Teacher: Before exposing Students noticing mistakes and providing verbal feedback. students to concepts ensure Students noticing and describing how the groups have been sorted. that you have a sense Students demonstrating understanding of and acknowledging ‘equivalence’ of how you are going to the number name principle’. ‘same support students to develop Example of Conflict: and extend their I collected a group of three so I’ll put them in here! Making a mistake and explanations and placing the group in the wrong place. justifications including the Example of Dilemma: language necessary. Ohhhh I collected this group, but I don’t know where it should go… Hmmmm I Formative Noticing & Feedback wonder what I should do? Some students may have Connection to Mathematical Models: difficulty with the awareness of What would your group look like on dice/ domino/ finger pattern/ five amount or the ability to frame/ Rekenrek? Invite a student to demonstrate. recreate a set to match a given Recording: set. During learning experience teacher may wish to record different collections Example Feedback: collected. Make the purpose for recording explicit e.g. Watch carefully as I Student gets out a random record what Mark did. We are going to record so we can save our ideas, and amount in response to seeing then we can look at them later. Otherwise we might forget them. Mark what three dots would be a quick way for me to draw what you did? Okay so you’re saying Support students by placing just draw two and two? Alternatively students are invited to record their the set in front of them. Ask groups. them to match their amount to the given set and describe what they are doing e.g. make yours the same as mine. If students do not understand this concept the teacher may explicitly model placing an object in one-one correspondence. Watch carefully, I am going to take one out at a time and match it to my set. Pause at different moments and
Teacher: Before exposing students to concepts ensure that you have a sense of how you are going to support students to develop and extend their explanations and justifications including the language necessary. Formative Noticing & Feedback Some students may have difficulty with the awareness of amount or the ability to recreate a set to match a given set. Example Feedback: Student gets out a random amount in response to seeing three dots Support students by placing the set in front of them. Ask them to match their amount to the given set and describe what they are doing e.g. make yours the same as mine. If students do not understand this concept the teacher may explicitly model placing an object in one-one correspondence. Watch carefully, I am going to take one out at a time and match it to my set. Pause at different moments and Students noticing mistakes and providing verbal feedback. Students noticing and describing how the groups have been sorted. Students demonstrating understanding of ‘equivalence’ and acknowledging the ‘same number name principle’. Example of Conflict: I collected a group of three so I’ll put them in here! Making a mistake and placing the group in the wrong place. Example of Dilemma: Ohhhh I collected this group, but I don’t know where it should go… Hmmmm I wonder what I should do? Connection to Mathematical Models: What would your group look like on dice/ domino/ finger pattern/ five frame/ Rekenrek? Invite a student to demonstrate. Recording: During learning experience teacher may wish to record different collections collected. Make the purpose for recording explicit e.g. Watch carefully as I record what Mark did. We are going to record so we can save our ideas, and then we can look at them later. Otherwise we might forget them. Mark what would be a quick way for me to draw what you did? Okay so you’re saying just draw two and two? Alternatively students are invited to record their groups.
Reception%20Structuring%20Number%20Curriculum.docx