The only way to do Mathematics is to learn Mathematics

 Today for our Staff meeting we have our Mathematics Advisor, Sue Pine come to talk to us. Today our focus was planning for Evidence.
How can we collect evidence for Mathematics instead of relying on GLOSS?
Rely more on classroom evidence and information of students learning in the class.
What do we need to cover to get to the assessment tasks.
Unpacking/mapping a task. Identifying what they need to be able to do in order to get to where they should be.

How the child approaches the tasks shows us where the child is at.

1. What is the Maths language to be able to perform the tasks.
2. What are the measurement concepts (standards)
3. What are the number concepts/strategies/demand.

We looked at illustrations from NZ Maths site and looked at how we could tell the difference from year 6, 7, 8. 

Above is the illustration of what a child should be able to do at the end of year 6.

Here is an illustration of what a child should be able to do at the end of year 7.

Here is what a child should be able to do at the end of Year 8. 

Curriculum Elaborations-This rubric can be used as a form a assessment analysis for target children and finding where they sit and where the GAP to be able to accelerate Target children from Maori Backgrounds. 

second-tier teaching resource 

I found this meeting really informative as having these examples will really help me with my planning as well as being able to collect information for Mathematics. It was really good to be able to have a look at the different stages and being able to compare and spot the differences in the stages the strategies that children use at those stages.