Numeracy presentation delivered by Delene Commerford.

9. Using the Multi-Modal Think Board Topic - Measurement and Subtraction Real Thing – do [Level 1- 5] What might students ‘do’ [action] to calculate the difference in height between 2 people? Real Thing – do [Level 5-6] For two ladders - ladder [a] 410cm in length and ladder [b] 420cm in length Ladders [a] and [b] are leaning against a wall. They touch the wall 400cm above the ground. What is the difference in the distance between the foot of each of the ladders and the wall?

15. Using the Multi-Modal Think Board Topic - Measurement and Division 86 220m of rope was divided into 6 equal lengths to be sold. How much rope was in each of the lengths? If 2/3 of the rope lengths were damaged in a fire how many metres of rope were not damaged? Symbolic – manipulate Syntactic - what do I need to know to work this out with a calculator?; division operation; fraction as an operator… Diagram - visualise- How might we demonstrate this problem in a diagram?

17. Using the Multi-Modal Think Board Topic – Division of fractions 6 ÷ ½ = 6 ½ ¼ Diagram – visualise Story - application =

18. Using the Multi-Modal Think Board Topic – Fractions One hundred and eighty people attended a school function. If 1/3 of them were students how many people were not students? Number- Calculate Essential basic skills Processes Algorithms ‘ working out’ Strategies Diagram - visualise 180 60 60 60 1/3 180 people 1/3 students 180 ÷ 3 = 60 One third = 60

21. Using the Multi-Modal Think Board Topic- multiplication [Level 4 - 5] A closed question Peter planted tomatoes seedlings in 35 rows with 20 in each row. If each plant produced [an average of] 43 tomatoes, what was the total crop? Pairs/draw/discuss In what ways might you represent this problem using a ‘diagram’ ? Opening up the question/task If Peter planted 375 tomatoes in rows and each plant produced 43 [on average] tomatoes, what might the planting in the rows look like? How many tomatoes did he have to sell? If students were asked to represent this problem using manipulative materials/contexts what might that involve?

22. del 45 x 25 = 4 5 2 5 x 800 200 25 100 x 4 5 2 5 800 100 200 25 1 125 [40x20]+[40x5]+[5x5]+[5x20]=1 125 900 225 2 3 x 3 4 0 9 1 6 0 2 8 1 0 2 8 1 7 Lattice method Differentiation- calculate in different ways

23. Using the Multi-Modal Think Board Topic- [might be?] A closed task [ Level 5] Round off 1.29 to the nearest tenth In what ways might you represent this problem using a ‘diagram’ ? Pairs/draw/discuss Opening up the question/task [ Level 5] What numbers when rounded off become 1.3? What modes could you ask students to use to model / demonstrate understanding here?

24. del Using the Multi-Modal Think Board Topic – [might be ?] Closed context/task [Level 5] 0.7 x 5 = Open task could be: [Level 5] The product of two numbers is 3.5. What might be the two numbers be? Pairs - What are activities you could ask students to do in each of the modes for this problem? Diagram - visualise Number - calculate Story - apply Real Thing - do Symbol - manipulate Word - communicate

25. del Using a Multi- Modal Think Board Topic – [might be ?] Closed context/task [Level 6] Circle the number which is closest to 5.4 5.3 5.364 5.46 5 5.6 5.453 Open task Word – communicate One of your friends ask you to explain the best way to decide which number is closest to 5.4. How would you explain how to work out which number is closest to 5.4?

35. Creating Resilient Learners- The Get It! Model of Learning 2003 Andrew Fuller 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Approximate Times [arbitrary] Instruction Model for Long Term Memory Input- Andrew Fuller

36. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 ‘ Window of Opportunity’- Long Term Memory 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Ritual Tying it together . Trying out new behaviours – new knowledge and understanding 2 nd Memory Peak Instruction Model- Andrew Fuller Suggested/arbitrary Further exploration of new knowledge and understanding

37. Creating Resilient Learners- The Get It! Model of Learning 2003 Andrew Fuller 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Approximate Times [arbitrary] Instruction Model for Long Term Memory Input- Andrew Fuller Closed Question [s] Modelling/Explicit teaching Open question [to differentiate a task] Exploration of the task Whole Group discussion Target Group Skills practice Demonstrate understanding/new knowledge ‘another way’ and or a new open question around the key understanding for the session Whole Group- reflection

38. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 5 mins Maximum10 minutes 10-15 mins 10 mins. 10- 15 minutes 5 mins Whole group Small groups [pairs/individual] Whole group Small group [target] Small groups- pairs/individual and Independent -Skills Practice Whole Group Whole Group/Small Group Modelled, Shared, Guided Mathematics Suggested/arbitrary times

39. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 and John Hattie- Visible Learning 5 mins Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Learning Intentions Modelling Intention of the lesson- focus Success Criteria Checking for understanding Guided Practice Modelling Checking for understanding Closure Independent Practice and or Guided Practice Independent Practice Direct Instruction Model and the Get it Model Suggested/arbitrary times

40. Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 5 min Maximum10 minutes 10-15 mins 10 mins 10- 15 minutes 5 mins Engage Engage/Explain Explore/Explain/Engage Explain Elaborate/Engage/Explore Evaluate E5 and Instruction- how it might look Arbitrary times

46. Question Creation Chart (Q-Chart) Directions: Create questions by using one word from the left hand column and one word from the top row. The farther down and to the right you go, the more complex and high-level the questions. Why How When Where What Who Might Will Would Can Did Is