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!!!

PEEL Structure

My appraisal goal two(Personal Goal) is to increase the number of 14+ credits in year 12 and year 13(Mathematics).

#1.  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  NCEA years 11-13. As a CoL leader within school, I  am more interested in inquiring about student learning and my own practice.

Our Mathematics department,Year11 and Year12, are moving to Statistical investigations next term.

We will be using the PPDAC cycle to write an investigation.

P- Problem, P-Plan, D-data, A-analysis and C-Conclusion.

The following will be focusing on A-analysis
Learners found it challenging writing Analysis, so I did a PD(09/4/2019) on PEELstructure- which breaks down how to write a paragraph to explain graphs and discuss sample distributions. My colleagues found it useful and I hope this will shift learners' achievement.

                                                                                   

                                                                                                                              

Year11 Example

DISCUSSION OF SAMPLE DISTRIBUTIONS

It is good to use the acronym DISCUSS to remember the aspects of the sample distributions that you need to compare.

D	iscuss
I	nitial  Interpretation	First impressions – similar/different
S	hape	Symmetry, Skew, Unimodal
C	entre	Medians
U	nusual	Outliers, extreme values, gaps
S	pread	IQR, Standard Deviation
S	hift/Overlap	Comparison of middle 50% - shift along the scale and overlap

For each aspect you need to write a paragraph that is in context. It is important that each time you finish your paragraph that you go back and check that you cannot see generic terms such as: “sample median, population median, the interquartile range…….”  And that you are consistent with the way that you label the sample, the variable and the population.

(You need to write about 2 aspects for achievement/merit and 3 aspects for excellence)

When constructing your paragraphs, remember PEE(only for year11)

Point	What you see In my sample I noticed….        (comparison statement)
Evidence	Give values  (statistics) The evidence for this is….        (give the values to back it up)
Explanation	Explain what it means This means that            (what it means more generally)

Year12 Example

DISCUSSION OF SAMPLE DISTRIBUTIONS

It is good to use the acronym DISCUSS to remember the aspects of the sample distributions
that you need to compare.

D	iscuss
I	nitial  Interpretation	First impressions – similar/different
S	hape	Symmetry, Skew, Unimodal
C	entre	Medians
U	nusual	Outliers, extreme values, gaps
S	pread	IQR, Standard Deviation
S	hift/Overlap	Comparison of middle 50% - shift along the scale and overlap

For each aspect you need to write a paragraph that is in context. It is important that each
time you finish your paragraph that you go back and check that you cannot see generic terms
such as: “sample median, population median, the interquartile range…….”  And that you are
consistent with the way that you label the sample, the variable and the population.

(You need to write about 2 aspects for achievement/merit and 3 aspects for excellence)

When constructing your paragraphs, remember PEEL.

Use PEEL

Point – what can I notice?

Explanation – how does it compare from one graph to the other?

Evidence – what are the numbers to support what I can see?

Link – what does this mean in terms of the context?

Each paragraph needs at least three sentences:

1. PE- The first two ideas can often be combined into one sentence:

I notice that………………………………whereas/compared to…..

2. E- The second sentence of your paragraph needs to identify the specific numbers
3. or sample statistics that support the point you are making in your first sentence.

I can see that……………………………with numbers and units.

3. L-The last sentence is the most important if you want to get merit. How does the
4. point you are making link back to the investigative question or the context that you
5. are investigating?

This means that…………………………

KWL Chart

My appraisal goal two(Personal Goal) is to increase the number of 14+ credits in year 12 and year 13(Mathematics).

#1.  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  NCEA years 11-13. As a CoL leader within school I  am more interested in inquiring about student learning and my own practice.

Currently our year 12 classes are working on Trigonometry. Mr Mark Milford did a PD on the above strategy at the staff meeting recently  and I caught up with him last week to learn more about applying this strategy in Trigonometry. This was particularly useful, as this topic has a lot of formulae to work with. I shared this with my colleagues during the department meeting, and they found it useful too.

Here is the sample lesson:

TOPIC: Trigonometry

What I Know              What I want to Learn          What I have Learned

                   

K-W-L is a group activity developed by Donna Ogle (1986) that helps students think actively while reading.

K - Stands for helping students recall what they KNOW about the subject.

W - Stands for helping students determine what they WANT to learn.

L - Stands for helping students identify what they LEARN as they read.

   

 Know- Right angled triangle SOH, CAH , TOA

            Non right angled triangle- Cosine rule- SSS, SAS

            Non right angled triangle- AAS

Want- Diagonal length

Learn- SAS therefore Cosine rule

Answer- Answer the questions and write in words.

Here is a sample lesson  shared with my colleagues using workspace.