ALiM Accelerated Learning In Mathematics
Numeracy Framework Stages
Students status at start of Alim
Advanced Counting
Expectation
Kaden, Kahu, Zhykaan.
Counting from One by Imaging
Cause for concern
Counting from One by Materials
At risk
Phoebe, Hamiora, Jorja,
One to one Counting
At risk
Emergent
At risk
Jam Module One: Additive Strategies.
Numeracy Framework Stages
Students status at end of Alim
Advanced Counting
Expectation
Kahu, Kaden, Phoebe, Zhykaan,
Jorja
Counting from One by Imaging
Cause for concern
Counting from One by materials
At risk
One to one counting
At risk
Emergent
At risk
Number Framework Stages
Students Status at Start of Alim
Early Additive
Expectation
Kyah.
Advanced Counting
Cause for concern
Callum, Danielle, Jade, Paige,
Crystal, Piata, Joshua
Counting from One by Imaging
At Risk
14.5.12 Gloss Form K
Number Framework Stages
Students Status at end of Alim
Early Additive
Expectation
Jade, Joshua, Kyah, Piata, Crystal.
Advanced Counting
Cause for concern
Paige, Danielle, Callum.
Counting from One by Imaging
PAT Test Term 1
Test Score
Scale Score (patm)
Stanine
Joshua Pope
11
21+4
4
Paige Nicholson
6
11.7+4.8
2
Kyah Pinhey
8
15.8+4.4
3
Jade Horne
10
19.3+4.1
3
Danielle Yorke
8
15.8+4.4
3
Callum Pedersen
8
15.8+4.4
4
Crystal Kepa-Wilson 10
19.3+4.1
3
Piata WaetfordHeketa
13.8+4.5
2
7
PAT Post Test
Test Score
Scale Score
Stanine
Joshua Pope
16
28.3+3.7
5
Paige Nicholson
13
24+3.8
4
Kyah Pinhey
10
19.3+4.1
3
Jade Horn
23
38.2+3.9
6
Danielle Yorke
8
15.8+4.4
3
Callum Pederson
11
21+4
4
Crystal KepaWilson
13
24+3.8
4
Piata WaetfordHeketa
22
36.7+3.8
6
There is no silver bullet.
My inquiry question was:
Can daily problem solving that incorporates the simulation of the problem using
a variety of materials and representations and allows time for the students to explain and
justify their thinking, lead to an
strategy stage?
increase in both number knowledge and
• I started each lesson with warm up activities
that focused on number knowledge and basic
facts.
Power Towers for basic facts
Find The Biggest Total.
We are learning to use what we know about adding tens to
make large numbers.
Throw the dice
Choose to write it as a ones digit or a tens number.
Throw 4 times
60 or 6
You must have 2 ones numbers and 2 tens numbers
Add your 4 numbers together
The biggest number wins.
At the end of game they were adding 2 digit numbers easily
• Each day there was an addition or subtraction problem to
solve.
• Suitable place value materials were provided.
• The children were given 5minutes to work independently to
show how they applied their knowledge to solve the problem.
• look at everyone’s attempts. What can we learn from each
other?
• use deliberate acts of teaching to help the children work
through the problem.
• the modelling book is used to record this learning and used as
evidence of learning.
Student Voice:
The children said that they found the equipment we used helped
them to be better at maths. They thought the abacus was the
most helpful piece of equipment. Danielle said the warm up
practice of counting forwards and backwards in tens had helped
her be better at maths. Crystal said this counting practice had
helped her learn her ten times tables and be the best in her class
at this. Paige said Mrs Bright explaining things was helpful.
Teacher Feedback: Pam was starting her Maths with a multi level
problem. She asked Joshua what strategy he had used and he said
he counts the tens and then the ones when he works with Mrs
Bright.
Building on student thinking
Scaffold the learning just enough so that the children are
focused on making sense of the mathematical ideas rather than
knowing how to do lists of equations.
Build on what the children show they can do when solving a
problem. Each lesson is planned from what I observe in the
previous lesson rather a weeks plan in advance of the teaching.
The choice of materials is important E.g. The abacus to show
how to split a number. 74-6 see six as 4+2 so 74-4=70 70-2=68.
This lesson showed with the right equipment the children could
move from materials, to imaging to number properties within
the one lesson
Teacher Knowledge.
Manage the range of strategies in the group.
Lay a large sheet over the materials to force imaging.
Send the number property children off to work on another
problem independently.
Get them to make up a problem for the group.
Use everyday contexts for the problems and put the children’s
names into the problems.
On Saturday Joshua stayed on his skateboard for 23 minutes.
On Sunday he stayed on for 35 minutes. How many minutes did
he spend on his skateboard?
Give the numbers and ask the children to create a problem for us
to solve.
Know the content in stage 4 and what is required in stage 5 K
Know what to look for so you recognised it when you see it
happening in the group.
Be flexible enough to a give a
problem at the next level.
Mathematical communication.
Model the talk you want the children to use.
Revoicing: So Piata said . . .
Reasoning: Do you agree with Joshua’s answer?
Repeating: Can you repeat what Callum just said about . . .
Can anyone add anything else?
The children needed to explain as much as they can before you
add your explanation.
www.nzmaths.co.nz
ALiM resources to use in your lessons.