Monday, 1 August 2016

Target Maths Group in Rm 22 in Term 3 2016

                                                  Target Group for Maths
How to support and scaffold students in Maths (Multiplication and Division & Fractions) to make accelerated progress or gains so that they can work effectively AT THE LEVEL?

                       Room 22's teacher, Mrs Naidoo and 6 target students in the group. 

                                       Here is the I Kan data which we used as Baseline Data. 
                                        So we focused on Basic facts and Place Value.

        We are learning to use place value partitioning to solve problems in Multiplication and                 Division.

         First we do warm-up lessons on basic facts like doubles and halves to 20. Then we                  move onto to revise our fives timestables with a buddy. 

 This is the 'Fun with Fives' strategy.To do this strategy you will need to split up the big number 9 into a 5 + 4. Then you make two parts using the brackets and you will need to distribute the 9 as 5 and 4,        eg 9 x 5 = (5 x 5) + (4 x 5 ) = 20 + 20 + 5 = 40 + 5 = 45. Make tidy numbers.

      Students practise how to explain the strategy step by step so their buddies could understand                  how they solved them. 

Here is a copy of the teacher's Spiral of Inquiry to help her assist her students to speed up or accelerate their learning by filling in the gaps that they have in Maths and by rote learning basic facts to enable them to work well AT THE LEVEL.  
 Here are some evidence to show what students need to do to help them move on to their NEXT STEPS.
Students are required to practise their basic facts at home with family support, to help them retain and remember their basic facts.
The next day the teacher would quickly touch base with the target group by asking them what they had practised at home. They would talk about their learning and the teacher would assess or evaluate how they are going in their learning and give them some feedback. 
This is known as monitoring the learning process and evaluating or assess it to find out if effective student gains or achievement was made over a short period of time. Others in the class are encouraged to also give feedback or ask questions about the learning and support their buddies in a collaborative way. And so it goes on a regular basis for all of Term 3.

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