Math No Problem Professional Learning
Problem solving is at the heart of Mathematics and should be the focus in schools.
Basic skills in Mathematics should be defined to encompass computational thinking.
MNP approach is a complete system.
Everyone starts on A Book. One between two ākonga.
Assessment - This is built in and sits inside student work book and end of chapter review. Mid and end of year assessments give a good view of data.
Section A: application of knowledge
Section B: application of knowledge using familiar
Section C: Application of knowledge...
Bridging Guidance section has lessons that have been designed to include the new curriculum.
Mastery approach is taught to year levels and to the whole class. The same concepts are revisited a number of times. Mastery is designed to create equitable outcomes for students. Chapters are always the same.
Need to introduce children to the methods and strategies used throughout the books. Complex strategies are introduces early on.
My Questions: Do I teach the Year 6 lessons?
Chapter structure - The first part is practicing and developing procedural fluency. The rest is applying in different scenarios.
White Space - More lessons in a school year than there are in the books. For Year 6, 141 lessons and 55 white space days. Can use for remediation, enjoying teachable moments and add something of your own.
You need to do the prep prior to each lesson.
Lesson One is in everyones' zone of understanding and is often a recap of the level before. The objective is supported by the workbook activities.
Fundamentals:
Anxiety can be a barrier to achievement in Math.
The number cards are a key part of the lesson we took part in. It is called CPA -Concrete Pictorial Abstract. (Check this).
Don't put struggling learners with other strugglers.
Consider personality as well as skill set.
Don't use TA with strugglers in Explore tasks.
Advanced with advanced isn't always the most beneficial.
Logistics Tips
Consider a set buddy and set space.
Transition from floor to carpet can be helpful for different parts of the lesson.
Resources are used one between two.
Be mindful about seating, fours is optimal for group discussions. Explore tasks done at desks is a good idea. Movement between tasks is good.
PART TWO
When doing a lesson, start with Explore. What is the critical concept that is being learned? The explore part is one whiteboard between two. This space is an exploratory part. One marker between two.
Structure - You may need materials because MNP assumes kids know certain things. If they don't, use materials and gap fill.
Bring the text books to the mat too, so ākonga can follow along. Give students time to have an explore of the book before getting stuck into it.
Practice - Is not the same as drill. Extends understanding of a concept.
Guided Practice - Is in the textbook. This is when you might run workshops.
Worksheets are done at the end of the lesson for 10-15 minutes. Culture - You just do as much as you can. Differentiated.
Section 1 - Basics
Section 2 - Basics and solve problems
Section 3 - Basics and can apply in an unfamiliar context.
Support target children with the workbooks down on the mat.
If you have to support content in section #1, don't continue into sections 2 and 3 as that doesn't show that ākonga have mastered it.
Journal - develop mathematical thinking skills, clarify, communicate etc.
Differentiation - Need to ensure the foundations skills are strong. Differentiation tab and the end of each chapter is where you find ideas and questions.
Implementing classroom routine.
Invent a method, write a note for a friend, evaluate today's methods (Which method do you prefer and why?) CHALLENGE YOURSELF. This is used for fast finishers. Relate to when we might use the skill we are learning.
For when ākonga are struggling with part-whole strategies.
Guided workbook groups -
Fill the gaps by using previous years concepts. Plan this for the whole class. If there is an issue with basic facts etc, provide and resource. Literacy will be a barrier if we let it be a problem.
MNP is designed as an inclusive pedagogy.
The Bar Model
Bar modelling is not drawing a picture of the story. It is representing the mathematical relationship. Introduced at Year 4, so Year 6, go back.
Ways we could structure classes. It could be that we go to single cell for Math.
PATs align with MNP. Get rid of GloSS and Jam.
Make sure you have a look at the workbooks. The above
A resource list comes. It's a good idea to do an inventory. Resources are typical things that we have in school. Buy some place value discs...include decimal discs.
