I wish Kerry all the best...

It has been a while since we have posted about iSURFmaths!

This post is an emotional one to write and it is with a heavy heart that I am leaving iSURF in the vey capable hands of my business partner Kerry.

To say thank you just doesn't seem enough. I am so grateful to each and everyone of you that has joined us, supported us and kept us going. The kind words about our work, the feedback and the visits to our store, blog and facebook have been monumental.

After what has been an amazing journey, a huge learning experience and a brilliant hobby with my friend - I am calling it a day to spend more time with my family and to concentrate on my other venture over at Paula's Place.

Kerry will be posting over on the blog, continuing with the store and providing you with all things wonderful that will support your maths planning.

The work that I produced under the iSURF banner will still be available if you own it - but no longer available to buy.

Lastly, I wish to thank Kerry for her friendship and the pursuit of excellence in doing what we have done and the many, many 'business meetings' to get this venture off the ground. I wish her every success in the continued journey of all things iSURF.

Thanks again for your support.

A time to re charge our batteries...

To all our readers - we have taken a break until school goes back. 

We have had a wonderful 2015 and we thank you for your support.

We hope that you have had an enjoyable Christmas and that you got to spend it with the people you love. 

Please have a safe and fantastic start to 2016 and we will see you in February 2016. 

Extending students...

As discussed last week, competitions such as the Maths Talent Quest can be a fantastic way to extend students and allow them to explore their passion from a mathematical perspective.

But how are these entries assessed???

 

Maths Talent Quest entries are judged using a rubric.

Click here: MAV MTQ Judging Rubric

 

The rubric outlines the criteria used across four areas:

• Communication
• Understanding
• Ideas & Resources
• Presentation

Even if you are not able to enter a MTQ competition - the rubric is a great place to start if you are considering evaluation of a maths investigation.

 

There are many other resources available through the Mathematical Association of Victoria and the Maths Talent Quest websites.

 

Best wishes with any maths investigation projects you are undertaking!

 

Extending our students...

When considering how to extend students in Mathematics, there are many factors that can influence the options we present. One option worth considering is the Maths Talent Quest (MTQ) offered by the Mathematical Association of Victoria (MAV) each year.

 

As stated in the MTQ information booklet...

http://www.mav.vic.edu.au/files/student-activities/MTQ_2015/Maths_Talent_Quest_Information_2015_copy.pdf

The focus of the Maths Talent Quest is on the process of mathematical investigations. Looking at real life situations and finding that mathematics is everywhere helps capture the imagination of both teachers and students alike. The Maths Talent Quest allows students to investigate mathematics on an individual, group or class basis with the opportunity to have fun exploring mathematics in real life situations.

 

A mathematics investigation allows students to examine a situation originating in mathematics or the real world which lends itself to inquiry. It involves a series of steps:

• getting to know the situation and formulating questions
• exploring systematically
• making and testing conjectures
• explaining or justifying results
• extending the situation by formulating further questions
• summarising the findings

 Even if entering a competition is not for you, imagine what students may come up with when inspired to follow their own passion and explore the maths associated with their interests!

 

Next week we will share the MTQ judging rubric - a chance to look at the assessment tool used by  MTQ judges.

 

If you have any great ideas for extending students...

please don't hesitate to let us know!

kpiusrf@gmail.com

 

Numbers 1-5 Bundled

We have bundled these packs together for you. 

Scroll below the images to read what is included in the bundle. 

Number Sense Bundle – 1 to 5
93 pages in total

Number Sense – All about 1
17 pages
Poster showing one in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add one apple to the tree
Add one nose to the face
Small folded book about one
Cut and add group of one
Colour and practise handwriting 
Circle groups of one
Find all the 1s
Add the groups of 1 dinosaurs 
Booklet for 1 – copy, staple on the marks and cut in half to make two books

Number Sense – All about 2
19 pages
Poster showing two in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add two eggs to the nest
Add two eggs to the toast 
Small folded book about two
Cut and add groups of two
Colour and practise handwriting 
Circle groups of two
Find all the 2s
Add the groups of 2 fish
Missing letters
Make each group have two objects
Booklet for 2 – copy, staple on the marks and cut in half to make two books

Number Sense – All about 3
19 pages
Poster showing three in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add three presents to the sack
Add three koalas to the tree
Small folded book about three
Cut and add groups of three
Colour and practise handwriting 
Circle groups of three
Find all the 3s
Add the cockatoos to the tree 
Missing letters
Make each group have three objects
Booklet for 3 – copy, staple on the marks and cut in half to make two books


Number Sense – All about 4
19 pages
Poster showing four in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add four bees to the bear
Add bees on the hive
Small folded book about four
Cut and add groups of four
Colour and practise handwriting 
Circle groups of four
Find all the 4s
Add the four flowers to the tree
Missing letters
Make each group have four objects
Booklet for 4 – copy, staple on the marks and cut in half to make two books


Number Sense – All about 5
19 pages
Poster showing five in many ways – tally, sequence, clock, ten frame, domino, hand, dice 
Add people to the boat
Add cubs for the mother
Small folded book about five
Cut and add groups of five
Colour and practise handwriting 
Circle groups of five
Find all the 5s
Add the frogs to the lily pad
Missing letters
Make each group have five objects
Booklet for 5 – copy, staple on the marks and cut in half to make two books

Using counters

I have been spending way too much time on pinterest lately. 

I am always looking for ways to use counters and these are adding to how we use them in our lessons. 

Click these images for more details about where they came from.

All About 5

All about 5 helps to build number sense. 

Contents and instructions
19 pages
Poster showing five in many ways – tally, sequence, clock, ten frame, domino, hand, dice
Add people to the boat
Add cubs for the mother
Small folded book about five
Cut and add groups of five
Colour and practise handwriting
Circle groups of five
Find all the 5s
Add the frogs to the lily pad
Missing letters
Make each group have five objects
Booklet for 5 – copy, staple on the marks and cut in half to make two books

Hands on materials

Never underestimate the need to get out the counters and counters of all types. 

These photos are of kids sequencing cards 0-10 and then making collection to match. Then a buddy checks and gives feedback. 

Even with older kids they need to get the manipulatives out. 

Every classroom should have a store of must haves. 

Blair Turner has put together a comprehensive list of what we should have - check out her blog post by clicking here

Deliberate Practice

At our school we have been having fantastic conversations about how we structure Mathematics lessons and the key components of these.

 

One question that has generated a great deal of conversation has been...

'How do we develop students' understanding and automaticity at the same time?'.

We have come to the conclusion that we need to explicitly teach children how to understand numbers (for example: counting, place value, renaming) alongside developing automatic skills - in a logical order and as students are ready for them.

 

Deliberate Practice is the strategy we are using to encourage students to build automaticity as they develop a deepening understanding of a topic that is currently being taught. Deliberate practice is undertaken every day for approximately 15 minutes.

 

An example:

Teaching focus: learning multiplication tables (this is introduced in the form of skip counting in Year 1 and develops to multiplication facts in Years 3 and 4). This focus is a basis for further learning in computation and allows students to undertake problem solving tasks with greater ease.

Implementation:

Teachers explicitly explore multiplication concepts and strategies with students while, at the same time, providing time for targeted practice (based on individual student's needs) of these on a daily basis. Each child has a goal and is able to manage and reflect on their own learning independently. A range of practice tasks are available for students to select from. Students then undertake a test to show their progress before they are able to move on (a minimum benchmark has been set). We use many resources from the QuickSmart numeracy intervention program, however, there are many resources available both on and off line. We also have an iSURF bundle available to support the teaching of multiplication tables...



 

This is one expample of many Mathematics topics that are being developed through Deliberate Practice across our school.

We are enjoying watching our student's understanding, knowledge and confidence soar!

 

If you have a strategy or lesson focus that you would like to share - please let us know at kpisurf@gmail.com

 

What is your favourite thing about school???

It's a question that's asked of children regularly and the range of responses can be from the expected, to the unusual (of course there is always that one child...!).

But it makes our hearts sing when the response, without even a second of hesitation, is MATHS!

 

There are often lots of reasons why students will say "Maths" but for those who don't, maybe a better question is...

 "What might make you say Maths instead???"

 

I asked some of our students (who gave an alternative answer) and here is what they said...

• I would need harder work - the stuff I did yesterday was easy.  T.B. Aged 12
• I like maths but wish I could learn to count higher. M.Y. Aged 6
• Writing is my favourite but I would change to maths if there were easier ways to remember stuff. K.J Aged 10
• I would like to do more writing and more games in Maths lessons. A.S. Aged 11
• I like going on the computer and maths games but some of the other stuff we do is way too easy. I need harder work! M.G. Aged 9

Certainly food for thought!!!