1. Problem Solving (while you are waiting) Legs in the barn (Taken from www.nzmaths.co.nz)www.nzmaths.co.nz 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?

2. Getting Started Workshop: Data Analysis and Teaching Knowledge Michelle Wetherall Numeracy Facilitator

3. Tens and Ones Teaching Place Value: With your group, take the correct number of popsticks to make the number rolled on the dice. Place these on your chart in the right place (ones). On the next roll of the dice take the correct number of popsticks and “add” them to what you already have…

4. Objectives: Know how to USE GloSS and IKAN numeracy assessment data and to inform future teaching and learning. Explore how to set up an effective mathematics hour Become familiar with numeracy resources, particularly when teaching knowledge, including the nzmaths website

5. Great we have done the numeracy assessments now what? You don’t do an assessment you use an assessment!!

6. Effective Teaching Cycle Assessing Analysing data Planning Teaching Practicing / Applying

7. Analysing numeracy data Look at your data (Harry’s completed GLoSS and IKAN recording form). Collate the data (his data) onto the class summary grid.

8. What does this tell you about Harry?

9. Analysing class numeracy data Discuss…. Any correlation between strategy and knowledge? What range of abilities is there in the class - How do these relate to expectations? How you might group your students for teaching What are gaps in knowledge that you might focus on as a whole class.

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

12. 7. High expectations 58 Advanced Proportional High Achievers 4 7 Advanced Multiplicative Cause for Concern 3 6 Advanced Additive Cause for Concern At Risk 2 5 Early Additive Cause for Concern At Risk 1 4 Advanced Counting Cause for Concern At Risk 3 Counting from One by Imaging Cause for Concern At Risk 2 Counting from One on Materials At Risk 1 One to One Counting Cause for Concern 0 Emergent At Risk NZC Strategy Stage After 1 year After 2 years After 3 years End of Year 4 End of Year 5 End of Year 6 End of Year 7 End of Year 8 End of Year 9

13. 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?

14. 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:

15. 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?

16. 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?

17. Assessing Analysing data Planning Teaching Practicing / Applying Planning for and teaching Number Knowledge

18. Number Knowledge Planning Unit FNWS BNWS Fractions Place Value Basic Facts

19. Strategy StageIKAN EA (Stage 5) (working on) Adam4 Bryony5 Claire4 Daniel5 Earl4 Finn4 Glenda4 Helen5 Group Knowledge Focus: Stage 4 or Stage 5

20. Knowledge DomainPages Number identification2 - 10 Number Sequence and order11 - 21 Grouping / Place Value22 - 31 Basic Facts32 - 38 Using Book 4: Teaching Number Knowledge Book 4

21. 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

22. 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.

23. Introduction to warm ups that use one piece of equipment: Use number fans to model questions for each domain across all stages. Give the teachers a stage and domain and get them to design own knowledge questions. Demonstrates equipment adaptation and versatility. Link Back To Framework NUMBER FANS THROUGH THE STAGES

24. Number Fans Across the Stages Take one red and one blue card. Look at Book 4, page 4 Jot down three questions you could ask students relating to the stage and knowledge domain using the number fans Share

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

28. Book 4 - Exploring the Activities Juniors: Tens and Ones Slavonic Abacus/Bead Strings (17, 23) Tens Frames Again (34) Teen and Ty Numbers (3) Seniors: Who Gets More? (20) Hundreds and Thousands Book (16) Arrow Cards & Zap (26) In And Out (36)

29. Assessing Analysing data Planning Teaching Practicing / Applying A Focus on Basic Facts Number Knowledge

30. Communicating to the student what they can do and what their next steps are… Using Student/Group Profiles

32. 10 mins Whole class Whole class teaching (knowledge) 30-45 mins Group 1Teacher (Strategy or Knowledge) Practice Group 2Activity Teacher (Strategy or Knowledge) Group 3Practice Activity 5 mins Warm Down Groups report back and share their learning Models of Numeracy programmes Getting Started Book 3 p12-14 Maths Programmes

33. 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)

34. Diary / Class Book The diary, poster or class book entry could include: A picture / diagram to show how they used the materials to solve the problem. Some examples of recording to show how they solved the problem (e.g. using number lines etc.). Some completed example number sentences or word problems. What they enjoyed about the lesson. What they have learned. How they could use what they have learnt in real life.

35. What Else Do You know? 8 + 9 = 17 9 + 8 = 1717 - 8 = 9 80 + 90 = 170 800 + 900 = 1700 8 + 19 = 27 Spidergram 8 + 39 = 48

36. Write 10 different word stories and number sentences with this answer. You may wish to be more directive, for example.. 1 digit plus 2 digits 2 digits plus 2 digits 2 digits take away 1 digit 2 digits take away 2 digits Multiply two numbers Result known * + * = 16 Change known * + 16 = * Start known 16 + * = * Using measurement units as the context Using money as the context 16 Here is the answer…

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

38. 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

39. http://www.nzmaths.co.nz/

40. Drawing Equipment/ Word Story: Strategies : 4 + 9 A Think Board

41. Teaching as Inquiry (NZ Curriculum)

42. Discuss your typical maths lesson Maths Programmes How long do/will you teach maths for? How do/will you work with your children - individually, in pairs, in groups? What do/will the children do when working independently of you? How do/will the children know what they will be doing during the lesson? How do/can you encourage the students to be involved in their own learning?

43. The curriculum and the standards are based on students doing mathematics for at least 4 hours per week for 38 weeks of the year.

44. Pause to reflect What 2 things will you take away from this workshop to implement in your classroom? Our Cluster Wiki Space: http://mathsleadteachers.wikispaces.com

45. 10 mins Whole class Whole class knowledge teaching on identified knowledge hotspot. 30- 40 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)

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