The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths: Solutions Unit One - Exploring What It Means to 'Do' Mathematics (...PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Unit Two: Developing Understanding in Mathematics (PDF)PiLNAfrica
In this unit, the theoretical basis for teaching mathematics – constructivism – is explored. Varieties of teaching strategies based on constructivist understandings of how learning best takes place are described
Ace Maths Solutions Unit Two - Developing Understanding in Mathematics (word)PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities
Ace Maths Unit Five: Building assessment into teaching and learning (Word)PiLNAfrica
This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (w...PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Numeracy Ultranet Spaces -Part1
Why would we look at Numeracy Spaces in the Ultranet? What are the benefits gained from such Spaces for planning our curriculum?
This session shows how PLTs can work together effectively to unpack exemplar Numeracy Spaces in the Ultranet identifying key elements that can be used as a springboard to support current curriculum foci.
Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (pdf)PiLNAfrica
This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on ‘doing’ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.
Ace Maths: Solutions Unit One - Exploring What It Means to 'Do' Mathematics (...PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Unit Two: Developing Understanding in Mathematics (PDF)PiLNAfrica
In this unit, the theoretical basis for teaching mathematics – constructivism – is explored. Varieties of teaching strategies based on constructivist understandings of how learning best takes place are described
Ace Maths Solutions Unit Two - Developing Understanding in Mathematics (word)PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities
Ace Maths Unit Five: Building assessment into teaching and learning (Word)PiLNAfrica
This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (w...PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Numeracy Ultranet Spaces -Part1
Why would we look at Numeracy Spaces in the Ultranet? What are the benefits gained from such Spaces for planning our curriculum?
This session shows how PLTs can work together effectively to unpack exemplar Numeracy Spaces in the Ultranet identifying key elements that can be used as a springboard to support current curriculum foci.
Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (pdf)PiLNAfrica
This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on ‘doing’ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.
Fun and Cheap: 5 Foolproof Ways to Entertain Kids at a PartyDavid Faltz
Is your child’s birthday coming up and the thought of keeping 30 kids busy, entertained, and safe for a few hours seems harder than anything else you ever did? Here are five effective ways to put on a party that’s fun for everyone, from your one-year-old to your grandmother.
Dopow Pneumatic Quick Couplers SP Socket Nut
SP-20 SP-30 SP-40 Pneumatic Quick Couplers SP Socket Nut, Pneumatic Connection Solutions: Pneumatic Fittings, Pneumatic Push in Fittings and Pneumatic Connectors.
Uni-directional shut-off couplers with an automatic shut off valve built in the socket. Recommended for piping of compressed air connections.
Ace Maths: Solutions Unit One - Exploring What It Means to 'Do' Mathematics (...Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Solutions Unit Two - Developing Understanding in Mathematics (word)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities
Fun and Cheap: 5 Foolproof Ways to Entertain Kids at a PartyDavid Faltz
Is your child’s birthday coming up and the thought of keeping 30 kids busy, entertained, and safe for a few hours seems harder than anything else you ever did? Here are five effective ways to put on a party that’s fun for everyone, from your one-year-old to your grandmother.
Dopow Pneumatic Quick Couplers SP Socket Nut
SP-20 SP-30 SP-40 Pneumatic Quick Couplers SP Socket Nut, Pneumatic Connection Solutions: Pneumatic Fittings, Pneumatic Push in Fittings and Pneumatic Connectors.
Uni-directional shut-off couplers with an automatic shut off valve built in the socket. Recommended for piping of compressed air connections.
Ace Maths: Solutions Unit One - Exploring What It Means to 'Do' Mathematics (...Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Solutions Unit Two - Developing Understanding in Mathematics (word)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (w...Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
Word Problems are designed to help students to learn the application of mathematical concepts, algebraic identities and formulae in the real world. Variables are assigned the values of „real-world‟ entities and a logical approach in solving them is established. They help the students to bridge the gap between theoretical knowledge and the real world application of it by giving them hypothetical situations about the same. Probability is a measure or estimation of how likely it is that a particular event will happen. Probability concepts need to be properly understood before attempting to solve any problem related to it. In view of this a survey was conducted. Students from various schools and coaching classes were approached for the same. The study shows that majority of the students experience difficulties in identifying and understanding what exactly the word problem signifies and what approach it demands. Also, the process of learning Probability needs to be specialized given the different understanding levels of each and every student in contrast to the generalized education techniques that are being used in traditional classrooms. Keeping in mind these issues, Word Problem Solver for Probability is implemented, which caters to the learning needs of each and every student individually by providing a step-by-step solution to all problems from the Probability domain.
Mathematics for Primary School Teachers. Unit 1: Space and ShapeSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
Ace Maths Unit Two: Developing Understanding in Mathematics (word)Saide OER Africa
In this unit, the theoretical basis for teaching mathematics – constructivism – is explored. Varieties of teaching strategies based on constructivist understandings of how learning best takes place are described
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (pdf)Saide OER Africa
This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on ‘doing’ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.
Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (Word)Saide OER Africa
This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on ‘doing’ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.
Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (Word)PiLNAfrica
This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on ‘doing’ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.
Similar to Ace Maths: Solutions Unit One - Exploring What It Means to 'Do' Mathematics (word) (20)
This animation can be used to demonstrate how this sensitive procedure is performed to medical students.
This resource can be used to illustrate the gastric lavage procedure. Gastric lavage is the standard method of obtaining specimens for Tuberculosis (TB) diagnosis in young children. It is generally carried out only in infants and children below the age of two years. In older children specimens for TB microscopy and culture are better obtained by sputum induction, or voluntary coughing.
There are two items included here:
Gastric lavage Presentation.PPT - presentation that illustrates and explains the procedure with text
Gastric lavage Animation sequence.PPT - Animation which demonstrates how this procedure can be performed
Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This HIBBS presentation provides background on how to assess the value of a medical informatics solution, explains implementation issues with regard to rolling out any type of electronic medical record system, and mentions points that will help ensure the successful implementation of a medical informatics solution.
Learning Objectives:
Assess the value of a medical informatics solution
Be aware of issues associated with the rolling out of any type of electronic medical record system
Explain what is necessary for a successful implementation of a medical informatics solution
These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2101.
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Management of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Introduction to childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Diagnosis of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Clinical presentation of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
"Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society."
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare: The history and examinationPiLNAfrica
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ace Maths: Solutions Unit One - Exploring What It Means to 'Do' Mathematics (word)
1. UNIT SOLUTIONS
Solutions Unit One: Exploring What It
Means To ‘Do’ Mathematics
From the module:
Teaching and Learning Mathematics in Diverse Classrooms
South African Institute for Distance Education
5. Acknowledgements
The South African Institute for Distance Education wishes to thank those below:
For writing and editing the solutions guide to the module:
Celeste Bortz – writer
Ingrid Sapire - writer
Commonwealth of Learning (COL) – for the OER instructional design template
Tessa Welch – project manager
For permission to adapt the following study guide for the module :
UNISA (2006). Learning and teaching of Intermediate and Senior Mathematics (ACE ME1-C).
Pretoria: UNISA
For permission to use in Unit One:
RADMASTE Centre, University of the Witwatersrand (2006). Chapters 1 and 2, Mathematical
Reasoning (EDUC 263).
UNISA (2006). Study Units 1 and 2 of Learning and Teaching of Intermediate and Senior Phase
Mathematics.
RADMASTE Centre, University of the Witwatersrand (2006). Number Algebra and Pattern
(EDUC 264).
Stoker, J. (2001). Patterns and Functions. ACE Lecture Notes. RUMEP, Rhodes University,
Grahamstown.
South African Institute for Distance Education
Box 31822
Braamfontein
2017
South Africa
Fax: +27 11 4032814
E-mail: info@saide.org.za
Website: www.saide.org.za
6.
7. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Contents
How the solutions for the module are presented...................................................................................1
Overview of content..........................................................................................................1
How the solutions unit is structured..................................................................................1
How to find alternative content material...........................................................................1
Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics....................................................3
Activity 4: Thinking about the traditional approach to teaching maths............................3
Activity 5: Computational errors and misconceptions......................................................7
Activity 7: The verbs of doing mathematics...................................................................10
Activity 10: Doing mathematics: informal methods......................................................11
Activity 11: An environment for doing mathematics......................................................13
Activity 13: Start and jump numbers, searching for numbers.........................................15
Activity 14: Gardening problem......................................................................................19
Activity 15: Two machines, one job................................................................................21
Activity 16: Interpreting bar graphs................................................................................23
Activity 18: Patterns........................................................................................................25
Unit mathematical content summary...............................................................................34
8.
9. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
How the solutions for the module are presented
Overview of content
As an introduction to each activity notes about the teaching and learning
of the mathematical content in the activity are given. These notes are
intended to inform both lecturers using the materials in a teacher
education context and teachers who may wish to use the materials in their
own classes. The solutions to the activities are all given in full. Diagrams
are given to provide visual explanations where necessary.
How the solutions unit is
structured
The unit consists of the following:
General points for discussion relating to the teaching of the mathematical
content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding
the maths as well as teaching issues relating to the mathematical
content represented in the activities.
Suggestions of links to alternative activities for the teaching of the
mathematical content represented in the activities.
How to find alternative content
material
The internet gives you access to a large body of mathematical activities,
many of which are available for free downloading if you would like to
use them in your classroom. There are different ways of searching the
web for material, but a very easy way to do this is to use Google. Type in
the address http://www.google.co.za/ to get to the Google search page.
You can then search for documents by typing in the topic you are
thinking of in the space provided. You will be given many titles of
articles (and so on) which may be appropriate for you to use. You need to
open them in order to check which one actually suits your needs. To open
an article you click on the title (on the screen) and you will be taken to
10. How the solutions for the module are presented Error! No text
of specified style in document.
the correct web address for that article. You can then check the content
and see whether or not it suits your needs. When you do this search you
will see that there are many sites which offer worksheets open for use by
anyone who would like to use them. You need to check carefully that the
material is on the right level for your class and that there are no errors in
the text. Anyone can miss a typographical error and web material may
not be perfect, but you can easily correct small errors that you find on a
worksheet that you download.
You can also use a Google image search, to find images relating to the
topic you are thinking of. This usually saves you a lot of time, because
you will quickly see which images actually relate to what you are
thinking of and which do not. When you click on the image you like (on
the screen), this will take you to the full page in which this image is
actually found. In this way you can get to the worksheet of your choice.
You can then copy and download the material.
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11. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Solutions Unit One: Exploring What It Means To
‘Do’ Mathematics
Activity 4: Thinking about the
traditional approach to teaching
maths
Most people have their views on what makes a “good maths teacher”. If
one analyses these views, good maths teachers essentially fall into two
groups. The one group teaches algorithmically, to the test, and generally
gets “good results”. This type of teacher, at the Grade 12 level produces
many A’s for his/her school and is usually highly praised for doing this.
Many learners who have been taught by this group of maths teachers may
be very successful at school maths, but their appreciation of the richness
of the maths that they are doing is often shallow. And many learners
taught in this way never succeed because they do not have the capacity to
retain all of the algorithms and methods of selection of algorithms, and
maths becomes a frightening chase to “find the right method”. There is
another group who teach for understanding. They teach so that their
classes understand the mathematical concepts and are able to apply them
in a variety of contexts, based on their ability to read and understand
questions that they encounter.
Outcomes-based education (OBE) has attempted to bring to the fore the
need to teach for understanding. This does not mean that OBE invented
teaching for understanding. There always have been and there always
will be teachers who teach maths in different ways. What has happened
with the introduction of OBE is that through the curriculum design,
curriculum planners thought that they would be able to change the style
of teaching in South Africa. This has not happened in many schools,
because although the introduction of OBE certainly has raised huge
amounts of discussion on teaching and assessment, in the workplace we
still find a mix of teaching styles, on a continuum between those
emphasising algorithms and those emphasising conceptual understanding.
Every teacher of mathematics needs to think about the way in which
he/she teaches maths. The end goal of teaching is a “pass” in the subject,
but the route to that pass can be made more or less meaningful by the
teacher’s guidance and choices in relation to their approach to teaching.
This activity raises questions to get you to think about the “traditional”
approach to teaching maths. The key things to bear in mind when
working through this activity are:
“Traditional” maths teachers might be seen (especially from a
misconstrued understanding of OBE) as those who teach
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12. 4 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
algorithmically – that is they drill the methods. You need to question
this stereotypical view.
There will always be a range of maths teachers with different teaching
styles, on a continuum between those emphasising algorithms and
those emphasising conceptual understanding. You need to think about
your teaching style and be prepared to challenge some of your existing
ideas and methods in order to work towards teaching in a way that
would be most beneficial to your learners in the long term.
The traditional approach: three simple examples
Three simple ‘problems’ (A, B, C) are given to you below (at the
Intermediate Phase Level).
Activity 4 A. Work through these problems
Problem A:
In servicing a car the attendant used 45ℓ of petrol at R4,25/ℓ and 2 tins of
oil at R8,50 each.
What was the total cost for petrol and oil?
Problem B:
The world’s record for the high jump in a recent year was 1,87 metres.
On Mars, this jump would be 2½ times as high. How much higher in
metres will it be?
Problem C:
John covers ½ of a journey by car, 1/3 of the journey by bicycle, and
walks the rest of the way.
a) What part of the journey does he cover by car and bicycle?
b) What part of the journey does he walk?
Solutions to Activity 4: The traditional approach: three simple
examples
Solution: Problem A
We need to work out the total overall cost, which means that we need to
add the total cost of the petrol to the total cost of the oil, using the given
information on prices and quantities.
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13. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Total cos t of petrol = 45 × 4,25
= 191,25
Total cos t of oil = 8,50 × 2
= 17,00
Total overall cos t = 191,25 + 17,00
= 208,25
The total cos t for petrol and oil is R 208,25.
We had to multiply the prices with the quantities purchased to work out
the subtotals and then add these two subtotals to find our final total.
Solution: Problem B
To find the solution we need to calculate how high the jump would be on
Mars and then subtract the world record (on earth).
Height of jump on Mars = 1,87 × 2,5
= 4,675
Difference = 4,675 − 1,87
= 2,805
The jump on Mars is 2,805 m higher than the jump on earth.
We had to first multiply to find the height of the jump on Mars. Then
subtract the height of the jump on earth from this height to find the
difference.
Solution: Problem C
To find the solution to part a) we need to add the given parts of the
journey, using our knowledge of addition of fractions. You need to make
sure that they know how to do this, and check that they set out their
working clearly.
1 1 3 2 5
+ = + =
2 3 6 6 6
5
So he does of the journey by car and on his bicycle.
6
To find the solution to part b) we need to work out what part of the
journey is left. This must be the part that he walked.
5 6 5 1
Done of the journey so − = must be done walking .
6 6 6 6
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14. 6 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
B. Indicate by means of a tick ( ) in the blocks given below which of
the mathematical skills listed come to the fore for learners attempting
each of these ‘problems’ using traditional approaches to unpacking and
‘solving’ the problem.
Skills acquired by learners Problem A Problem B Problem C
Computational skills
Using correct order of
operations
Formulating expressions as a
mathematical model
Estimation to assess () () ()
reasonableness of answer
Problem-solving thinking skills
Investigatory skills
Exploration of rules and logical
thinking
Self-discovery
Now do the following.
1 Indicate whether the three problems (A, B, C) are typical of the
stereotypical traditional way of questioning learners in South Africa.
2 Refer to the skills mentioned above and explain your response
briefly.
3 What skills should we teach our learners now in order to prepare
them to cope with the 21st century?
4 Make recommendations to your colleagues on the skills we should
teach in mathematics.
Discussion of Part B:
1. The problems (A, B and C) are typical maths problems that can be
used in both a stereotypical traditional OR a more learner centred way
with learners in a South African context.
2. All three problems involved reading, interpretation and then a
computation involving operations with different kinds of numbers.
3. Problem solving and investigation would be key skills that would
enable learners to deal with situations that confront them. Giving
learners opportunities to develop their independent thinking will help
them to develop these skills.
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15. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
4. Remember that maths concepts and algorithms form an important part
of the overall maths teaching programme in a year, but that
opportunities to develop learners’ independent thinking must be given.
Suggested links for other alternative activities:
• www.primaryresources.co.uk/maths/pdfs/squarenumbers.DG.pdf
• Activity for Grade 6 on discovering how to add unlike fractions:
http://www.math.com/school/subject2/lessons/S2U2L4GL.html
• http://www.icteachers.co.uk/children/sats/3d_shapes.htm
Activity 5: Computational errors and
misconceptions
The traditional view of a mathematics teacher showing and telling
learners what to do, standing at the front of the classroom, chalk in hand,
is what so many of us see as mathematics teaching. The OBE approach
is that the learning of mathematics as a process, which should be
characterised by learners’ meaningful development of concepts and
generalisations. This is characterised mainly by teachers challenging,
questioning and guiding, with learners doing, discovering and applying.
In the development of individual conceptual understanding, many
learners misunderstand the concept. This can happen in any class
(“traditional” or OBE), where teachers may be teaching in different ways
and using different styles. Teachers need to be on the look-out for
learners who develop misunderstandings, which are sometimes called
misconceptions. As a result of these misunderstandings or
misconceptions, they may make computational errors which they do not
realise are errors since they believe their thinking is correct. Activity 5
focuses on some of these errors and misconceptions and ways in which
teachers can deal with them.
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16. 8 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
Computational errors and misconceptions
Learners make what appear to be computational errors as a result of a
lack of understanding of how things work. Here are a few examples:
Activity 5 Computational/notational/conceptual errors
18 1 18 1
i = = [Learner cancels the 8's]
85 5 85 5
ii 625 [The learner does not understand
+ 25 the concept of place value].
875
iii 0,234 is bigger than 0,85 [Since 234 is bigger than 85]
iv 3 (4×5) = (3×4) (3×5) [Since 3 (4+5) = 3×4 + 3×5]
v 8÷½=4 [Since 8 ÷ 2 = 4 or 8 × ½ = 4]
vi a × a = 2a [Since a + a = 2a]
vii Half of 8 = 3 [Since half of the figure 8 is 3, if
you cut an 8 in half vertically with
a pair of scissors]
and so on.
Write down from your own experience a few more examples in
which learners make computational errors as a result of a lack of
understanding (misconceptions) of how procedures or rules actually
work. Consult with other teachers of mathematics.
1 Discuss this with your colleagues and explore solutions to these
problems.
2 Suggest the teaching strategies an innovative teacher could use to
avoid such misconceptions from developing in learners.
Note: We encourage you to discuss this with your colleagues – we can
learn a lot from each other.
Solutions to Activity 4:. Computational errors and misconceptions
1.1 Some examples of computational errors:
a
1
=4
2
⇒ a = 4× 2
The learner gets confused with the concept of multiplying by one half
on both sides of the equation versus the concept of dividing by a
fraction. This could be computed in the following way:
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17. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
a
= 4× 1
1
1
2 2
2
⇒a=2
x+2
1.2 = 1+ 2 = 3
x
In this case the learner has cancelled across an addition operation
when, in fact, this expression cannot be simplified further since there
are no common factors in this fraction!
1.3 3.2 x = 6 x The laws of exponents have been misunderstood.
The expression 3.2 x cannot be simplified.
cos 30° 30°
1.4 = The learner does not understand the concept of the
cos 60° 60°
cosine function of an angle and cancels the "cos" which is incorrect.
cos 30° 3
3 2
The correct answer is: = 2
= × = 3 (there are
cos 60° 1
2 2 1
also other alternative methods)
2. After much discussion with your colleagues, you may come to the
conclusion that the building of a concept and then the building of
other concepts onto that concept is very important in development of
the correct understanding of concepts. For example, if you have not
fully developed with your learners, the concept of cos 30° using
different sized right-angled triangles with an acute angle of 30° , most
learners will fail to understand why it is not possible to cancel the
cosines in Question 1.4.
3. Perhaps the best way to develop an understanding of concepts and
thereby avoid the development of misconceptions, is to get back to
concrete basics in the forming of the concept. For example, with the
error (iii) in Activity Five, one could spend a lesson with the learners
drawing up decimals on an enormous class-made cardboard number-
line. The learners could explore the positions of different decimals
and so would eventually be able to explain why 0,234 is not bigger
than 0,85. The learners could then be asked to make their own
number-lines - and then plot given fractions and decimals.
We need to take note that we need to allow learners to move beyond
the concrete - it is essential that once the concrete is grasped, concepts
and generalizations are taken to the abstract to develop the higher
level of thinking required, depending on the learner's grade.
Suggested links for other alternative activities/reading:
• http://www.mathandchess.citymaker.com/f/Article_-
_Math_Tutoring_Tip_-
_Common_Computation_Errors_Made_by_High_School_Studetns.pd
f
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18. 10 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
• http://www.homeschoolmath.net/worksheets/examples/missing-
addend-column-form.htm
• http://www.homeschoolmath.net/teaching/teaching-fractions.php
Activity 7: The verbs of doing
mathematics
As teachers, we have to continuously question ourselves about the
process of doing mathematics (mathematising) in our classrooms. We
have to ask ourselves if we are stimulating learning, posing thought-
provoking questions, involving the learners in actively doing
mathematics and discovering rules, encouraging enquiry as well as
providing real problem-solving situations. We cannot afford to focus
only on repetitive drill because this seldom results in understanding.
Only when learners understand concepts by 'doing' mathematics in the
classroom, will we have been successful as educators.
The verbs describing what action or behaviour is expected from the
learners when doing a classroom activity are very important for us to
use in our structuring and planning of lessons.
The verbs of doing mathematics
3 Reflect on the collection of ‘action verbs’ above. Do these verbs
clearly indicate the type of action required of the learner during the
process of mathematising?
Activity 7
4 Study the NCS for a grade to which you are currently teaching
mathematics.
5 Are the Assessment Standards expressed in terms of the action
verbs?
6 Make a list of the verbs that you find in the Assessment Standards.
7 Do these verbs clearly indicate the type of action required of the
learner during the process of mathematising?
8 Give an example of a mathematical activity that demonstrates the
action involved in each of these verbs.
Solutions to Activity 7: The verbs of doing mathematics
1. The 'action verbs', for example, explore, verify, explain, develop,
investigate etc. are very good indicators of the type of action required
of the learner for an activity. In a particular situation, specific verbs
will be used. For example, if a learner has to verify a conjecture, he or
she may formulate a plan in trying to explain and justify why the
conjecture works. In this case, other 'action verbs' such as predict or
solve would not be used in this scenario.
2. Let us consider Grade 8 of the NCS.
Why don't you have a closer look at the Assessment Standards of the
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19. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
LO's of the grade which you teach. Mark the action verbs using a
highlighter. What do you find? The NCS is full of action verbs.
3. The Assessment Standards are expressed in terms of the action verbs.
4. The following action verbs are taken from the first few Assessment
Standards of Grade 8:
describes illustrates recognizes classifies represents
compares solves estimates calculates checks judges
investigates extends explains justifies constructs interprets
5. The above verbs clearly indicate the type of action required of the
learner during the process of mathematising. In fact, we should take
the time to read our NCS document thoroughly now and again, because
the description of what process is needed for a particular Assessment
Standard is detailed and well-structured for us to understand what our
learners should do in our classroom to attain the desired outcomes.
6. Examples of mathematical activities using some of these verbs:
- explore as many patterns in this sequence as you can
- solve the quadratic equation
- investigate the properties of a function
- explain how to subtract one number from another
- predict what will happen to the function if it is shifted
Suggested links for other alternative activities:
• http://www.education.com/reference/article/what-does-mean-to-do-
mathematics/
• http://www.kecsac.eku.edu/doc/PD/Critical%20Issues%2008/kris
%20althauser%20critial%20issues.ppt#256,1,Teaching The Whole
Child Math Conceptually Versus Procedurally
• http://ux1.eiu.edu/~rdanderson/finalexamoutline.pdf
Activity 10: Doing mathematics:
informal methods
We as teachers need to ensure that the classroom environment is has a
happy atmosphere in which our learners feel secure to have
mathematical discussions with their fellow learners or with you, their
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20. 12 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
teacher. We need to set up an atmosphere conducive to exploration,
discovery and 'conjecturing'. Learners have to feel respected and
therefore free to offer their perceptions without being ridiculed if their
perceptions are incorrect. It is also our responsibility to make doing
mathematics interesting and fun. There are uncountable informal
methods to solve routine problems which make the work that much
more exciting for learners since they give the learners the opportunity
to work independently, developing their confidence and their
mathematical skill..
USING A REVERSE FLOW DIAGRAM TO SOLVE AN EQUATION
Solve for x: 3x2 + 5=17
Input Output
(..)2 ×3 +5
2
x x 3x2 3x2 + 5 17
±√ ÷3 −5
±2 4 12 17
1 Reverse the flow diagram (see the dotted lines to indicate the inverse operations). Start with the
output and apply inverse operations. What do you find?
2 Do you agree that the use of informal strategies where learners wrestle towards solutions is never
a waste of time? Motivate your response.
3 Compare the above non-routine strategies with the recipe-type routine methods and explain
which offer better opportunities for ‘doing mathematics’ discussions, developing reasons, testing
reasons and offering explanations.
4 Have you come across some interesting non-routine methods used by learners in a particular
situation? If you have, describe some of these examples. You could also discuss them with your
fellow mathematics teachers.
Solutions to Activity 10: Doing mathematics: Informal methods
-5
n ÷3 ± 4
17 12 4
±2
1. You should find that you get to the solution rather smoothly. The
inverse operations starting with the output leads to the input (the
x-values) of the original equation.
2. The use of informal strategies is not a waste of time if we as teachers
know what our outcomes and time limits are for the lesson(s). Because
all learners process their thoughts in their own unique way, informal
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21. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
thinking is very important for developing proper concepts.
3. Recipe-type routine methods originate from the learner-passive
method of the teacher-centred approach. This approach works as
long as the learner is practicing that section of mathematics. Learners
do tend to forget things that have been drilled rather than understood.
There is a place for drilling the basics (place value, multiplication
tables and number bonds for example). But if the teacher allows
learners to develop non-routine problem-solving strategies and
allows for greater learner participation, the learner's understanding
will be far deeper and possibly more long-lasting.
4. The examples in Activity 10 show some non-routine calculations.
Some other interesting developmental or informal methods which
can be used as examples are:
Grade 10 learners could draw the graph of the parabola
by choosing various points and thereby discovering the
key points as well as the shape of the parabola. They
should then be able to determine a more formal method
of sketching the parabola.
Throughout the GET and FET phases, number patterns
are developed. There are many opportunities for
learners to work with informal strategies to develop the
formal rules.
In Grade 12, once the learner has tried to find the sum
of a number of terms in an arithmetic sequence, he or
she will want to develop a formula! The learners could
be enabled to discover the formula for themselves.
Suggested links for other alternative activities:
• http://math.about.com/od/multiplicatio1/Multiplication_Chart_Works
heets_and_Division_Worksheets.htm
• http://education.jlab.org/smmult/index.html (an online game)
• http://www.mathplayground.com/balloon_invaders.html (an online
game)
• http://www.mathsteacher.com.au/year7/ch07_linear/02_solution/equa.
htm
• http://www.sosmath.com/algebra/solve/solve0/solve0.html
Activity 11: An environment for
doing mathematics
This activity calls for a discussion about the conditions necessary for
“doing mathematics” in a classroom. A positive atmosphere in the
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22. 14 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
classroom lends itself to a positive approach to the doing and learning
of mathematics. The conversation between the two teachers raises
some points about what it takes to facilitate “doing mathematics” in a
classroom.
An environment for doing mathematics
Read through the following motivational dialogue between Mr Bright and
Mr Spark, two mathematics teachers. Describe the features of a classroom
environment which you consider as important for learners to be engaged
Activity 11 in doing mathematics.
Mr Bright: A teacher of ‘doing’ mathematics needs to be
enthusiastic, committed and a master of his or her
subject.
Mr Spark: He or she needs to have a personal and easier feel for
doing mathematics to create the right environment in the
classroom.
Mr Bright: Teachers should provide activities designed to provide
learners with opportunities to engage in the science of
pattern and order.
Mr Spark: Yes, a real opportunity to do some mathematics!
Mr Bright: We need to develop this technique and discover as much
as we can in the process.
Mr Spark: Let us invite Mr Pattern and perhaps Mr Order and some
of the other mathematics teachers.
Mr Bright: Yes! We would all be actively and meaningfully engaged
in doing mathematics and respect and listen to the ideas
put forward by the others.
Mr Spark: We shall challenge each other’s ideas without belittling
anyone.
Discussion of Activity 11: An environment for doing mathematics
There are many features of a classroom environment which may be
considered to be important for learners to be engaged in doing
mathematics. Mr Bright has a keen, determined approach - he simply
wants to get on with the doing of mathematics - whereas Mr Spark is very
concerned that an atmosphere of warmth, caring and security prevails in
the classroom. He seems to want to reiterate that only then can the doing
of mathematics take place.
We as teachers need to be enthusiastic and very knowledgeable in our
field.
But we also need to have empathy. We need to be able to identify with
any difficulties our learners experience.
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23. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
We need to be well-prepared, providing suitable activities which are
exciting and interesting, so that we can engage our learners in the doing
of mathematics and thereby discovering and understanding concepts.
Respect between all members of the classroom is one of the most
important components for a positive learning atmosphere. Our learners
need to feel secure and confident in their environment. They will only be
willing to share ideas in the classroom if there is no risk of humiliation.
We can learn from both Mr Bright and Mr Spark's approaches and find a
balance in our classroom. In short, we need to be well-prepared, in
control, but caring!
Suggested links for other alternative activities:
• http://www.bsrlm.org.uk/IPs/ip17-12/BSRLM-IP-17-12-6.pdf
Activity 13: Start and jump
numbers, searching for numbers
Pattern identification and analysis provides a wonderful way of
enjoying the doing of mathematics in your classroom. Even those
learners with weaker abilities in mathematics can get very involved in
pattern finding activities. It is worthwhile having fun and discovering
number patterns as in the table below and then extending this to the
creation of other number patterns.
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24. 16 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
Start and jump numbers, searching for numbers (adapted from Van de
Walle)
You will need to make a list of numbers that begin with a ‘start number’
and increase it by a fixed amount which we will call the ‘jump number’.
Activity 13 First try 3 as the start number and 5 as a jump number. Write the start
number first and then 8, 13 and so on ‘jumping’ by 5 each time until your
list extends to about 130.
Your task is to examine this list of numbers and find as many patterns as
you possibly can. Share your ideas with the group, and write down every
pattern you agree really is a pattern.
Here are some suggestions to guide you:
Look for alternating patterns
Look for repeating patterns
Investigate odd and even numbers
What is the pattern in the units place?
What is the pattern in the tens place?
What happens when you go over 100?
What happens when you add the digits in the numbers?
Extend the pattern where you see a gap in the following table.
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25. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Which of the following are number patterns (in the columns)?
Complete the table by filling in the empty spaces, and then analyse the
numbers in each column:
Separate the
consecutive terms
Add terms
(in columns 1 and
2)
Subtract terms
(in columns 1 and
2)
Multiply terms
(in columns 1 and
2)
3
8
11
5 (or -5)
24
13
18
31
5
234
23
28
51
5
644
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Solutions to Activity 13: Discussion of some alternative patterns you
could find
The above table has been completed below:
Separate the Add terms Subtract Multiply
consecutive terms (in columns 1 terms terms
and 2) (in columns 1 (in columns 1
and 2) and 2)
3 8 11 5 (or -5) 24
13 18 31 5 234
23 28 51 5 644
33 38 71 5 1254
43 48 91 5 2064
53 58 111 5 3074
63 68 131 5 4284
73 78 151 5 5694
83 88 171 5 7304
93 98 191 5 9114
103 108 211 5 11124
113 118 231 5 13334
123 128 251 5 15744
133 138 271 5 18354
There are so many patterns in the above table. Some patterns are
immediately obvious (such as the increase by 10 each time in the first
column). Some patterns are not so obvious. For example, in the last
column, did you realize that there is a sequence with a 'jump' number of
200? Have fun in your group or on your own in discovering the patterns
above. (See how many you and your learners are able to find).
Suggested links for other alternative activities:
• http://www.learner.org/teacherslab/math/patterns/number.html
• http://www.funbrain.com/cracker/index.html (an online game)
• http://www.geocities.com/~harveyh/
• http://www.shodor.org/interactivate/activities/
• http://www.emints.org/ethemes/resources/S00000622.shtml (a whole
list of online activities)
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27. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Activity 14: Gardening problem
One of the most effective ways to encourage doing mathematics is to
present a problem to the learners which is related to their real world.
Space and Shape is a Learning Outcome which allows for this in a
variety of ways. Models and/or templates can be useful in helping the
learners to visualise the problem to be solved. Activity 14 presents a
fun and practical way of developing reasoning and problem-solving
skills.
Gardening problem
Jamal had a garden in the shape of a square.
Due to the construction of a new road the garden will lose a 3 metre long
Activity 14 strip on the south side. Jamal wants to know if he can make up for this
difference by adding an extra 3 metres on the east side.
1 Work out the area of the original garden.
2 Cut out a template to represent the area of the garden. Use a scale of
1 cm = 1 m. Mark off the centimetres with a ruler.
3 Cut off a 3 metre strip from the south side of your template.
4 Work out the area of the strip that has been lost.
5 Attach the strip to the east side.
6 What has Jamal not considered if he wants to keep his garden
rectangular?
7 To ensure that the garden remains rectangular, what will the area of
the strip on the east side need to be for this to be possible?
8 What is the area of the new garden?
9 Does this area differ from the original area at all? If so in what way?
10 Explain the reason for your answer above.
Solutions to Activity 14: Gardening problem
1. We don’t know the measurements of the original garden. Let us label
the sides of the square x metres.
Area of original garden: x × x = x 2 metres 2
2. When cutting out the template, ensure that your garden has sides
which are more than 3m (3 cm on template).
3. A 3 cm strip is cut off m the south side of the template:
x from
xm
19
3m 3m
28. 20 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
4. Area of strip lost: 3x metres 2 (using the scale)
5. The strip is attached to the east side of the template:
xm
3m
xm
6. If Jamal would like to keep his garden rectangular, he has not
considered that the dimensions of the strip which was cut off and
moved do not fit in with the left-over dimensions!
7. To ensure that the garden remains rectangular, the strip on the east
side will have to be cut down to match the left-over portion.
Area of strip on east side: 3( x − 3) = 3x − 9 metres2
8. xm
3m
(x – 3) m
Area of new garden: ( x + 3)( x − 3) = ( x 2 − 9) metres 2
9. Original Area - New Area:
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29. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
x 2 − ( x 2 − 9)
= x2 − x2 + 9
= 9m 2
10. The new area is ( x 2 − 9)metres 2 because we had to leave off a
square with an area of 3m × 3m = 9m 2 to ensure that the garden
remained rectangular.
xm
3m
xm We had to leave
this piece out so
that the strip on the
east side would
match the
rectangle left over
after the cut.
Problems like this are challenging and a practical way to develop
reasoning and problem solving skills.
Suggested links for other alternative activities:
• http://nrich.maths.org/public/
• http://nrich.maths.org/public/monthindex.php?mm=1
• http://www.ebook.com/eBooks/Education/Amusements_in_Mathemat
ics ( a free ebook)
• http://www.enchantedlearning.com/math/geometry/shapes/
• http://www.apples4theteacher.com/square.html (ineractive on line
game)
• http://www.artsconnected.org/toolkit/create_shape_geometric.cfm (on
line activity)
Activity 15: Two machines, one job
This is an activity which is commonly posed as a real life problem at the
Grade 11 stage. It involves rates of work, since we are working out the
amount of work done as time passes.
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30. 22 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
Two machines, one job (adapted from Van de Walle)
Ron’s Recycle Shop was started when Ron bought a used paper-
shredding machine. Business was good, so Ron bought a new shredding
machine. The old machine could shred a truckload of paper in 4 hours.
Activity 15 The new machine could shred the same truckload in only 2 hours. How
long will it take to shred a truckload of paper if Ron runs both shredders
at the same time?
Make a serious attempt to figure out a solution. (You could use drawings
or counters, coins and so on). If you get stuck consider:
Are you overlooking any assumptions made in the problem?
Do the machines run at the same time?
Do they run as fast when working together as when they work alone?
Does it work to find the average here? Explain your answer.
Does it work to use ratio and proportion here? Explain your answer.
Solutions to Activity 15: Two machines, one job
The common suggestion as a solution to this problem is to add 4 hours
and 2 hours to give 6 hours as the answer. We need to ask the crucial
question: "Does it take the same time (that is 6 hours) for the truckload
of paper to be shredded when the machines work together or will it take
less time?"
Once we realize that both machines working together will take less time
than even the quicker machine, then we are ready to start formalizing our
solution.
If we consider what happens in 1 hour, the solution to our problem may
begin to take shape.
So, the old machine shreds 1 truckload of paper in 4 hours.
Therefore in 1 hour, the machine shreds ¼ of the truckload.
The new machine shreds 1 truckload of paper in 2 hours.
Therefore in 1 hour, the machine shreds ½ of the truckload.
Together they shred 1 truckload of paper in x hours.
1
Therefore in 1 hour, they shred x of the truckload.
We can conclude that IN ONE HOUR:
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31. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
1 1 1
+ =
4 2 x
LCD : 4 x
x + 2x = 4
3x = 4
4 1
∴x = =1
3 3
Together they take 1 hour and 20 minutes to shred the truckload.
We can't use the average time taken, in this case, because each machine
works at a different speed and we don’t know these speeds.
We used ratios and proportion for working out what happens in one
hour.
Suggested links for other alternative activities:
• http://www.artsconnected.org/toolkit/create_shape_geometric.cfm
• http://www.mathleague.com/help/ratio/ratio.htm
Activity 16: Interpreting bar graphs
Interpreting bar graphs in the DATA HANDLING Learning Outcome, is
a very important skill which is used by most of us in everyday life. Bar
graphs appear in all forms of the media, such as newspaper and
magazines. How we interpret them is key to understanding the message
conveyed by the graph. Learner’s ability to understand graphs they see in
the media will also help them not to be fooled by data which has been
poorly represented or even misrepresented. They will learn to be on the
look-out for misleading data.
There are many bar graphs available in our daily newspapers. We should
cut these out and ask our learners to interpret them. Even better would be
to ask the learners to look for this information at home in magazines or in
newspapers and then bring it to school with them. They can then have
the opportunity to share their findings and interpretations with fellow
learners!
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32. 24 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
Interpreting bar graphs
Jairos sells bicycles. He is thinking about expanding his business and
needs to borrow money from the bank. He wants to show the bank
manager that his sales are growing fast. These are his sales for the last 6
Activity 16 months:
Month
Jan
Feb
Mar
Apr
May
June
Number of bikes sold
26
27
29
34
44
55
Jairos draws two graphs as shown below:
Bar chart A
June
number of bikes sold
May
April
March
February
January
24
0 20 40 60
33. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Solutions to Activity 11: Interpreting bar graphs
1. Bar chart A and Bar chart B are different because the horizontal
axis is numbered using different spacing. Bar chart A starts at 0, B
starts at 25.
2. The graphs tell the same story. It appears that very little sales were
made in January in B. This is due to the horizontal axis starting at 25.
3. Jairos should show the bank manager Bar Chart A because, at a
Glance, the sales look better. The number of bikes sold are depicted
Clearly in this first chart.
Suggested links for other alternative activities:
• http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CMA_LP_S05_
BA_L10_I06_01.pdf (a full lesson plan with all the necessary data
sheets)
• http://mathcentral.uregina.ca/RR/database/RR.09.99/sawatzky1/taskca
rds-data.pdf
Activity 18: Patterns
We have already spoken about the importance and potential of pattern
work when we discussed the solutions to Activity 7 of this unit. The next
activity contains many different problems, which are provided for you to
use to develop your own pattern recognition skills. You can also use them
with your classes, once you have decided that the level of difficulty is
appropriate for the grade you are teaching. You may adapt these
problems and make them more or less difficult by providing more (or
less) scaffolding of the steps required to solve the problem.
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34. 26 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
Patterns
1 Pascal’s Triangle and the Leg-Foot Pattern
Pascal’s Triangle is a fascinating display of numbers, in which many
Activity 18 patterns are embedded. In Western writings the Pascal Triangle was
named after Blaise Pascal, who was a famous French mathematician
and philosopher. Chinese mathematicians knew about Pascal’s
Triangle long before Pascal was born, so it is also called a Chinese
Triangle. It was documented in Chinese writings 300 years before
Pascal was born.
In the triangle below, some “leg-foot “patterns have been shaded. Can
you shade more of the patterns that make Leg-foot in this Pascal’s
Triangle? First look at the two examples that have been done for you.
Then shade some more leg-foot patterns in the triangle.
Now look at the numbers in the patterns that you have shaded.
Can you see a relationship between the numbers in the shaded in
the leg and the foot of the leg-foot patterns that you have
shaded? Describe this relationship in words.
Write a numeric rule for the relationship you have identified.
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35. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
2 Study the following patterns and then extend them by drawing in the
next two stages.
Draw a table to display the information above:
What type of numbers are these?
Use the following to show different representations of square
numbers
i Square grid
ii Isometric dotty paper
iii Square dotty paper
3 The following pattern will help Sipho to calculate the number of
blocks he will need to build the stairs of his house.
Help him find the number of blocks he will use for 15 steps.
Extend this pattern by drawing the next 2 stages of these steps.
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36. 28 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
Step
1
2
3
4
5
8
15
20
100
Number of
blocks
1
3
6
Find and explain a rule that generates the above pattern.
What type of numbers are these?
Use the following to show different representations of triangular
28
37. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Stage
1
2
3
4
5
8
15
20
100
Number
of dots
1
6
15
28
Investigate a general rule that generates the above pattern.
What type of numbers are these?
29
38. 30 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
Solutions to Activity 18: Patterns
1. The relationship is such that the number in the foot is the sum of all
numbers in its leg.
2.
STAGE 1 2 3 4 5
Squares 1 4 9 16 25
Dots 1 4 9 16 25
The above patterns represent square numbers.
You should also get your learners to show the different representations of
square numbers on square grids, isometric dotty paper, square dotty paper
if you have the necessary paper available. They can colour the blocks or
join the dots to draw the developing patterns themselves. This is an active
way of “doing mathematics”.
3. Sipho's pattern is based on the following:1; 3; 6; 10; 15; 21; 28; 36;
45; 55; 66; 78; 91; 105; 120; …..
The first difference between successive terms is: 2; 3; 4; 5; 6; 7; 8; 9;
10; 11; 12; 13; 14; 15; ……
The second difference between successive terms of the first
differences is: 1
The number of blocks he will use for 15 steps is 120.
The grid below extends the table and shows the next two stages of this
pattern. If you have grid paper available, you should ask your learners to
extend the pattern by drawing the next few stages in the pattern.
Here is the completed table of data for Sipho’s pattern.
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39. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
Step 1 2 3 4 5 8 15 20 100
Number of 1 3 6 10 15 21 120 210 5 050
blocks
How can you work this out? Every time you make the next stage in the
pattern (which is known as the triangular number pattern) you simply add
the next natural number to what you have. Numerically, this is how the
pattern develops:
1st number: 1
2nd number: 1+2
3rd number: 1+2+3
4th number: 1+2+3+4
5th number: 1+2+3+4+5
And so on…
The number of blocks needed for the 20th and the 100th steps is large!
Let's use a rule to generate the pattern and then it will be quite simple to
determine the number of blocks needed for the 20th and 100th steps.
So to find the 20th number (using the number pattern demonstrated above)
we have to add the first 20 natural numbers. This kind of reasoning to
discuss the pattern is appropriate for GET level learner.
Here is an algebraic solution, showing the working required to find a
general algebraic rule for the pattern. This is appropriate at the grade 11
or 12 level.
As we mentioned above the second difference is constant, so the general
term will be a quadratic expression based on: Tn = an + bn + c
2
2a = 2nd difference
2a=1
∴a = 1
2
∴ Tn = 1 n 2 + bn + c
2
T1 = 1 (1) 2 + b(1) + c
2 T2 = 1 (2) 2 + b(2) + c
2
3 = 2 + 2b + c
1= 1 + b+ c
2
1
2 =b+c …(1) 1 = 2b + c …(2)
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40. 32 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
× 2 : 1 = 2b + 2c …(3)
− 1 = −2b − c
(3)-(2): 0 = c
1 = 2b + 0
Subs. c = 0 into (2):
∴1 =b
2
∴ Tn = 1 n 2 + 1 n
2 2
This is the rule - the general term - which will generate the pattern of
triangular numbers. Using this formula we can determine T20 and
T100 .
T20 = 1 (20) 2 + 1 (20) = 210
2 2
T100 = 1 (100) 2 + 1 (100) = 5050
2 2
4. The rule that the function machine uses is that it cubes the term
number. Tn = n is the general term which will generate the values.
3
The number pattern is 13 ;2 3 ;33 ;......
These are cubic numbers.
5.
Stage 1 2 3 4 5 8 15 20 100
Number 1 6 15 28 45
of dots
Once again we will present different kinds of reasoning that could be
used to solve this pattern problem. The first involves reasoning with the
numbers in the sequence, and predicting how to continue the pattern
based on this reasoning, but it does not use any algebra. The second,
(FET level thinking) provides the algebraic solution for the general term
of the sequence.
1st number: 1
2nd number: 1+5
3rd number: 1+5+9
4th number: 1+5+9+13
5th number: 1+5+9+13+17
And so on…
32
41. Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics
If we look at this, there is a pattern. Every time we add a number which is
4 bigger than the number we added the previous time. So to get the next
(6th ) number we will have to add 21 on to the 5th number. This is how we
can get to the 15th number. It is tedious to generate terms in this way, and
at the GET level, analysis such as this would be sufficient, and you would
not expect your learner to get to the 100th term unless you wanted them to
spend a lot of time on the problem. They may generate a rule without
using the advanced algebra below, which you should encourage (but not
expect) them to do.
6th number: 1+5+9+13+17+21
7th number: 1+5+9+13+17+21+25
8th number: 1+5+9+13+17+21+25+29
9th number: 1+5+9+13+17+21+25+29+33
10th number: 1+5+9+13+17+21+25+29+33+37
11th number: 1+5+9+13+17+21+25+29+33+37+41
12th number: 1+5+9+13+17+21+25+29+33+37+41+45
13th number: 1+5+9+13+17+21+25+29+33+37+41+45+49
14th number: 1+5+9+13+17+21+25+29+33+37+41+45+49+53
15th number: 1+5+9+13+17+21+25+29+33+37+41+45+49+53+57
Here is how you could find the general term using algebra for an FET
group:
To determine the rest of the number of dots in the above stages, it is
easier to determine the general rule for this number pattern first.
Terms in the sequence: 1; 6; 15; 28; 45; …..
1st difference: 5; 9; 13; 17; …
2nd difference: 4
Therefore the general term will be a quadratic expression based on
Tn = an 2 + bn + c where 2a = 4 (the 2nd difference), so a = 2.
Using the method of simultaneous equations in number 3 above, we will
determine the rule (general term) as being Tn = 2n − n
2
Using this formula, we find that the eighth stage requires 120 dots, the
fifteenth stage 435 dots, the twentieth stage 780 dots and the one
hundredth stage 19900 dots!! (we get this by substituting into the rule)
Suggested links for other alternative activities:
• http://nlvm.usu.edu/EN/NAV/grade_g_3.html (virtual manilpulatives)
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42. 34 Solutions Unit One: Exploring What It Means To ‘Do’ Mathematics Error! No text of specified style in document.
• http://www.ccnymathinstitute.net/archive_2006-2007/high/session06/
Sixth_Grade_Lesson_Plan.pdf (a full lesson plan)
• http://mathforum.org/workshops/usi/pascal/pascal_numberpatterns.ht
ml (using Pascal’s triangle)
Unit mathematical content
summary
Summary of content covered in this unit:
• Activity 4 involved mathematical concepts relating to problem solving
in contexts involving units if measurement.
• Activity 5 involved mathematical concepts relating to the operations
and misconceptions that learners may form in relation to performing
operations.
• Activity 7 involved thinking about the “verbs of doing mathematics”.
• Activity 10 involved mathematical concepts relating to multiplication,
division and the solution of equations.
• Activity 13 involved mathematical concepts relating to number
patterns.
• Activity 14 involved mathematical concepts relating to problem
solving in a context that involved the geometric shape of a square,
measurement and manipulation of the shape.
• Activity 15 involved mathematical concepts relating to ratio and rate
in a problem solving context.
• Activity 16 involved mathematical concepts relating to interpretation
of graphs representing data (horizontal bar graphs in particular).
• Activity 18 involved mathematical concepts relating to number
patterns, some of which had geometric as well as numeric
representations.
34