Each machine takes our ‘base unit’ piece of liquorice and stretches it to the desired length - so put it in the 33 machine get a 33 piece
Have a go!
The alternative is a lecture style presentation on factors, multiples composite numbers primes etc followed by a textbook exercise
Teach the content - direct instruction - lecture style - 5 examples that cover all possible permutations of the questions Then a bunch of questions to practice the skills - problems followed by a summative assessment If we want our kids to creative problem solvers then why are we giving them the recipe before challenging them with problems - when does this ever happen in real life? -Factory model! When have you ever (in real life) had to solve a problem just after being taught the skills required to solve the problem
Front load the problem - back load the learning -a real ‘flip’ of the classroom Much more realistic Encourages creative thinkers Relate story - most intense mathematical situation I have ever been in - pager going off - back of pumper making calculations!
Pose the problem - can be linked to real life - can be straight pure mathematical! - knows - need to knows - next steps - a good idea to anticipate what the students will need to know - what the desired need to knows are and what questions you will ask to facilitate the desired need to knows! Next steps - problem solving strategies! - Act it out, look for a pattern, make a systematic list, guess and check, simplify the problems etc. - must be student generated- students need ownership of the learning Work on the problems - the student questions are where the learning is taking place - students must be actively struggling with the problem Solution - debrief is vital - what links to previous - what strategies worked/didn’t work- exit ticket - assessment: Posit it notes - A lightbulb moment, don’t forget, Improved, something you still have a question about
Problem to be solved can be purely mathematical - but without the spoon feeding before hand
The New Curriculum was an opportunity - and something to blame!
To change the perspective that the textbook is the bible and that we should be designing ‘learning activities”
•Set Up of [email_address] - Google Drive account oNot waiting for rollout across DEC oWill be easy to transfer to Google Apps in DEC – hopefully! oAll staff created their own gmail acouunt (If they didn’t have one) oA structural outline created oStaff are linking activities - rich tasks and problems directly to curriculum content
probably helps that I made a key component of registration being contributing to the collaborative program but teachers still want the textbooks….. - need to find a balance
Voic ed presentationPrBl
HEAD TEACHER MATHEMATICS
KILLARA HIGH SCHOOL
Disclaimer: Not mine but from RIME
Everything was going along ﬁne until one day
the Number 6 machine broke down!
No worries - just put the liquorice through the Number
2 Machine and then the Number 3 machine.
In these times of hardship how many machines
do we really need? And what are they?
Those who have the most efﬁcient factory stay
FUN WITH FACTORS
- EX 1.56 FROM
Bunch of Questions
Pose the Problem
Need to knows
Work on the problem
Obtain a solution
link to previous
Group 4 Solve
x + y = 13⎭
y = x − 3⎫
xy = 10 ⎭
y = 2x − 2
y = x − x − 2⎭
x − y = 1⎫
xy = 2 ⎭
y = 2x − 5
−x − 5y + z = 17 ⎫
−5x − 5y + 5z = 5 ⎬
2x + 5y − 3z = −10 ⎪
y = x − 4x + 4 ⎭