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.

Mahi Kūkara Tā

 This week I created a task using google drawings.  This is the first time the tamariki are using google drawings.  I sent them the task through hapara.  Students are to create a shield of the things they love.  The idea was to empower love and kindness and also share a little about themselves.  The students were instructed to draw up their plan of their shield as a draft before working on google drawings. When they complete this task I will print them and display them on our wall, 'Ko Wai Au?'

  

He aha ngā kare ā-roto ka puta mai i a koe i te wā pāngarau?

 As a class we discussed results of the survery.  Using the group maths talk each child was able to share what they see on the screen.  Some tamariki said that they feel good about maths, and they feel confident in tau.  It was great to see that the students enjoyed the questionnaire and seemed to answer confidently and honestly.  When we went through the results they were more concerned about what they had chosen and who chose differently to them.

At the end of the activity I asked what they thought they wanted more of for pāngarau.  Some answers were whakarea; whakawehe; tango; tāpiri; rautaki.  I did remind them of the other fun side to pāngarau, which are the games we use to practice the mahi.  Then they all were excited and said that thats what they really wanted but said what they thought they had to say.

Heoi anō, ka whakamana anō te āhuatanga o te wā pāngarau, kia pakari ai ngā akoranga, me te ako kei waenganui i te tākaro.

I believe they are enjoying the group rules for talk as they seem to get more time to talk about things.

Most of the tamariki enjoy working with a friend and also resources, which what we have been working on to gain more understanding of the mahi pāngarau.

MPI 2: Know your learners as Mathematicians (2026)

Since teaching at kura, eight years, I have never been fully confident when teaching pāngarau.  It was not a subject I thought I was good at.  I have had massive support with my colleagues and resources here at Whakawātea during these years.  However I have always wanted pāngarau to be fun and challenging for the students in my classroom.  

Todays session has reminded me that I need to know and understand the pedagogy.  I need to know my students, where they are at, through assessment, and know what next.  My teaching knowledge and practice must be better to gain more confidence in my practice.  Unfortunately our kura do not assess through PAT.  

I also appreciated the resources and information about quick image and maths talk.  I am going to interact with the tasks and games before I present them to the tamariki.

I am going to try setting up the spreadsheet for the assessment, learning intentions and success criteria, so that it is all in one hub and I can track progress.  This will support a more purposeful planning, following the AKO HANGA TOHATOHA tikanga.  Planning different ways to create from the learning.  

This is one our tasks today. I need to understand more about the layout of the curriculum to work on this better.

Hopefully there will be a assessment tool that is in te reo Māori that can be implemented into kura coming with the refreshed curriculum resources. 🙏

Day 1: Mathematics is Core to Learning

 

Appreciate going over the five pillars of Mathematics Practice.  These next few weeks I want to observe through my daily practice areas of the five pillars that are evident and what I need to implement to improve my pāngarau programme.  I am interest to see what the students know about what they are learning in terms of pāngarau.  Thus I will use the pāngarau survey with the tamariki.

I also enjoyed the section of Maths Talk and will set up a plan to have more of that with my students.  Sharing their own ideas and opinions through Maths Image Talk.

Totally want to make maths to be fun and challenging in the classroom.

Mahi Pāngarau

 I tēnei tau kua tīmata ahau ngā mahi ā rōpū.  I whakatau ngā tūranga mō te mahitahi o ngā tamariki ki roto i ngā rōpū.  Arā he kaiwhakahaere, kaituhi, kaitiaki mō te wā, kaipūmanawa, me ngā kai kōrero.  I whakamahi tēnei mahi mā te mahitahi me te whakaako ngā tamariki katoa ki te kōrero me te tautoko i ngā akoranga katoa.  Mai tēnei mahi i whai wā nga tamariki ki te kōrero, whakaaro me te whakahaere.

I hoatu ahau he rapanga rerekē ki ia rōpū me te waiho rātou ki te kōrero me te whakamahi.