rectangles and triangles where the point is not at the top. 1:1 Secret shape sorting Children often concentrate on correspondence Paint the triangle/shape one particular attribute or Diagnostic Celebrity heads- what shape feature of the 2D figure to the testing am I? exclusion of others. E.g. children consider only the and ignore the angle. ‘sides’ 1:1 Create interesting Names for 2D and 3D objects correspondence mnemonics to help students may be confused because of Testing recall the similarities in the Work samples Craft activities- construction beginnings of names. of shapes and matching the correct word Testing Rapid recall using flash cards Naming conventions for the Questioning or IWB parts of 2D figures and 3D the shape games’ I ‘guess objects may also be confused. have 6 faces, so that means I 2D figures have while ‘sides’ must be a 3D shape” 3D objects have and ‘faces’ ‘edges’ Measuring lengths standard and non-standard units potential learning issues WITH measurement Likely issues/challenges How the lm diagnose Strategies and resources the issue for remediation Observation Investigate what happens Mixing units 1:1 correspondence when we use different units- (paperclip and a pencil) is the measurement Observation accurate? Using the same unit but Use graphic organisers such 1:1 correspondence not laid out in a uniform as KWL- what do we know? Questions would manner “what The table is 10 paddle pop happen if?” sticks long, what do we want to know? What if we Observation Gaps and overlaps changed the way the sticks 1:1 correspondence lay? What did we learn? Or PROE- predict, reason, observe, explain Observation Practise with number Counting the number of lines 1:1 correspondence spaces or intervals rather IWB examples than the marked points on the line. Conclusion
rectangles and triangles where the point is not at the top. Children often concentrate on one particular attribute or feature of the 2D figure to the exclusion of others. E.g. children consider only the ‘sides’ and ignore the angle. 1:1 correspondence Diagnostic testing Secret shape sorting Paint the triangle/shape Celebrity heads- what shape am I? Names for 2D and 3D objects may be confused because of the similarities in the beginnings of names. 1:1 correspondence Testing Work samples Create interesting mnemonics to help students recall Craft activities- construction of shapes and matching the correct word Naming conventions for the parts of 2D figures and 3D objects may also be confused. 2D figures have ‘sides’ while 3D objects have ‘faces’ and ‘edges’ Testing Questioning Rapid recall using flash cards or IWB ‘guess the shape games’ I have 6 faces, so that means I must be a 3D shape” Measuring lengths standard and non-standard units potential learning issues WITH measurement Likely issues/challenges How the lm diagnose the issue Strategies and resources for remediation Mixing units (paperclip and a pencil) Observation 1:1 correspondence Investigate what happens when we use different units- is the measurement accurate? Use graphic organisers such as KWL- what do we know? The table is 10 paddle pop sticks long, what do we want to know? What if we changed the way the sticks lay? What did we learn? Or PROE- predict, reason, observe, explain Using the same unit but not laid out in a uniform manner Observation 1:1 correspondence Questions “what would happen if?” Gaps and overlaps Observation 1:1 correspondence Counting the number of spaces or intervals rather than the marked points on the line. Observation 1:1 correspondence Practise with number lines IWB examples Conclusion
nia_whole_group_submission_document.docx