Numeracy

As Numeracy coach, I have visited all the multi-age units in our school and have used warm-ups to engage the students in Mathematics. The results have been noticeable with students eager to start their math lesson and focussed on what they have been doing. The lesson structure which is listed below also gives a purpose to the lesson. Students need to always be reminded of the focus of the lesson and what it is hoped they will learn.This is sometimes difficult for the students as they are often used to reflecting on what they did and not what they learned. Keep at this and their language and thinking will change to reflect their learning. This approach works in all curriculum areas. I would like to acknowledge the following resources: Brain Gym by Paul E. Dennison and Gail E Dennison ( Switched on Publications Brain Friendly workshops and books Phone/Fax 03 96968484) Maths on the Go Books 1 and 2 by Rob Vingerhoets. (MacMillan Education Australia Pty. Ltd)

Here are some Numeracy starters that will get those brains ready for lessons.

Brain Gym 1. Lazy 8s Drawing the Lazy 8 or infinity symbol enables the student to cross the visual midline without interuption, thus activating both right and left eyes and integrating the right and left visual fields. The 8 is drawn on its side and includes a definite midpoint and separate left and right areas, joined by a continuous line. Teaching tips Variations Say the directions Do it with eyes closed Hum while doing Lazy 8s Draw in air, use streamers, use different tactile surfaces Graduate the 8 from larger to smaller sizes. This is also good for reading, writing, and reading comprehension.
 * The student aligns his body with a point at eye level. This will be the midpoint of the 8.
 * The student chooses a comfortable position for drawing the Lazy 8, adjusting the width and height to fit his/her best needs. (It is best to involve one's full visual field and the full extension of both arms.)
 * The student may use the left arm first to activate the right hemisphere immediately.
 * He/ she starts on the midline and moves anti-clockwise first: up, over, and around. From from his/her waist he moves clockwise: up,over, and around. Then from his/her waist he/she moves clockwise: up, over, around, and back to the beginning midpoint.
 * As the eyes follow the Lazy 8, the head moves slightly and the neck remains relaxed.
 * Three repetitions with each hand separately, then with both together, are recommended. Two colours of ink or chalk may be used.

2. Cross Crawl Sit Ups Cross crawl sit ups strengthen the abdominals, relax the lower back, and activate the left and right brain hemispheres. They develop co-ordination of the core,postural muscles and a sense of organisation around the body's midline. Teaching tips
 * The student does Cross Crawl sit ups on a padded surface to protect the tailbone.
 * The student does the movement while positioned on his back. The knees and head are up

1. Warm up (5-20 minutes) 2. Introduction ( 5- 10 minutes) 3. Student Task ( 25- 35 minutes) 4. Share/ reflection (5- 10 minutes)
 * __Lesson Structure__**

The purpose of the warm up is to get the students ready for their math lesson. It can relate to the lesson topic but doesn't have to. The aim is to get those brains thinking about math. The introduction is setting out the purpose of the lesson and telling the students what they are going to **Learn** and not necessarily only what they are going to do. After this it is time for the students to work on set task(s) and teacher to circulate to tables or groups. This is when the teaching takes place on individual or group basis. Good time to write anecdotal notes on sticky notes. Great time to see what students know or what they need to learn. The share reflection time is time for the students to share what they learned not what they did. It may take awhile to train students to reflect on what they have learned.

__**Warm Up activities to engage students in Math.**__ These warm ups can be found in Rob Vingerhoets "Maths on the Go" books 1 and 2. They are excellent for engaging students by being fun and can be used as a teaching focus. They can also be a good revision resource. Their main purpose is to get students to think mathematically and to use appropriate language that relates to their maths. The activities cover number, space, logic, measurement, chance and data and mental computation. Since I began using these warm-ups the students have found math more enjoyable - the once, more reluctant students have become focussed. In my role as numeracy coach, I have found this true through all levels of the school and other teachers have commented that their students find math more enjoyable and are more focussed. The warm up defines the start of the math lesson.

Tell Me Something About.... Years Prep- 6 Number Mastermind. Years Prep-6 What's my number? Years 4-6 Four-move Wipe-out Years 2-6 The Calculator Versus the Computator Years 2-6 Maths with a Metre Ruler Years 3-6 Just Gridding Years 2-6 Equator Years 4-6 Order Order Years 3-6 BTs ( Brain Teasers) Years 3-6 The Human Number Line Years Prep-6 The Magic 8 Years Prep- 2 Pattern Block Numbers Years 1-2 Pick It Out Years Prep-2 Connect the Numbers Years 2-6 Grab a Zero Years 3-6 Match-Up to 1 Years 4-6 Closest to 1 Years 5-6 Probability Lines Years 1-6 Deal a diamond Years 3-6 Ninny Ninny Years 2-6 The Tough 6 YearsPrep-3 Greedy Pig Years 2-6 Venn Diagrams Years Prep-6 Thinking Linking 1 Years Prep-2 Thinking Linking 2 Years Prep-2 The Human Birthday Graph Years Prep-3 Four Corners Years 1-6 Two Coins on a ruler Years 2-6
 * Warm ups for Number.**
 * Warm ups** **for Chance and Data.**

Beat the V Volume,Time Years 4-6 Take 10 Seconds Years 4-6 Grab the Ruler Years 4-6 Be There in a Minute Years 2-5 If You've Got It_ Measure with it Years 1-2 Steppin' Out Years 3-5 Like a Pendulum Swings Years Prep-6 Triangular Areas Years 5-6
 * Warm ups for Measurement.**

Where's the Letter? Years4-6 Back to Back Years 2-6 Hear the Shape Years Prep-6 Give Me Some Direction Years Prep-6 Tell me Ten Things About...Years Prep-6 Left, Right,Compass and Clock Years Prep-6 We're Going on a Shape Hunt Years Prep-6 The Big Space Quiz Years 4-6
 * Warm Ups for Space**

Mind Reader Years Prep-6 How Much in My Pocket? Years 2-6 Heads or Hips? Years 2-6 What is the Question? Years 2-6 The Number Formerly Known As....Years 2-6 Date Maths Years 3-6 And the Biggest Answer Is....Years 3-6 All the Ballpark Years 4-6
 * Warm Ups for Mental Computation**

I Hate Maths! Years Prep-6 Word Football Years 3-6 Os and Xs - With a Difference Years 1-6 Who Wants to be a Mathematician?Years 3-6
 * Warm Ups for General Activities**

Research shows that students are better engaged in mathematics and find learning more enjoyable when it is part of an inquiry approach to learning. The following article highlights the importance of inquiry based learning for students long-term engagement. [|www.aare.edu.au/08pap/mak08723.__pdf__]
 * Approahes for teaching and learning of mathematics**

__** What does the teacher look like in the Engagement phase of Numeracy? **__ In the engagement phase of the numeracy lesson the teacher is active but knows when to get off the "stage". While giving a **warm up** the teacher should create interest and promote curiosity by asking questions that promote thinking. The students should all participate at their different levels of learning. The warm up does not have to be always related to the lesson but can be used to key students into mathematcal thinking and to get brains ready for numeracy. Since I have been using warm-ups before each math class, I have noticed a raised level of student engagement, a sense of belonging in the math class, more co-operation between students and parents have commented that their children are "talking" more about math at home and trying some of the warm-ups with family. The students enjoy math classes are are always eager to participate. I know this is due to warm ups and their "fun" aspect to learning. During the warm up, the teacher can quickly assess prior learning and keep in mind the students who need extending or those who need extra help. (See references above for warm-ups) In the lesson **introduction**, the teacher establishes clearly what the learning goals are, develops shared ideas about what student behaviours are expected and answers clarifying questions from students. The teacher also clarifies hands-on materials to be used. When students are sent off to do their work, the teacher is **active**. This is where 1-1 learning takes place. It's a good idea for the teacher to record student behaviours for later assessment. Sticky notes are an easy way to do this.The information on the notes can then be transferred to more formal assessment files. This is the time where students can present with difficulties in their understandings and it is a time for the teacher to work with these students. The teacher cannot get to every student in this session so it is a good idea to focus on different students throughout the week. They key focus to engage students in numeracy is to be active and record what students learn or need to learn. The teacher also needs to explain explicitly what is expected of students in the student task part of the lesson. Keeping accurate assessment records is also essential.
 * Active teachers, engaged Students and a variety of assessment strategies are essential for learning. **