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What do you do with the smart alecs?

What do you do with the smart alecs?. Numeracy approaches to teaching high ability students. Who are we?. HoD & Assistant HoD Maths Taradale HS 2003 - Began using numeracy programmes, initially to support low ability students in junior school

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What do you do with the smart alecs?

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  1. What do you do with the smart alecs? Numeracy approaches to teaching high ability students.

  2. Who are we? HoD & Assistant HoD Maths Taradale HS • 2003 - Began using numeracy programmes, initially to support low ability students in junior school • 2004 - Extended to incorporate other junior classes • 2005 - Part of pilot secondary numeracy project for year 9 students • 2006 – Year 2 school in SNP • 2007 – Year 3 school in SNP

  3. Past experience tells us…. • Stages 4 – 5 yr 9 students, will have difficulty coping with achievement standards in yr 11. They are best suited to a unit standard course • Stage 6 students have the most potential for movement and this is the group we can make the most difference to. • Stages 7 – 8 students will cope well with achievement standards at yr 11. They are likely to continue successfully with mathematics in yrs 12 – 13

  4. And we must… • establish effective practice in year 9 to ensure our understanding of student ability is as complete as possible • establish good lines of communication with contributing schools, to avoid mass math testing on arrival • triangulate our assessment data during year 9 and not rely totally on numeracy data. (At THS we do class assessments and AsTTle testing)

  5. Moving students • Ideally, before we teach “formal” algebra in preparation for NCEA Level 1, we require all of our students to be at strategy; stage 7 add/sub, stage 8 mult/div, stage 8 ratio/proportion • Also, we identify knowledge hotspots by analysing data effectively and teach accordingly • However…..

  6. Student misconceptions can impact on the development of algebraic thinking • Before stage 7 it is imperative that students can confidently play with whole numbers • At stages 7+ both decimal understanding and playing with all numbers are strong indicators of student readiness for higher level algebraic thinking

  7. Therefore… • use a variety of methods so students are given opportunities to reach the highest stages in strategy and knowledge • develop classroom and teaching structures that facilitate student progress

  8. Teacher toolbox should include; • Starters, games, etc for filling knowledge hotspots • Grouping based on strategy, in order to encourage total student participation in; • Teacher instruction • Group work • Individual work

  9. Nuts & bolts 1 Starters • Place value 1 starter • Place value 2 starter • Decimal Starter

  10. Nuts and bolts 2 Strategy linked to knowledge Adapting resources • Move to decimals • Move to decimals 2 • Move to decimals 3

  11. Garden Beds • Tell the story of a gardener who wants to protect some plants by placing a border of tiles around the edge. • Here are 5 plants in a row.Could you help me place the tiles around the edge? • Garden beds • www.curriculum.edu.au/maths300

  12. Time Problems • Time Problem • www.nzmaths.co.nz

  13. So, what do you do with the smart alecs? Plan, adapt, research & ask

  14. Time Problem The Problem • We have a group of unfortunate people here. They all have an exam to do. It starts at 9:30 pm sharp. Which of them will get there in time for the start of the exam? Here’s the problem. • Derek’s watch is 15 minutes fast but he thinks that it is 10 minutes fast. • Marilyn’s watch is 15 minutes fast but she thinks it is 20 minutes fast. • Sara’s watch is 15 minutes slow but she thinks it is 10 minutes fast. • Tim’s watch is 15 minutes slow but he thinks that it is 10 minutes slow.

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