Go SOLO As91026 Algebra

 

I use SOLO taxonomy   to describe the different levels of thinking in the standards.

The stages in the SOLO taxonomy are increasing in quantity and quality of thought.

Achievement

• Add and subtract like terms
  Multiply and divide terms-
• Review
• Factorise expressions with a common factor (1 bracket)
  Factorise quadratic expressions (2 brackets )
• factorising
• Harder factorising
• Expand with a common term
  Multiply 2 brackets together and simplify my answer
• Expanding
• more expanding
• Find powers of terms
• Simplifying 
• Substitute into formula and find the answer
• Susbtitution into formulae. 
• Solve linear equation
• Solving linear equations
  Solve quadratic equations when they are factorised
• solving Quadratic equations such as (8x + 3)(x - 6) = 0,
• Write a rule, for a linear pattern in words and symbols  linear.
• Write a rule, for a simple quadratic pattern in words and symbol.

Merit

• inequations. such as 5x + 12 = 3 - 2x or3(x - 2) < 7
• Inequations
• Describe a quadratic pattern in words and symbols
•  quadratic patterns
• 
  Simplify algebra expressions including fractions
• Add and subtract fractions.
• Use substitution to generate a pattern from a given rule
• 
  Rearrange formula
• rearranging formulae 
  Solve equations: linear, quadratic, simultaneous
  Solve linear inequations
  x² + 5x – 6 = 0, 3x² = 10x - 8 (completing the square and the quadratic formula are not required)
• Applications
• solving simple equations involving exponents such as x³ = 8, 5x = 125
• solving simultaneous equations with two unknowns.

Excellence

• • Write equations to solve practical problem.
    Write correct mathematical statements
    Write my answer in words that relate to the question
    Present my answer in a logical way
    Use my algebra skills to solve practical problems
    Manipulate complicated algebra expressions

 

Term3 Plan

Here is the year planner. This term my main focus is preparing for external. Those who will be sitting 

for external have completed their internal, rest of them will continue with their internals. 

This term I have divided them into two groups. The first group is sitting for external, the second group is working on internal. 1.2 Algebra external exam will be on September 13th and 1.3 Tables and graphs 

and 1.6 Geometrical reasoning will be on November 10th.

 External learners:

1.2 Algebra As 91027(1.2) (4 credits, External):

Applying SOLO taxonomy, to work on Achievement/Merit/Excellence. Chunk, Check, Chew strategy Workspace for rewindable learning. Using Google calendar to set lessons and video the lesson for rewinding purposes. Extra classes to support the learners who missed lesson due to COVID distractions. Peer teaching, making flash cards and wellbeing check. Weekly monitoring to track progress. . Weekly student voice and conversation with Whanau.

1.2 Algebra As 91028(1.3) (4 credits, External):

Applying SOLO taxonomy, to work on Achievement/Merit/Excellence. Chunk, Check, Chew strategy Workspace for rewindable learning. Using Google calendar to set lessons and video the lesson for rewinding purposes. Extra classes to support the learners who missed lesson due to COVID distractions. Peer teaching, making flash cards and wellbeing check. Weekly monitoring to track progress. . Weekly student voice and conversation with Whanau.

1.6 Geometrical Reasoning  As91031 (4 credits, External) CTD

Internal learners, working on Number workspace, 1.4 Linear graphs workspace and

Trigonometry workspace.

Here is the entries

Weekly monitoring sheet

My Inquiry question 4

Question4/1:

Most of my learners have completed all (four) internal assessments and the rest are still working on internals. Here is a link to the student voice/perspectives.  

Question4/2:

Qualitative data: I had many conversations with students while I was teaching and holding study classes. I also gained feedback on their wellbeing using google forms and monitored learning progress through Do Now activities. I found there has been a large shift in terms of attitude and students have now started to take ownership of their own achievement. It was reassuring as I also had a good turn out during the winter holiday break study classes (first week of the holidays). 

Quantitative data: Here is the Link.

Question4/3: 

This class is a multilevel class of 28 students, some of which are sitting externals and some of which are only sitting internals. Now, my challenge is to motivate students for the three externals during examination period and ensure that they retain knowledge. I will also need to make sure the learners who are not sitting the externals are on track to achieve their numeracy credits. 

End of term reflection

 My learners have been working with 1.4 Linear Algebra, eighteen of them completed their last internal and rest of them agreed to come during the holiday break to complete. My learners found it useful with keywords  using google jam-board to understand the contextual base questions. Tweak: I continued catching up with after school this week too.

There are 4 internals and 3 externals in this course.Most of my learners have completed their last internal this week and we are going to start external prep next term.One of the external real exam(MCAT-1.2 Algebra) exam will be next term and rest of them will be on Term4. I discussed with my learners with dates and external contents. The external topics are 1.6 Geometrical reasoning, 1.3 tables and graphs and 1.2 Algebra(MCAT).  There are four different  level of learners  in this class, first group will going for 3 external, second group will be going for 2 external , third group will be going for one external and fourth will be focussing on internals only. My challenge is how to cater for every 28 learners in this class. 

Credits update

Credits remains the same as last week as the last internals is under marking. Here is the feedback from my learners.

 

1.4 linear Algebra CTD

 My learners  started their practice test and my tweak(catching up with the leaners after school) worked well last week. Here is the updated results. Now 21 leaners have gained their Numeracy. Also 1.6 geometrical reasoning practice continued after school practice very eagerly too.

Motivational speaker

 Last week my student  Halaevalu Tu'ipulotu visited year12 students to promote engineering. She in the front cover of this year's prospectus for the Department of Mathematics at The University of Auckland.This programmes to help students to pursue engineering like workshops, trips, study buddies etc. Also online  tutoring sessions they can book. All about encourage to fight for my dreams. Also she agreed to come to my year11 Inquiry class to promote engineering.

1.4 Linear Algebra

 My learners have successfully completed 1.10 Multivariate data and recently stepping into 1.4 Linear Algebra.

As I mentioned for the term2 plan, my main focus will be google Calender, Google jamboard, 

workspace , SOLO taxonomy and wellbeing checks.

Tweak my plan:

As you can see one learner has left and three new arrival(including two ESOL student). 

Therefore now, there are 29 learners in this class.One group have completed all three standards 

with 11 credits(and continue to work on 1.6 Geometrical reasoning), second group is still catching 

up to reach 11 credits due to COVID distractions , third group had a brand new start. I had a 

conversation with my learners to move this forward as well as teaching 1.4 Linear 

programming. My learners agreed to work after school due to their availability.

Monday, Tuesday and Thursday- new arrivals/ Catch ups.

Wednesday and Friday- 1.6 Geometrical reasoning.

I am very excited to work one of Egyptian learner after school, using google translater  to translate from Arabic to english. here are some examples:

wellbeing check for week8

Student voice