Presentation on theme: "What do you do with the smart alecs? Numeracy approaches to teaching high ability students."— Presentation transcript:
What do you do with the smart alecs? Numeracy approaches to teaching high ability students.
Who are we? HoD & Assistant HoD Maths Taradale HS 2003 - Began using numeracy programmes, initially to support low ability students in junior school 2004 - Extended to incorporate other junior classes 2005 - Part of pilot secondary numeracy project for year 9 students 2006 – Year 2 school in SNP 2007 – Year 3 school in SNP
Past experience tells us…. Stages 4 – 5 yr 9 students, will have difficulty coping with achievement standards in yr 11. They are best suited to a unit standard course Stage 6 students have the most potential for movement and this is the group we can make the most difference to. Stages 7 – 8 students will cope well with achievement standards at yr 11. They are likely to continue successfully with mathematics in yrs 12 – 13
And we must… establish effective practice in year 9 to ensure our understanding of student ability is as complete as possible establish good lines of communication with contributing schools, to avoid mass math testing on arrival triangulate our assessment data during year 9 and not rely totally on numeracy data. (At THS we do class assessments and AsTTle testing)
Moving students Ideally, before we teach “formal” algebra in preparation for NCEA Level 1, we require all of our students to be at strategy; stage 7 add/sub, stage 8 mult/div, stage 8 ratio/proportion Also, we identify knowledge hotspots by analysing data effectively and teach accordingly However…..
Student misconceptions can impact on the development of algebraic thinking Before stage 7 it is imperative that students can confidently play with whole numbers At stages 7+ both decimal understanding and playing with all numbers are strong indicators of student readiness for higher level algebraic thinking
Therefore… use a variety of methods so students are given opportunities to reach the highest stages in strategy and knowledge develop classroom and teaching structures that facilitate student progress
Teacher toolbox should include; Starters, games, etc for filling knowledge hotspots Grouping based on strategy, in order to encourage total student participation in; –Teacher instruction –Group work –Individual work
Nuts & bolts 1 Starters Place value 1 starter Place value 1 starter Place value 1 starter Place value 2 starter Place value 2 starter Place value 2 starter Decimal Starter Decimal Starter Decimal Starter
Nuts and bolts 2 Strategy linked to knowledge Adapting resources Move to decimals Move to decimals Move to decimals Move to decimals 2 Move to decimals 2 Move to decimals 2 Move to decimals 3 Move to decimals 3 Move to decimals 3
Garden Beds Tell the story of a gardener who wants to protect some plants by placing a border of tiles around the edge. Here are 5 plants in a row. Could you help me place the tiles around the edge? Garden beds Garden beds Garden beds www.curriculum.edu.au/maths300 www.curriculum.edu.au/maths300
Time Problems Time Problem Time Problem Time Problem www.nzmaths.co.nz www.nzmaths.co.nz
So, what do you do with the smart alecs? Plan, adapt, research & ask
Time Problem The Problem We have a group of unfortunate people here. They all have an exam to do. It starts at 9:30 pm sharp. Which of them will get there in time for the start of the exam? Here’s the problem. Derek’s watch is 15 minutes fast but he thinks that it is 10 minutes fast. Marilyn’s watch is 15 minutes fast but she thinks it is 20 minutes fast. Sara’s watch is 15 minutes slow but she thinks it is 10 minutes fast. Tim’s watch is 15 minutes slow but he thinks that it is 10 minutes slow.
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