ALiM 1 - ENGAGEMENT, ENVIRONMENT & LESSON STRUCTURE.

Classroom environment

"HOME AWAY FROM HOME"

Wharenui Environment Key Aspects:

Open space - This allowed the students the opportunity to spread out and find their own space to think and discuss ideas. The wharenui is a well lit open warm environment that is welcoming and was conductive to a positive moral.

Student ownership - Students were included in creating the physical environment which helped increase the feeling of classroom community, and give the students a sense of empowerment.

Engagement:
Students were given ownership of coming up with their own group name,

Minion Maths

First week:
Students chose what they wanted to study. We looked at statistics through Fruit Bursts. Students ate the lollies and then graphed the wrappers to see which flavors there were the most and least of.

Discussion:

• What things does a graph need?
• What different graphs are there?
• What are the names for the different parts of a graph?
• What does the graph tell us?
• Are all packs of fruit Bursts the same?

We then graphed another pack to see if there was a difference or if they were the same.

Results showed they were different. Students then surveyed a class to see what their favorites were and which packet would best suit individuals.

Discussion:

• Are the packets fair?
• Should they be fair?

Daily Lesson Overview:

Rich Tasks

Beginning: Bowl A Fact: Addition subtraction basic facts. Multiplication Grid: Multiplication basic facts.	Bowl a fact: Activity Each player draws the 10-pin bowling triangle with the numbers 1 to 10 inside each circle. They take turns to roll three dice and record the numbers that come up. The students use the three numbers once only and combine them with any of the four operations, and brackets if needed, to make up a number sentence that “bowls out” numbers in the triangle. 1 2 3 4 5 6 7 8 9 10 3 x 2 - 4 = 6 - 4 = 2 Multiplication Grid: X 5 40 5 4 8 4
Strategies: Place Value Multiplication: Multiplication strategy  using explain everything. Seeing the equation within the question	Question: You have 9 bags of balls. Each bag has 17 balls. How many balls do you have altogether? 9 x 17 = (9 x 10) + (9 x 7)           = 90 + 63           = 153
Investigation: Enviro School	How does our use of chippie packets effect our environment? What can we do to decrease our waste while keeping the cost down? How much waste do we produce as an individual, a class and a school? How can we work this out? What can we do differently? Can we prove that this way is more effective? How can we show it is more effective?
Warm Down Basic facts game	Students compete against each other in basic facts challenge

Rich tasks can enable pupils to:

• step into them even when the route to a solution is unclear, getting started and exploring is made accessible to pupils of wide ranging abilities
• pose as well as solve problems, make conjectures
• work at a range of levels
• extend knowledge or apply knowledge in new contexts
• allow for different methods
• have opportunities to broaden their problem-solving skills
• deepen and broaden mathematical content knowledge
• have potential to reveal underlying principles or make connections between areas of mathematics
• include intriguing contexts
• have opportunities to observe other people being mathematical or see the role of mathematics within cultural settings