We'll draw on the work of Dr Nathaniel Swain, Dr Jo Boaler & the ‘See Think Wonder’ routine which was developed by our very own, Dr Ron Ritchart who is now based at Harvard Graduate School.

Join with other educators and engage in kōrero about what Term One might look like for teachers & learners.

Fill out the form below and I'll send you the Zoom link.

Ngā mihi nui, I look forward to seeing you then.

Have a wonderful Christmas and fabulous New Year!

Carla

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Thank you!

Year 1 Book Work

Here’s an example of what a teacher might model to show a response to the number 12.

Fact families could be modelled.

Doubles could be modelled and related to half.

Writing division like a fraction could be included with both 12 divided by 2 and 12 divided by 6.

Year 2 Book Work

Here’s an example of what a teacher might model to show a response to the number 32.

The teacher could model the number of tens and ones there are in the number 32.

The teacher could model how repeated addition is the same as multiplication.

The teacher could model how dividing by 2 can be written as a fraction.

The teacher could model how to find half of 32 and a quarter of 32.

Year 3 Book Work

Here’s an example of what a teacher might model to show a response to the number 111.

The teacher could model expanded notation.

The teacher could model a pattern where one less that the number can be added to make 111.

The teacher could show that 100 is 10 x 10.

The teacher could model subtraction from 200.

The teacher could divide 111 by 2 and show that we need to use decimals (or a fraction) to show the remainder.

Year 4 Book Work

Here’s an example of what a teacher might model to show a response to the number 1,016.

The teacher could show how to draw a cube to represent the thousand place value block along with a tens and ones.

The teacher could model expanded notation.

The teacher could show how to divide the number by 2.

The teacher could show that half of 1,000 is 500 and half of 16 is 8.

Year 5 Book Work

Here’s an example of what a teacher might model to show a response to the number 10.010.

The teacher could model expanded notation.

The teacher could model how to find half of 10,010.

The teacher could model how to check that 5,005 is half of 10.010.

The teacher could model subtracting 9,990 from 20,000 and then checking it by subtraction 10,010 from 20,000.

Book Work Year 6

Here’s an example of what a teacher might model to show a response to the number 100,012.

The teacher could model finding half of 100,012.

The teacher could model finding a quarter of 100,012 by using division.

Book Work Year 7

Here’s an example of what a teacher might model to show a response to the number 0.14.

The teacher could model that 0.14 can be written as a fraction 7/50 which is equivalent to 14/100.

The teacher could show 0.14 on a number line.

The teacher could show repeated addition and relate it to multiplication.

Book Work Year 8

Here’s an example of what a teacher might model to show a response to the number 0.014.

The teacher could model how 0.014 is the same as 14/1,000 which is equal to 7/500.

The teacher could show 0.014 as a percentage.

The teacher could model multiplying 0.014 by 2.

Year 2 Book Work

Here’s an example of what the teacher may model if Te Tau o te Rā/The Number of the Day was 24.

The teacher could draw the place value blocks that represent 24 - two tens and four ones.

The teacher could write some equations and show a fact family by demonstrating the commutative property.

The teacher could write a series of repeated addition and the repeated addition could be linked to multiplication.

Again, the teacher could demonstrate the commutative property in relation to the multiplication equation that has been written and link it to division.

The teacher could demonstrate how the number can be related to fractions.

Fractions could be written like this 24/4 = 6 because that’s the easiest way for division or fractions to be written when using a digital device.

Year 3 Book Work

Here’s an example of what the teacher may model if Te Tau o te Rā/The Number of the Day was 134.

The teacher could draw a picture of the place value blocks that represent 134 - a hundreds block, three tens blocks and 4 ones.

The teacher could write the equation which represents the expanded notation 100+30+4=134

The teacher could then start the next equation with one less than 100, 99 and write the equation 99+31+4=134

The teacher could then think of two numbers that are the same as 34 and that would be 17 so the teacher could write 100+17+17=134

The teacher could show that 134-17 is 137

Fractions could be written to show how to find 1/2 of 134

Fractions could be linked to division and also multiplication.

Year 4 Book Work

Here’s an example of what the teacher may model if Te Tau o te Rā/The Number of the Day was 1,044.

The teacher could draw a picture of the place value blocks with a cube to represent the thousands blocks along with 4 tens and 4 ones.

The teacher could show that half of 1,044 is 522 by first finding half of 1,000 and 1/2 of 22 then adding the two numbers together.

The teacher could show that when we know half of a number we can write a fact family using multiplication and division.

The teacher could shown how to find a quarter of the number and relate it to multiplying by four.

The teacher could show the algorithm used to multiply 261 by 4 to check that the answer is 1,044.

Year 5 Book Work

Here’s an example of what the teacher may model if Te Tau o te Rā/The Number of the Day was 10,054.

The teacher could show the expanded notion for the number 10,054 and then decide to show what would happen if the number increased by 1.

The teacher could show how to find half of 10.054 by breaking the number into smaller parts and finding half of the smaller parts, then adding them together to make sure the numbers add to 5,027.

The teacher could show how to find a quarter of the number by using the algorithm to divide the number by four.

Year 6 Book Work

Here’s an example of what the teacher may model if Te Tau o te Rā/The Number of the Day was 100,064.

The teacher could show how to divide the number 100,064 by two and relate that to the fraction half.

The teacher could show how to divide the number 100,064 by four and relate that to the fraction quarter.

The teacher could show how to divide the number 100,064 by three and relate that to the fraction one third.

The teacher could show the use of distributive property by showing two times 50,000 then adding that to two times 32.

The teacher could show the associative property.

The teacher could discuss the order of operations.

Number Learning

"My Number Progress" is an assessment that can be used to find any gaps in numeracy skills.

An assessment of this type is best used with Year 2 and above.

If you create an individualised doc. for every ākonga/learner in your class you can then highlight the area which each of your ākonga/learners are confident in so that the areas that are not highlighted are those they need to practise.

During Maths sessions ākonga/learners can open their doc. "My Number Learning" and write 5 equations from one of the sections that are yet to be highlighted.

Each section contains a teaching video which ākonga/learners are able to access if they need extra support.

Number Learning provides daily practise in numeracy skills at a individualised level.

I’d like to acknowledge Ben Glue who created this concept. I then revised it light of the draft NZ maths curriculum (I am yet to revise it for the latest 2024 version).

Tahi Maths

tahimathsnz@gmail.com