4 Week Mathematics Program Overview with one week detailed ... · WITH ONE WEEK DETAILED DAILY WORK ... Exploring concept of Time on the day [s lesson. Day 2 Integration: English

2010

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4 WEEK MATHEMATICS PROGRAM OVERVIEW

WITH ONE WEEK DETAILED DAILY WORK PADS

Week 1

Day 1 Integration: English (reading) (writing)

Mental Maths: (15 minutes)

• Number – Families – ‘Today’s number is…’

Mathematical Concepts: Duration: 60 minutes

Number: Exploring fractions

Activities:

•Read: ‘Fractions are parts of things’ /by J. Richard Dennis. Discuss what we know about half, thirds and quarters, sixths and eighths.

• Introduce concepts of denominator and numerator and discuss how fractions are used in everyday situations.

• Create fractions using 4 strips of paper.

• Compare & order fractions and answer set of questions.

• Mark questions in class.

• Maths journal: Write down observations & findings on the day’s lesson.

Day 2 Integration: English (writing) (S & L)

Mental Maths: (15 minutes)

• Number – Families – Addition Crossword Check

Mathematical concepts: Duration: 80 minutes

Measurement: Exploring concept of Time.

- Elements of the clock and its functions; telling the time

- Time clues

Activities:

• Telling the time: in large group, play ‘walking clock face’ outside. Stn to represent

the hour and minute hands on an analogue clock. Invite them to walk around clock

face – to show minute-and hour- hand positions for given time periods. Discuss that

sometimes a clock has 3 hands.

•Divide class in three groups: 1/3 play ‘cryptic clock’ game, 1/3 play ‘just in time’ dice

game and 1/3 play interactive clock game on computer:

http://www.primarygames.com/math/timeclock/index.htm. After 15 minutes –

rotate.

•Understanding time: Classify different pictures of different times of the day/year

by looking for and using ‘time clues’ to decipher and discuss the pictures.

•Maths journal: write what is your favourite time of day and year and why.

Day 3 Integration: English (writing)

Mental Maths: (15 minutes)

• Number – Dice game – ‘Six sums’

Mathematical concepts: Duration: 45 minutes

Number: Exploring fractions

Halves, thirds and quarters.

Activities:

•Review what know about halves, thirds and quarters – revise concepts of denominator and numerator.

• In groups of 4, on large sheets of butcher’s paper; encourage stn to identify pictures from magazines that they can cut up and cover to represent 1 /2, 1/3 and 1/ 4.

•Share examples with the rest of the class, who must ‘guess’ what the pictures are that the students are only showing a fraction of.

•Complete ‘Fantastic fractions’ worksheet.

• Mark and assess as a whole class

Day 4 Integration: English (reading) (writing)

Mental Maths: (15 minutes)

• Number – Card game – ‘Secret pairs’ (multiplication)

Mathematical concepts: Duration: 60 minutes

Number – Fractions

What is a fair share?

Activities:

•Read ‘Gator Pie’ by Louise Matthews. Discuss the idea of a fair share.

•Divide class in three groups: 1/3 does paper plate activity, 1/3 fairy

crumpet sharing and 1/3 play interactive activities on computer at:

http://www.beaconlearningcenter.com/WebLessons/FabulousFractions/d

efault.htm. After 15 minutes – rotate.

•Maths journal: write down findings and conclusions of workstation

activities.

Day 5 Integration: English (writing)

Mental Maths: (15 minutes)

• Number – Families – Multiplication Crossword check

Mathematical concepts: Duration: 45 minutes

Working mathematically – Problem solving – Word sums

Activities:

• Introduction: Problem solving as a process: Think; Ask; Do.

•Problem solving strategies – materials, ‘guess & check’; ‘working backwards’; drawing a diagram.

•Introduce ‘Mathematics Problem solving template’.

• Reinforce strategies - whole class work on a word sum together.

• Divide stn into same ability groups: Columbus (high); Cook (mid); De Gama (low)

•Students complete own maths challenge (word sum) at their level, applying strategies discussed and using worksheet template.

• Share and discuss answers and strategies used with group members.

http://www.primarygames.com/math/timeclock/index.htm

http://www.beaconlearningcenter.com/WebLessons/FabulousFractions/default.htm

Week 2

Day 3

Mental Maths: (15 minutes)

• Number – Families – ‘Today’s number is…’

Mathematical Concepts: Duration: 45 minutes

Number: Exploring fractions – Parts of a whole

Activities:

• Using pattern blocks, stn partition larger shapes into equal parts.

•Demonstrate Fraction pieces activity on Smart board from the National Library of virtual Manipulatives: http://enlvm.usu.edu/ma/nav/activity

• Students work in pairs to complete interactive activity to illustrate fractions by dividing a shape and highlighting the appropriate parts.

Day 2 Integration: English (writing)

Mental Maths: (15 minutes)

Number – Families – Addition Crossword Check

Mathematical concepts: Duration: 80 minutes

Measurement: Exploring the concept of Time

- Converting time units: seconds, minutes, hours, days.

- Difference between digital and analogue time

Activities:

•Discuss: number of seconds in minute, minutes in a hour, hours in a day etc.

•Complete ‘conversion’ table worksheet.

•Check out ‘How old are you?’ interactive website: stn can work out their age in weeks, hours, minutes and seconds and when their next birthday will be: http://www.time-for-time.com/howold.htm.

•Each student to make an analogue and digital clock. Discuss how time is represented on each clock. Ask questions: what time did you get up this morning?, what time did you leave for school? Stn to represent times on both clocks and choose one type of clock to represent the time that lapsed between rising and leaving for school.

•In maths journal; reflect write which clock they prefer to use and why

Day 1 Integration: English (speaking & listening)

Mental Maths: (15 minutes)

Number – Dice games – ‘Six sums’

Mathematical concepts: Duration: 60 minutes

Number – Fractions - Fractional language

Activities:

•Revisit definitions of denominator and numerator and discuss how we use fractional language in everyday language, i.e. packet of chips is half full, quarter to 3, half way home etc.

•Brain-storm different fractional language.

•Demonstrate giving directions using terms (quarter turn, half turn, three quarter turn) – encourage stn to move as teacher gives direction. Relate this to time lesson and movements of hands on an analogue clock.

•Go outside, in pairs encourage stn to use same directions to guide blind-folded partner around a specific area. Swop roles

•Maths journal: reflect on how easy/difficult it was to give and receive direction using fractional language.

Day 4 Integration: English (reading) (writing)

Mental Maths: (15 minutes)

Number – Card game – ‘Secret pairs’ (multiplication)

Mathematical concepts: Duration: 60 minutes

Number – Fractions - Fractional language

Activities:

•Revise fractional language; 1/ 2 ; 1/3 ; 1/ 4 ; 1/5.

•Explicitly explain and demonstrate rules & expectations of ‘Fraction hunt game’.

•In pairs, play the ‘Fraction treasure hunt game’, students must analyse clues to ‘decode’ message to find hidden treasure; paying attention to fractional language and using their understanding thereof to divide words into fractions, e.g. First word is: ‘The first half of food + the last quarter of door’.

•Once complete, as a whole class review how clues were deciphered.

•In maths journal, reflect using ‘Thinking Hats’: to rate the game; indicate whether they enjoyed it, did they find it easy or not, how they would change it.

•In pairs, devise own ‘cryptic sentence’ using same fractional language that your partner must then decipher.

Day 5 Integration: English (writing)

Mental Maths: (15 minutes)

Number – Families – Multiplication Crossword check

Mathematical concepts: Duration: 45 minutes

Working mathematically – Problem solving – Word sums

Activities:

•Recap problem solving strategies – materials, ‘guess & check’; ‘diagram’ etc.

•Applying problem solving strategies – divide stn into ability groups: Columbus (high) ; Cook (mid) ; De Gama (low) and allocate a ‘Maths Challenge Card’ box for each group to work from.

•Reintroduce concept of the Mathematics Problem Solving Template – must show ‘My Thinking ‘, ‘My working’ and ‘My answer’ written out in full.

• Students complete own maths challenge (word sum) from their allocated box, applying strategies discussed and using template.

• Share and discuss answers and strategies used with group members.

http://enlvm.usu.edu/ma/nav/activity

http://www.time-for-time.com/howold.htm

Week 3

Day 1 Integration: English (writing) (S & L)

Mental Maths: (15 minutes)

• Number – Families – ‘Today’s number is…’

Mathematical Concepts: Duration: 60 minutes

Number: Exploring fractions - Fraction words

Activities:

•Whole class review of fractional language. Introduce stn to ‘True/False’ fraction words worksheet.

•Stn complete worksheet individually.

•Whole class marking/review of worksheet.

•Demonstrate interactive ‘Pizza Party’ fraction game on http://www.primarygames.com/fractions.

•In pairs, stn work together to complete ‘pizza party’ task.

•In maths journal: record findings/conclusions of game.

Day 2 Integration: English (writing) (speaking & listening)

Mental Maths: (15 minutes)

Number – Families – Addition Crossword Check

Mathematical concepts: Duration: 80 minutes

Measurement: Exploring the concept of Time

- Telling time: two different ways to tell the time, e.g. 2:40 (standard notation) and 20 minutes to 3.

- 24-hour time (13h00; 20h00 etc)

- Schedules and timetables

Activities:

•Explain different ways to tell time

•Brainstorm: Why is it important to have schedules? What are some of the schedules that stn keep?

•Divide class into two groups; half play ‘Tell the time twice’ card game ; half play interactive ‘transportation schedules’ problem solving game: http://www.ixl.com/math/practice/grade-4-transportation-schedules

• Have students make their own TV guide for one day a week. Student must record the day, channel and time, and draw a clock face indicating when the show begins and finishes.

Day 3 Integration: English (writing)

Mental Maths: (15 minutes)

Number – Dice games – ‘Pyramid Placement’

Mathematical concepts: Duration: 45 minutes

Number – Fractions words and parts of a whole.

Activities:

• Fraction words: read sentences and encourage stn to draw/write their

interpretations of fraction words in context, e.g. ‘I need two and three

quarter cups of flour for my cake’, I’ve got two thirds of my chocolate bar

left’.

•In groups, play ‘Fraction box’ activity – place different

objects/collections in box and ask ‘stn’ to take turns to act as the

‘machine’ to sort collection/objects into different fractions, i.e. make

four fifths, a third etc. Rest of the students must check accuracy of

‘machine’s’ working.

Day 4 Integration: English (writing) (S & L)

Mental Maths: (15 minutes)

Number – Card game – ‘Secret pairs’ (multiplication)

Mathematical concepts: Duration: 60 minutes

Number – Fractions – Understanding/representing fractions

Activities:

•Do ‘food fraction fantasy’ activity, using individual M & M sachets. (Children allergic to nuts/choc – can use jelly beans or coloured popcorn)

•Hand out individual sachet/box to each stn. Firstly (for a bit of fun) let stn guess how many M & Ms are in their sachet – write guesses on board (integration with Chance & Data).

•Discuss different colours M & M come in – list on board.

•Stn must open packets, sort different colours and write out numerically (2/6) and in long-hand (two-sixths) the fraction of the M & Ms that are green, red, yellow etc.

•Share & review results with shoulder partner.

•Randomly call on students and have them explain their colors in fractions on board to whole class.

•Maths journal: based on this activity, stn reflect on how they could use /represent fractions in everyday life.

Day 5 Integration: English (writing)

Mental Maths: (15 minutes)

Number – Families – Multiplication Crossword check

Mathematical concepts: Duration: 45 minutes

Working mathematically – Problem solving – Word sums

Activities:

•Recap problem solving strategies – ‘guess & check’; ‘working backwards’ etc.

• Applying strategies – gather stns into ability groups: Columbus (high) ; Cook (mid) ; De Gama (low) and encourage them to independently solve word sum challenges from their allocated box.

•Reinforce Mathematics Problem Solving Template – focus on showing ‘My Thinking ‘, ‘My working’ and ‘My answer’ written out clearly.

• Share and discuss answers and strategies used with group members.

•Maths journal: write down which problem solving strategy you used to solve the word sum, why and did it work for you.

http://www.primarygames.com/fractions

http://www.ixl.com/math/practice/grade-4-transportation-schedules

•Pictures of events with ‘time clues’ e.g.

Easter basket

•Maths journals

To what extent where

the students working

towards being able to:

(a) Demonstrate their understanding of the workings of an analogue clock.

Anecdotal notes and observations

taken on student contributions in

walking clock face activity.

(b) Apply their understanding of the working of an analogue clock to solve a riddle

Student work sample - Answer

sheet /memorandum

Maths journal – anecdotal notes

‘hour’ and ‘minute’ hand of the clock.

Invite stn to walk around the

inside of clock and show the hour & minute hand positions for given times. Do this a few times, choosing new stn each round. Discuss that sometimes a clock has a third hand (seconds).

Return stn to class and reintroduce idea of workstation activities and briefly explain how each will work:

Divide class into three (mixed

ability) groups for the rotation. Review & reinforce expected

behaviour for working in groups, class rules for using technology and give time limit (15 minutes each station).

Once work station time is up, regroup stn and discuss how we know what time it is by looking at various ‘time clues’. Demonstrate by showing different pictures, e.g.

chocolate eggs in a basket means its Easter, blossoms on a tree indicates its spring, a child eating cereal means its morning etc.

Hand out magazines and ask stn to identify 3 pictures that have time clues in them. Stick pictures in their journals and explain what time of year/day it is and why they say so.

Also write what is their favourite time of day and year and why.

Conclusion:

Randomly select stn (‘question cup’) to share pictures & opinions with class.

Peers to remark whether agree or disagree.

• Question cup (with popsticks)

E.g. ‘Show how the hands will move

if you begin at one o’ clock and

stop at two o’ clock. Now begin at

2:30 and stop at 4:45’.

Workstation #1: ‘Cryptic clock’

game.

Before stn start at this workstation,

teacher must read through

worksheet with them and model

explicitly how to complete this

activity (as it might be confusing for

some). Do the first couple of letters

with stn and then allow them to

solve the rest of the code on their

own. Stress although it is a group

workstation, the code must be

cracked on their own (this is a ‘solo

activity’). Worksheet must have stn

name written on and handed in for

review. Those stn that solve code

quickly can attempt to create their

own.

Workstation #2: ‘Just in time’

game.

A dice game to be played in pairs

or small group. First player rolls the

dice and moves forward to land on

a clock. The player must read the

time. If the time is correct moves

forward one, if incorrectly read the

move is canceled. Play continues

Collect journals for review by teacher.

until all players have reached the

end.

Workstation #3: Computer

game.

Stn complete interactive clock

game online. (The game should be

bookmarked on the computers for

students to use.)

Daily Work Pad Year: 4 Learning Area: Mathematics Date: Wednesday, 13th October 2010 Term: 4 Week: 1

Time Outcomes:

Learning

Experience:

Resources,

questions &

notes:

Assessment and

Recording:

9: 30

10:30

CF Values: 1.1, 1.3, 2.4, 2.5

CF Overarching Learning Outcomes:

1, 2, 3, 5, 12, 13.

Mathematics LAOs: Number

OSF – Maths - Number:

N6b : Understand fractions Level 2 – 3

N8 : Calculate Level 2 – 3

Integrated LAOs: English: E9 - Writing

Specific Learning Objectives:

a) Distinguish between fraction pieces of a 1/ 2 ; 1 /3 and 1/ 4

b) Complete ‘Fantastic Fractions’ worksheet with 80% accuracy.

Mental Maths activity (15

minutes):

Number – Dice game – ‘Six sums’ (addition

game)

*****

Introduction:

Teacher will review concept of halves, thirds and quarters as an introduction to lesson.

Teacher will tell stn that they will now play a fraction guessing activity in groups.

Body:

Teacher to allocate mixed ability groups and ask each group to number themselves off from 1 – 4 (‘Numbered Heads’).

Teacher will demonstrate & model expectations of the activity by showing pictures of objects that have missing parts, e.g. pizza that you only can see 1/4 of or a dog that has 1/2 of the dog showing.

Ask ‘No. head 1’ to collect 4 magazines for their group.

• A die numbered 1 to 6

• ‘Six sums’ recording sheet

(enough for each stn).

•Examples of fraction pictures of

1/2, 1/3, and 1/4 from magazines.

•Magazines (enough for each stn

in a group)

•Scissors (one per child)

•Glue (one per group)

• Large pieces of butchers’

paper (enough for each group)

•Prepared and photocopied

‘Fantastic Fractions’ worksheet

(enough for everyone)

•Construction paper/cardboard

•Markers

Have 3 x (1/2, 1/3, 1/4)

examples of pictures cut out

of magazines to show

concepts.

To what extent where

the students working

towards being able to:

(a) Distinguish between fraction pieces of a 1 /2 ; 1/3 and 1 /4.

Student work sample – anecdotal

notes and observations.

(b) Complete ‘Fantastic Fractions’ worksheet with 80% accuracy.

Student work sample - Answer

sheet /memorandum.

Ask ‘No. head 3’ to collect 1 sheet of butcher’s paper for group.

Ask ‘No. head 4’ to divide the sheet into 3 columns: 1 /2 ; 1/ 3 and 1/ 4 and to write group members names on top left hand corner.

Tell groups the idea is to locate 9 pictures (3 for each faction) and then cut and show each fraction on the butcher’s paper correctly under each column.

Stn can either cover up the ‘part’ with construction paper or black it out with marker.

Reinforce the rules for working in groups and give time limit (20 minutes).

After each group has finished, have them share their examples with the rest of the class.

Encourage classmates to guess what picture each group is showing only a fraction of.

Ask ‘No. head 2’ to hand out ‘Fantastic fractions’ worksheet.

Read through worksheet and tell stn they will be given 5 minutes to complete it individually.

Conclusion:

Once completed, mark together as a class.

Collect butchers paper & worksheet to review later.

Congratulate students on great group work.

Use the time while stn are

busy to move between

groups ensuring everyone

knows what to do, all

members are participating

and to make anecdotal

notes and observations.

Daily Work Pad Year: 4 Learning Area: Mathematics Date: Thursday, 14th October 2010 Term: 4 Week: 1

Time Outcomes:

Learning

Experience:

Resources,

questions and

notes:

Assessment and

Recording:

11: 15

12:30

CF Values: 1.1, 1.3, 2.5

CF Overarching Learning Outcomes:

1, 2, 4, 5, 12, 13.

Mathematics LAOs: Number

OSF – Maths - Number:

N6b : Understand fractions Level 2 – 3

N8 : Calculate Level 2 – 3

Integrated LAOs:

English: E8 - Reading & E9 - Writing

Specific Learning Objectives:

a) Label fractional parts correctly. b) Write fractions correctly. c) Predict how many pieces of pie

there will be if you fold plate 4/5 times.

d) Accurately records results and findings.

Mental Maths activity (15

minutes):

Number – Card game – ‘Secret pairs’

(multiplication game)

*****

Introduction:

Tell students that there is a very exciting maths lesson planned; they will complete 3 workstations after a whole-class introduction that reviews fractions and equal parts.

Ask stn to take out their maths journals.

Introduce lesson by asking stn to demonstrate and predict in their journals using the following prompts: (Write prompts on the board. Encourage

students to use complete sentences & neat writing.)

-Draw a diagram to show how you

would you divide a pie for 2,3, 4

people.

-Predict what will happen to the

pieces of pie if you were to continue

to divide it among more people.

•A set of 10 playing cards per

person (Ace to 10).

•’Secret pairs’ recording sheet

(enough for each stn).

• Scanned copy of ‘Gator Pie’ /by

Louise Mathews.

•Paper plates (enough for 2 per

student - with extras)

•Scissors

•Textas or colored pencils

•Pre-buttered crumpet (one per

student)

• Hundreds and thousands

(sprinkles)

•Plastic knives

• Sealable plastic bags (for

crumpets)

•Mobile trolley of laptops with

links to Internet Web Lessons:

‘Fabulous Fractions’ and

‘Flowering Fractions’

To what extent where

the students working

towards being able to:

(a) Label fractional parts correctly (i.e. 1 /2 ; 2/4 ; 4/8)

Student work sample – checklist

(b) Write fractions correctly (correct use of numerator and denominator).

Student work sample – checklist

(d) Accurately record their results and findings

Maths journal – anecdotal notes.

Once journal entries complete, tell students to ready themselves (‘listening ears on, looking eyes in’) to listen to a story about dividing a pie amongst many.

Body:

Read ‘Gator pie’ by Louise Mathews’ (scanned onto electronic white board for students to follow).

Discuss concept of ‘equal shares’ and what the difficulty of this was in the story and why this didn’t work.

Reintroduce idea of the three workstations and briefly explain how each will work:

Divide class into three (mixed ability) groups for work station rotation.

Review & reinforce expected behaviour for working in groups, class rules for using technology and give time limit (15 minutes at each station).

Conclusion:

Meet as a whole group and ask stn to refer back to their journal and review earlier ‘predictions’.Record notes and observations about what was done at the workstations (these should be done in complete sentences): -What happened to the pieces of paper plate pie as you divided it into more and more pieces? -What happened to the denominator of the fraction as you divided the pie into more

Allow 10 minutes for stn to

complete their journal

entries

Workstation # 1: Before

stn go to workstation, model

how to divide a paper plate

by folding the plate in half,

counting the number of

pieces (2) and then again (4

pieces). Encourage stn to

divide a ‘pie’ equally by using

a paper plate. Instructions at

the workstation should ask

them to: firstly write their

name on the plate then fold

the plate in half, count the

number of pieces, shade one

in and write the fractional

part. Then fold plate again,

count the pieces and write

fractional part. Stn must

make 3 folds (8 pieces). On

the back of the plates, ask

stn to record their predictions

about what will happen if

they fold their plates a 4th

and 5th time. Stn write

down how many pieces were

in 1/2 of their pies when they

folded it, twice, then three

times and discuss

observations.)

pieces? - How many fair shares of

the crumpet could they

create and why couldn’t

they make any more.

Share results as a whole class; review that 1/2 of the pie plate was the same (equivalent) no matter how many times the pie was divided and greater the

denominator the smaller the ‘piece of pie’.

Collect paper plates and maths journals for review by teacher.

Congratulate stn on a ‘job well done’ - focusing on their great group work - and then enjoy fairy crumpets together.

Workstation #2: Give each

stn a buttered crumpet on a

paper plate, some ‘hundreds

and thousands’ to make into

a ‘fairy crumpet’ and a plastic

knife. Ask: How many fair

shares can you create with

this crumpet? Everyone

divides his/ her crumpet into

fair shares. Discuss with

group members what

happened to the crumpet as

they divided it more and

more. Compare it to what

happened to the pie from the

story. Store in sealable

plastic bag to be enjoyed

later. (Directions should be

printed at the workstation for

students.)

Workstation #3: Stn

complete ‘Fabulous Fractions’

& ‘Flowering Fractions’

online. (The interactive

lessons should be

bookmarked on the

computers for students.)

Daily Work Pad Year: 4 Learning Area: Mathematics Date: Friday, 15th October 2010 Term: 4 Week: 1

Time Outcomes:

Learning

Experience:

Resources,

questions

and notes:

Assessment and

Recording:

9: 30

10:30

CF Values: 1.1 ; 1.3 ; 2.4 ; 2.5

CF Overarching Learning Outcomes:

1 ; 2 ; 3 ; 5 ; 6 ; 12

Mathematics LAOs:

Working Mathematically, Number

OSF – Maths - :

WM3 : Mathematical strategies Level 2 – 3

WM 4 : Apply & verify Level 2 – 3

N6b : Understand fractions Level 2 – 3

N7 : Understand operations Level 2 – 3

N8 : Calculate Level 2 – 3

Integrated LAOs:

English: E8 - Reading & E9 - Writing

Specific Learning Objectives:

a) Choose and apply an appropriate strategy to successfully solve a mathematics word sum.

b) Show their workings clearly and neatly in successfully solving a mathematics word sum.

Mental Maths activity (15

minutes):

Number – ‘Families’ –‘Crossword check’

(multiplication)

*****

Introduction:

Stn seated at their desks, teacher introduces the idea of

problem solving of mathematical word sums.

Think –Pair-Share with face partner what students know about problem solving strategies and what method they usually use to solve maths problem (to generate and ascertain prior knowledge). Focus on taking turns and listening attentively.

Using ‘question cup’; randomly

ask stn what they know about problem solving strategies.

Introduce idea that there are a number of ways to solve maths problems.

Body:

Explain problem solving process: Think, Ask, Do.

Demonstrate type of questions to ask:

•Stopwatch

•Copy of crossword sheet

(enough for each student)

•Question cup (with popsticks)

• Mathematics problem

solving template – scanned

onto white board.

•Mathematics Problem solving

worksheet (double –sided),

prepared and photocopied

(enough for each stn).

• A selection of mathematic

word sum problems (set at

different levels).

Write stn responses on

whiteboard.

To what extent where

the students working

towards being able to:

(a) Choose and apply an appropriate strategy to successfully solve a mathematics word sum.

Student work sample – checklist

(b) Show their workings clearly and neatly in successfully solving a mathematics word sum.

Student work sample – checklist

Explain different strategies one can use:

- materials(manipulatives)

- draw picture/diagram

- work backwards

- guess and check.

Teacher to demonstrate use of each strategy by working through an example of a word sum on the board, e.g.

Introduce ‘Mathematics Problem solving worksheet template’ to stn.

Hand out worksheet, read

through & explain. Reinforce strategies and

demonstrate how to use problem solving worksheet by working through word sum with whole class on the board.

Divide stn into three same/like ability groups, giving them Explorer names (as we are on a problem solving voyage of discovery):

Hand out word sum problems to each group (set at their level).

Encourage stn to solve problem individually using strategies discussed and showing their workings on second side of worksheet.

Discuss what they must focus on: choosing appropriate strategy and providing evidence of clear and neat workings to solve problem.

Give time limit (20 minutes) and begin.

- What do I need to find out?

- What is the problem

asking?

- What do I need to know?

- How can I find this out?

- Did it work and does

answer makes sense

(reasonable)?

On Tuesday, Larry went

to do his weekly

shopping. He spent ¾ of

his money at the

supermarket. He then

went and spent 1/3 of

what he had left at the

butcher’s shop.

Afterwards he had $12

left in his wallet. How

much money did he begin

with?

Columbus (high) ; Cook

(mid) ; De Gama (low)

Stn to work through

problem with teacher

using one side of

template

Observe and make

anecdotal notes of stn

responses and

contributions in activity.

Use this time to visit each

group, reminding them of

strategies, guiding and

assisting at the point of

need.

Conclusion:

Once time is up, stn discuss their answers, strategies and workings in their group.

Collect problem solving worksheet – ensuring everyone has put their name on – for review by teacher.

Congratulate stn on their fabulous problem solving skills.

At this point, move

between groups to guide,

monitor discussion and

resolve any disputes that

arise (work through

problem with group again

if necessary).

4 Week Mathematics Program Overview with one week detailed ... · WITH ONE WEEK DETAILED DAILY WORK ... Exploring concept of Time on the day [s lesson. Day 2 Integration: English - [PDF Document] (2024)

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Which is an example of a compensatory educational program? ›

Tutoring and Academic Support Programs: Compensatory education funds can be used to provide one-on-one or small group tutoring sessions for students who are struggling academically. These programs can offer targeted assistance in subjects like math or reading, helping students catch up to their peers.

How many IReady lessons should students complete each week? ›

Note: Your student should aim for 45 minutes of i-Ready instruction per subject per week and maintain a range of 30–49 minutes of Personalized Instruction. Your student's school may have varying guidance.

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What is an example of the type of assessment question that is used in the during phase of the lesson? ›

During lesson phase assessments typically include in-chapter examples for problem solving, review questions for recall, and critical thinking questions for applying learned concepts.

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Can you get 100% on i-Ready? ›

We created the 100% club. Every two weeks we place the names of all students who have received 100% on all lessons attempted and put them on our 100% club board. These students also get a prize box so they really want to get into our club!

What is the hardest level in i-Ready? ›

This is the highest i-Ready level since i-Ready instruction only goes up to 8th grade. Therefore, this is the most advanced level in i-Ready. Level H is in the last level in the middle school line.

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What is the positive side of school integration? ›

The increased tolerance and cross-cultural dialogue that result can help build social cohesion and strengthen civil society. A robust body of evidence backs this up. Attending a diverse school can help reduce racial bias and counter stereotypes.

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What is continuing education program and examples? ›

Continuing education is a term that refers to a variety of types of post-secondary learning options, including degree programs, online courses, career training and more. Many people choose to pursue continuing education to learn new skills and fulfill personal interests.

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What is one way commonly used to promote educational equality? ›

Teachers need to have a mindset that promotes equity to teach students equitably. Additionally, teachers should utilize student voice and choice when planning lessons, use diverse materials in the classroom, and be proactive in seeking out resources to help them promote equity.

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Is 67 passing in iReady? ›

What is considered passing a lesson? The default passing threshold for i-Ready lessons is 67 percent, or two out of every three questions correct, but your school district has the flexibility to adjust the passing rate.

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How long does the average iReady math lesson take? ›

My students work on i-Ready at least 45 minutes a week. For students needing intervention, they work on it 90 minutes each week. Each day, students work on i-Ready. They either complete a short lesson or 15–20 minutes of a long lesson, which is one that takes them more time to understand.

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How long does an I-ready math lesson take? ›

They can range from 15 to 35 minutes, depending on the grade level and difficulty of the skill. Lesson previews include lesson run times.

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When giving directions, what should a teacher do first? ›

Get the student's (or students') attention FIRST.

2. Give one instruction at a time when possible. If there are multiple steps, try to break them down so that you can give the first one and let them do it; then give the second one and let them do that; etc. Plan ahead how you will break it into manageable tasks.

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What is the most notable direction in mathematics instruction today? ›

What is the most notable direction in mathematics instruction today? Here's the best way to solve it. The correct answer is problem solving.

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What are the three questions in formative assessment? ›

Students engaged in self-assessment. could take to improve. This research on effective formative assessment suggests that students should be able to answer three basic questions: Where am I going? Where am I now? and How can I close the gap? (adapted from Atkin, Black, & Coffey, 2001).

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Is i-Ready actually helpful? ›

The i-Ready system is not dangerous. More than 23,000 schools, representing more than 10 million students, use this assessment tool to provide safe and reliable learning assessments. Studies show that Grades K–8 students who use i-Ready show greater improvements in math and reading than those who do not.

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What is the downside of i-Ready? ›

A significant issue around programs like i-Ready is when they're overused. Student and teacher burnout on adaptive programs like i-Ready can be a problem. When this happens, its usefulness as an instructional and assessment tool is significantly diminished.

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Why did schools stop using i-Ready? ›

There's concern that teachers might rely on iReady data for grading rather than their professional expertise. I-Ready provides teachers with data reports of student results, but teachers never see the child's online responses. They don't see the correct or incorrect answers.

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Does i-Ready cause stress for students? ›

However, many educators, parents, and students have reported significant issues with the program. Firstly, I-Ready's curriculum is often criticized for being too easy or too difficult for students, leading to frustration and disengagement.

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4 Week Mathematics Program Overview with one week detailed ... · WITH ONE WEEK DETAILED DAILY WORK ... Exploring concept of Time on the day [s lesson. Day 2 Integration: English - [PDF Document] (2024)

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Is iReady a waste of time? ›

How long does the average iReady math lesson take? ›

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