How can I Moderate in Maths?!

Te oro Karaka Kāhui Ako WST meeting notes

Maths and Statistics Workstream

Thursday 16th May 2024. 

3.45-5.00PNINS Staffroom

A great ‘Warm up’ game

https://wodb.ca/  

What does this game tell us about the benefit of rich tasks and moderation?

Low floor, high ceiling. Accessible to all.  Fun because it’s engaging and interesting.

Here’s another similar problem solving website: https://solveme.edc.org/whoami/ 

Group discussion:

How do we assess maths at our school?	All schools PAT maths (most twice a year) All schools GloSS and JAM Many schools IKAN and DInah Harvey Knowledge tests Many schools use Hero level descriptors One school uses E-Astle
What is the purpose of moderation? Do you moderate in your school? Do you moderate in Maths?	To improve our decision making. To affirm our judgements.  “Just in writing” from most schools No from most schools. One is experimenting with rich task moderation

Let’s have a go! We read the activity: https://nzmaths.co.nz/resource/over-rainbow 

 - a Level 2 Rich Task.

Mark & Richard had previously completed this activity with their classes and provided copies of work samples for moderation.

Using the NZ Curriculum Maths Number descriptors (below), we (as a group) levelled the work (1,2,3,4 or 5) and justified why.  

It was easy to sort the work samples using the level descriptors.  Most beneficial was the fruitful and robust conversations that were had when teachers were justifying their judgements.

We finished the session by encouraging the group to go back to their schools and try this moderation with their team/school.  You should try it too!

Level 1	Level 2	Level 3	Level 4	Level 5
Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Number knowledge Know the forward and backward counting sequences of whole numbers to 100. Know groupings with five, within ten, and with ten.	Number strategies Use simple additive strategies with whole numbers and fractions. Number knowledge Know forward and backward counting sequences with whole numbers to at least 1000. Know the basic addition and subtraction facts. Know how many ones, tens, and hundreds are in whole numbers to at least 1000. Know simple fractions in everyday use.	Number strategies Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages. Number knowledge Know basic multiplication and division facts. Know counting sequences for whole numbers. Know how many tenths, tens, hundreds, and thousands are in whole numbers. Know fractions and percentages in everyday use.	Number strategies and knowledge Use a range of multiplicative strategies when operating on whole numbers. Understand addition and subtraction of fractions, decimals, and integers. Find fractions, decimals, and percentages of amounts expressed as whole numbers, simple fractions, and decimals. Apply simple linear proportions, including ordering fractions. Know the equivalent decimal and percentage forms for everyday fractions. Know the relative size and place value structure of positive and negative integers and decimals to three places.	Number strategies and knowledge Reason with linear proportions. Use prime numbers, common factors and multiples, and powers (including square roots). Understand operations on fractions, decimals, percentages, and integers. Use rates and ratios. Know commonly used fraction, decimal, and percentage conversions. Know and apply standard form, significant figures, rounding, and decimal place value.