Sunday, July 21, 2019

Systems of Equations As91587(3.15) CTD

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.

I really enjoy teaching this topic with Geogebra as students clearly enjoy the practicality of the tasks. Learners also dealt with planes in 3D (not straight lines), which added to the complexity and excitement of the work.
Here are my instructions for learners to follow:

Achievement Criteria:
(1)   Form new equation
       Use GC-If answer=unique solution.
(2) Geometrical interpretation –Draw using Geogebra.
(3) Change of equation into context/write a conclusion.

Merit/ Excellence Criteria:
(1)   Form new equation
Prove algebraically-you must attempt by hand
Use GC-If answer=maths error
There are -Multiple solutions (dependent solutions) or No solutions (inconsistent)
0= Number means No solutions (inconsistent)
0=0 means multiple solutions (dependent solutions)
(2) Geometrical interpretation -Draw, Explain parallel, not parallel
(3) Put a change of equation into context/write conclusion.




Learners found the achievement section straight forward as they were able to use Graphics calculators/3D calculators in solving equations. The formation of questions were also manageable with the guidance of Dr Janni.

However, learners found Merit and Excellence sections more challenging as these equations had to be solved by hand and there were six different scenarios’s to choose from. In order to make this simpler, I got an idea from a chart in a calculus scholarship textbook. I then passed this chart and thinking on to my students and colleagues who found it incredibly useful in breaking equations down.



















In order to solidify algebraic understanding, I also encouraged students to collaborate on practice questions using a whiteboard to avoid careless mistakes. I also continually link everything back to SOLO taxonomy and wrote headings for each exercise to clarify where exactly we are at in equations.










Feedback: The HOD Mrs Singh came to observe one of my lessons and is happy with the progress made by students. 
Next step: learners have completed their internal and it is under marking. 
Reference: Scholarship Calculus AMA book.


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