Direct Instruction
The learning intention for this lesson was:
Phase 1 NZ Maths Curriculum (Number - Operations)
- add and subtract numbers up to at least 100
(e.g., 43 – 28, 37 + 18)
The video shows how I teach a group of Year 3/4 children how to apply Place Value partitioning to solve a subtraction problem. Previous to this they have confidently been using this strategy to solve addition problems.
Reflection
This lesson on subtracting using Place Value partitioning went well overall. The children grasped the concept effectively. In the realistic teaching world, I spent way too long with this one group. If I was to do it again, I would have done the ‘Learn’ part on Day 1 and introduced/modelled the ‘Create’ part on Day 2.
Watching this back reminded me how easy it is to underestimate how children quickly adapt to digital tools. This reminded me that they are fast digital learners and often teach me new tricks and shortcuts.
From a filming perspective, I want to explore different angles and perspectives to better capture the learning process.
Some children, particularly the Year 3s, found the create task a bit fiddly, as they are still developing their fine motor skills whilst using the touch pad. When moving shapes on the slide, they would accidentally resize them. More practice with this type of task will help refine their digital manipulation skills.
a. Ethan played in the waves with 36 swordfish. Then 14 swam off. How many swordfish were left?
b. There were 58 crabs wanting to join in with the swordfish. 16 of the crabs were babies. How many were adults?
c. Some seahorses came to have a race with Ethan. 79 of them entered the race. Only 43 finsihed the race. How many didn't finish?
24 - 13 = 65 - 24 =
46 - 24 = 78 - 34 =
59 - 36 = 67 - 43 =
89 - 46 = 96 - 42 =
35 - 12 = 37 - 21 =
48 - 25 =
