Rangi Whakamutunga: Hanga me te Tohatoha

Kua tae ki te mutunga o ngā mahi pāngarau nei.  Te mīharo hoki ngā tāonga kua whakakī i tōku kete matauranga pāngarau.  he mihi manahou tēnei kia koutou te tīma whakaako mai.  Kua mau e au he maha ngā pūkenga whakaako i te marau pāngarau.  Tēnā koutou katoa.

I have learnt so much in this class.  I have also got so much information, ideas and resources to enhance the love of mathematics with and alongside our students.  

This session was one of my favourites, using all out mahi to create understanding and learning about pāngarau in the classroom and around the kura.  I have seen that we encourage create for the students to be able to process and understand what they are learning, learnt and can teach to each other and whānau.  I also appreciate that the world of AI is a tool I can use to help, create and enrich the learning in class.  I especially like using google drawings to set up a create task for the students as it allows me to have instructions on the side of the space.  The students are able to use many features that are available of google drawings.  If they could they would spend most of the day on google drawings, however we have a timeframe.  

Tohatoha

Sharing mathematics online is an ongoing journey.  There has been a little hesitation as students and teacher have not been too confident in this area.  However we understand the importance and richness this is.  I see that is important for the students to take pride in their work and celebrate their learning.  We enjoy using google vids to share work in our books.  Google vids is easy to talk to and record for studetns.

We are working towards commenting that benefits the students learning.  It is important to revert back to the set process for commenting.  Each time the class start their create and share they are always reminded of the template we use to remember what is required for sharing online.

Āhuahanga

 Te whakaakoranga o ngā āhuahanga, panoni me te wāhi.

Very exciting to get new resources for teaching geometry.  I enjoyed learning about geometry.  It doesnt seem as scary as I thought it was.  Geometry is everywhere and also very connected to other areas of mathematics.

I feel more confident to teach the vocab and concepts of geometry in year 4 class.  I do think that I need to experience and do the activities before sharing it with the tamariki.  This will ensure my teaching will be explicit.  As I engage with the lesson, resources and learning outcomes, I will be very familiar with the new and prior knowledge.

The resources are very fun and interactive.  The are also a lot of hands on work that the tamariki can participate in, which will enhance the learning.  I can see some creative and interesting patterns coming out of some the work that is set up in transformation and reflection.

As a kaiako I will follow up on what the tamariki have learnt and recap on number talk, choral counting, algebra, and group rules.  I will need to set aside time for student/kaiako conference and student reflection forms/questions.  As a class we will share our mahi on rangitaki to get whānau feedback and support.

Measruement - Ine

Todays session was very helpful and resourceful.  As a kura we have already taught measurement this year as a main whenu, however we still continue to practice the mahi through out the year.  I have attempted to use a task board template given in our MPI class, and will be teaching the perimeter (PAENGA) and area (HORAHANGA) to the classroom.  I will be using some of the resources and games shared from MPI.

I will be using the Matariki Māra plan as a guide for my lesson as we are going into Matariki celebrations.  My first part of the plan will be learning the new vocabulary needed for the lesson, to empower better understanding of the mahi.

As a kura we are working on our vegetable gardens for each class.  We have grown our seeds and will plant the seedlings soon, pending on the Māramataka.

The resources already in the taskboard are very hands on and make a lot of sense, specifically for horahanga.  My plan is to introduce the lesson in Week 9.

He tino pai ki ahau te kēmu māmā me ngā mataono rite, kātahi ka hanga he papa horahanga, ā, paenga rānei.  Kāore anō kia oti te papa mahi Ine, heoi anō anei he whakaahua o te papa mahi mō tēnei wā.

Kua tini ahau te nuinga ki te reo Māori.  E pīrangi tonu ana e au ngā mahi me ngā kēmu.  Me ako tonu e au ngā tikanga o ia tohu ki runga i te papa nei.  Nā reira ka nana ki te mahi mā te wiki kei te haere mai.

Tohu Ōrite - Equals Sign

I had followed through with the plan to share the mahi of the equals sign.  Equals sign is the same as the other side, ōrite.  The slides and activities that were shared at MPI session 5 help me show the students what equals looked like and how to show that understanding.  In the class I used the scales to show the balance of the same as, even though the object looked different that they can be the same.  Here are some photos of our mahi.

  

Algebra - Taurangi

 E hika e!  He rawe te akoranga nei mōku.  This session was great for me.  Eventhough it was and is challenging for me I loved learning about algebra.  I appreciated learning the termonology and the different areas of algebra.  I still have a lot to learn.  One thing I will be taking away from todays session is trying things out myself, as the kaiako, before presenting it to the students.  This way I will be prepared for the possible problems and or discoveries while interacting with the mahi.

For the next week I have planned to focus on vocabulary and symbols.  Teaching the students the new termonology so they will understand the area of learning.  I will also teach the purpose of mathematical symbols, which I started at the begining of this term.  And great timing to share todays lesson on the equal sign.  Especially as I have always treated it as the finished product, the answer symbol...

The equal sign has a history, a creator, and an important purpose to it.  

I will be that kaiako that will be pulling out the scales in our resource room and using physical resources to understand the equal sign.  I will implement some kete activities that will encourage deeper thinking using the equal sign.

Number: Whole and Rational

 Another session full of information, knowledge, facts, ideas, discussion and resources that has enriched my mathematical mindset.  Some terms that I was not familiar with or understood, and now I have a fair understanding of them now.  An example, 'rational' is a term for fractions, decimals, and integers. 

Ko ngā tau katoa e taea ana te tuhi hei hautau. Ka whai wāhi atu ki tēnei huinga tau ko ngā tau tōpū, ko ngā tau ā-ira, ko ngā tau ā-ira tāruarua, ko ngā hautau noa.

All of the numbers which can be written as a fraction. This includes integers, decimals, recurring decimals and ordinary fractions.

Paekupu

In my planning I will be going back to this session and using the resources and games to empower the learning especially with fractions and decimals as it is an area my studetns are not too confident with. 

I will continue to share what the learning intentions and success criteria with my students and follow through with the lessons relating to the LIs and SCs.  This week and next week works well as we are working on wāwāhi uara tū (place value) and todays lessons provided a lot more information and resources for place value.

We have been learning about adding using a place value.  This term I have implemented drawing pictures and using resources before writing the in abstract form.  This has been fun and doable.  The students seem less afraid of  maths equations when sharing their thoughts on paper or with rauemi.

In these particular pictures the students were working in shared ability groups using maths talk and group rules, and solving a few equations that was presented to the whole class.  Everyone contributed and participated in the mahi.  There was a few times the students seemed confused and/or nervous and I believe it was when I intervened and changed their own thoughts, thus I removed myself from the group learning.  Auē, they were comfortable to carry on.  This tells me I am trying to control their own learning instead of trusting the process.

      

 

Amuri ake nei, ka whakarite e au te māhere pai kia whakapakari ai tō rātou mahi rautaki.  He āhuatanga pai rawa mā te noho whakatau ki waenganui i te mahi pāngarau.  Ka arohanui te marau pāngarau kei waenga hoki i tō rātou ake kāinga, ā, oranga.

Planning a Maths Programme

Planning for maths has been available on etap for all the right things in terms of 'Achievement Objectives; Specific Learning Outcomes; Criteria Assessment'.  But the actuall planning is after you get to know the student (relationships), their needs and knowledge, and after assessment.  Gathering the data needed to plan what the students know and need support with.  Then there is the new learning to implement when the student is ready for the next steps.

Todays resources are very helpful for me to set more explicit and purposeful programme.  Giving the students the space to discuss and workout problems that are meaningful life problems. Understanding and letting the students be the brilliant confident mathematitions they can be.  Using the teacher workbook to follow through my teaching sequnce programme.

I plan on setting up the workbook for my maths programme and student needs and resources.  Continue having coaching conversations with my mentor and use the learnings from today for the planning.

Relook at my groups, and give them more choices during the maths session through task boards.

Deffinately plan rich tasks each week relating to the kaupapa and the learning.