Maths No Problem

27/1/25

Maths No Problem
Implementation Workshop

Problem solving is the main strategy

Whānau resources - limitations.  If you’re yr3 they click yr 3 and they’ll see all the content.

Can be used as support at home or when children go away when they’re away long period.

Has built in assessment.  

Is whole class in year levels

Mastery is equable outcomes to students

From year 3 up the first 3 chapters are always the same.

• Ch 1 place value

• Ch 2 add/sub

• Ch 3 mult/div

Move through the books swiftly.  It’s a spiral curriculum and strategies pop up again later on.

Strategies taught earlier and then moves through with larger numbers as they get older.

There are “white space” lessons.  This allows you to remediate with extra lessons/teachable moments/localised curriculum/AOTC.

You still have autonomy to do your own stuff as well.

Prep - look ahead at the lesson, decide what to teach, look at both the teacher guide and the student workbook.

Fundamentals

Anxiety can be a real barrier.

Explore tasks are never by yourself.  Work in partners.

Good communication and Empathy to be learnt through whole class

Explore tasks are low floor/high ceiling tasks

Maths is a language and need opportunities to practice the language.

Talk to a friend helps everybody practice an answer and practice describing the mathematics.

We need to get students to think in abstraction.  So we start with a toggle approach - concrete materials, pictorial representations, and abstraction.

Don’t utilise TA with students during the explore session.

Reduce cognitive load.

4’s are optimal for natural size group conversation.

Explore part at the tables and then the explicit on the carpet.

1st day

20 mins to explore the book.

Names are at the front of the book.

Explore Phase

Key pieces of information.  What do you see, notice, understand?

Honour the contribution ignore the bit you don’t want (answer).

One whiteboard marker between two students

Master 

Explicit teaching

They can follow along in the text book.  1 between 2.

On the carpet.

Use the textbooks as a tool as well.  Could you point to the book where it’s telling us ____.  They can use them as a tool to justify their thinking.

Journal (after master before practice 10mins)

Develop mathematical thinking, language and communication skills.

Practice - Guided practice (in the text book).

Not the same as drill.

You don’t need hard evidence of as they will also practice in work book.

1st time you might need some workshops. Others do it in pairs at the tables.  Target the ones who are on the cusp rather than tier 3.  

Practice - Childrens worksheet

The worksheet is done at the end of the lesson and it is only 10-15 minutes!

If the student takes longer it is more about the fluency.  They are diagnostic practice sheets with differentiation.

Because it’s differentiated students don’t have to do all the worksheet.  

• Outcome 1 (all incorrect) - A child should never get the whole sheet wrong.  If they do make it guided practice.  Support these students.

• Outcome 2 (all correct) - if this is all the time be careful to say they are exceeding the demands of the curriculum.  They are still at their level.

• Outcome 3 (some correct, some incorrect) - Say can you tell me the answer.  This will tell you if they can calculate using their strategy but not using another more complex idea.

If you have a target group to support doing section one just create extra problems similar to the ones they’ve done rather than pushing ahead.

Differentiation

Enrichment model.  Rich sophisticated questions on topic to deepen understanding.

Depth and breadth important first.

Mathsteaser used years 3-8

Yellow 4-8

Red 6-8

Blue 7-8

If your student is really good at calculation they then need to do all of these as well.

            Can  you make your own worksheet

Look at Remedial interventions (every day after a break for 10 mins for a month)

Eliminate barriers.  What is that barrier?

Give more exposure

Teach how to use the resources

Models

Part-whole model

Comparison model

Before and After model

Composite classes

Model 1: Split to single cell classes for maths

Model 2: Teach year groups separately in the class

Storage