Subject Selection and Future Pathways Evening

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.


Tamaki College will be offering Subject Selection Pathways evening on 28th of  August from 4pm to 6pm at the rec center where students and parents have the opportunity to connect with their tertiary providers, teachers, tutor, and dean. This enables them to make the best decisions based on how their course affects their future. I managed to make the above documents to promote Mathematics to our Department.

Link

3.15 Systems of equations Evaluation:

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.

3.15 Systems of equations Evaluation:

This is our third and the final internal. The percentage of students who gained Merit and Excellence has increased, thereby shifting achievement levels higher than Achieved. Overall, I am happy with these results. Comparing the results with 2018 there has been a 6% increase in learners gaining Excellence and Merit credits. These results contribute to Merit and Excellence endorsements.
I am happy the student who started this course without any prerequisite, has also gained three credits.
Also, my scholarship students finished this standard last year and are included in the evaluation.
• While I was working with the learners I noticed:
The whiteboards are really working. Learners  really enjoy having the opportunity to spend part of a lesson out of their seats, The multiple whiteboards are perhaps the most effective tools available for giving the students opportunities to develop their key competencies in Mathematics and Statistics – thinking, relating to others, using language, symbols and text, managing self and participating and contributing.

  Here is the learners' feedback.

Reading in Maths

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.

Junior Mathematics and reading

There are five strands in Mathematics; Number, Algebra, Geometry, Measurement, and Statistics + Probability.
I strongly believe that if learners’ have a strong understanding in Number this will facilitate the learning in the other topics. This was a lesson in Percentage (number) and I really enjoyed teaching it. I learned about this approach from the numeracy project introduced to the school by facilitators.

• The strategy is to change the English version into mathematical language
• Calculate the answer using the double number line strategy.

 Here is the ppt





Year11 Mathematics and reading-Number-As91026(4 credits)

Attached is one of the practice tests I prepared for my learners.

It’s Your Party!!
You are planning your 16th birthday party.
You are inviting 32 friends to attend your party.
All the invites are sent out and you realise that you have invited boys and girls in the ratio of 3:5.
Everyone has replied that they are coming to your birthday.
You find out that ¼ of the guests are vegetarians.
The caterer you are using tells you, that you as the birthday person you will not have to pay for any food or drink that you eat.
The price of a vegetarian meal is $11.25.
 The price for a non-vegetarian meal is 11% more than the cost of a vegetarian meal.
Drinks are going to cost you $2.75 per drink.
A boy will drink twice as many drinks as a girl.
Each girl will drink 3 drinks at the party.
All the prices are GST exclusive (GST is 15%).
1. Your father has asked you to calculate how much the party is going to cost, including GST.
2. Your father is aware that there may be a change of government soon and the opposition party have promised to change the rate of GST as soon as they are elected. This change will come into effect before you buy the food and drink for the party. Your father believes the new GST rate could be anything between 10% and 18%. He also expects there to be a different GST rate for food than for drinks. He would like you to inform him what the possible consequences of these changes might be to the cost of the party.

• The strategy is to underline the keywords first.
• Unpack the statements and create a table as shown below.

Statement(KNOW)		Working	Answer(unit)
Total guests	32
Boys (ratio)	3 out of 8	3/8 x 32	12 boys
Girls (ratio)	5 out of 8	5/8 x 32	20 girls
Vegetarians (fraction of quantity))	¼ of the guests	¼ x 32	8 guests
Price for vegetarian food	$11.25	8 x 11.25	$90
Price for Non-Veg (percentage increase)	11%  more=111%	1.11 X 11.25 =$12.49	24 x 12.49 = $299.76
etc

When the learners started to unpack their ideas into a table, it made it easier for them to understand the different aspects of the questions. It is also a clear format for all the information that they could use throughout their calculations. I did many practice questions using this approach and most students managed to get their 4 credits. 

 Marking schedule

Maths week Students' Competition

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.

Maths Week Students' Competition winners!

As I mentioned in the previous blog this competition happened Monday to Thursday(last week) and each day there were different challenges students have to answer. Every day the correct answers went into a draw for prizes and winners got announced on Friday by the Principal Soana  Pamaka at the year level assembly. See the winners below!!!

Ex students visit to My Inquiry class

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.


Today two of my old students, both Ex-students Paul Pamaka ( Electrical engineer, Downer) and Emma brown (PhD candidate, Auckland university) visited my class to promote self-efficacy, self-directed learning and immitate university environment.

 The visit was very productive as students learned more about the career and the many types of engineering that are offered. Students were particularly interested in biomedical and civil engineering. They agreed to come back next term to empower and strengthen further.

Paul Pamaka and Emma Brown

Maths Week DAY 4 Challenge

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.

   Welcome to the Junior Maths Week Competition day 4!

  
Here are the Rules:

·         There are four separate competitions, one at each level from Monday to Thursday.

·         Write the answer on a piece of paper and make sure to write your name/Surname, Tutor, Day (1 or 2 or 3 or4) and maths teacher.

·     Only one entry per person.

·       Entries close at 3 pm.

·     Calculators are permitted. Students need to hand in their answers at the end of class, interval or lunch- not during class.

Maths Week DAY3 Challenge

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.

   Welcome to the Junior Maths Week Competition day 3!

  
Here are the Rules:

·         There are four separate competitions, one at each level from Monday to Thursday.

·         Write the answer on a piece of paper and make sure to write your name/Surname, Tutor, Day (1 or 2 or 3 or4) and maths teacher.

·     Only one entry per person.

·       Entries close at 3 pm.

·     Calculators are permitted. Students need to hand in their answers at the end of class, interval or lunch- not during class.

Maths Week DAY 2 Challenge

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.

   Welcome to the Junior Maths Week Competition day 2!

  
Here are the Rules:

·         There are four separate competitions, one at each level from Monday to Thursday.

·         Write the answer on a piece of paper and make sure to write your name/Surname, Tutor, Day (1 or 2 or 3 or4) and maths teacher.

·     Only one entry per person.

·       Entries close at 3 pm.

·     Calculators are permitted. Students need to hand in their answers at the end of class, interval or lunch- not during class.

Maths Week DAY 1 Challenge

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.

    Welcome to the Junior Maths Week Competition day 1!

This year we are delighted to run a student competition as a part of Maths Week for the juniors.

This competition will be run from Monday to Thursday and each day there will be different challenges students have to answer. Every day the correct answers go into a draw for prizes and winners will be announced on Friday.

Here are the Rules:

·         There are four separate competitions, one at each level from Monday to Thursday.

·         Write the answer on a piece of paper and make sure to write your name/Surname, Tutor, Day (1 or 2 or 3 or4) and maths teacher.

·         Only one entry per person.

·         Entries close at 3 pm.

·         Calculators are permitted.

·         Students need to hand in their answers at the end of class, interval or lunch- not during class.

Monitoring - Differentiation

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.
    
Monitoring
I am working three important hypotheses to monitor my learners’ progress as we are getting closer to the External examinations. In this blog, I am looking at two.
I have been giving them “Do now” s every lesson to figure out the classical mistakes in Algebra as well as rewind their learning to recall what they have learned so far and to dig deeper to find their weaknesses and strengths. Also, most of the time whiteboards have been used by learners as they enjoy working in small groups on a whiteboard. I strongly believe that learners can learn from their mistakes.

“Do now”	Classical mistakes/Rewinding
	They forgot to square the 4.
	They struggled with the second question.
	Where is sec in the calculator Miss? They struggled to put that in the calculator.
	Few of them struggle to get the correct answer.
	This was the last lesson  last week, every single learner got it correct!!

I used whiteboards to address the above hypotheses.

Impact on students:
• The students really enjoy having the opportunity to spend part of a lesson out of their seats
• The students like having the opportunity to work in small groups with different people each time.
• The boards allow the students a public opportunity for solving problems – so students can be affirmed for their expertise and also have the chance to learn from each other.
• There is an increased opportunity for conversations around mathematical thinking both with each other and also with me.
• Students can take photos of the best practice once they are up on the whiteboards.
• Students can present their ideas to each other and to the class while developing their ability to effectively express their mathematical ideas.

Impact on me: 
• I have instant feedback as to which students need further support to be able to get started on the current work.
• “Do Now” strategy identify easily who understood the work of the previous lesson.
• I obtained feedback as soon as a new concept has been introduced.

Next: I will be working on the third hypothesis.