding and automaticity at the same time?'.
We have come to the conclusion that we need to explicitly teach children how to understand numbers (for example: counting, place value, renaming) alongside developing automatic skills - in a logical order and as students are ready for them.
 
Deliberate Practice is the strategy we are using to encourage students to build automaticity as they develop a deepening understanding of a topic that is currently being taught. Deliberate practice is undertaken every day for approximately 15 minutes.
 
An example:
Teaching focus: learning multiplication tables (this is introduced in the form of skip counting in Year 1 and develops to multiplication facts in Years 3 and 4). This focus is a basis for further learning in computation and allows students to undertake problem solving tasks with greater ease.
Implementation:
Teachers explicitly explore multiplication concepts and strategies with students while, at the same time, providing time for targeted practice (based on individual student's needs) of these on a daily basis. Each child has a goal and is able to manage and reflect on their own learning independently. A range of practice tasks are available for students to select from. Students then undertake a test to show their progress before they are able to move on (a minimum benchmark has been set). We use many resources from the QuickSmart numeracy intervention program, however, there are many resources available both on and off line. We also have an iSURF bundle available to support the teaching of multiplication tables...

https://www.teacherspayteachers.com/Product/Multiplication-Tables-Bundle-Yr-3-Yr-4-1688352
 
This is one expample of many Mathematics topics that are being developed through Deliberate Practice across our school.
We are enjoying watching our student's understanding, knowledge and confidence soar!
 
If you have a strategy or lesson focus that you would like to share - please let us know at kpisurf@gmail.com
 

Sunday 25 October 2015

What is your favourite thing about school???

It's a question that's asked of children regularly and the range of responses can be from the expected, to the unusual (of course there is always that one child...!).
But it makes our hearts sing when the response, without even a second of hesitation, is MATHS!
 
There are often lots of reasons why students will say "Maths" but for those who don't, maybe a better question is...
 "What might make you say Maths instead???"
 
I asked some of our students (who gave an alternative answer) and here is what they said...
  • I would need harder work - the stuff I did yesterday was easy.  T.B. Aged 12
  • I like maths but wish I could learn to count higher. M.Y. Aged 6
  • Writing is my favourite but I would change to maths if there were easier ways to remember stuff. K.J Aged 10
  • I would like to do more writing and more games in Maths lessons. A.S. Aged 11
  • I like going on the computer and maths games but some of the other stuff we do is way too easy. I need harder work! M.G. Aged 9
Certainly food for thought!!!
 
 

Wednesday 14 October 2015

Throwback post - Money tasks

A throwback post about our work on money...



This packet was fun to put together, once I found the right clipart to use. 
The content for our Grade 1's is to be able to recognise, describe and order coins. 
Read through the weekly planner to know what the relationship is between the different parts of the lesson and the resources. 
This pack contains 60 pages
Print off “Our Learning about coins” in colour and enlarge to A3 – this is a brainstorm chart to use to record learning as it happens
Tags for your shop items– determine which set or sets you will use. Depending on skill level you may use just the coins, the numeral tag or the word tag. These tags are to be attached to your items for sale
Coin rubbing sheet to assist in noticing the detail on the front and back of coins
Coin profiles – to be done in groups and then share the learning
Cards to match coin, amount and words. There are seven sets – six in colour and the seventh in black and white. This black and white version you can copy onto coloured card to create different sets.
Venn Diagram – bring in foreign coins and compare them using the graphic organiser
Two sets of assessment pages. 
One set has room for the whole grade and is tick based, the other has three pages – one page for each outcome and room for notes.


Here is our Money Multiples for Year 3 in Australian Money!


Money Multiples  has 75 pages

This unit focuses on multiples of coins and notes in Australian money. 
Each task is designed to consolidate this and provides opportunities to explore and articulate the processes and strategies they use.

It covers the following
Australian Curriculum Content Strand: Money and Financial Mathematics            
Australian Curriculum Content Description: (ACMNA059) - represent money values in multiple ways
(This unit does not cover - count the change required for simple transactions to the nearest five cents)

It has....
I Can Chart - Share the ‘I Can’ chart and display. Refer to it at the start and conclusion of the lesson as a reflection.

Money in Piggy Banks - Copy in black and white or in colour. I would recommend copying 6 of your choice as this will assist when you have a group using them. Laminate and use as a learning centre.
On top of each piggy bank place coins or notes to show an alternative way to show that amount. Use play money or the money at the back of this pack.

Thinkboards
Copy one for each child and model how to complete the tasks.
Draw the coin
Record what you know about the coin
Where can you use this coin?
Write some equations using this amount of money

What can I buy? Copy one for a pair of students to use. Use catalogues and find items that you could buy and glue them on the bags. Display when completed. You will need to have the discussion about how difficult it is to now find items below $2.00. Perhaps take photos of items from your canteen or local milk bar.

How many ways can I show money amounts? Copy in colour and use as a learning centre. Cut each card out. The cards could be used for
Sequencing in order of value
Placing other coins or notes on top to show other ways of displaying that amount. i.e. 20c could be 2x10c or 4x5c
Use play money or the money at the back of this pack to place on top

Dice - Copy and cut out the dice. Fold the flaps and glue or tape to make the dice.
Roll the dice. Using play money or the money provided to show how you could make the amount using alternative amounts. i.e. $20 could be two $10 notes or 1x$10 and 20x50c
Some students could just record the alternatives, or orally share with a group

Roll dice and add - Copy one grid for each pair of students. You will need the two dice from the preceding task as well as a six sided dice. Take it in turns to roll the dice, each student is to use a different colour to record an answer. If a space is full you miss a go. The winner is the one who has been able to fill the most spaces

Roll and equate - Copy and laminate – write using a dry erase marker. Roll the dice and add the money amounts. If you roll a 4 that is 4x5c which is 20c. Exchange the 5c pieces for a 20c piece. Continue to roll and add the money.

Money black line and colour - There are colour as well as black and white versions for you to copy and use

Sunday 11 October 2015

Aussie advice from Aussie teachers

I have teamed up with some Aussie Bloggers to give some Aussie teacher advice/ideas to help get us through Term 4. 


Start over at Paula's Place and click through the links from other bloggers to read our advice. 

Here is an idea I came across for fact fluency for this week. Kids will love this!

This fun game can be used to help children revise mental math facts, times tables and simple mathematical equations.:


Wednesday 7 October 2015

Number Sense - All about Four



Contents and instructions
19 pages

Poster showing four in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add four bees to the bear
Add bees on the hive
Small folded book about four
Cut and add groups of four
Colour and practise handwriting 
Circle groups of four
Find all the 4s
Add the four flowers to the tree
Missing letters
Make each group have four objects
Booklet for 4 – copy, staple on the marks and cut in half to make two book


Sunday 4 October 2015

Welcome back to Term 4

Term 4 starts in Victoria tomorrow.

Kids, parents and teachers will be preparing for the next 11 weeks before Christmas and summer break. 

This is a busy term for Kerry and I. 

Kerry is studying and researching, while working full time,

 I will be on Long Service Leave all term. I will be supporting my daughter who is in Year 12 and her VCE exams are just mere weeks away. Then we are travelling to the United States. 

So apologies up front if we blog less and are less visible this term. 

You know how much Kerry and I love maths - yet I find this funny. 

Especially funny to the teachers who teach both math and social studies/history!:

I will leave you with this...

I need this in my own life!  Hey diddle diddle, The median's the middle; You add and divide the mean. The mode is the one that appears the most, and the range is the different between.:

Happy first week back folks...

Saturday 3 October 2015

Using counters

Welcome back to Term Four!

We hope that you have all had a safe and enjoyable holiday. 
They always seem so short, however it will be Christmas before we know it. 

I have posted below some photos where we used counters to represent groups of ten. 

but before you scroll down - here are two memes to make you smile...



Now to the subject of counters

They have endless uses and I am just not talking about the round variety - the more you have the more your kids will use them and want to use them.

I use small pegs, unifix, animals, dinosaurs, cars - use anything really. i like my kids to work in pairs in groups that way they can do the check in and give feedback. 










Sunday 20 September 2015

Happy Holidays!

For us at iSURF Maths and schools across Victoria, Term 3 has drawn to a close.
After a busy, productive, challenging, thought provoking and inspiring term... we will be taking a short break.
We will return in two weeks time, ready for another term ahead!
 
If you have any suggestions for us or would like us to consider creating a particular unit of work - please let us know and we will add it to our list!
 
Happy holidays everyone!