For four hours a week I take a Cohort group for Maths 'Maths Movers', which means our three grades (Sue’s, Carmen/Louie’s and mine) are split into 3 new grades based on needs and abilities. Over the last few months I have been playing with my Maths planning and planners using the basis of Daily 5. Last year Paula played around with this with our grade and I have taken it a little further.
|Our classroom timetable, excuse|
the messing writing.
I have taken out the
So I guess you could say I have Daily 4 Maths -
1. Maths with Teacher – work with me
2. Maths with Someone – partner work, such as a game
3. Maths with Self – working on fluency of numbers/counting or number recall
4. Maths with ICT – playing a maths game related to the topic
When I introduced the four tasks I referred back to our Daily 5 Literacy. I still work on the principle of ‘whole-small-whole’, starting the lesson with a short introduction, then going off and doing our four tasks and ending with a reflection. In one session/hour I see each group once. Our timetable is displayed in the classroom and the students are able to independently follow along.
It is lovely how the students have taken to this; I guess their experience with Daily 5 Literacy has really helped them settle in and understand the process.
|Students brainstorm of what they |
know about Addition.
My next step with my planning is to link into the four strands of AusVELs Maths –
- - Problem Solving
- - Reasoning
- - Understanding
- - Fluency
through making these visible in my planning, to my students via our Maths Timetable and making them aware of this language.
I would love to know what your Maths lesson looks like.
|Maths with Someone|
|Maths with Self - Mental Recall and Fluency|
|Maths with Self - Mental Recall|
|Maths with ICT|