Last term, during Samoan Language Week, we incorporated playing cards into our maths lessons. We played 'suipi' – a card game from Tonga – using Samoan numbers and suit terms to practice our card skills. (Culturally Responsive Practice).
Today, we explored three different strategies for solving addition problems like 15+6, 16+3, or 4+18. We used whiteboards to show our working out, and we started with maths vocab that is supplied in Pr1me Text, including terms like "strategies" and "problems/dilemmas". I noticed some students were using the maths vocab and grasped it while solved the number sentence easily, while others definitely needed more practice.
As a class, we started with x-tra maths, and normally we work on 'Maths Whizz' which can take alot longer in our class, and our teaching time is shorten. I've had to include more whole 'class' teaching to making a OTJ. We've had maths warm up, to remind them of what they've learnt previously and include in our Pr1me Maths programme. As with the revised version of the maths curriculum, the maths stages have shifted. A handful of our students' OTJ in their reports show Early or Late Year 3, however this contradicts where they're place on the revised version of maths.
My next steps: begin 'maths talks' framework, to help our learners to incorporate the vocabulary language for maths.
Pod-casting: From research, I believe a key way our learners are able to cement their learning and engage in reflective practices is through metacognition. We'll leverage digital tools, specifically using Mr. Moran's template, to have students podcast their findings and thinking. This approach will empower them to explain concepts, demonstrate skills, and reflect deeply on their learning journey, all while fostering essential 21st-century skills like communication, collaboration, critical thinking, and creativity.
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