Workshops for the 3/8 Classroom

Richard has developed a range of workshops tailoring to the 3-8 classroom. These workshops cover pre-algebra to formal algebra thinking, geometry, mental thinking, problem solving, integrating fractions and cooperative learning. Specific workshops are also offered around the series of middle school math games that have been developed by Richard. Each of the workshops offered by Richard are interactive and are thoroughly enjoyed by all participants. 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:


  • 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.

  • Integrating Fractions within Maths: Years 4-7

    The world of fractions influences 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 and the idea that the whole keeps changing. The action of constructing fractions should be linked to fraction symbols. The flexibility in thinking extends the idea of fractions to link with decimals and percentage.

  • Statistics and probability in the primary classroom

    In this workshop you will be involved in collecting, organising, summarising, representing and interpreting data. Probability is one area of mathematics that many students find difficult to comprehend. Students often use the language of probability without fully understanding the meaning. Many students have problems with interpretation because it is dependent on their number knowledge.

  • Proficiency Strands in the Australian Curriculum

    In this workshop focus will be on the proficiency strands: Understanding, Fluency, Problem Solving and Reasoning. What is meant by each of these strands and how do they link to other content strands in the Australian Curriculum.

  • Co-operative Learning in the Mathematics Classroom

    In our changing world students should not only be taught individualistic and competitive interaction but also cooperative interaction. Co-operative learning broadens students’ range of experiences and prepares them for life at school, in society and future life in the workplace. It provides a variety of ways to communicate, higher level thinking and social skills. Importantly co-operative interaction gives all students the opportunity to be included in a positive learning environment. Cooperative learning can be described as means of providing opportunities for pupils to work together as a team in accomplishing a set of given objectives. It is collaborative in nature and focuses on individual accountability to team success. A major benefit of cooperative learning includes the development of social interaction skills

  • Problem solving and reasoning in the 4-7 mathematics classrooms

    It is important to develop student’s understandings and reasoning through the use mathematics manipulative materials. It is also important to link their understandings and reasoning to symbols and problems solving strategies.

  • Year 4-7 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 centered learning classrooms, independent learning and differentiation of the mathematics learning environment. The number knowledge in the games ranges from early decimal number for 9/10 year olds through to the use of addition, subtraction, multiplication, division, fractions, money and algebra understandings for 12/13+ year olds.

  • Mental Thinking “Using the Target Number Strategy” to Assess Students Understanding of Number

    In the classroom we are constantly asked to gain insights to whether students understand the mathematics they are using. This session introduces participants to the ‘target number strategy’ which is a strategy that can be developed for Year 1 to Year 8+. The ‘target number strategy’ sets up a number of organised activities which give students the opportunity to show how they mentally calculate, calculate in written form or calculate with a calculator. Mathematical ideas associated with the Year 1-8 ‘target number strategy’ include whole numbers, money, decimal numbers, indices, perimeter, area and the four operations. Mathematics ideas in this session will be linked to the Australian Curriculum. Linking mathematics ideas to number, mental thinking, fluency, problem solving and reasoning.

  • Geometry 4-7: The T’s of Spatial Thinking: Transform, Translate, Tessellate

    An important thinking skill for students to develop is the ability to visualize. They should be able to connect 3 dimensional models to their 2 dimensional representations. The ability to look at drawings or pictures to see the mathematics needs to be developed through a process that allows students to see the mathematics through ‘hands on’ constructions and drawings. Students need to progress from manipulative materials to drawings to abstractions and it should not be rushed. Without spatial activities that promote reasoning and visualising many students become lost and look ‘Spaced’ out as they try to figure out what the picture or drawing is trying to represent. Come along and be involved in activities that give students the opportunity to reason geometrically through materials, then drawings and then without materials? Hence, visualisation.

  • Patterning to Pre-algebra thinking to formal algebra: 4-7

    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 F2/3 Classroom

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