my name is Megan Norrington and i am a year 34 teacher here I'm to do primary
school my classroom consists of 24 students a large majority of them are
English as additional language students from indigenous and students require
special support while learning the intended learning of today's lesson was
to consolidate the skills that they use when reading and decoding a word problem
to find an answer when they were first presented with word problems I found
that a lot of them were grabbing the numbers out of the problem and adding
them they weren't reading the whole question finding out what it was
actually asking them and then applying the right mathematical concept to find
the answer in order to deal with that problem i had a professional
conversation with jeff gilman the assistant principal here at map to do
primary and he suggested i have a look and research newman's analysis for error
newman's analysis is the understanding of how children read and decode a
problem so they need to ask themselves do I understand what this problem is
asking what is it asking me to do then they need to pull out the mathematical
part of that word problem and transfer it into some form of the Sun and then
they need to decode it so I picked 36 apples I know 36 is a key part of my
problem what is my next important part Jason
okay do we agree is that an important piece of information there with it okay
now we've read we've made sure we understand how can i solve this problem
what are some tools you can use to help you work this problem out after we
explored the word problem with the class they received that word problem on a
piece of paper and they went to their tables and independently solved that
problem so by using a manipulatives such as counters or a drawing it enables them
to touch and to see and to physically move them around to get to their answer
so they don't lose track it's not only just donated I used an open-ended
problem today one to extend those learners who are capable of solving a
word problem it gives them a chance to go above and beyond the one answer for
those students that require a little bit of support by posing an open-ended
question they know that they start with 36 and that they just have to figure out
how to put those counters or their apples into even groups the focus group
that I had to work with them are students who need special support from
the texture so they basically need the teacher to model what they have to do
they need teacher assistants to counter to read the problem for them to solve it
to be able to get to the end of the problem to conclude today's lesson I
asked all the students to come back to the floor with their problems from then
we recapped on the skills we needed we read the problem again they then got to
share how they answer their problem we were able to use different types of
language so if they've given me an extended edition we were then able to
put that into a times table we were using the mathematical language of
groups of well so I can turn this into three times does that still give me 30
60 how can I turn that into something different I can spin it around so that
means I would have wutface 12 times daddy to it so i would have 12 groups
and how many in each group j sorry oh okay
so how many trees would I have had for this son for trees how many apples were
on each 19 from then reflected on what they learn that gives me a little bit of
feedback in that reflection phase the students will share their learning they
might share problems and strategies they've used from that the teach can
gauge to some degree the success of the lesson and maybe if there are still
misconceptions around a topic that has been taught you can tell me something I
learned today mess i was using couches and pictures so you were using counters
and pictures to help you do what solves they get to solve the answer or to solve
the word problem or a word problem okay does it help that you can see your
counters and you can touch your counters and you can move them around so if they
can't tell me perhaps that I have always started with 36 apple so I knew all I
had to do was put them in even groups that lets me pick up any misconceptions
they might have to then follow them up in a following lesson