Here are Alex Hinchliffe's notes from the Yumi Deadly Maths Session

1. YuMi Deadly Maths
Planning
The planningcycle isbasedonthe acrynym, RAMR – Reality,Abstraction,Reflectionand
Mathematics – in that order– andthenas the topicevolvesandgraduallyincorporates/linkstoNew
or Big Ideas,the cycle beginsagain fromthe pointof Reality.
Reality
The philosophybehindthisteachingandlearningmodelistobeginbyrelatingMathsconceptsto
the reality(whatthatyoungpersoncan relate tofrom theirphysical world) of the cohortof young
people youare workingwith–i.e.the realityof an asylumseekeryoungpersonwillbe different
fromthat of an Aboriginal youngperson.
Abstraction
Leadingthe groupto identify variables,andtouse themto orderand compare. This doesn’tinvolve
numbers;itissimplyallowingthe youngpeopletosee thatobjectscanbe orderedindifferentways
accordingto differentcharacteristics. HoweveritdoesleadYPtorealise thatthisprocessof
ordering/comparingcanonlybe done,fairly,whenonlyone factororvariable isbeingcomparedat
any one time.The same inscience.

2. The order of Abstractionis: Body I.e.placingyourbodyalonga numberline/aspartof a shape) ,
Hand (i.e.returningtothe deskandmanipulating apiece of string/otherobjectstocompare
distances) andthenMind (i.e.estimatingalength –longeror shorter- incomparisontoa known
distance) .
Mathematics
Thisis where numberisbroughtintothe teachingandlearningsequence. Numbermayinclude
estimatingandroundingoff toa nearestwhole number (i.e.‘3and a bit’as an answercan be
adoptedratherthan tryingto findthe value of the ‘bit’whichwouldbe adecimal figure orfraction).
Reflection
Learningincludesreversalsof anidentifiedrelationship(i.e.if 4stepscovera distance of 8 metre
sticks,thenhowmanystepswouldcover4 metre sticks?). Nextwouldbe relatingtoBigIdeas,and
newconcepts,leadingbackintoReality.
Example
Topic:Measurement

3. Realityand Attributes
(Body)
Usingpaper tapes,wraparoundthe wrist – rip off to the length(circumference),andthenwrap
aroundthe ankle – ripoff to showthe length(circumference) of the ankle.Compare bothtape sizes
– “whyisthe ankle tape longerthenthe wristtape?”answer“asour anklessupportgreater
weight/forces thanourwrists.
Relate tothe Kangaroo,big powerful legsforjumpingwithshortarmsfor...askthe class,forwhat?
Explore the differentattributesof relatedobjectswiththe class.
(Hand)

4. 1. Classuse variousobjects - tape/string/cmcubesblocks,paperclipsetc. tofindthe length
around(perimeter)differentshapesonA4paper.Andthenfinda wayof comparing.
(Mind)
Compare and Order
(Orderingaccordingtoheight)
(changingtoorder accordingto diameter –thisis notactuallyshownveryclearlyonthe photo)
Changingtoorder againaccordingto weight
Photonot shown.
Non standard Units
Attributesand thenleadingonto Maths

5. Findingthe distance around(circumference) differentcirclesusingtape,the orderingaccordingto
size of tape.
The teacherthentakesone of the circlesand itscorrespondingtape;showsthe classthe diameter
(distance across) the circle fitsintothe lengthof the tape “3 and a bit”times. Teacherrepeatsthis
for eachcircle. “ Is there a rule we have justfound?”(Pie).
Estimationandreversal.
Standard Units
Bringin unitsof measurement,andthenuse these tofindactual distancesincm, metresetc. Why
are unitsneeded? Relate - Give anexample if youare ina shopbuyingsomething,metresorcm
make a big difference!
Applicationsand Formulae
You needtofindthe distance across(diameter) of ahuge watertank (youcan’tget init or underit
to measure),soinsteadyoumeasure the circumference,inordertofindthe diameter.
Reversal –measure the diametertofindthe circumference.
Formulae
C = πD What is pie?
Classcomplete questionsandpractices.

6. Example – Number
Fractionsand decimals
Reality
Applespre-cutintohalves,quartersetc.
“How have these beencut?”
Attributes
(Body)
Numberlines
Piece of maskingtapesonfloor.Subdivide intogroups.
“The smallestnumberIwill sayiszero -place yourselvesatzero”
“The biggestnumberIwill sayistwo – place yourselvesattwo”
“Place yourselvesat1...., at one half,at one quarteretc....”

7. Usingone of the numberlines.arrange positionsforlabelsof variousnumbersandfractionsand
apple pieces.Includingmore complex fractiossuchas:3/8 , 2/4 alsoa half etc.
(Hand)

8. Are all the positionscorrect? Use the lengthof one of the fractionstoestimate correctpositioning.
Body again
Classusesa pre-made grid(10 squaresx 6 squares) andelastictape toshow fractions.
Mind

9. Usingpegsalongpiece of string,place eachpeg at differentplaces alongthe string,between0and
1.
Nowmeasure a lengththe groupisconfidentwithtoincrease accuracy:
Maths

10. ClassUses the gridfor place value activities.