AliM Parent Workshop

Developing a community of learners where the language of mathematics and self esteem is fostered and grown.

Background ALiM: Framework for the group, structure of the lessons, duration, who, what, when, where why. Concepts and language booklet with support, ideas and links to resources. Home expectations and support.

Background

Your child has been selected to be part of a group of students included in the Ministry of Educations ALiM pilot project. The aim of the program is to take children who are at risk of not meeting the national mathematics standard for their year group and provide targeted support to ensure they have all the skills and knowledge to make the desired progress. This is a program where your child will participate with a group of six peers at a similar level to them in mathematics lessons with an experienced maths teacher (James Rea). This project will be running for a period of 8 - 10 weeks during term 3 where your child will receive four additional 45 minute math lessons each week (32 - 40 sessions total). This is a great opportunity to address any gaps or misconceptions in your childs mathematical understanding and ensure they have the capability and confidence to be successful in mathematics both now and in future years.

The Accelerating Learning in Mathematics Exploratory Study (ALiM) is for students with learning needs where a short term boost/acceleration of learning would get them to the expected level of achievement. It follows the successful 2010 ALiM exploratory study which showed that it is possible for teachers to accelerate the learning for small groups of underserved students by providing a 7 to 10 week intensive focused program.

More information and summaries from the 2010 program can be found on the NZ Math website http://nzmaths.co.nz/accelerating-learning

Why was my child chosen? Teachers at Russell Street School were asked to put forward the names of children who may have gaps in their understanding or a limited range of strategies to solve problems. These children were not already receiving support in mathematics and they thought would make significant progress from a short boost. Mathematical data was gathered and the children were tested to find a small group of children with similar skills and needs.

What is in it for my child? Extra time with an experienced maths teachers focused on their maths needs. Time to talk and reflect where the pace of learning is slowed to ensure they understand concepts. Working with a small group of similarly able children where they will have to contribute and participate.

Philosophy

The focus of the sessions is to construct discussion around mathematical concepts utilizing the talk partner model. Students will discuss, debate rephrase model and apply their mathematical understanding. Fractional knowledge and language will be built in as warm up activities.

Focus

strengthening understanding of place value through learning strategies for addition and subtraction. Strategy development: using fives, doubles and halves, Making 10, rounding and compensating, standard place value, tidy numbers, reversibility Knowledge development: groupings to 5/10/ 20, name/ order unit fractions, 10, 100s in a number. skip counting 2, 5, 10, Reinforce Place Value

Program Outline

Start the day with warm up activity where children are building and using unit fraction knowledge: Compare arrange order match Visual, Written, Oral.

Tuesday: Learning, knowledge building (discuss and develop the knowledge needed to use the strategy. )

Wednesday: Using, understanding,(Practice using the strategy in a variety of contexts)

Thursday: Applying (Make a game or plan instructional activity to teach someone else your strategy) K.I.S.S.

Friday: Communicating: Complete and teach someone else using what you developed)

Forward/ Backward numbers identify unit fractions symbol/ word/ image Week 2 term 3 5+3+5+2 (fives) multiples of 5 identify unit fractions

Action Plan

Week 3 term 3 8+7 is 8+81 (doubles) groupings of two Order unit fractions

Week 4 term 3 (8+2) + 5 (making tens) groupings of ten Order unit fractions

Week 5 term 3 43+25 = (40+20)+(3+5) = 60+8 = 68 (standard partitioning) Improper fractions

 Number Hangman

Week 1 term 3
Th H T O7

They may also ask digit related questions, like, Does the number have the digit eight anywhere?, Is the tens digit odd?, or, Is the hundreds digit greater than five?

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Base 10

Houses

Forward/ Backward numbers

(Using fives) 8 + 7 = 5+3+5+2

Week 2 term 3

multiples of 5 5,10,15,20,25,30,35...

17 + 6 = 15 + 5 +2 +1, 35 + 7 = 35 + 5 + 2

identify unit fractions

Week 3 term 3
(doubles) eg 4+4 = 8, 9+9 = 18 8+7 is 8+81 or 7+7+1=15 groupings of two 2,4,6,8,10,12,...

Order unit fractions Knowing which is smaller, bigger, between

8 + 7 = (8+2) + 5 (making tens)

Scott has seven black sweets, and he needs 10. How many more sweets does Scott have to get?

Week 4 term 3

Problem: The farmer has 28 cows. She buys some more cows at the stock sale. Now she has 33 cows. How many cows did she buy? Record 28 + = 33 on the board or modelling book. Tell the students to model 28 cows with two 10-animal strips and an eightanimal strip. Tell them you want them to make a complete 10 by modelling 30 animals.

groupings of ten 86 = 8 groups of 10 240 = 24 groups of 10. Problem: Mrs Jones takes her class to the circus. She has $237 to pay for the students to get in. Admission is $10 per person. She has 25 students in her class. Does she have enough money?

43+25 = (40+20)+(3+5) = 60+8 = 68 (standard partitioning)

Week 5 term 3

Ray has $34, and he gets $25 for a birthday present. How much money does Ray have now? Record 34 + 25 on the board or modelling book. The students model 34 and 25 using the chosen materials and group the ones and tens. Discuss the answer and record 34 + 25 = 59 on the board or modelling book.

Improper fractions 7/5 6/4

(rounding and compensation) 39 + 26 = 40 + 25 = 65

Week 6 term 3

(using Tidy Numbers). 78 + 99: either 78 + 100 = 178, but this is one too many, so the answer is 177, or transfer one from the 78 to the 99. So 78 + 99 is the same as 77 + 100 = 177.

Tidy numbers end in a zero. They are frequently useful numbers to reach during an addition or subtraction calculation.

Problem: Freddo the Frog lives at number 28 on the number line. He wants to visit his friend at number 81. How far does he have to jump to get there?

Week 7 term 3

( back through ten) 848 as 84 4 4 = 76 Fractions of a group 1/4 of 24

How can I support at home?

Logging onto the blog to keep up to date and leaving comments.

Being familiar with the language and strategies being used and supporting the learning at home. (Ask James or your childs teacher for explanation if needed)

Ask your child to explain what they are learning.

Be positive and promote a can do attitude, expect your child get the concepts. No excuses your father wasnt any good at maths either.

Look for fun ways to practice maths at home. See the National Standards parent flier.

What feedback can I expect?

If you would like to know what we have been up to log on to our Blog at http://learningwithmerss.blogspot.com/ The children will be creating a learning wall in their class to record and share their ideas in the class.