Behaviour of concrete filled steel tubular (CFST) short columns
Engage Explore Explain! Extend Evaluate ·...
Transcript of Engage Explore Explain! Extend Evaluate ·...
Whole Class Ac,vity-‐Play the Game Warm-‐Up: Teacher shows flashes a sequence of subi8sa8on cards with students calling out the answers. Learners are introduced to a three by three (3 x 3) array. Students areinvited to place cards in sequence on two corners of the mat. Ask students what they observe about the arrangement or paHern? Point out the square that is overlapped by 2 cards in the center. Ask students why they think this has happened? Discuss the numbers involved. Explain that this is a shared card for the game. Choose a card to be shared-‐remove the iden8cal second card from the mat, before play begins The Bingo game is then played in demonstra8on mode with the whole class. Use number cards to mark numbers iden8fied. Markers.
Introduc,on Learners will demonstrate their understanding of numbers in a variety of contexts Resources • observa8onal checklist • camera/ipod/ipad • early years FISH strategy cards • 5 X 5 Mat • mat bingo cards • small group bingo cards • dice • counters There is evidence to support a number of discrete interac8on paHerns or scaffolding prac8ces for effec8ve mathema8cs instruc8on. In modelling the teacher shows learners what to do and/or how to do it. The teacher offers behavior for imita8on. This symbol indicates suggested modelling where the teacher is demonstra-ng, direc-ng, instruc-ng, showing, telling, funnelling, naming, labelling, explaining
Engage Explore Explain Extend Evaluate
ACMNA002 ACMNA289
ACMNA002 ACMNA289
Time / Classroom Organisa,on Conduct ini8al game playing as a whole class ac8vity, using the ‘think aloud’ strategy. Consolidate understandings through small group ac8vity. Evaluate as focused observa8on.
How do I recognise, the numbers I am asked to find?
What numbers do you recognise?
Subi8sing is "instantly seeing how many." From a La8n word meaning suddenly. Subi8sing is the direct perceptual apprehension of the numerosity of a group. The learner recognises the number
paHern as a composite of parts and as a whole.
Varia8on: Mixed cells filled with dot based images Varia8on: Mixed cells filled dots and numbers Small Group Ac,vity Process-‐Let’s Play Dot Bingo Ini8ally this ac8vity should be guided by the teacher. Learners play the game using laminated sheets and a mystery bag for numbers which are pulled randomly. A card format is used because research shows that rectangular and dice arrangements are easiest for young children ini8ally-‐progressing to more complex random arrangements.
The Power of Language
Word walls have been shown to be extremely useful in building learners mathema8cal terminology, showing them the links between words and reinforcing spelling. Using different colours for words according to concept can be effec8ve for focusing on words. Words need to be large, visible and printed in lower case le@ers and preferably with a visual demonstra8on of the word.
Word Wall: number line, lots of, more than, less than, difference, array, corner, random, number names, row, column, subi-sing, ‘seeing how many’,
How do I know when someone has won? Is the game fair?
Can we predict the next number?
Background Reading-‐What is a mathema,cal game? When considering the use of games for teaching mathema8cs, educators should dis8nguish between an 'ac8vity' and a 'game'. Gough (1999) states that "A 'game' needs to have two or more players, who take turns, each compe8ng to achieve a 'winning' situa8on of some kind, each able to exercise some choice about how to move at any 8me through the playing". The key idea in this statement is that of 'choice'. In this sense, something like Snakes and Ladders is NOT a game because winning relies totally on chance. The players make no decisions, nor do that have to think further than coun8ng. There is also no interac8on between players -‐ nothing that one player does affects other players' turns in any way. Hints for Successful Classroom Games These 8ps come from Alridge & Badham (1993): • Make sure the game matches the mathema8cal objec8ve • Use games for specific purposes, not just 8me-‐fillers • Keep the number of players from two to four, so that turns come around quickly • The game should have enough of an element of chance so that it allows weaker students to feel that they a
chance of winning • Keep the game comple8on 8me short • Use five or six 'basic' game structures so the children become familiar with the rules -‐ vary the mathema8cs
rather than the rules