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Reasoning Tasks, Thinking Aloud, What If?

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Reasoning Tasks, Thinking Aloud, What If?

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Learning Tasks, Math Week, Math Around Us, e-Ped

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Learning Tasks, Math Week, Math Around Us, e-Ped

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Math Journal, Reflection Map, WA/SA Reflection Form

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Math Journal, Reflection Map, WA/SA Reflection Form

# data[].attributes.custom_properties.4KVM7nFM
T - Volume (water) - not enough resources; Speed - level activity; balanced approach: sch ws; heuristics ok; new chapts introduced might be easier to make lessons fun (e.g. circle/ nets..)+ use of videos such as tik tok cake cutting - application of concept in daily life as short lesson starter

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Student's Self Reflection

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Common errors: good for trs to self reflect; Padlet ok. Students reflection: ok too

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Thinking Routine -  Pupils gave simple responses. If need to have better responses would then need to spend more time to go through with pupils. For topics that pupils have learned before, TR not useful, more useful for new topics/concepts.

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Targetted to topics specifics; might be too tedious for topical; Thinking Routines: students might not be able to reflect well esp for topics taught previous year

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P2 LSM after confirmed by mid year, eCDQ and end year eCDQ. 

# data[].attributes.custom_properties.Y3KWD73s
P1 LSM based on mid year eCDQ - SLS + Hardcopy. Really very weak then we channel them to LSM.

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LSM in P4, to reduce the number of students going to FMA in P5. + SA2 basic item

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Currently, we don't have dept-based resources on top of textbook / workbook.

# data[].attributes.custom_properties.ODmBwSy8
PPT provided - very wordy, not suitable for use. need to modify. last two topics no resources.

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Go by level for pull-out room. The classroom can then have all the resources for the level. Instead of getting P3/P4 LSM to share a room.

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CPA, making thinking visible, questioning** - time needed, T/F/NPTT/ no PD required

# data[].attributes.custom_properties.5jb1aibw
1. The version of the publisher some pages differs from the one that teachers' copy. 2. SOW Change of pacing chapter on Volume (currently at T3) suggest term 4 do Volume. (Maybe Shapes and Volume swop?) 3. LE worksheet to print earlier. Resources to be provided more timely. 4.Math cupboard resource list. Volume Handson resources to be in the cupboard. 

# data[].attributes.custom_properties.3_buYCjo
Thinking Routines in the worksheet is part of them, help them structure their reflection. It's important for them to elaborate on their learning. It's also good for us to share good reflections in class. Peer-sharing is very powerful. However, some don't put in much effort.. writing superficial comments like.. I used to think Math is difficult. Now, I think Math is EVEN MORE difficult. We'll really have to encourage them!! Heuristic Package - useful to develop the processes and guide them. It's good to have a structure. We should continue to remind them of the proper presentation of the different heuristics like Guess & Check and Listing. &&& Keep reminding the children - PRESENTATION IS VERY IMPORTANT. e.g. referencing / annotating the steps of the workings. PSLE marking does not award method mark for workings without annotation. 

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1. Hands-on activities such as the one to build cubes for viewing of number of painted faces. 2. Use of SLS lessons / Gamification (ready sources available). 3. Topics in P5 such as percentage and average, able to make links to real-life scenarios / applications. Learning activities to be pre-ampted earlier. However, we don't have enough curriculum time to carry it all out. 

# data[].attributes.custom_properties.3_buYCjo
Math journalling which many of us are trying. It helps them improve their thinking processes and their ability to make connections. Providing the platform is a good start!!  ++++ topical reflection for each chapter.

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Padlet was good for teachers to key in common errors in our class for a quick glance across the paper. Reflection sheet was also useful for the kids to identify their errors and room for improvement.  Suggest to push for topical reflection containing LOs and reflection structure/ Math around us for students to jot down along their way for the topic. Template shared for teacher to adapt and use for their class, allowing customisation and teachers to zoom in to the needs of the class.

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Timetable - 2 periods everyday. Out of the 10 days, 1 day no Math. Supp Class - our kids lack the stamina and rigour. Prefer to have supp? Can start earlier?

# data[].attributes.custom_properties.ODmBwSy8
Being in CPDD resources to engage their learning. Tap on resources from the market  like real receipts. Journalling is a good opportunity for students to share their thoughts and feelings towards Math. Could have more worksheets for hands on. Prior to the topic, a good discussions for the topic is essential.  

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1) Learning experiences tied to each chapter. (E.g., Length - measuring the waist of each other)

2) Math Around us (in Textbook and slides prepared for the level)

3) Matterport (Math Trail - E-ped)

4) Math Journal (Textbook - Thinking aloud, using it as an avenue to do different questions, use stickers to paste for division, groupings of multiplication)

5) SLS - time/multiplication/division

/money

To improve:

1) Math Journal (how to utilize it better, time consuming/ using it to draw instead of math)

2) Learning experience to be up to date

(E.g., TIME - 12.30pm compared to 12:30pm)

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Please make a deliberate effort to spread the challenging figures across the 6 P3/P4 classes instead of having a challenging concentration camp in just 2 classes (4TW5/4TW6).

Hence, classing at P2 need to be very rigorous. Otherwise, the affected teachers may need to apply for extra allowance for anti-wrinkle and anti-aging cream, hypertension pills, etc.

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As much as I would like to, it is very challenging to do DI in a class of 39 with 5 SEN + some undiagnosed ones who have learning difficulties, and a handful with consistent behavioural issues.  My focus was on MP and LP and although I successfully moved last year's failures to passes (and clearing BIQ), I didn't have much time to stretch the HP. It would be good to have P4 pull-out so that we can better cater to the learning needs of the 3 tiers : HP/MP/LP.

# data[].attributes.custom_properties.5jb1aibw
Math around us in our TB. use Math ard us to discuss about it. Idea (wendy) print the shrink version get students to solve and use as a journal. suggest use a jotter book size to allow students to write. 2025 will have jotter book in booklist. inform the padlet for more usage

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Feedback: Teacher feedback. Use of stamps to get students' self-feedback. Suggest the self-feedback on Learning obj on the cover page of the WS. Pick out the LD to be inserted at the WS. Fractions WS need more practice for students. P2 supposed to do draw it out. Question abt heuristic (Draw it out)

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1) Thinking Aloud in the textbook:

Depends on the topic (E.g., Addition and Subtraction - getting on and off the bus; not all kids can understand)

(E.g., Division - remainder concept; most of them can get it)

2) Thinking icons in Math WS: Thinking about the question. Class discussion - helpful

Using P1 Thinking routine (What makes you say that?)

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Assessment:

(LSM) Learning tasks; using manipulatives to check on their understanding.

Clocks to check for understanding

AFLs/ Reviews to help assessment

Feedback:

AFLs: written feedback (specific topics for areas of improvement)

Just in time written feedback on their math worksheets

School WS: Learning objectives (Circle if need to improve)

Verbal feedback given to parent

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Reflection:

1) How confident do you feel about the topic: 3 smiley faces and colour.

Why?

Structure to help them remember things:

1) Part-Part Whole

2) GET

3) Top down ( Subtraction)

4) CUB (Circle Underline Box)

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P3 was introduced with the heuristics package on counting intervals and also guess and check.

The package can continue to use. However, we can add these heuristics in our topical worksheets. For example, when we teach measurements, we can have the interval questions; when we teach money, or numbers, we can use guess and check.

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Getting pupils to be reflective learners.

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Monitoring of MEW Projects

# data[].attributes.custom_properties.3_buYCjo
Ideally, the Math teacher of the affected class would be  the best person to help monitor  his / her own class regarding the progress/ completion of this project , instead of getting TTLT teachers to see through the completion. 

# data[].attributes.custom_properties.xSEKRy5w
Heuristic Package - Examples are good and well guided steps. However, its too wordy and seems cluttered. Scaffolding is sufficient in the 1st question of each type of process skill, more space should be given for students to write their working steps. 

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Encourage the use of Math Journal to jot down their thoughts on the concepts learned in a way that will help in their own understanding be it drawings, mindmap etc, 