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# Number Algebra - Expressions Algebra - Equations Algebra - Patterns and Relationships Measurement...

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CGHS Experience

NumberAlgebra -

ExpressionsAlgebra -

Equations

Algebra - Patterns and Relationship

sMeasureme

ntTrigonometr

y Statistics Probability

Algebra Skills

Assessment /50

4 4 3 4 4 4 64 4 4 3 4 4 13 3 4 3 4 4 23 3 4 4 4 1

4 4 4 3 4 4 83 3 3 3 5 4 14 3 3 4 4 4 4 3 04 3 3 4 4 4 53 3 3 3 4 3 04 4 3 4 4 4 4 4 34 3 4 3 4 4 04 3 3 4 4 4 4 4 13 4 3 3 3 3 04 4 4 4 4 4 2

4 4 4 3 5 4 14 3 3 4 4 4 2

4 1 1 1 34 3 3 3 4 4 2

The background – the class

NumberAlgebra -

ExpressionsAlgebra -

Equations

Algebra - Patterns

and Relationship

sMeasureme

ntTrigonometr

y Statistics Probability

Algebra Skills

Assessment /50

4 4 3 4 4 4 610BN 4 4 4 3 4 4 110DI * RW3 3 4 3 4 4 210DI * RW3 3 4 4 4 110DI * RW

12 LS4 4 4 3 4 4 810DI * 3 3 3 3 5 4 110DI * RW4 3 3 4 4 4 4 3 010BN 4 3 3 4 4 4 510DI * RW3 3 3 3 4 3 010DI * RW4 4 3 4 4 4 4 4 310PC 4 3 4 3 4 4 010DI * RW4 3 3 4 4 4 4 4 110BN 3 4 3 3 3 3 010DI * 4 4 4 4 4 4 210DI * RW

10DI * 4 4 4 3 5 4 110DI * 4 3 3 4 4 4 210DI *

4 1 1 1 310PC 4 3 3 3 4 4 210DI * RW

ESOL

Pink = students with learning support issues

Pathways

Numeracy Requirements for NCEA Level 1

The numeracy requirement for NCEA Level 1 changes from the current 8 credits to 10 credits from 2012.

Numeracy can be acquired through:

Either Unit standards.Three numeracy unit standards (all 3 needed)

Or Achievement standards.Any AS in mathematics and statistics ORSpecific AS available in a range of subjects

Three Numeracy Unit Standards (Draft titles):

Statistics•Interpret statistical information in solving a problem

Measurement•Use measurement to solve problems

Number•Use number to solve problems

Numeracy unit standards: Number, Measurement, Statistics

Three Achievement Standards◦AS 1.1 Number◦AS 1.10 Statistics*◦AS 1.12 Chance and Data*

* Numeracy and Literacy◦AS 1.5 Measurement replace Chance and

Data

2011 Plan

Term 1 Personal Finance Going Flatting

Term 2 Costing an Event Personal Health

Term 3 Design and Decorate Sport

Term 4 Mop up

Term Plan - Themes

Term Assessment Standard Assessment Date1 Collecting

US 26623,US 26627US26626

Projects & Assignments Ongoing Through the term

Number AS 91026 (1.1) Internal Thursday 14th April, Term 1

2 Collecting Evidence for your portfolio

US 26623,US 26627US26626

Project & Assignments Ongoing Through the term

Statistics AS 91035 (1.10) Internal – 2 days

Tuesday – Thursday 28th – 30th June, Term 2

3 Collecting Evidence for your portfolio

US 26623,US 26627US26626

Project & Assignments Ongoing Through the term

3 Probability AS 91038 (1.13) Internal - 2 days

Tuesday – Thursday, 4th- 6th October, Term 3

4 Collecting Evidence your portfolio in the Numeracy standards.

US 26623,US 26627US26626

Project & Assignments Ongoing Through the term

Assessment Plan

NZQA resourceshttp://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/literacy-and-numeracy-level-1/

General Resources:

Clarifications of the standards

NZAMT thematic units http://nzamt.org.nz/themed-units

Skills Workshop: http://www.skillsworkshop.org/numera

cy

www.nelsonsecondary.com Putting Maths to Work series by Fay Cowin

Resources

Achievement Standards are doable but take time Language/literacy skills are the drawback Time needed to develop worksheets Lots of repetition in different situations Students re engaged if it is meaningful and they

have a relationship with you Short bursts good Homework!... Themes need work – need resources Once they get success where do they go?/what

do they do? Evidence collection

The experience

Results

Clarification of the numeracy unit standardssee the NZQA document on this

Interpret Statistical Information in Solving a Problem

Focuses on statistical literacy: Interpreting statistical information to draw conclusions that contribute to answering a question related to the overall objective of the learning.

Note:Data may be supplied to the students. Students may use data they have collected.

Element 1 ( This is one element standard)Interpret statistical information in solving a problem

Performance Criteria1.1 The general features of the information are identifiedRange: general features may include but are not limited to

-measures of centre (mean, median, mode)-measures of spread -trends-unusual features ( eg extreme values)

1.2 Conclusions are drawn based on the evidence from the statistical information1.3 The conclusions drawn are appropriate and reasonable in terms of the information provided and the problem.

Interpret Statistical Information in Solving a Problem

Example for the statistics unit standard

A student is interested in athletics. As part of a statistical investigation, she:

• gathers statistical information for world record times for the men’s 100m,

• identifies features and trends in the data, and• makes tentative suggestions about when the record might

reach 9.5s.Evidence for statistics standard may be gathered from the

second two bullet points.

Use Measurement to Solve ProblemsFocuses on students taking their own measurements, using them in simple calculations and using the result in a meaningful way to solve a problem relevant to the context.

This involves more than just taking a measurement and calculating a result from it.

For example: The learning context is ‘redecorating my bedroom’. A student measures the dimensions of a wall, calculates the area then decides how much paint to buy in order to paint the wall.

Element 1 ( This is one element standard)Use measurements to solve problems.

Range: measurements include at least four of -length, capacity, mass, angle, time, temperature

Performance Criteria1.1 Effective methods are selected and used to solve problems.

1.2 The methods used are described in terms of their appropriateness to the problems.

Use Measurement to Solve Problems

Element 1 ( This is one element standard)Use number to solve problems.

Performance Criteria

1.1 Effective strategies are used to solve problems.

1.2 The methods used are described in terms of their appropriateness to the problems.

Use Number to Solve Problems

Use Number to Solve ProblemsFocuses on students using a variety of types of numbers and operations in a meaningful way to solve a problem that has currency in the context of the learning.

The result of the calculation must contribute to solving a meaningful problem. This involves more than simply doing calculations just to demonstrate mastery of a skill or procedure.

For example: The learning context is ‘budgeting for my holiday’. A student calculates expenditure and income for a week to determine whether they have enough money to go on a trip at the weekend.

Use Number to Solve ProblemsFocuses on students using a variety of types of numbers and operations in a meaningful way to solve a problem that has currency in the context of the learning.

The result of the calculation must contribute to solving a meaningful problem. This involves more than simply doing calculations just to demonstrate mastery of a skill or procedure.

For example: The learning context is ‘budgeting for my holiday’. A student calculates expenditure and income for a week to determine whether they have enough money to go on a trip at the weekend.

Element 1 ( This is one element standard)Use number to solve problems.

Performance Criteria

1.1 Effective strategies are used to solve problems.

1.2 The methods used are described in terms of their appropriateness to the problems.

Use Number to Solve Problems

Achievement Standards are doable but take time Language/literacy skills are the drawback Time needed to develop worksheets Lots of repetition in different situations Students re engaged if it is meaningful and they

have a relationship with you Short bursts good Homework!... Themes need work – need resources Once they get success where do they go?/what

do they do? Evidence collection

Our overall experience

Results so far

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