From looking at the data from the initial observations and diagnostic questions, I can see that these students need strategies for cross decade addition and 2 digit subtraction.
This is going to be our first area for teaching & learning.
There is a gap across all learners in 2 digit subtraction when the bigger number has small numbers in the tens and ones column. They are flipping the numbers around to suit the addition eg 243 - 157 becomes 257 - 143 because these facts are known to the student.
What they are missing is the identification that the number that is being taken away is PART OF the total (the first number). This is where I am going to head back to for these learners and am going to use equipment to help as the students appear lacking in knowledge of what the number actually 'looks' like.
Partitioning has helped them to begin to visualise but it is not an efficient method for them in the long run to break down each number. They need to see and understand the borrowing and renaming process.
(Students are also partitioning to solve 2 digit addition - using bonds to 10 and place value to solve.)
Friday, 17 May 2019
Monday, 13 May 2019
Inquiry 2019 - The Background & Getting Underway...
My inquiry this year is centred around a group of students who are just below curriculum expectations in Maths.
They are Year 6s and are working around Early Level 3 and appear to have some misconceptions around math strategies.
My inquiry question is: "How effective are the Bruce Moody Diagnostic Questions & Tracking Sheet in identifying next steps and accelerating progress for meeting expectations."
We have Bruce Moody facilitating our Professional Development this year. We also have access to his Seed Maths website.
Our staff have had several sessions with Bruce so far this year, unpacking his progressions and tracking sheets. The expectation is that all staff will be using these sheets across the school in the near future.
Pink is known & correct working; yellow is right track but not yet consistently accurate and green is working on.
This has shown the where to next for this group and I will be sharing this information with the kids so that they are having input and buy in to their successes.
They are Year 6s and are working around Early Level 3 and appear to have some misconceptions around math strategies.
My inquiry question is: "How effective are the Bruce Moody Diagnostic Questions & Tracking Sheet in identifying next steps and accelerating progress for meeting expectations."
We have Bruce Moody facilitating our Professional Development this year. We also have access to his Seed Maths website.
Our staff have had several sessions with Bruce so far this year, unpacking his progressions and tracking sheets. The expectation is that all staff will be using these sheets across the school in the near future.
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The strengths of the group are 2 digit addition with no borrowing & regrouping; multiplication tables of 2x, 5x and 10x (in that form - interestingly a question about pairs had them stumped); and multiplicative derivatives. The kids also all like maths and are eager to learn more and be better than before, which is always an added bonus!
To consolidate where I think the students are working, I have taken Bruce's diagnostic questions and have had the students show working and give answers to the questions. I have had one on one conversations with each of the students getting them to explain their working.
To consolidate where I think the students are working, I have taken Bruce's diagnostic questions and have had the students show working and give answers to the questions. I have had one on one conversations with each of the students getting them to explain their working.
As we can see, there are a variety of successes - but as above, strengths are addition and multiplication with early times tables.
Pink is known & correct working; yellow is right track but not yet consistently accurate and green is working on.
This has shown the where to next for this group and I will be sharing this information with the kids so that they are having input and buy in to their successes.
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