MPI #6 Measured Mathematics

Measurement

To assist my brain in retaining, I have a lot of screenshots in here to be able to use my blog post to find the right DLO from the agenda to go back and delve deeper when I'm planning. If you want to cut straight to what I really got out of today's session, scroll to the bottom where you'll find headings for:

• provocations - to prompt further thought around pedagogy and practice.
• Check Out - Things I want to delve deeper into after today.
• What Next - The things I am taking away from today's session and wanting to actually apply. It's a pretty hefty list today, so it'll be another elephant meal, where I'll pick a few things to tackle. My mind is partially looking ahead to planning for next term's math, which will be structured very differently.

 Manaiakalani Kaupapa and Shared Pedagogy.

Materials are really key for developing and embedding an understanding in all aspects of measurement. It also helps learners to make connections across strands.

Making connections across strands and harnessing the technology.

I feel far more comfortable with Adobe, rather than Canva... but is it because I haven't explored enough? Is this limiting the learners? Am I disempowering them? Are our teachers doing enough Cybersmart teaching to enable their kids to be doing quick shares?

Number Strings

This epitomises what we have been talking about, regarding the power of rich tasks and investigations

Building on from Number Talk... Number Strings takes it to another
level. I can see this being really beneficial to eradicating the prevalence of "zombies in the room".

Keep the mini lessons quick, and don't expect them to master it the first time. Practice modelling
it first. How will you capture their thinking? Make sure you have enough room! - This is the story of my life with my whiteboard.

So many uses for Number Strings! It can be used across all of the strands!

I love having the Math Talk displayed as learners are entering the classroom! We are currently interchanging to teach in Year level math classes... Next term we are teaching Math in our own class, so I will have my Math Talk up before school to get learners thinking mathematically before school. I can then use the literacy-based rebus puzzles for the transition back into class after their brain break after Math.

This reinforces the use of loads of hands-on learning.

Making connections for our learners that measurement is all around us. We use it all day, every day.

I really loved the video explaining The Metric System and "Math is all around us", all the different units and where they came from. I could see my learners really engaging with this. I know it's been a topic around our dining table and living room a time or two.

This epitomises our Learn Certe Share pedagogy!

We need to get back to hands-on materials. Hidden in cupboards throughout our school is a wealth of resources. We need to be using them.

I find it fascinating that we are now teaching to 12 x etc, rather than focusing within the base ten system we are embedded in.

Given the clock is broken in my class... It's a key thing that should be there! The thermometer on the wall is digital, but could we put an actual thermometer in the classroom, or outside the classroom door?

Number Through Measurement 

Connecting Number and Measurement Multiplicative Thinking.

If kids begin to see that Multiplication links to everyday living, they may be more inclined to actively engage in improving their recall of multiplication facts.

Learners could have a quick task: How many ways can you show three groups of six using everyday contexts?

constantly making links to and using the vocabulary.

Practical, relevant experiences for students to actually put into practice.

Emphasise that it is not the decimal point that moves, but the numbers that move. I'm guilty of this!!!

This would be great on the wall to refer to when relevant and make connections with.

Really important that students understand that it's a repeated unit of measure, without any overlaps or gaps.

Learners really need to learn how to use the tool!

Checking for reasonableness connects to division where we used the inverse to check our answers.

When referring to the definition of area, it's important to identify that this is a 2-dimensional shape, rather than a 3-D shape.

Moving into 3D, they need to differentiate between Area and Volume.

Volume and Capacity

Ensure the learners write their own definitions to show they understand it.

Progression:

Provocations

• 
  re playing a game?
  

Check out

• Crocodilians game, Concentration, Buzz
• Maths Live Coding to create games (MPI Day 9)
• Mathletics resource (get Maths seeds as well for Juniors.)
• I need to check out the Vibe Coding Toolkits!
  
• How can I utilise Matheletics in my math learning?

What Next?

• I need to record my lessons or workshops more often, as well as encourage learners to record their own working out.
• I need to have the Ground Rules For Talk and Math Talk Moves posters up on display, so that other teachers in the room can have them front and centre to be using, rather than reverting to hands up again.
• Prompts: "Can someone explain that again?" "Turn to your Eekking (Eye-to-Eye, Knee-to-Knee) buddy and explain it to them."
• I need to work SMARTER, not HARDER! Too much falling down rabbit holes and looking around, rather than getting what needs to be done "done"!
• Getting better at putting our math vocab on the word tree. 
• I'd like to start incorporating a drag-and-drop Vocab activity within the weekly taskboard.
• It would be really beneficial to have a quick whip through of the expected process of working out with the teacher aide
  in the classroom to avoid confusion or misinformation.
• Looking ahead to next term, I need to have two taskboards... One for Yr 5 & One for Yr6.
• Look at PAT data and "Misconceptions" to see what needs to be clarified. Have our other teachers utilised this for forward planning?