Workshops for the F 2/3 Classroom

Richard has developed a range of workshops tailoring to the F-2/3 classroom. These workshops cover pre-algebra thinking, geometry, flexible thinking, problem solving and measurement. Specific workshops are also offered around the series of lower primary math games that have been developed by Richard. Each of the workshops offered by Richard are interactive and are enjoyed by all participants. See some reviews here or read on for more information.

Professional Learning sessions cover areas such as:

  • Focuses mathematics on problem solving, reasoning, algebraic thinking, fractions, decimals and percentage.
  • Money and financial matters, co-operative learning in the mathematics classroom, using mathematics manipulatives and teacher book resources
  • Analysis of school NAPLAN data. Leadership team meetings with a focus on future directions.
  • Back to Front Mathematics.

Inquire Below:


  • Integrating Fractions within Maths: Years 1-3

    The world of fractions influences later aspects of place value, location, measurement, probability and time. Fraction ideas are closely linked to division. Students need to practise ideas associated with the whole. In the early years the action of constructing fractions should be linked to fraction symbols

  • Measurement in the F-2 primary classroom

    This workshop will provide teachers with practical hands-on activities that teach students about units, direct measure and the language across a range of attributes. It will cover whole class and group activities. Measurement should be active and students should experiment with different units before putting a ruler in their hand. Students should be given open ended questions to see what they really understand about measurement ideas. Measurement should be linked to both number and geometry because both play an important part in developing student’s measurement understandings. All activities will be linked to the Australian Curriculum including the proficiency strands

  • Is it the Literacy of Numeracy or the Numeracy of Literacy?

    The ability to think flexibly in mathematics is an important skill to acquire from the start of the mathematics journey. There are a range of strategies to assist this development and many of these strategies can be driven by stories which focus on mathematics. Young students should be given the opportunity to manipulate materials, draw the mathematics and communicate their knowledge. There are many graphic organisers which assist and organise their thinking. These mathematics ideas are linked to Problem solving, reasoning, number, word problems and early algebraic thinking.

  • Lower Primary Math’s Games for Interactive Whiteboard and PC Environment

    The Number Games support essential mathematics learning, teaching and assessment principles, co-operative learning, thinking skills; student centred learning classrooms, independent learning and differentiation of the mathematics learning environment. The number knowledge in the games ranges from early whole number for 5 year olds through to the use of addition, subtraction, multiplication, division, money, some fractions and algebraic thinking for 8/9 year olds.

  • Using card games to promote thinking and problem solving Years 2-8

    The card games played in this session are linked to the AC content and the Proficiency strands. This set of card games give students the opportunity to see the same concept of mathematics in a variety of ways and develops in the student a range of different mental thinking strategies. These card games also focus on essential number mathematics ideas, language of maths, ideas associated with partitioning and flexible thinking. As students play the games they have to think mathematically, they have to justify why they should pick up the cards and communicate this knowledge to their opponent.

  • Geometry K-3: Developing reasoning through space or should we start calling it Geometry

    This session will be ‘hands on’ aimed at developing young students thinking and reasoning skills in shape. Where do we start and how does it develop? What manipulative mathematics materials best expose young learners to the thinking required? What is the Australian National Mathematics Curriculum expecting young learner to do? Come along or be square.

  • Developing Flexible Thinkers in the Early Childhood Classroom Years: K to 3

    The ability to think flexibly in Mathematics is an important skill to acquire from the start of the mathematics journey. There are a range of strategies to assist this development and many of these strategies can be driven by stories which focus on mathematics. Young students should be given the opportunity to manipulate materials, draw the mathematics and communicate their knowledge. There are many graphic organisers which assist and organise their thinking. There are an emerging new set of brain compatible strategies which also assist in developing flexibility. This session explores a variety of strategies and will arm the participant to return to the classroom and try them out.

  • Patterning to Pre-algebra thinking in the F-2 classroom

    This session explores early patterning ideas to generalisations to develop logical thinking, algebraic thinking and how to solve problems using manipulative mathematics materials. Materials such as pattern blocks, three bear family, matchsticks, connecting people, two cm wooden coloured blocks and number balance will support the development of pre-algebra thinking to formal algebra. Focus is on the manipulation of mathematics materials, patterning, number sentences, collecting data, using tables, interpreting results , stating generalisations as a rule and using pro-numerals to describe repeating and growing patterns . These skills are needed to develop their understanding of Algebra. They assist in problem solving situations and develop student’s ability to improve their reasoning about mathematical situations.

Workshops for the 3/8 Classroom

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