Maths Warm Ups

 Maths Warm Ups 

with Marie Hirst and Jo Knox

marie@specialaddition.co.nz & jo@specialaddition.co.nz

Prime time retention of learning in an 80 minute lesson is the initial 20 minutes and then end of the session is a 2nd burst of prime time learning.

1.Does it engage everybody at the same time? Look for activities that engage as many learners at the same time.

2.Does it focus on thinking rather than speed or luck>

3.Is it easy to learn?

4.Does it provide just the right challenge>

5.Can it be adapted for other levels or maths focus?

6. Is it easy to prepare - minimal equipment needed.

estimation180

Estimation Clipboard - the link will download as powerpoints

Esti Mystery - (guess my number mixed with estimation) with clues

Use the 100s chart to elimate   Toy Theatre

Calendar Maths - look at how many concepts are covered in just 4 minutes?

• place value
• subtraction
• measurement - days of the week - yesterday/tomorrow
• Count forward/back
• Money dollars/cents
• Time
• fractions
• Numeral ID

Maths board - tooth tally chart, games played, what are concepts that I'd like to maintain

Daily Maths Wall - For Older students

This could be on a whiteboard - also students can use as a maths tumble

HTO for day of year

expand the number

tens and ones

even odd

write it in words

number line

round to the nearest 10

one more/one less/ten more/ten less

How many more make 100?

pyramids

Mystery I Spy....

• a number more than
• a number less than
• a number in between
• half of ....

Two numbers that have a

• sum of .....

WHICH ONE DOESN'T BELONG?

Odd One Out http://wodb.ca/

Which one could be the odd one out?

Justify why.

Countdown Numbers game from mathstarters/numbersgame

295   75.  7. 8.  2.  8. 4.

Use smaller nos for lower learners

3,2,1, Salute

Put cards on forehead - one person is in charge of the salute - the commander

100 Chart - MAZE by Steve Wyborney

SPLAT

put up dots - thumbs up show me how many, how many are under the blob. 

Fingers to 10 with one hand

Target between 1 and 10...without the speed element

Numicon

 Numicon Mathematics Programme

Auckland - Catherine@edushop.nz

Numicon is a wonderful approach to further help children understand more about what maths is. It is a great way to develop number sense and place value, basic facts, fractions, decimals, and percentages. A full programme comes with equipment and teaching resources, such as planning, progressions and assessment in line with NZC. However, I would be happy to start with the equipment and teaching year level book as I think this would be a great introduction. The equipment is tactile and would greatly benefit students' mathematical thinking, helping them move from concrete visual/manipulative to more problem solving, abstract thinking.

By using this as a number line, the relationship and pattern is obvious. How does the pattern continue?….this relationship shows increasing pattern -  add one, +1, What if we kept going?

By manipulating the patterns....we can make a generalisation, a good opportunity for oral language and discussion.

What do you  notice? ….the ‘bits’ sticking out…..we have pulled out odd ones, the cool colours are all even, all the difference is two. There is so much to notice, this involves children in the inquiry and discovery process.

What do you  notice? When we put odd nos together we have made an even number. 

What happens when we put 3 odd nos together?

What is the pattern? 

What is our prediction?

Children can learn and explore like mathematicians. They can count, or observe to look and see and manipulate to check what the answer is. This is a fast track into addition by not merely relying  on counting.

5 take away 3  - Numicon pegs to manipulate and check and add/take away

Multiplication

Throw down 5 times 3….then place together to toal and cover with a 10s frame

Numicon equipment makes it easy to see strong links to addition/ subtraction and to multiplication/division all inverse operations.

Numicon also uses cuisenaire rods - tactile learning, visualise patterns

Discovery and inquiry based learning makes children curious, leads to problem solving, improves language and promotes mathematical concept driven discussions.

The full programme has resources, work book for the class level, a targeted intervention programme, catch up programmes, online subscription...however I think that the numicon equipment and following a class year level programme would be sufficient. I can also see the benefits that small intervention programmes would be able to offer students in a small group ALiM type approach.

TE RITO TOI - What do we need to do before students come back?

13^th May 2020

Webinar with Professors Peter O'Connor and Carol Mutch

TE RITO TOI - What do we need to do before students come back?

Te Rito Toi is a resource created to help teachers work with children when they first return to school following major traumatic or life changing events.

AT THE HEART OF TE RITO TOI is the understanding that schools must not just prepare students for the future but they also need to help them make sense of the present. After disasters and crises, schools must as a first priority help learners safely explore the changed world in which they live.

What do students need? 

They need to see things which are familiar, school, playground, friends. We need to show that some things are the same and others different.

What do you do on day one?

It is not about catching up on lost work, it is about keeping the focus on wellbeing – spiritual and physical, and looking after the need for students to feel safe, cared for and loved by ensuring they feel they are in a safe place. There will be high levels of anxiety so go back to working on relationships it’s not about literacy and numeracy. Look to strengthen the relationship, don’t feel it should go back to normal. Classrooms need to be fun, good places to be in, the best way to deal with things is through a pedagogy of love and care.

The results after the Christchurch earthquakes improved because the schools returned to focus on a pedagogy of love and care.

Learning happens in a range of ways, find gentle ways to the curriculum – the curriculum will arise!

What have students been doing? 

Let this be the time to share what they’ve been doing – best way to do this is through the Arts, such as: fiction picture books.

www.theeducationhub.org.nz/bear-goes-into-lockdown 

The Arts help us to name emotions, thinking and feelings. The process of ‘doing’ or ‘making’ allows time for students to relax, talk and interact. Singing is also important – have fun, dance, move! Find the sideways in!

when your house burns down you won’t build it exactly the same again

WE don’t have to bounce back as we left– we can go back differently! Instead it can be strengths and interests driven, not assessment based. I think this is really important, and it is great to have educators talking about holding off on assessments but will those in power agree?

Sadly, from the Christchurch experience we know there’s not enough mental health support available – therefore, self-help is needed to look after oneself and colleagues. Going forward as staff, we should be careful about judging fellow peers, everybody has a lot more going on than we see or know, we need to  allow for safe, respectful ways of checking in with each other.

NZEI Speaker: Dr Carmen Dilli

13th May 2020

ECE Voice: How to support well being when we return to school

Fears for health and an emotional state make people behave differently when feeling fearful.

Practical steps will put people’s minds at ease, i.e. cleaning and routines to support sense of wellness.

Stress in the family, issues at home, we need to  think about what has been encountered by children and what can we provide. How do we reestablish connection for slow to warm children? Use reminiscing and reinforce that school is a safe place to be. Welcome children back gradually, be fully present with them, notice the way they are expressing their feelings. Children who are returning to school need to feel secure and safe in relationships. It is important to communicate well with parents, take this on board. Plan for it, respect that parents have fears and talk about it with parents, reassuring them. Make parents feel welcome, be non judgmental.

What should we prioritise with parents?  

The key message is to play it safe. Listen to fears, reassure that we have a plan.

What happens if there is problems with child behaviour? 

Look at what is underlying the behaviour, and  what it is the child is trying to express. Look beyond the behaviour to what the underlying issue may be.

What do teachers need to support them? 

Good school policies and the work setting is very important-good conditions of work, student ratio, pay.

What should the team be aware of when trying to create a slow, calm, environment? 

Try to build in a pause before we ourselves respond, notice our own thoughts, own judgement, take a pause and check own thoughts before we respond.

Webinar: Professor Welby Ings

22 April 2020

How to keep relationships at the forefront of learning and teaching from home

Relationships and Common Sense

This time is ideal for learning new things we’d otherwise never have had time for. During the time of polio outbreak in NZ in the past - New Zealanders learnt other skills. This time doesn’t have to be perfect, time to be creative and work with what we have - resources, time, energy. Technology might change, but human behaviours are most important. This is temporary, time has become more gentle, it is a time to make and create things which will sustain us. Remember that nobody knows what is going on in your world!

Covid history!
Our kids are embodied in history - comic book daily diary, time capsule, they are all living inside Covid history. Don’t replicate what is at school, think interdisciplinary - read a book, illustrate it, new chapter, set projects that can be realised in flexible ways, put the potential for growth at the forefront, create activities relevant to time and situation in which students are living.

Learning is not a glass full of water, you are not going to be worse off for it - your child is learning brilliantly in a world outside of school...they are not going to forget how to read, each child is a sponge and will use whatever context wraps around them…

Let's think about what learning really is - your child is just learning just in different ways!

Human's over curriculum! 
The child being at the center of learning. It is easy to become remote from the humanity of educating. Ask kids about what is good about learning this way, and what would they change and what is worth keeping. We should have positive discussions with kids, and put humanity back into learning. How do you learn? What’s the best way for you to learn? Why?

We should encourage passion project learning, and flexibility to learning where our role is to facilitate the context around these passions. When a person is involved in the question they are learning, there is buy in.The wonder of learning in a different context. Community care - i.e. teddy bear everywhere in the neighbourhood, look at how communities make environments and how they can support education. It doesn’t necessarily need to be technology based.

Some questions to ask ourselves
How do we recover from failure and carry on? How do we work with a difficult situation where you don’t have the resources that you think you need to carry on? How can we best meet the needs of our most at risk students? I don’t think we can realistically solve situations now that we couldn’t solve before this, we can get insights and this experience may teach us something.

Flipped Learning Lens
One lens is never as good as multiple lenses offering different takes on a situation - flipped learning lens. An interesting point is that while Professor Welby Ings couldn’t read and write until high school, his parents never let him think he was stupid, while still being logical parents they did preserve belief in him. For some who have trouble learning in formal environments they may have found great value in the current situation.Things that may be challenging in school are not challenging in the same way. School is not the god of education, we function as educators. There is a greater realm outside of school - do the best that we can!

Te Reo Pronunciation

Te Reo Pronunciation 

presented by Sharon Holt

Some background: Sharon used to be a relief teacher ECE, her own passion was to build confidence and skills in te reo in other teachers, given how difficult it is when not immersed in te reo.  

Today Sharon is the author of Te Reo Singalong books/shows/workshops and author visits known as 'The Writing Bug'

Pronunciation Help

sharonholt@outlook.com

tereosingalong.co.nz

Facebook: (Te Reo Māori Challenge)

Te reo learning videos: patreon.com/sharonholt. 

See www.tereosingalong.co.nz for free music.

Music and repetition is the way to learn!

The 5 vowels are the way to go....aeiou ah eh ee oh oooh. FYI every māori word ends in a vowel (the spirit flows on the vowel)

Vowel songs  - aeiou he piko....

Remember to take a break after the vowel ta/ma/ri/ki

8 consonants and 2 digraphs -sing to the tune of Twinkle Little Star

h k m n p r t w ng wh........roll the rs

Make a chart....get into practicing consonants all the time!

ta te to (different pronunciation of this t: sounds like tah teh toh tongue on roof of mouth) while this t is different: te ti  tea for two
au....whanau
ai..kai
ie..ata marie
kō/wh/ai....kor/whai not (koh)
kauri....kau/ri
tōtara....tor/ta/ra
Pukete ...puh keh teh
Rototuna....Ro/to/tu/na
Matamata...Ma/ta/ma/ta....don't stress t
Ōhaupō....Ohh/hau/poh

Two recommended games

1. vowel chart and two dice labelled with vowels and ? , put counter on when land on dice, can also interchange the dice, good for groups racing to complete a line across, down, or diagonal to see who wins first.

2. Place names (as above) with segmented sounds in different colours, 1x dice with colour, and cover when each colour appears in the word - when one word is complete pick up next, the winner is the person who gets the most words. 

New Updates to Mathletics

Professional Development with Maggie from Mathletics 23rd October 2019

Student console 

This uses traffic light system, red, yellow and green shows which activities need to be done again.

How to limit access to Live Mathletics so that students spend time completing activities properly. Animation will not complete if not getting answers correct.

Use the 'i' to turn off animation, as it the animation prevents students from using the 'drag' tool during activities.

• Good to use in student console - the A-Z dictionary (at side)

Problem solving activities are in Explore - students do not have access to this until we assign it in teacher console.

• Good to use  - the videos to show examples to students.

Play - games area for students,

Rainforest Math - good for additional work (select by year)

Mathletics will add a Multiplication game by end of the year

Teacher Console

Recently added -Assess learning loss - step by step guide how to access learning gap

Teacher Profile - allows us to adjust password
Classes - best way to move students between groups- go Student Management.  Remember don't remove students from class - however it is possible to reinstate without going through admin.

NOTE: Will lose current data when move to new curriculum - therefore download the material if want keep records

My Courses - create custom course - select Year level that you want to particular student to follow

Resources Hub - similar to what used to be Mathletics Library. Mathletics for Early Learners - videos, Numbeanies games (sep App) - uses cards to work with devices, it is also more interactive and good to use in groups.

Problem Solving - from Years 3-11
Best to use filter by Year levels - can do sub strand - preview/assign students also have a workbook to complete - record, draw, or type into
Best to 'favourite' activities that you like/want to use - then Assign

Launch live or Assign. Launch live takes priority for 60 minutes then other activities take over again. If students have questions it will show up in problem solving assign grid

Curriculum Activities - the traffic light system easily shows where students are sitting

Results
Shows where students or class are sitting by topics

Reports - see student of class strengths. Also possible to filter by date.
Effort & Participation

Certificates
Can only get 1 certificate per week.
4 bronze certificates = silver
4 silver certificates = gold (20 weeks of work)

STPs

Adding the 6 Standards for the Teaching Profession. The 12 RTCs have been made non-viewable but this can be turned back on again in the labels gadget by selecting all labels not just selected labels.

Neuroscience of Self Care

Kathryn Berkett Keynote Speaker

Neuroscience of Self Care

Red Reactive…........................................................................................Green Rational

Sandpapered brain concept….When something affects/stresses you, then it can continue to build up - it is important that we need to be able to reset ourselves. In order for creativity to develop requires green brain zone. The staffroom needs to be a red brain friendly zone.

We need to consider are our leaders the cheese or the owl? Do they activate (sandpaper) their colleagues stress levels. It doesn’t take much to sandpaper us!!

A Sandpapered Brain

Fight/flight response due to stressor i.e lost car keys. This results in physical effects: heart, breathing, eyes/hears sharpen, stress response, combine to activate brain to survive. Think about our students and ourselves - look around, fig-it, breathing, heart rate, stomach, dry mouth, stomach purges (nauseous), temperature changes, immunity lowers, panic attacks, long term stress response - weight gain/loss, bowel/bladder, blood increase -tightness in shoulders.

As teachers we need to stay in the green zone, especially when dealing with students who may be in red reactive zone. After cortisol has been activated it takes time for cortisol levels to decrease.

Remember to check in with your body - need to reset asap rather than wait till end of day. Physiologically this has an impact on our bodies - reason for getting sick in holidays. Therefore we need to reset ourselves. 

Perfect Practice make Perfect (calm self down) - walk, run, yoga, drink tea, cook....

1. Identify what calms you
2. Do that until you create a physiological calm state in your body
3. Condition this moment (think of Pavlov dog, bell, salivate - word/action only associate with calm not stress/anxiety link)
4. Practice, Practice, Practice

Check in with yourself…

Some See me….

Boys Show me I Belong….

Hate Tell me what is Happening….

Carrots Give me some Control….

Deep breaths until calm! The lungs are the only organ we can control when in high stress state.

The Sandpaper differs for everyone - status, person, it is important to acknowledge the sandpaper for you. Then reset, move back into green creative rational brain zone.

Kaahui Ako Conference Workshops

Workshop 1

Teaching as Inquiry Jill Carter

There is more than one way to go about Teacher Inquiry, however all have the same core principles. I am used to the Spiral of Inquiry Model. Teacher Inquiry should be driven by passion not compliance! It is about teaching practice and new learning/teaching practice, not about fixing learners. We should ask ourselves. What can I do better? Then have this confirmed by various forms of evidence. TAI is about genuine openness to ‘wondering’ and investigating; about our own professional growth.

Phase 1 - Peel
Mining for Gold - selecting a “rich” topic, step back and look at the big picture - obvious challenge? or opportunity to try something new? TAI doesn’t have to succeed, it’s part of learning - risks and mistakes, dig deep with trusted colleague, or gather student voice.

Refining/Clarifying your Topic. Is this new learning? Interrogate various forms of data. Does this interest you? Open-ended invites inquiry

Plan - Phase 2
Engage in purposeful, targeted and intentional PL - course, reading, prof conversations
Use the PLD and evidence from Phase 1 to plan Deliberate Acts of Teaching (DATs).

Phase 3. DO ….Keep specific - teacher trialling, then reflect and review
Remember the value of collaboration - inquiry hubs, regular time to discuss inquiry, adds motivation and value.

Girls High have been following the 4-phases of Inquiry. This involves gathering specific evidence of authentic work undertaken in each phase of TAI. This forms part of Appraisal. A rich, purposeful and authentic TAI will yield quality evidence towards the Professional Standards.

Workshop 2

Sketchnotes Krystal Hapuku

Good for SLD students, collaborative, can be done digitally, and can buy specific pens to use on tablets, however prefer pen/paper. Those who doodle while listening retain 29% more than those who did not. 

Sketchnotes is one way to optimise spoken word and declutter speech…”listen for the bones”.

Key elements

1. Font
2. Bullets
3. Frames
4. Connectors
5. People
6. Icons

Recommended pens - Aliexpress - $4; $2 shops, Stabilo pens expensive, and fine sharpies
Recommend that students draw in single colour only, then add colour/detail later, can also take a photo and upload to digital platform.

Workshop 3

Digital Tools for Writing Kat, Jude, Catherine

• Digi modelling books used with Pobble
• Collaborative writing using google slides - mixed ability level writers, play writing - speakers, actions in brackets
• Digital Storytelling - audience, purpose
• Adobe Spark - slide based templates for videos. Story Spine - go onto Adobe Spark and follow the story structure. Photos are on adobe, pages, music, transitions, layouts just choose. Catherine couples this with spark.adobe.com and onceuponapicture.com

Māori Perspectives of Giftedness

Dr Melinda Webber Māori Perspectives of Giftedness

Māori Perspectives of Giftedness

Ūkaipō - to be fed by the breast at night, it’s symbolic meaning looking to nourish the relationship between land and people in order to develop sense of where one comes from, students should feel this at school and in class.

As educators we need to ask ourselves. What does this look like? How can we measure this? We must remember that identity matters. We must celebrate the whakapapa of our students- the curriculum should be localised. We need to arm students with their narrative of where they come from and celebrate their goals. It is important that we hold Maori ancestors up to students as exceptional role models.

Stereotype Threat (Steels, 1997) is where people around you don’t expect you to succeed as much as other people; resulting in negative stereotypes, This influences academic performance and as a result students risk becoming that stereotype. Māori students need access to a programme of learning that affirms and promotes Māori theories, Māori knowledge, Māori heroes/role models and Māori worldview.

We need to remember the importance of role models: Ask students who inspire them? Who are their role models. Ask students to describe them in so many words and why?

We need to consider - How to make the playing field more level?

Te Arawa Case study looked to address the question: In what ways do whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?


Results: Qualities of success

1. Positive sense of Māori identify - resilient to negative stereotypes, some knowledge of language and protocols to successfully contribute/participate in Māori contexts, connection to land and place (genealogy).
2. Successful Māori student are diligent and have an internal locus of control - disciplined, self-motivated, attentive, focused
3. Successful Māori students learn how to nurture strong relationships - willing to learn, willing to mentor, aware of own strengths and weaknesses. Manaakitanga - cherish mana
4. Successful Māori students are curious and innovative - courageous, competitive, curious, creative
5. Successful Māori students look after their wellbeing - healthy, fit, resourceful, balanced
6. Successful Māori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals - an intrinsic desire to learn and an innate curiosity
7. Successful Māori students possess humility - puts others before self, accept criticism, work in service to others, team player
8. Successful Māori students understand core Māori values - manaakitanga (care others), kotahitanga (ability commit to a kaupapa/vision), wairuatanga (moral compass and sense of social justice)

Conditions that enable success: The Mana Model

Reflection

What will you do in your classroom to grow the mana of your students?

GMail Joy

GMail Joy - Rachel Duckworth

A how to.... Organise and tidyup gmails - labels, labels, filters, folders etc ...

To view all Rachel's presentations go to...  www.edits.co.nz then to PRESENTATIONS tab. 

Note:Our school need to allow Send with a drop down box so that we can schedule when emails are to be sent...this would be ideal so that emails are not sent on weekends or after hours.

Boomerang is now out and there will be drop down button in Send to schedule emails later!(2 weeks time)

Confidential mode - will have a time limit, that will expire. School would need to allow it...

Size If file is too large then instead send through Drive...does not only need to be a google doc.

Undo send - settings - put on 30secs

Reply to all - remember email etiquette, if crucial then yes. Otherwise don't!

Send Archive White box with arrow - is send archive rather than delete - change in settings

Labels - a good way to organise messages, and also colour code

Signature - go to canva.com create a business card and drop in as image

Theme - choose image

Contacts - google contacts make groups - at HES there are existing group emails, I just need to find the groups

Google Admin - need to give teachers Rapid Release

Multimedia Text Sets

Multimedia Text Sets: The Gateway to HyperDocs 
Lisa Highfill

Multimedia Text Sets
bit.ly/mmtshighfill

Multimedia text sets are collections of content that you can efficiently push out to students using Google Docs. It will help workflow by enhancing teaching instruction by maximising classroom time. 

Note this is not a digital worksheet -  we need to keep the focus on learning inferring, thinking, not about racing through to the end. 

Uses different kinds media - video, text sets, padlet, readings, websites, twitterfeeds,

Multimedia Text Set

Refugee Text Set

padlet.com

Lisa intentionally kept it broad so as for students to dive into it. She gives a number of days for students to complete. Present information in a non linear way, so that students are drawn in through a variety of ways. 

Uses icons: youtube, symbols, colour boxes 

thenounproject.com - has icons for everything

Reflection 

Ask your students: How did you feel as a reader, writer, mathematician....

How to do! - currate links into doc, then start to put into template

Do this for a novel, or inquiry - not all the time.

Viewpure.com paste link and it will purify youtube clips!