Hydrogen peroxide solution slides

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These slides explore the maths involved in diluting hydrogen peroxide in hairdressing contexts.

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Hydrogen peroxide solution slides

  1. 1. Developing Numeracy Skills through Active Learning Approaches
  2. 3. <ul><li>Explore the pack of activities and discuss the </li></ul><ul><li>numeracy and thinking skills that they aim to </li></ul><ul><li>develop in learners </li></ul>Numeracy skills and active learning
  3. 4. Identify underpinning skills - diluting hydrogen peroxide You want to mix the peroxide with water to make a weaker solution. You need to make up 60 ml. The solution needs to be 3%, not 12%. How much peroxide and water would you mix together?
  4. 5. Diluting peroxide
  5. 6. Diluting peroxide Read off an amount on a scale when measuring Basic fractions 1/4 + 3/4 = 1 2/3 + 1/3 = 1 Finding a fraction 1/3 means ÷ by 3 1/5 means ÷ by 5 Understanding dilution as a way to change ratio Expressing as a fraction 10 out of 40 = 1/4 4 out of 20 = 1/5 Understanding ratio as a fraction problem 1 part peroxide and 3 parts water means peroxide is 1/4 of the original strength Divide by 2, 4, and 5
  6. 7. Explore skills in a variety of contexts - fractions <ul><li>amount of colourant from a tube </li></ul><ul><li>weekly stock check </li></ul><ul><li>deductions from wages </li></ul><ul><li>price reductions </li></ul><ul><li>productivity targets </li></ul><ul><li>business expenditure </li></ul>
  7. 8. Importance of mental maths skills
  8. 9. Activate prior knowledge <ul><li>What kind of </li></ul><ul><li>information do </li></ul><ul><li>we look for on </li></ul><ul><li>food labels? </li></ul>
  9. 11. Decimals What to look for? Time – date formats, cooking times Percentages Product and dietary information Abbreviations e.g. £/kg, lbs, g, kgs, ◦, mins Metric units
  10. 12. <ul><li>identify the authentic skills and contexts that are characteristic of the vocational area or subject </li></ul><ul><li>explore what the learners bring to the class in terms of knowledge and experience of those contexts </li></ul><ul><li>analyse their strategies in both written and mental maths </li></ul><ul><li>involve learners in discussing their strategies with you and with others in the class </li></ul>Embedded numeracy support
  11. 13. <ul><li>be aware of alternative calculation strategies that are just as effective and valid as your own </li></ul><ul><li>try to identify any misconceptions about numbers that patterns in their mistakes might seem to suggest </li></ul><ul><li>discuss with your tutor whether to build on existing strategies or introduce new approaches </li></ul>
  12. 14. <ul><li>you may often need to use simpler numbers to enable learners to see the strategy that is being presented. </li></ul><ul><li>be aware of the need to encourage learning for fluency </li></ul><ul><li>e.g. worksheets focussing on a particular skill, graded to a certain level </li></ul><ul><li>be aware of the equal if not greater need to encourage learning for understanding </li></ul><ul><li>i.e. active learning </li></ul>
  13. 15. <ul><li>By Diana Coben, et al </li></ul><ul><li>Published by NRDC </li></ul><ul><li>Available for download </li></ul>
  14. 16. <ul><li>By Jon Swain, Barbara </li></ul><ul><li>Newmarch, Oonagh </li></ul><ul><li>Gormley </li></ul><ul><li>Published by </li></ul><ul><li>NIACE/NRDC </li></ul>

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