CGHS Experience
description
Transcript of CGHS Experience
CGHS Experience
NumberAlgebra -
ExpressionsAlgebra -
Equations
Algebra - Patterns and Relationship
sMeasureme
ntTrigonometr
y Statistics Probability
Algebra Skills
Assessment /50
4 4 3 4 4 4 64 4 4 3 4 4 13 3 4 3 4 4 23 3 4 4 4 1
4 4 4 3 4 4 83 3 3 3 5 4 14 3 3 4 4 4 4 3 04 3 3 4 4 4 53 3 3 3 4 3 04 4 3 4 4 4 4 4 34 3 4 3 4 4 04 3 3 4 4 4 4 4 13 4 3 3 3 3 04 4 4 4 4 4 2
4 4 4 3 5 4 14 3 3 4 4 4 2
4 1 1 1 34 3 3 3 4 4 2
The background – the class
NumberAlgebra -
ExpressionsAlgebra -
Equations
Algebra - Patterns
and Relationship
sMeasureme
ntTrigonometr
y Statistics Probability
Algebra Skills
Assessment /50
4 4 3 4 4 4 610BN 4 4 4 3 4 4 110DI * RW3 3 4 3 4 4 210DI * RW3 3 4 4 4 110DI * RW
12 LS4 4 4 3 4 4 810DI * 3 3 3 3 5 4 110DI * RW4 3 3 4 4 4 4 3 010BN 4 3 3 4 4 4 510DI * RW3 3 3 3 4 3 010DI * RW4 4 3 4 4 4 4 4 310PC 4 3 4 3 4 4 010DI * RW4 3 3 4 4 4 4 4 110BN 3 4 3 3 3 3 010DI * 4 4 4 4 4 4 210DI * RW
10DI * 4 4 4 3 5 4 110DI * 4 3 3 4 4 4 210DI *
4 1 1 1 310PC 4 3 3 3 4 4 210DI * RW
ESOL
Pink = students with learning support issues
Pathways
Numeracy Requirements for NCEA Level 1
The numeracy requirement for NCEA Level 1 changes from the current 8 credits to 10 credits from 2012.
Numeracy can be acquired through:
Either Unit standards.Three numeracy unit standards (all 3 needed)
Or Achievement standards.Any AS in mathematics and statistics ORSpecific AS available in a range of subjects
Three Numeracy Unit Standards (Draft titles):
Statistics•Interpret statistical information in solving a problem
Measurement•Use measurement to solve problems
Number•Use number to solve problems
Numeracy unit standards: Number, Measurement, Statistics
Three Achievement Standards◦AS 1.1 Number◦AS 1.10 Statistics*◦AS 1.12 Chance and Data*
* Numeracy and Literacy◦AS 1.5 Measurement replace Chance and
Data
2011 Plan
Term 1 Personal Finance Going Flatting
Term 2 Costing an Event Personal Health
Term 3 Design and Decorate Sport
Term 4 Mop up
Term Plan - Themes
Term Assessment Standard Assessment Date1 Collecting
Evidence for your portfolio
US 26623,US 26627US26626
Projects & Assignments Ongoing Through the term
Number AS 91026 (1.1) Internal Thursday 14th April, Term 1
2 Collecting Evidence for your portfolio
US 26623,US 26627US26626
Project & Assignments Ongoing Through the term
Statistics AS 91035 (1.10) Internal – 2 days
Tuesday – Thursday 28th – 30th June, Term 2
3 Collecting Evidence for your portfolio
US 26623,US 26627US26626
Project & Assignments Ongoing Through the term
3 Probability AS 91038 (1.13) Internal - 2 days
Tuesday – Thursday, 4th- 6th October, Term 3
4 Collecting Evidence your portfolio in the Numeracy standards.
US 26623,US 26627US26626
Project & Assignments Ongoing Through the term
Assessment Plan
NZQA resourceshttp://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/literacy-and-numeracy-level-1/
General Resources:
Clarifications of the standards
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/literacy-and-numeracy-level-1/resources-for-numeracy-standards/activities-for-numeracy-crime-in-our-community/
examples
NZAMT thematic units http://nzamt.org.nz/themed-units
Skills Workshop: http://www.skillsworkshop.org/numera
cy
Links
Pre Accreditation Maths and Literacy series published by Nelson
www.nelsonsecondary.com Putting Maths to Work series by Fay Cowin
Resources
Achievement Standards are doable but take time Language/literacy skills are the drawback Time needed to develop worksheets Lots of repetition in different situations Students re engaged if it is meaningful and they
have a relationship with you Short bursts good Homework!... Themes need work – need resources Once they get success where do they go?/what do
they do? Evidence collection
The experience
Results
Clarification of the numeracy unit standardssee the NZQA document on this
Interpret Statistical Information in Solving a Problem
Focuses on statistical literacy: Interpreting statistical information to draw conclusions that contribute to answering a question related to the overall objective of the learning.
Note:Data may be supplied to the students. Students may use data they have collected.
Element 1 ( This is one element standard)Interpret statistical information in solving a problem
Performance Criteria1.1 The general features of the information are identifiedRange: general features may include but are not limited to
-measures of centre (mean, median, mode)-measures of spread -trends-unusual features ( eg extreme values)
1.2 Conclusions are drawn based on the evidence from the statistical information1.3 The conclusions drawn are appropriate and reasonable in terms of the information provided and the problem.
Interpret Statistical Information in Solving a Problem
Example for the statistics unit standard
A student is interested in athletics. As part of a statistical investigation, she:
• gathers statistical information for world record times for the men’s 100m,
• identifies features and trends in the data, and• makes tentative suggestions about when the record might
reach 9.5s.Evidence for statistics standard may be gathered from the
second two bullet points.
Use Measurement to Solve ProblemsFocuses on students taking their own measurements, using them in simple calculations and using the result in a meaningful way to solve a problem relevant to the context.
This involves more than just taking a measurement and calculating a result from it.
For example: The learning context is ‘redecorating my bedroom’. A student measures the dimensions of a wall, calculates the area then decides how much paint to buy in order to paint the wall.
Element 1 ( This is one element standard)Use measurements to solve problems.
Range: measurements include at least four of -length, capacity, mass, angle, time, temperature
Performance Criteria1.1 Effective methods are selected and used to solve problems.
1.2 The methods used are described in terms of their appropriateness to the problems.
Use Measurement to Solve Problems
Element 1 ( This is one element standard)Use number to solve problems.
Performance Criteria
1.1 Effective strategies are used to solve problems.
1.2 The methods used are described in terms of their appropriateness to the problems.
Use Number to Solve Problems
Use Number to Solve ProblemsFocuses on students using a variety of types of numbers and operations in a meaningful way to solve a problem that has currency in the context of the learning.
The result of the calculation must contribute to solving a meaningful problem. This involves more than simply doing calculations just to demonstrate mastery of a skill or procedure.
For example: The learning context is ‘budgeting for my holiday’. A student calculates expenditure and income for a week to determine whether they have enough money to go on a trip at the weekend.
Use Number to Solve ProblemsFocuses on students using a variety of types of numbers and operations in a meaningful way to solve a problem that has currency in the context of the learning.
The result of the calculation must contribute to solving a meaningful problem. This involves more than simply doing calculations just to demonstrate mastery of a skill or procedure.
For example: The learning context is ‘budgeting for my holiday’. A student calculates expenditure and income for a week to determine whether they have enough money to go on a trip at the weekend.
Element 1 ( This is one element standard)Use number to solve problems.
Performance Criteria
1.1 Effective strategies are used to solve problems.
1.2 The methods used are described in terms of their appropriateness to the problems.
Use Number to Solve Problems
Achievement Standards are doable but take time Language/literacy skills are the drawback Time needed to develop worksheets Lots of repetition in different situations Students re engaged if it is meaningful and they
have a relationship with you Short bursts good Homework!... Themes need work – need resources Once they get success where do they go?/what do
they do? Evidence collection
Our overall experience
Results so far