Mornings with Hine

  Subtraction Get a buddy to fix it up while you work one- one. This becomes their practice work. Do 5 more of these and then maths games. Starting multiplication- Have they turned skip counts in 2,5 to mult. Okay, all of your eyes on me. Now, how many eyes are on me. They were skip counting. So let's change it. Check it's different with the fives, put up a high five. 8 People with 5 fingers, how many is that? Some are skip counting and some know. Get fluent in 2 and 5s. 1 or 2 lessons to move from skip counting. t chart, people on one side, eyes on the other. 5 people, how many eyes? 10, 8 people, how many eyes, 4 people, how many eyes? Fill in the t chart. Hands and fingers chart- to check five knowledge. I'll write down the number of hands and you tell me how many fingers. 4 hands, how many fingers? Giving time to think. 8 hands how many fingers... Drill it as a warm up for one or two lessons for a couple of minutes. Card game- I'll put down a card it will tell you h...

Practice independent work ideas- Instructional group- Warm up- 5 and problems. Then some oddballs. Children got confused so she got them to show her 4 on their fingers and 2 more. Then they could solve it. Using money- I have 2 tens and 3 ones. Write down my number. Used abacus to show 2 tens and 3 ones. I have $23 and Mr Moody said I could have $20 more. Reinforced the ones didn't change. $10 more, how much did I have there? How much now? Okay I have $63 and I give Whaea Kat $30 What will I have now? If I have 6 and take three away, what will it be? I had $60 and I give $30 away, how much do I have left? Next step- change the ones in there to check they can change the ones and are looking at the numbers. Get them fluent in the bonds to ten. Spend more time on bonds. If they have that secure they can use them as addition but not as reversals. $63+$30= Second group- Using biscuit factory story- I work in the biscuit factory and I get paid per biscuit. Tens frame- with 8 sh...

Bruce Moody Kids don't need to count and count and count. Lev el 1  and  Level 2  from the curriculum. It is underplayed in classrooms. Take the time at level 1 and value the learning, over a year to build up measurement knowledge. Don't use a ruler until after year 2. Children need to demonstrate with self-chosen units. Length is not a straight line. Length is not a ruler. Kids don't know what they are measuring so they don't know how to measure it. Year 1-  Understand that any objects have more than one attribute.  We are learning different ways to think about big and small. Success- Ask children to look at the table and the chair. Tell me why the table is bigger than the chair and the chair is smaller than the table. Students to understand there are different ways of thinking about big and small. If we look at the chair with paper on top the table is bigger if we look at the chair and table this way- the chair is taller. Etc. Books, cars, soft toys f...

Class 1 Independent practice activities in a year 2 class. Group 1 Warm up- Show me 12, 15, 20, 17 etc I have $10 in this pocket and $7 in this pocket. How much money do I have altogether? I'm going shopping and I have got $5 but I want 15 how much more do I need? I've got $1 but I need $10 how much more do I need. I've got $10 but I need $16. Let's make it. 10 and 6 is 16. Make it for me. I've got the ten and six, I've got $16 so now I can go and buy some pizza. Ask questions left, right, forward and back. Send away to make some numbers. Ready to move on. Ten and is secure, then you can look at 20 and, 30 and, etc. 1 minutes practice then extend the group. Always keep reviewing then move on. Group 2- Teams of ten Review old teams of ten chart. If I have 4 fingers sticking out how many are down? Use the chart. Cover the number how many to get to ten. Played card game to 10. Put down a card, what goes with 7? answer 3, correct child gets the card. Played for a wh...

Darryl Connelly   Second workshop: Big idea #3 The Compassionate Teacher: Belief That they are forever changed but not tarnished. It's okay to not be okay. Acknowledge the pain so they know it can feel different for different people. See notes for strategies; we as a school do most of the strategies depending on the student and their needs. Ask: What are the students really asking for? Big idea #4 The Compassionate Teacher: Live, Laugh, Love Pg 25 of his notes. Every day is a new day. Concept 10: Show grace- this is not normal, I need to find out more, then find out and it makes sense. Show that the student is valued. It will take some time. Concept 11: Hand out cookies. Handing out things the kids are in to. Different things reinforce different people. Praise, praise, praise. Using others in the school to pour belief in the students. I know you are going to have a great day. Teacher aides doing positive forecasting to help change their beliefs. Concept 12: Self-care. Breathin...

I have been thinking about provocations and how I can use them to engage children in our learning. This term we are learning about 'Human impact on Earth.' I set up a tray with items from the geosphere. Rocks from different places, soil, fossil rock to name a few. I like the way some of these examples have the question- what do you notice? what can you see?

Christine has been taking mindfulness in our classroom. It was interesting to watch the children in the first session. They were able to get into a space and rest peacefully for around 5 minutes. Chris set the scene with a very different relaxing voice, enticing the children in to  I noticed some children were wriggly. Chris ignored their behaviour and carried on. She talked about what mindfulness is and what to do during the time. Chris came back the following week (week4) and there was a significant shift in the students' response to it. They settled quickly and talked about how to feel happy. Short happiness and happiness that lasts longer.

Bruce Moody Multiplication Overview Are there differences between additive and multiplicative thinking. Are there differences in the brain between these. What links will we be wanting students to make? What will we track and measure students learning? Extended concept: 3 groups of 4- Freddy the frog lesson Is it worthwhile? Additive thinking will only work for so long. Students move from recognising the hand clap as 5 and 5, to 2 hands and 5 fingers on one hand. Creating an area rather than a number line. It is not sequential but simultaneous. Reinforces the idea that multiplicative thinking is not linear and should involve area, packaging, unpackage and re-packaging. Multiplication First Steps Legs- 5 people with 2 legs each, 2 stools with 3 legs, 3 dogs with 4 legs- Then move on to wheels. You can have two different things but refer to them in one sentence at the end. Students can have a go at creating their own. Two referents and two quantities. Boxes- 3 dinosaurs in 2 boxes- boxe...

Managing if you use packaging- numbers in ten- your fingers have ten. Get the children to get ten items- beans in a container or iceblock sticks.  Ask the children to get me 21 jelly beans. The purpose is to use the packages to ten and then ones. If you make the numbers bigger for the students to get you the amount it will make them want to pass the bundles over.  The idea of the tys when we look at 45,  47, 42, 49, 41, 40 they are all ty numbers, the zero does not have anything to do with it. It is 4ty, 5. There's no zero in sight. It is the position of the number that makes it a ty number. When they have made some place value representations across a variety of equipment get them to: 

Anahera McGregor How do we preserve the culture? How do we protect the biculturalism? We need to be not scared to make mistakes. Explain to the kids that its okay to have a go. Be transparent about making mistakes. I have been reflecting on the question, how do I know I am in a New Zealand classroom? I have been thinking about how I can make my class feel more natural and to have a native feeling.

Lynne can to lead a session on Digital fluency for our teaching inquiry. She shared a screenshot of some digital tools for writing and at what part of the writing process you can use them.  Collaboration can be teaching a group of kids, then getting them to teach another class. We are working on explanation writing and there was a link Lynne gave us to check their writing.  Some other tools that were suggested: Screen castify- put it in your chrome extensions You can make it as a view only for the kids to hear your voice to follow instructions. You can put the link on your blog or in their google site.  You can screen castify over a slide show or presenting their work, saying their mihi. 

Bruce Moody Have the children been taught basic facts to ten? Not counting 1,2,3,4,5,6,7, not 5 +2 is 7. Teach number bonds. Numbers that go together. Revisit 5 and if need be. Most important is vocalization- saying things out. Repetition is important. Looking for the whole sentence- number bond 5 and 4 is 9, all say it, say it again, in a whisper etc say it backward- 9 is 4 and 5. Keep kids involved, put accents on, do some clapping, create a memory around the number bond that 4 and 5 is 9. Physical movement is more important than writing at 5 years old. Lots of talking, lots of moving, lots of games. Keep all students involved. Fluency is important, being able to grab the numbers you need not answer fifty facts fast. If students learn number bonds they don't need to learn a separate set of facts like 20+30=50 because the number bond and place value helps. Get children to use the basic facts and solve problems where students need to use the number bonds. Use them in a meaning...

-Sheena Cameron and Louise Dempsey Two stars and a wish, stamp for wow word, stamp for cool sentence. I am learning what I am learning and  why.  Highlight in reading, lists of different sentence starters.  I can find examples in my writing. I can improve my writing. I can talk about my success and next steps. I write carefully as I go. Write a bit, read, fix up as you go. Self-check my writing and fix up some mistakes.  Let kids fix up some (4) then move on. I feel like an author and want to share my writing.   Too focused on quantity not planning and editing. Do I make it manageable? Do I value that part of the lesson? Feel like they share something from their writing with someone most days. A buddy, buddy class, at home, on the blog.  Responding model on p197. From the influence of Gail Loane, everyone is an author. Two stars and a wish- first, respond to the message, then criteria. We write to communicate an idea. 1. Message 2. Positives ...