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Question: How many shapes do you see?
After exploring printing with 3D shapes, we relaunched a provocation with various 3D shapes (and sizes) in order to compare, trace faces and ultimately use mathematical language to describe features.

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CU: Basic shapes have recognisable features

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CU: Basic shapes have recognisable features

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Question: How are shapes similar and different?

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KI SLM  - Looking at guided/shared reading!

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KI SLM  - Looking at guided/shared reading!

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Shared Reading - 'All eyes on the same text"
Fountas and Pinnall "Guided Reading"2017

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The components of a Shared Reading lesson
Fountas and Pinnall "Guided Reading"2017

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K1BRo: Looking for gaps in Number Concepts (March 2018

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K1BRo: Looking for gaps in Number Concepts (March 2018

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Question: Is there conceptual understanding in the students that are portraying quick number fact recall and accurate counting strategies (or rote).

We explored counting on from larger numbers, grouping into sets of 10, counting in 10s.

Children interacted with a Base 10 game which focused on addition and bridging 10 and questions were asked to extend their thinking to discover if there were underlying gaps or misconceptions in their thinking.