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.

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.

Toitū Te Tiriti

 I whakaako i ngā tikanga me te taenga mai o te Tiriti o Waitangi ki Nu Tīrani.  I whakarite he whakaaturanga o te āhuatanga o te Tiriti o Waitangi e te akomanga o Māhaki.  Ko te mea nui ka tū rangatira e te tamaiti me te whakaari atu ōna whakaaro e pā ana ki te hītori nei.  Nāku i hanga, nā rātou ngā tamariki i whakamana.  Whakamanatia, whakamanatia, whakamanatia te Tiriti e!  He wairua tau tō mātou tū.  He mahi whakaaturanga o te hītori, ā, he mahi hātakehi hoki.  Ko te haka te tū i puta te kare ā roto o rātou.  He tino pai te haka ki a rātou, ā, he mea mīharo ki a rātou.  Nā reira nā te haka hoki i whakamana i a rātou, ā, ō rātou akoranga o ngā āhuatanga o te wā o te Tiriti o Waitangi, i te tau 1840.  I hainatia ētahi rangatira Māori me ngā tauiwi nō Inarangi i te pepa e whakaae ana te tiakitanga o ngā tāonga tuku iho, ā, ngā tāonga o Nu Tīrani.  Nā ngā rangatira Māori me ō rātou iwi te tino rangatiratanga o Nū Tīrani.

Mahi Pānui Kahuku

Mahi Pānui

I whakarite e au he mahi pānui, kia ako ai e mātou i ngā kupu hōu o tētahi pukapuka.  Ko te pukapuka i pānui e mātou ko, 'Kahuku'.

I te tuatahi i whiriwhiri e au i ngā kupu hōu.  Kātahi ka kōrero tahi mātou e pā ana ki ngā kupu hōu.  He rawe te mahi ā rōpū.  He pai ngā kōrero i hua mai, arā, ngā kōrero o ngā tamariki.  I nana ahau te kukume i nga kōrero e pā ana ki ngā kiupu hōu.

I tuhi matou i ngā kupu ki runga i tētahi pepa nunui A2, katahi ka whakaaro e pā ana ki te whakamāramatanga.  I kōrero atu hoki ko te whārangi whakamutunga te āwhina o ngā kupu whakamārangatanga.

Kua whakatakoto e au he whārangi papa mahi e pā ana ki te pānui.  Kua whakatau tētahi papa mahi mā te pukapuka, 'Kahuku'.  E whai ake nei te papa i whakarite, engari kāore anō kia whakaatu ki te akomanga.  I whai noa iho i ahau.  I te whakaaro tonu e au me pēhea te whakahaere i tēnei mahi.  Ka waiho mā te wāhanga tuarua mā ētahi atu pukapuka mīharo, ā kaupapa rānei.

Whai muri i tēnei mahi i pānui e au te pukapuka, 'Kahuku'.  I āta pānui e au ngā kupu kia tika ai.  Kia rongo ai hoki e rātou ngā hua tika o te pānui.  I te wā i te pānui e au i waiho au ētahi pene whitau mā rātou te tuhi i ngā kupu hōu anō kia rātou, ā, ngā kupu uaua rānei i rongo e rātou.  I te mutunga i whakatau te tikanga o ngā kupu hōu katoa.  Arā i oti pai te mahi.

I te rangi whai muri i hanga e au he mahi toi e hono ana ki tēnei pūrākau.  I hanga e rātou tō rātou ake pūrerehua.  I hanga ēnei pūrerehua mā te māra kai ki waho.

  

Tōku Pepeha

 

Tohatoha

 Ako, hanga, TOHATOHA

Todays session started of with sharing what our student created for homework.  Our one shot films about one of their favourite books they have read was a big hit.  Its interesting how fast and correct their mahi is when its something they love (filming themselves) and are very firmiliar with.  This is definately an activity I will implement into the years reading program, and will use through different topics and curricular.

Sharing their work is something my students have been very firmiliar with since we have been connected with Manaiakalani.  It is very important to our tamariki that they share their work to support and enhance their learning.

Sharing as part of feedback has been a practice that I neeed improvement on, sometimes the blogging is a lot and as a kaiako it has been sometimes difficult to manage.  Tracking and managing the kaiako and student feedback ensures that the student has an idea of what mahi their is to improve on and that they have achieved.  

Arohanui have been vdery consistant sharing they creations and tasks on their blogs. They also been commenting on other students mahi. Our next step is to encourage more kaupapa related readings and sharing of the information they have gained through their findings. Identifying and responding to new learnings and information.

Part of my mission this year and next is to get the whānau and home community to also support and respond to some of the mahi the tamariki share on their blog.

Arohanui: Tāhopumata Pukapuka Rikarika

 Hanga

All my students enjoy creation part of learning.  In wiriting they love drawing and quickly get started on mahi toi when given the opportunity, pāngarau some enjoy creating and playing kahoots, and in reading the students enjoy creating animations about a book or topic they are working on.  This week we looked at some of the students choices of text they enjoyed and wanted to share with others to encourage other tamariki or whānau to read the text they liked, through the one shot film.

This activity went of with a hit!  Here are some of the students and their short video about the text they enjoyed most this term.

Hanga - Create

 In my years of teaching I have seen many tamariki learn better through hands on mahi and activities.  When there is an opportunity for the learner to create something about the what they have read, they are able to express their ideas and/or thoughts.  The teacher is able to see how the learner has understood the text.  Through creative tasks the learner can also be prompt to think and extend their understanding.

Creating is empowering, and is part of the curriculum that requires multimodel.

Todays session shared some tools and ideas for create that tamariki can use in reading and other curricular.

However be careful when giving templates which could influence their own idea of response and be more teacher lead response.  Offer more opportunity for the learner to create their own response of the text.

More opportunity of choice and collaborating together in reading plan will make reading more interactive, enjoyable and fun!

AKO, HANGA, TOHATOHA!

Thinking

 Today we talked about the levels of thinking in literacy.  

In this session I learned about higher order thinking can be taught through modeling, response to text activities, and extended discussions.

I enjoyed and appreciated the variety of ways to encourage higher order thinking when working with reading materials, and extending the students thinking. I will be interested in using the activities in our class reading program.

We looked at 'Analysis' of a text which involved close reading and breaking it down to better understand the reading material. Looking at specific words and what they mean, and what the author is meaning. Learning to read between the lines, and beyond the lines.

We worked through a few activities that push for higher order thinking in a variety of ways.

As learners develop their understanding and appreciation of figurative language they need to make connections to the big ideas in, and across texts: 

Starting to build connections.

We looked at further interpreting and evaluating text. The following are activities which extend this for students.

I look forward to using these activities in the classroom this term and encouraging more group reading and shared reading through higher order thinking concepts and tasks.