GLADSTONE SOUTH STATE SCHOOLYEAR 4 /5

SHEREE MCMAHON

MAKE IT COUNTPROJECT

TERM 1

Fraction to Decimals on a Rope

RESULTS

Izzy ↑ improvement

Jade ↑ improvement

Ezra ↑ improvement

Sophie ↑ improvement

TERM 2-ESTIMATION WALK

Years: 4 - 9       Time: 1 - 3 lessons       Strands: Measurement, NumberLesson PlanSummaryThis lesson improves students' concepts of length and their understanding of decimals in a measurement context. In essence students are challenged to walk a given distance from a starting point and compare their estimate with the actual measured distance. Class results are recorded and analysed. The estimations are repeated with a view to improving both the class result, and each students' estimation skills.Learning outcomes and related concepts:estimation of length graphical representation average use of decimals

TERM 3MONKEYS AND BANANAS

Two monkeys worked together all day to gather a pile of bananas and then went off to bed.In the night one of the monkeys decided to take half of the bananas and hide them in a safe place. The monkey had to eat one of the bananas before she could take exactly half of them. She then went back to bed.As the night progressed the other monkey did the same as the first, eating one banana and hiding away exactly one half. In the morning they were able to share the remaining bananas equally between each other.How many bananas were in the original pile?

Focus

The focus this lesson is for the students to use a variety of strategies when solving word problems in particular the See, Plan, Do and Check strategy.

The Pre-test enables the students to identify the strategies they knew and use and the post-test will demonstrate improvement and the use off other strategies when solving problems.

Results

Pre-Test Post-Test

Izzy 5 /20 11/20 • Improvement• Keen to complete task• Sets work out in See Plan

Do Check.

Ashley 3 /20 6/20 • Improvement• Is now able to highlight

the key parts of problems• May not always get the

answer but has a go.

Jade 6 /20 10/20 • Improvement• Better understanding of

steps and strategies

Sophie 9/20 14/20 • Improvement• Confidence in herself to

have a go.• Able to identify the key

parts

Ezra 4/20 7/20 • Improvement• Problem solving was

extremely difficult. Too wordy. Now has to keep going until he has solved. it

Attention Grabber

The Banana Rap from You tubeI used the clip to grab their attention first

thing back from break. It actually worked well as we had some behaviour issues from the playground.

Due to the timing, we didn’t have time to have silent reading as a settler, but it got the students instantly focussed.

They loved the clip and they pleaded to watch it again at the end.

Still a talking point today.

Monkey’s and Banana’s

Reflection

The original Maths 300 problem had three monkeys and they ate 1/3. I modified the task for the students to 2 monkeys and they ate half. As the students really handled this problem, I allowed them to explore the original problem.

The students were all engaged and loved using the concrete material to assist with the problem.

Term 4Bob’s Buttons

Years: 2 - 8       Time: 1 - 4 lessons       Strands: Number

Summary The lesson begins by physically involving students in a game

of making groups which is based on the total number in the class that day. On a signal from the teacher the children form into groups of a stated size: the number of groups and the remaining number of children (who are too few in number to form a group) is recorded. This is played several times. Then the teacher poses the problem which involves working backwards from groups/remainder data to find the original number in the class. The problem is easily understandable because the students are physically involved in setting it up. Once the initial problem is solved, there is an extensive set of investigations which can be developed. The lesson is written to highlight teaching the process of Working Mathematically.

Mystery class sizes:Groups of 4 with 2 remaindersGroups of 5 with 1 remainder

Results

Pre-Test Post-Test

Izzy 31/48 absent

Jade 20/48 26/48 • Improvement in attitude. Having a go.

Ashley 11/48 6/48 • Negative attitude day of testing.

Sophie 33/48 33/48 • Improvement in Multiplication Knowledge.

Ezra 35/48 45/48 IMPROVEMENT

Key Concepts:• Timetables, division, multiples and Lowest Common Multiple

Reflection

We used bottle tops for the concrete material. Initially the students just played with them, then they got back on task.

The activity of physically making groups with the children, was a powerful activity for the students who struggle with division. When recording on the board eg. (4 groups of 5)+3 some students were using their multiplication knowledge to get into groups with no remainders.

Project Conclusion

How has the project changed my teaching?I have always had a concrete hands/on approach to teaching Maths, however the focus now is posing open questions through investigations and guiding and learning with students on their journey.Maths 300- All the resources in one place and not having to search for activities.Working collaboratively with Sandra, observing lessons and listening to feedback.

How has the project changed or influenced my Indigenous students?

Eagerness to participate in Maths. Improvement in confidence to start a problem. Having a go!Knowing that they can use any object as representation.Articulate their thinking mathematically with peers.Love the challenge to solve the problems.Linking new concepts to investigations we have done. Eg – concept-decimals on the number line – to estimation walk with measuring tapes.

NAPLAN Student - Relative Gain Test 2: Test Year Level: 05, For Year: 2011Test 1: Test Year Level: 03, For Year: 2009

Ezra