Number of Day Narrative

Learner: Sameeha and Komal   Learning Coach: Mr Hattie          Date: 2016

Learning Area: Learning Habitat 1 - iDevelop

Learning Observed

Today I saw that Sameeha and Komal were working on a whiteboard doing a brainstorm. When I went over to see what they were doing I noticed that they had a number in the middle of the brainstorm and equations all around it. I ask them what they were doing and Sameeha replied “We are doing the number of the day. We have to make the number 20 as many ways as we can.” I could see that they had a lot of basic equations, so I asked them can you make 20 starting from 100? And instantly Sameeha started skip counting backwards in 10s which managed to get her the answer. I asked if she knew how to use a number line. She didn’t so we started working on it. Both Sameeha and Komal seemed to grasp this concept pretty quickly so I left them to carry on. 15 minutes later they both came back up to me to show me their new found Capabilities. They had number lines everywhere. Starting from 100, 1000, 200, and so on. They were so proud. I asked them about how they solved these and they said that Collaborated  on the ones we couldn’t do. Learner’s understanding of Learning Sameeha: I learnt how to use a number line to bigger numbers. Komal: I learnt different ways to make a number.

Evidence of learning

Look at the number line at the bottom. They have used it correctly and can explain how I solved the problem.

Next Learning Steps

Sameeha and Komal’s next learning steps are: Use number lines to help solve division problems. Solve multiplication problems using place value.

Math Clapping Narrative

Learner: Shubi, Navnoor, Riya and Sameeha           Learning Coach: Mr Hattie          Date: 8 June 2016

Learning Area: Learning Habitat 1 - iDevelop

Learning Observed

In Learning Habitat One the learners are getting more choice over the independent learning tasks that they are able to do during iDevelop. Today I observed Shubi, Navnoor, Riya and Sameeha playing a clapping game. My first thought was that they were off task and I moved over to them to direct them to a more meaningful task when I heard what they were actually doing. They had been taught this clapping game in a Mathematics Workshop by Mrs Patrick which was for practicing their skip counting in a fun way. From the group I over heard laughing, correct skip-counting, self correcting, and mentoring of others when they were unsure of the next part of the pattern. This is perfect evidence of innovative learning. They were engaged and enjoying their learning. During this game Shubi and Navnoor were using their Capabilities by helping others complete the pattern when they got stuck. Riya was showing Collaboration as she the game was a game that had to be done with partners and she discussed with the others about the next series of numbers. Sameeha was showing Connection because she talked about how skip counting was a lot like multiplication.

Evidence of learning

Next Learning Steps

Shubi, Navnoor, Riya and Sameeha’s next learning steps are: Practice basic multiplication facts Skip count backwards from 100 in 2’s, 3’s, and 5s. Instantly recall basic multiplication facts.