Graduate Diploma of Learning and Teaching

Maths Micro Teaching Assignment: Name: Olivia Howe & Bayley Somerville
Year Group and Curriculum Level: Date/Time: Number of ākonga:
Year 5/6 Friday 3rd March 2023 15-16
Curriculum level: 2-3 11:15 am
And
Friday 17th March 2023
11.15 am
Maths Micro Teaching 1: Quick Image Big Idea/Focus: (Cite Source: Van de Walle et al, 2020)
Multiplication is the process of counting groups of equal size to determine the total (multiplicative thinking) (Van de Walle et al. 2020).

While answering the quick images, it is important to teachers to notice ākonga learning, and engage with the ākonga on how they’ve come to find that
answer. This allows for multiple ways of thinking an discussion on whether the class agrees/disagrees which can further learning in a supportive way (Van
de Walle et al. 2020).
Curriculum Area/Strand & Achievement Objective (Copy and paste from Specific learning intention(s) related to the AO:
the NZC): Ākonga will (verb) ….
Use a range of additive and simple multiplicative strategies with whole  Identify groupings of 6 and use multiplication or addition to find
numbers, fractions, decimals, and percentages the total sum of dots
 Explain and justify (using the image) the connection between
addition strategies and multiplication strategies (ie repeated
addition (6+6+6) equalling multiplication (6x3/6 lots of 3).

Focus Pedagogical Approach: (Learning area specific) Focus teaching tool – select 1 teaching tool that you want to focus on
Quick Image Conceptual Warm up and justify selection in 2-3 sentences:
(e.g. Talk moves, think pair share, questioning and facilitation to
 develop practices such explain, justify, generalise etc)
Talk move: Revoicing
To elicit ākonga explanations of strategies used. To confirm with ākonga
that we understand what they are saying.
Maths Micro Teaching 1: Quick Image Plan: (Copy Image here)

1
.

2.
Anticipate possible student strategies/solutions and misconceptions here:

Misconceptions:
1. Counting in 1s

Difficulty with 6 times tables

Miscounting (ie thinking they should be using their 5 times table instead of 6 or seeing 4 dots in each space)
2. Counting in 1s
3. Difficulty with 3 times tables and 5 times tables
4. Miscounting with addition 1,2,3,4,5,6,7,8,9

Possible strategies:
1.
a) 6 x 5 = 30
b) 6 + 6 + 6 + 6 + 6=30
c) 3x10=30
d) 2x3=6 x 5=30
e) Skip counting in 2s (2,4,6,8…)
f) Skip counting in 3s (3,6,9,12…)
g) 6x2 = 12 + 6x2 =24 +6=30

2.
a) 3+3+3+3+3= 15
b) 3x5=15
c) Counting in 1s
d) Counting in 2s
e) Counting in 3s
f) 2x5+5= 15
g) 6+6+3= 15

Set the norms for participation: How will you establish expectations for working together?
 All ākonga will be able to see the board/front/where the image is
 No ākonga will have hats on/things in their hands that could distract them or others around them
 When one person is talking everyone is being an active listener being respectful
 When someone is sharing they are met with respect and their answer is valued even if it is different to other answers

Launch: How will the task be launched?

Describe the task:
“Today we will be putting some dots on the whiteboard and you all will have 3 seconds to look at them. What you will need to do is to work out how many
dots there are on the board in your head. Then hold that amount in your mind and remember how you worked out your answer as we want to know how
you got it. If you can’t remember the dots don’t worry because you will have a second chance to look and work it out.”

Conceptual Warm up Sequence: Outline in detail, step by step, what will you say? What will the children do?

1. Flash the image for 3 seconds. Ākonga will not call out their answer, They will hold it in their minds and remember how they got the answer.
 2. Flash the image again for 3 seconds. Again, ākonga will not call out their answer. This is a time that they can double check their answer.
3. We will go around the group so every ākonga shares their number. There will be no judgement on right or wrong, and the ākonga do not need to
explain their thinking at this point as we do this later on.
4. The image will be put up and left up. Ākonga will then be able to explain how they got to their answer. First they can explain their reasoning to
their buddy with think-pair-share. They can draw on the paper with coloured pen to show their thinking if they wish. We will ensure we are
revoicing their answers so we have a good understanding on what they ākonga are saying and so their ideas feel valued.

Connect: Plan this carefully, how will you support students to see connections between strategies and make connections with your big idea? Record your
questions here.
Connect the ways ākonga answered the questions. Ie if someone did repeated addition, we will connect that to multiplication strategies.
Encouraging them to share their answers and ideas
Making the content engaging and interesting
Using think, pair, share so they are able to learn different answers and reasoning for these answers
Sharing back to the rōpū making connections to the big idea
Quick Image Assessment/Evaluation/Reflection: What did you notice and where to next with student learning and/or your pedagogical actions? Bullet
Points (Be concise but specific)
Assessment Point: Photograph of collected students strategies and audio record or video record teaching, what did the children say?
 What did you notice about ākonga learning in relation to the big Idea and learning intentions, student participation and engagement?

By doing a fun game at the start it got them excited and interested in the lesson, also by challenging them also made them more encouraged to engage
with the content in the lesson. They already had prior knowledge and lived experience of quick images so they already knew what we were going to do. It
was very easy to get the lesson started as ākonga already knew what to do. Akongā had stated their favourite subject is maths which made them be more
engaged and participate further. We did the first quick image and the students were done within minutes and were already doing think, pair, share and
then shared back to the group their own answers, at first they shared back their answers that they got and then followed on by explaining their working
out. The second image was easier as we thought that it would take longer to do the first harder one, ākonga finished even quicker and shared their
answers back and all shared verbally there working out and some wrote there answers and working out with their own whiteboard markers on the
board. I believe that the in the lesson all students involved were able to achieve the learning outcome.

 What are the next steps for the students’ specific mathematics learning, participation and engagement?

Using harder quick images or harder maths content as the group of ākonga are very good at maths and are already very engaged in the subject, so I
definitely believe making content more challenging would be a great step forward in their learning.

 What worked well for you as the Kaiako?

The students already having prior knowledge, playing a game at the start and the end, making the lesson fun and engaging. Being able to use think, pair,
share and then sharing back to the group. Letting them use their own white board markers and writing their working out and answers on the board.
Being able to connect all the different ways ākonga were able to work out the answer.

 How will you adjust your teaching approaches and responses next time in light of what you noticed?

I didn’t expect ākonga to be able to work out the answers so fast in many different ways. For example one of the girls in the class just answered the quick
image by saying “I saw 5 groups of 6 and 5 times 6 is 30, so that’s the answer”. A lot of other ākonga also worked it out this way or were just super-fast. I
didn’t expect them to work it out so fast, but getting to know them and building that relationship with them will help me plan lessons specifically for
ākonga that suit their particular learning needs. I would also even have further back up plans for more work as they enjoy being challenged so it would
make the lesson even more fun, making it even more engaging.
Plan for a second Quick Image here: Justify why this is a suitable choice and what mathematics you are building on and developing a conceptual
understanding of? Why is it a suitable next step for these ākonga? Include references
I would definitely make extra quick images for ākonga in this class a lot harder.
I believe this quick image would be a suitable next step for ākonga as this quick image is a lot harder as there are a lot more dots and they still
only have 3 seconds, I would give them a second look if they needed it later on also. Ākonga could count how many groups there are and then
count the dots in 1 group and times it. Or they woold estimate the answer as it is a lot larger number then the past quick images.
References about estimation and counting fast!

Culturally Sustaining Interview/Survey Instrument: List your questions here

Maths Micro Teaching 2: Problem Solving: Olivia Howe and Bayley Somerville

Mathematical Big Idea: (Cite Source: Van de Walle 2020)

Problem solving in math’s is useful as it communicates to students that there isn't just one way to solve a problem there are many different ways
to solve a problem as a Kaiako we facilitate students solving problems on their own instead of teaching them one strategy. Providing students with
ideas to solve the problem, this prioritizes critical thinking communication collaboration and creativity in designing strategies to answer
mathematical questions (Van de Walle 2020).
Curriculum Area/Strand & Achievement Objective (from the NZC): Specific learning intention(s) related to the AO:
(Copy and paste from the NZC): Ākonga will ‘verb’ ….
Use a range of additive and simple multiplicative strategies with whole  Ākonga will be in small groups discussing ways to solve the
numbers, fractions, decimals, and percentages problem with one another
 Ākonga will create solutions to a word problem given to them
 Ākonga will then feed back to the group their own ways of
solving the problem e.g. by talking to the group or writing on
the board.

Focus Pedagogical Approach: (Learning area specific) Focus teaching tool – select 1 teaching tool that you want to focus on
Mathematical Problem Solving: Launch, Solve, Share back, Connect and justify selection in 2-3 sentences:
(e.g. Talk moves, think pair share, questioning and facilitation to
develop practices such explain, justify, generalise etc)
Talk moves: Revoicing
Both in small groups and large groups Kaiako will revoice what ākonga
say when explaining their problem solving to facilitate further learning
for other students and to make sure the teacher is understanding, and
the ākonga feel heard.

Key Competency focus: (choose one and justify) Culturally Sustaining Pedagogy focus:
 Thinking e.g. connecting to lived experiences, establishing socio-participatory
 Participating & Contributing norms - Leaving no one behind, shared understanding, active
contribution, collaboration, valuing contributions, equal status,
 Managing self
connecting to cultural values.
  Using language, symbols & text
 Relating to others

Ākonga will work together to come up with the solution. In their small
groups, no one will be left behind and it is important for them to work
together instead of one person taking control/one person not doing
anything.

Students’ prior understandings/funds of knowledge to build on:

(List experiences might they have already had in relation to your Big Idea)
 Working together, both in maths and other subjects
 Working on math problems
 Working on word problems
 Their time tables and doing problems that require division
 Creatively solving problems/coming up with new ways to solve problems both in school and outside of school
Problem/Rich task: Record word problem that children will solve during your lesson
(Include anticipated responses and possible misconceptions here for e.g. do the maths here: what strategies might emerge? Use this to plan your
connect)

There’s 2 lollies remainder and this might confuse some children

Draw out 15 bags and one by one add lollies until there are no more
Draw out 15 bags and add different small amounts (i.e. 2 or 5) in each bag until there are no more
Draw out 15 bags and estimate how many are in each (i.e. 10 or 30), figure out how many lollies have been used and then either guess another number
or use maths to figure out the next amount. I.e. 15x10 is less than half of the total so we can put at least 10 more in or 25x30 is too much, so we can try
15x15, that’s too little so it’s between.
Counting up in 15s

Teaching and Learning Sequence:

Setting the norms for participation: How will you establish working together?
When we’re working we all need to try our best and engage with the maths. We can’t let our team do all the work. When we’re working we need to
listen to each other. Being wrong isn’t a bad thing at all.
Launch/Ignition: How will the task be launched to engage prior knowledge and lived experiences?
You guys like lollies, right? And have you ever been to a birthday party? Well, our friend Ashley loves lollies and is having a party! She needs our help to
create her lolly bags.
Lesson Sequence: Outline in detail, step by step, include questions, discussion points & responses.
1. Start off with a name game e.g. bang (Engaging them in the lesson)
2. Introduce the problem (Launch)
3. Putting the students in groups of 3-4 depending on how many ākonga we have.
4. Hand out the word problem and materials to ākonga whilst answering questions
5. Go around each group as they solve their problem providing ideas on how to solve it if needed
6. Get each group to feedback their strategies and ways of working out to the ropū and the answer of how many lollies. After each group have
participated in discussion, we will give them the option to hare their working out on the board
7. After they have gone, we can discuss similarities or differences between each strategies and ways of working out.
8. Do the second survey
9. Finish off with another game

Connect/Plenary:
Plan this carefully, how will you support students to see connections between strategies and make connections with your big idea?
Record your questions here.
We will ask the students if they see any connections between the groups (they did the same thing/they both drew their bags out/they worked with their
15 time tables). We will then point out any connections that we see that are not made.
We can ask things like “do you see anything similar on the board?” “Did any group do something the same as you” “Who got the same number but in a
different way? How was it different?” We will also reiterate how there is no ‘correct’ way to do this.
Assessment/Evaluation/Reflection: What did you notice and where to next with student specific pedagogical actions? Bullet Points (Be concise but
specific)
Assessment Point: Photograph of collected students strategies and audio record or video record teaching and learning, what did the children say?

 What did you notice about students learning in relation to the big idea and learning intentions, student participation and engagement?
 What are the next steps for the students’ specific mathematics learning and participation and engagement?

 What worked well for you as the Kaiako? Relate to identified teaching tools in the planning above.

 How will you adjust your teaching approaches and responses next time in light of what you noticed?

Plan a follow on problem with justification here: include references

Case Study Part A:

Choose 3 or 4 akonga interview responses to write up as your case study here:
Include: Their individual interests, strengths, passions and lived experiences (including individual, social, cultural and sporting), their goals for 2023
including what they hope to learn more about, what they are wanting to achieve this year in their learning especially in mathematics?

Case Study Part B:

Add more detail to your case study. What mathematics learning took place? What did they say (include quotes), what strategies did they use (quote and
photos), what does this show you about their maths thinking and knowledge, the learning intention/outcome, the big maths idea, did they have any
misconceptions, what might their next steps be in terms of the maths? Keep this analysis tight and focused around your big maths idea and mathematics
achievement objective.

Individual Component of Assignment:

Critical Reflection supported by evidence based research (500 words)
A: Identify key aspects of your learning as a kaiako pitomata in relation to the mathematics curriculum, inclusive pedagogy and culturally sustaining
pedagogy. Make connections to your course material, readings and texts.
B: What are you wanting to learn more about and practice implementing with regards to mathematics pedagogy?
Include a reference list.