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-Dot Talk short version
-Intro Measurement; what is it and why do we do it
-Maths 300 Measuring up -towers activity
-questioning and comparisons, justifying answers
observations

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No support as LA at Grad Mods so KP did relief

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Moderation Maths task
split year groups and supervised task
-some maths task on counting on done orally

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split groups and did addition strategies
Year 1 with KP counting on
Year 2 with RF number lines and fact families

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Whole class
-KP introduced Dot Talks in mat session using thumbs up to allow wait time
-shared ways to see dots
-related to number bond and part part whole and number fact
-then drawn on MWB before drawing in to scrapbooks

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Year 1 with KP to assess counting principles
Year 2 with RF to do addition strategies; count on, doubles, friends of ten
Did variety of examples all on MWB

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Split class
Year 1 with KP doing number lines and counting on language, played cars games, practised moving on one number at a time from given point on numberline

Year 2 with RF doing 3 digit number place value Flip It game to describe attributes of 3 digit numbers

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SP table and combo straight away
LO in order so easy to check

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Term 1 Week 11 Monday - Making Sandwiches - annecdotal

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Term 1 Week 11 Monday - Making Sandwiches - annecdotal

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SG- tried to clarify and got out that we need honey and v-mite sandwiches
HR- remembered verbal problem and gave information of going on picnic, when questioned realised that it's not going to help solve problem
PO- good memory of verbal problem
ZC- needed to hear 3 times and then was able to pick up that we needed 10 sandwiches
AD- when solving, gave combination of 6+6, when questioned to calculate answer, found that it was 12 and asked to re-clarify problem to find that we only needed 10
CM-same as above with 8+$
SP- remembered that to make all combinations we would need the turnarounds
GW-predicted 10 combos (I think because the last combo written by Kate on board was 10 and 0) or possibly due to there being 10 boxes
Students predicted varying numbers
PO and YJ said 12 and reasoned why they thought so being 5 already done on board plus another 5, the turnaround of those, and then 2 more for the turnaround 3 and 7 and 7 and 3, they both didn't account for the fact that 5+5 does not have a turnaround
GW- copied board and that's it
CM- same as above
SP and AT- made 11 combos
IB and HR-didn't know problem
PO and YJ- clarified and solved
SG-solved but couldn't clarify

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Term 1 Week 10                 Year 1 place value

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Term 1 Week 10                 Year 1 place value

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Roll, draw, expand.
Worked with Year 1's. All at similar level and all need more work on this.
Photos on Rielle's phone.

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Took year 1's to revise expanding 2 digit numbers.
Obs in folder.

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Term 1 Week 11  ReSolve Task      Making Sandwiches

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Term 1 Week 11  ReSolve Task      Making Sandwiches

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Year 1 Structure of Number - Making Sandwiches.docx

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Took year 1's to introduce place value for 2 digit numbers
WALT - Use MAB's to make a number

Used Place Value house - rolled dice and added that many units. When they had more than 9 units, they had to trade for a 10's.
Reflection - make numbers with MAB's in Place Value house - all Year 1's need further work on this.

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PSF support
Rielle lead, I observed and gave feedback
Student Obs in folder

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Term 1 Week 7 ReSolve Task - Red apples, Green apples

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Term 1 Week 7 ReSolve Task - Red apples, Green apples

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PSF focus
ongoing lessons

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Ordering number:
Extra eyes and ears - small group work with creating 100's chart,
suggested 7's game, specified questioning.

Introduced Friends of 10 lesson.
Suggested activities - snap, Paul Swan A4 games, Musical Maths, Dice Wars, snap It

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Supported by making observations of PSF for red apples green apples