Problem Solving (while you are waiting) Legs in the barn (Taken from One third of the animals in the barn are chickens. The rest are pigs. There are 20 legs in all. How many pigs are there?

Getting Started Workshop: Data Analysis and Teaching Knowledge Lisa Heap, Prem Swami and Jill Smythe. Numeracy Facilitators

Card Games: Share all the cards out amongst group members. Take turns to put a face card up in the middle. As you put the card up say: 1 more than the number on the card 10 more than the number on the card 10 less than the number on the card. 99 more than the number on the card 1001 more than the number on the card.

Objectives: Analyse assessment data to form maths groups. Identify knowledge hotspots for teaching whole class and in groups. Identify ‘at risk’ and ‘cause for concern’ students and their specific learning needs. Explore a range of equipment and activities that can be used to teach number knowledge.

Curriculum Expectations: Look at the National Standards expectations for number. Consider where your children sit compared to these end of year expectations. Looking at where the children are now, identify whether they are ‘on track’, ‘at risk’, ‘cause for concern’ or ‘high achievers’ according to the expectations. Discuss and share your class data. What do you think are the next learning steps for these children?

How long will you spend with each group? How many groups will you teach a day? How many maths groups will you have? How many children will be in each group? Group Teaching (Bk 3 p.11-12) How will you group your children?

Stage 4 (AC) IKAN Working on Stage 5 (EA-Early) IKAN Working on Stage 5 (EA-Middle) IKAN Working on Bob 4 Clare 3 Dianne 4 Grouping according to strategy:

Whole Class Knowledge Hotspots: Number knowledge can be taught whole class, by identifying your class’s “knowledge hotspots”. Number knowledge should be practised independently daily. Knowledge needs to be taught both whole class and in groups. Look at your IKAN summary sheet. What number knowledge could be a whole class focus?

Identifying Group Knowledge Hotspots: Number knowledge can also be taught in groups by grouping children specifically according to knowledge gaps, or by identifying the knowledge gaps within your strategy groups. Look at each strategy group. Identify their knowledge gaps and what needs to be the teaching focus. What bank have the majority of each group achieved? What is the the instructional bank that they are working on?

Knowledge DomainPages Number identification Number Sequence and order Grouping / Place Value Basic Facts Using Book 4: Teaching Number Knowledge Book 4

E Emergent (Stage 0) CA One-to-One, Counting From One i.e. “Count All”(Stage 1, 2, 3) AC Advanced Counting (Stage 4) EA Early Additive (Stage 5) AA Advanced Additive (Stage 6) AM Advanced Multiplicative (Stage 7) AP Advanced Proportional (Stage 8) Using Book 4: Teaching Number Knowledge Book 4

Book 4: Teaching Number Knowledge Turn to page 4 and locate the activity Number fans. Discuss the grey coding by each knowledge activity and the knowledge domain being covered. Share ideas about suitability for class knowledge activity or group knowledge activity.

Versatility and adaptation using one piece of equipment: Use book one and the ‘Number Fans through the Stages’ sheet. Decide which domain each question relates to and which stage this is. NUMBER FANS THROUGH THE STAGES

Book 4 Activities: In groups, investigate different activities out of Book 4 and relevant practice tasks. Relate back to planning sheets.

Activities: Junior Number Sequence and Order: Hundreds Boards and Thousands Book (pg 16) Number Identification/Basic Facts: Tens Frames (pg 2 and 34) Senior Grouping/Place Value: Tens and Ones/Nudge (pg 23 and 24) Number Sequence and Order/Place Value: Arrow Cards/Zap (pg 13 and 26) Number Sequence and Order: Hundreds Boards and Thousands Book (pg16)

Group Box Activity: In groups, investigate how to organise group boxes to cater for the needs of your different groups.

Possible Numeracy Taskboard: (Book 3 p.14) Teacher:Practice: Figure It Out book Activity: Group Box (knowledge) Teacher: Practice: Worksheet / questions on board Activity: Problem Solving (nzmaths)

Activity: What could an ‘activity’ be? Problem Solving / Investigations Strand maintenance Bookwork, e.g. Figure It Out Computer / CD Roms Targeted Maths Games / Group Box Knowledge practice from warm up Juniors - Construction: beads, pegs, lego, playdough, shapes, etc. with task cards

10 mins Whole class Whole class knowledge teaching on identified knowledge hotspot mins Group 1Teacher Practice Group 2Activity (Problem Solving/Games/Investigations) Teacher Group 3Practice Activity (Problem Solving/Games/Investigations) 5 minsWarm Down Groups report back and share their learning Whole Class & Group Teaching (Bk 3 p.13)

Thought for the day: “Better to get a stiff neck from aiming too high, than a hunch back from aiming too low.” Jaques Chancel ???Most Valuable/Challenges???