Teacher Only Day - Identity Planning 26 January 2018

January 25, 2018

Identity

Inquiry unit for Term 1 2018 will be based on our 50th Jubilee (celebration to be held in September). We will be looking at the different decades in which the school has been open. Each class will focus on a different decade; Room 14 will be focusing on the 2000's. 

Click here for planning documents.

Teaching maths using SOLO

Word problems and strategies to solve word problems. 

Gives students a simple problem (there are two blackbirds in my class and they eat 3 ladybugs each every day. How many ladybugs do they eat every day?) and they can choose to write down, use materials, etc to solve the problem. Talk to a friend to figure it out if they need to. Julie can see that there are a few who have missed the point but she hasn't stopped the lesson because of that.
Sees that a student has solved it using concrete materials (dinosaurs) and asks them to explain how they have solved it. 

Strategies: (up to age 8)
  • Gives all students some materials and asks all students to solve it using the materials. 
  • Draw each blackbird and the ladybugs they would need next to them. 
  • Act it out: choose two blackbirds to go and choose three ladybugs each. 
  • Counting on fingers/toes
  • Computation/Equations/Number story (e.g. multiplication 2x3, addition 3+3)
Give students a second problem and ask them to solve it two different ways (2 frogs eat 4 flies a day, how many flies do we need in total? - ask students to draw and done demonstrate with materials). Get them used to the terminology first with simple problems and then work on trickier problems with same strategic terminology. 

Using the Define Map to show what is relevant and not relevant; word problem is in the center and moving the strategies she wants them to use into the relevant section. 

Can up the anti by either giving students a harder equation to solve, or by asking them to solve it using more than 2 strategies. 

Get students to write a word problem on one side of a piece of paper and 3 strategies to solve the problem on the back of the piece of paper. Next day students can choose one problem and solve it, the person who wrote the problem is the 'teacher' so other students can consult them if there is a problem. 

Must check that the problems students have written can be solved by the student themselves, and shows the learning that you want achieved, e.g. place value.

Resources

The Grapes of Math

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