Plan for AS91262 (2.7 ) Apply Calculus methods in solving problems (External 5 credits)

Plan for AS91262 (2.7 ) Apply Calculus methods in solving problems (External 5 credits)

My learners have finished Algebra AS91261 (2.6 ) and the last internal As91269 Systems of equations(2.14, internal 2 credits). 

This topic is L2 Calculus and the pathway to the Year13 Calculus course.
I got student input on how to teach this topic and after a discussion with my students. I made the following planning decisions:
• Applying SOLO taxonomy, to work on Achievement/Merit/Excellence.
• Spending more time on Keywords, Differentiation, Integration, Kinematics, Optimisation, and wordy questions.
• “Do now” questions every day to work on Calculus skills.
•  Dr janni Van Hees will assist in tackling complicated contextual questions.
• Tracking sheet will be used to track their progress.
• Continuing my study classes on Wednesdays and Fridays (after school hours.)
•  I will give students a Chunk, Chew, Check to retain the knowledge until examinations(November).
• At the end of the topic, learners will be sitting a practice test as this is an external topic.
• Using the online whiteboard, videos, lots of repetitive practice form past papers, and education perfect to make my online lessons more effective.
•Go hard with their homework.

Also, I am going to give lots of practice during extra study classes  to prapare them for mock examinations next term which decide their derived grade. My upcoming holiday class focus will be on  past papers.

       Next step: GOSOLO for AS91262 (2.7 ).

GO SOLO AS91261 (2.6 ) Algebra

GO SOLO AS91261 (2.6 ) Algebra
I found Solo very  useful to plan and teach, here is the breakdown


Achieve
Apply algebraic methods in solving problems:
• selecting and using methods
• demonstrating knowledge of algebraic concepts and terms
• communicating using appropriate representations.
Manipulate algebraic expressions
Expand brackets up to 3 factors
Factorising expressions including quadratics
Use fractional and negative indices
Change the subject of the formula
Use elementary properties of logarithms
Simplify rational expressions.
Solve equations involving.
Multi-step linear equations or inequations,      eg 3(2x − 5) = 5x + 7
Quadratics that can be factorised      eg 2x2 − 11x = 21
Polynomials in factorised form   eg 3x2(x − 7)(2x + 6) = 0
Simple logarithmic and exponential     eg Log2x = 2,  2x = 64
Forming and solving linear/linear simultaneous equations.
Merit
Relational thinking involves one or more of:
• selecting and carrying out a logical sequence of steps
• connecting different concepts or representations
• demonstrating an understanding of concepts
• forming and using a model;
and also relating findings to a context, or communicating thinking using
appropriate mathematical statements
Solve problems involving equations.
Assessment will be based on a selection from:
- quadratics requiring the use of the quadratic formula
- linear/non-linear simultaneous equations
- exponential eg 134x-5 = 6.
non-linear equations may be given as appropriate to the complexity of the problem.
Students will be expected to solve problems in context.
Excellence
Extended abstract thinking involves one or more of:
• devising a strategy to investigate a situation
• identifying relevant concepts in the context
• developing a chain of logical reasoning, or proof
• forming a generalisation;
and also using correct mathematical statements, or communicating
 mathematical insight.
Choose algebraic techniques and strategies to solve problems.
Where appropriate, interpretation of a solution will be expected and
 may involve the nature of the roots of a quadratic.
Next topic: Reflection on Trigonometry

Plan for AS91261 (2.6 ) Apply Algebraic methods in solving problems (External 4credits)

 Plan for AS91261 (2.6 ) Apply Algebraic methods in solving problems (External 4 credits)

This is their fourth topic and will be taught during the last four weeks of term2  according to the year planner. I am going to start Algebra(2.6, External) tomorrow. And with the knowledge, my learners will gain an extra two internal credits As91269 Systems of equations(2.6, internal 2 credits) too.

This topic is a combination of Algebraic skills and contextually based questions Algebra.
I got student input on how to teach this topic and after a discussion with my students. I made the following planning decisions:
• Applying SOLO taxonomy, to work on Achievement/Merit/Excellence.
• Spending more time on Algebraic skills, Forming equations, hard factorising, Simplifying, and rearranging.
• “Do now” questions every day to work on Algebraic skills.
• Focusing on the interpretation of questions and keywords. Mrs Latu will assist by translating wordy questions for one of Tongan ESOL students and Dr janni Van Hees will assist in tackling complicated contextual questions.
• Using Google calendar to set lessons and Alegra workbook for homework.
• Tracking sheet will be used to track their progress.
• Continuing my study classes on Wednesdays and Fridays (after school hours.)
•  I will give students a Chunk, Chew, Check to retain the knowledge until examinations(November).
• At the end of the topic, learners will be sitting a practice test as this is an external topic.
• Using the online whiteboard, videos, lots of repetitive practice form past papers, and education perfect to make my online lessons more effective.

Also, I am going to give lots of practice during upcoming holiday break to prapare them for mock examinations next term which decide their derived grade. My holiday class focus will be on expanding brackets,Simplyfing, Solving (Linear/Quadratics),rearranging, logs and past papers.

       Next step: GOSOLO for Algebra(2.6) and Systems of equations(2.14).

GO SOLO AS91259 (2.4 ) Trigonometry

GO SOLO AS91259 (2.4 ) Trigonometry



I found SOLO taxonomy very useful for teaching, learning and marking. 
 Achievement
  Learners will demonstrate competency in at least two different methods
  listed
   Length of an arc of a circle,
   Area of a sector of a circle
   Sine rule,
   Cosine rule,
   Area of a triangle
   Merit
   Students will demonstrate competency in at least two different methods and
   use at least one type of relational thinking across their solutions.
   Solve problems and model situations that require them to apply
    trigonometric relationships, including the sine and cosine rules,
   in two and three dimensions
   solves problems that can be modeled by trigonometric relationships
   uses the area formula for triangles and the sine and cosine rules
   to  solve problems
   uses radian measure
  Excellence
   Students will demonstrate competency in at least two
   different methods and use extended abstract thinking across
   their solutions and answer question
   fully relating to the problem.
   Arc length and area of sector problems:

Plan for AS91259 (2.4 ) Trigonometry

 Plan for AS91259 (2.2 ) Apply Trigonometric relationships in solving problems (Internal 4 credits)

Achievement		Achievement with Merit	Achievement with Excellence
·       Apply Trigonometric relationships in solving problems.		·  Apply Trigonometric relationships, using extended abstract thinking, in solving problems.	·       Apply Trigonometric relationships, using extended abstract thinking, in solving problems.

This is their third topic and will be taught between week 2 to week 6 according to the year planner. I have been working through Trigonomtyy (2.4, Internal) with my 12MAA.
This topic is a combination of Algebraic skills, contextually based questions with Aera of non-right angled triangles, Cosine rule, Sine rule, Area of the arc, and sector. I am very excited to dive deeper into this topic because it is the first time I am online teaching through solving and working through contextually based questions.  I am very confident this will give students another concrete foundation towards the calculus pathway.
I got student input on how to teach this topic and after a discussion with my students. I made the following planning decisions:
• Applying SOLO taxonomy, to work on Achievement/Merit/Excellence.
• Spending more time on Algebraic skills, forming equations and applications.
• “Do now” questions every day to work on Trigonomtris skills.
• Focusing on the interpretation of questions and keywords. Mrs Latu will assist by translating wordy questions for one of Tongan ESOL students and Dr janni Van Hees will assist in tackling complicated contextual questions.
• Using Google calendar to set lessons and video the lesson for rewinding purposes.
• Tracking sheet will be used to track their progress.
• Continuing my study classes on Wednesdays and Fridays (after school hours.)
•  I will give students a KWL chart to facilitate better learning.
• At the end of the topic test, I am going to get feedback from the students to get a better insight into their strengths and weaknesses in order to organise a resit if needed.
• Using the online whiteboard, videos, and education perfect to make my online lessons more effective.



Next step: Apply SOLO taxonomy to graphical methods in solving problems AS91259 (2.4 ).

Practice and Revision 2.2 Graphs Ctd Term2

We started Term 2 in full swing with online teaching.
I gave all the learners' information and teaching content on my site. I planned to link every single lesson on the google calendar and record them so students could go back and rewind learning. It went very well, and I enjoyed acclimatising to this new way of teaching.
For the last two weeks, I have been working on practice tests with students, recording their progress on the tracking sheet, and then they did the final test last Friday.
So far, 14 students managed to finish the practice test successfully and 14 out of 22 students came online to do the internal. Most of them completed it and the rest stopped halfway due to technical issues.
I have decided to catch up with students after school hours and start planning the next topic next week (3). Those who failed to come online due to various reasons may continue after school hours if needed.
Through this journey my learners and I have made good progress as detailed below:
(1) Collaboration with whanau
(2) Leaners have more independent and are experiencing self-efficacy.
(3) No behavioral issues.
(4) Making use of online whiteboard(miro white board) when asked complicated questions and Algebraic questions.
(5) Effective online testing.
(6) Rewardable learning.
(7) An effective way of differentiation.
(8) Online feedback and marking the progress on a tracking sheet.
(9) My relationship with my learners was strengthened.
(10) I normally provide students with the Graphics calculator; however, they are currently locked in the classroom. Two students went online and bought calculators to sit the test with, which was really pleasing for me.

Student instruction

Tracking sheet

Next step: I will continue these pleasing learning progress with the next Trigonometry topic next week.

Tweak in teaching in due to covid-19.

Tweak in teaching in due to covid-19

After Term 1,week 8, I did a  tweak my teaching due to the COVID-19 lockdown. Learners access lessons via google meet, and here are a few of the tweaks:

• All lessons are linked to Google calendar so we can easily access learners’ work.
• Greater usage of Educational perfect and online tools like online calculator, Desmos, Geogebra and NZgrapher..
• Learners got informed with instructions on how to work on google meet.
• Tracking sheets are used effectively.
• Following Lenva’s PowerPoint instructions that explained all online requirements.
• Recording video lessons for rewindable learning that students could refer to.
• All practice test/internals are now carried out online.
• I found it very useful to use an online whiteboard to teach complicated questions so that students could follow along more easily.
• Making use of student dashboard.

• Blogging

Week 9/ Term 1

Lesson description

Tracking sheet

Here is the progress after week 9(last column).

Next step: will continue term2.

GO SOLO Apply graphical methods in solving problems AS91257 (2.2 )

GO SOLO Apply graphical methods in solving problems AS91257 (2.2 )

Using SOLO taxonomy involves learners to differentiate their own learning and makes the
process behind learning explicit. It highlights the difference between surface and deep understanding, helping students understand where they are on that spectrum, and what
they need to do to progress.
My learners found SOLO taxonomy very useful to understand the NCEA breakdown A/M/E.

Achievement

At least two graph sketched

Equations written

Domain stated

Range stated

Two features described for each

Transformation described

Merit

At least three graph sketched

Equations written

Domain stated

Range stated

Two features described for each and interpreted

Transformation described

Excellence

At least two graph sketched with pronumerals

Equations written

Domain stated

Range stated

Next step: Tweak in teaching in due to covid-19.

Plan for AS91257 (2.2 ) Apply graphical methods in solving problems

Plan for AS91257 (2.2 ) Apply graphical methods in solving problems (Internal 4 credits)

Achievement		Achievement with Merit	Achievement with Excellence
·       Apply graphical methods in solving problems.		·  Apply graphical methods, using extended abstract thinking, in solving problems.	·       Apply differentiation methods, using extended abstract thinking, in solving problems.

This is the second topic and will be taught between week 6 to week 11 as seen in the year planner. I have been working through Graphical methods (2.2, Internal) with my 12MAA.
This topic is a combination of Algebraic skills and contextual based questions with piecewise graphs. I am very excited to dive deeper into this topic because it is the first time I am teaching through solving and working through contextual based questions. Even though it is a challenging topic, I am very confident this will give students a concrete foundation towards the calculus pathway.
I got student input on how to teach this topic and after discussion with my students. I made the following planning decisions:
• Applying SOLO taxonomy, to work on Achievement/Merit/Excellence.
• Spending more time on Algebraic skills, forming equations and applications.
• “Do now” questions every day to work on Algebraic skills.
• Focusing on interpretation of questions and key words. Mrs Latu will assist by translating wordy questions for one of Tongan ESOL students and Dr janni Van Hees will assist in tackling complicated contextual questions.
• I have made a booklet to meet all the learners’ need.
• Tracking sheet will be used to track their progress.
• Continuing my study classes on Wednesdays and Fridays (after school hours.)
• Halfway through each topic, I will give students a KWL chart to facilitate better learning.
• At the end of the topic test, I am going to get feedback from the students to get better insight on their strengths and weaknesses in order to organise a resit if needed.
• For Excellence level students, I will be focusing on forming a generalisation using correct mathematical statements and communicating mathematical insight.

Next step: Apply SOLO taxonomy to graphical methods in solving problems AS91257 (2.2 ).

Tracking sheet