My Flowery Patio
letters_on_a3.docx | |
File Size: | 246 kb |
File Type: | docx |
Expected Responses |
Diagnostic |
Predominantly addition
Broken up into small boxes requiring lots of adding together Adding errors Very few multiplication strategies |
I have my Gloss data from last term so not going to waste the time doing an individual diagnostic. Most of the class was sitting at 4, with a smattering of 5's and 2 6's.
I just wanted to see what they would do. The only prompt I used while roaming was - what do you think the next stop would be? |
Started here with some pictures of patios.
Used this picture to introduce it. Which some kids decorated for me before school.
I introduced the task: "Here is my patio at home. Here is my house. Here my duckpond. Here are my flowers. How many bit of concrete does my patio have. Try not to count in ones."
Used this picture to introduce it. Which some kids decorated for me before school.
I introduced the task: "Here is my patio at home. Here is my house. Here my duckpond. Here are my flowers. How many bit of concrete does my patio have. Try not to count in ones."
Sequenced Student Work
I selected this because it linked to our warm up (counting in 6's) which I deliberately selected and I wanted to praise using something we had learned to solve the problem. I also wanted to discuss if it was a good way. A kid raised it before I did and asked them whey didn't just use the 10's.
I chose this because when I was roaming we had an interesting discussion about the difference between 2x30 and 30x2 - I asked the kids to talk about this to the class. We were able to make some great links back to our warmups.
I chose it because they had clearly identified the 10's
and ALSO (almost more importantly) they started off trying to do it in
3's - down in the bottom left corner. I told them I wanted them to
discuss how they started and why they changed before they came up so
they were prepped. This gave the opportunity to talk about "easy ways"
and "hard ways". They also started to describe their working out with multiplication - moving towards stage 5.
Final selected bit. Lots of discussion here. They wrote 2x36 - where are the two groups of 36? They wrote 1/2 of 72 = 36 - what does that mean in the picture? What do the pictures at the bottom look like? How could this be connected to fractions (the topic we have just moved from) ?
This was the slide that came out of the conversation. I am also going to make tomorrows questions one that involves fractions as well.
At the end of the lesson
I said - we are starting a new topic - what do you think it is? Responses:
And I linked these to the words to the words I wanted to use "area", "length" and multiplication.
- timsing
- Building things
- Counting
- Measuring
- Seeing how big things are
- Patios (sigh)
And I linked these to the words to the words I wanted to use "area", "length" and multiplication.