Starter of the Day. Name a number that has exactly 10 factors. What number can not be written as consecutive sum? [ eg 26 = 12 + 13, 15 = 1+2+3+4+5, most can]. Work and Study Skills Numeracy Unit Standards. Ngatea Teacher Day, June 15 th Hauraki Plains College
[eg 26 = 12 + 13, 15 = 1+2+3+4+5, most can]
Ngatea Teacher Day, June 15thHauraki Plains College
Jim Hogan, Sandra Cathcart, Brenda McNaughton
Faculty of Education
Team Solutions, Auckland University
What is burning in your head that needs to be answered this session?
these standards effectively
Contains everything being used in this .ppt.
Google “numeracy standards nzqa”
There may well be more efficient ways!
In the context of numeracy of course and mathematics in general.
Have a chat about this.
A problem is a question where the pathway to the solution is not given.
The learner works out for themselves how to solve the problem and selects the strategies to use in order to do so.
Problems have a purpose and are relevant to the learner.
The purpose is the use.
Add the prices of these items to find the total amount of money Fred needed at the shop.
Pie $3.50, Chips $3.00, Drink $2.50
Why is this not a problem?
Fred had $10 and wondered if he had enough to buy these items for lunch.
Pie $3.50, Chips $3.00, Drink $2.50
Why does this now work as a problem?
I do not have a copy (yet) but just run the
SELECT and USE
lenseover every problem before
using it as assessment evidence.
Remember these are Work and Study Skills standards. They are designed for use by adults in all sorts of occupations.
Hence the relevance statements and “naturally occurring evidence comments.
An apprentice chef would use food contexts.
Sorry, no use.
Hence, while the o/d Unit Standards might be “practice” or “in class work” they (generally) can not be used for valid evidence.
This does not mean more pay!
This means the student has learned and remembered how to use the mathematics involved in solving this sort of problem.
So over a 2 or 3 month period evidence is collected.
This demonstrates learned skills and knowledge.
Use them and always ask “Is my answer reasonable?”
Preferable the Casio 82au Plus because 25% of 60 looks just like that and a fraction looks like a fraction and it has an S<=>D button.
It is the thinkingby selection and use that is important here not the calculation.
Does not mean a whole lot of single step trivia. Give students appropriate and relevant problems.
Eg Fred wants to paint the fence outside the classroom and needs to cost the job for the caretaker.
This is a many step problem. Each step is evidence for the numeracy standards.
In this case, NUMBER and MEASUREMENT
and probably WRITING as well.
The evidence can be spoken, noticed or written.
It could be a video.
It could be a computer .ppt
Of course an assessor must be certain the work is by that particular student (and verified).
How can this be assured if a student does number or measurement in an out of school context?
With care, planning and the knowledge of parents or associates. We have to accept and trust but where there is doubt say “No”.
Evidence is to be verified. This is a two step check system designed for industry buy we have to use it in school.
Record oral evidence by notes and signing.
Record visual evidence by notes and signing.
You are a registered teacher!
A moderator is only going to check your decisions concerning the evidence.
Please carefully indicate which evidence is being used and why.
A moderator is moderating your decisions.
Only give them the evidence you used.
Get the latest downloads from NZQA.
Which brings us to evidence requirements.
See Number US 26623 Standards, Outcome 1.
All clearly stated.
A measurement is not a measurement unless it has units.
A student selects their own measuring device for the purpose and reads it to appropriate accuracy.
See standard, all clearly stated.
Conversions and estimation.
Location using direction and distance.
GPS, Navman, Google Maps, all good. How about navigating in a flight simulator?
Capacity is a liquid measure or how much a container will hold.
Volume is a spacial measure which could be used for liquids but is generally referring to the “amount of 3d space”.
Either is OK for this standard.
The range involves
- general features of data
- measures of centre
- extremes, shape, trends
Appropriate conclusions are drawn from the evidence.
Lists, tables, graphs, diagrams, pictures, text.
Which reminds me of the Hungry Planet.
Low ability Y10 students, how do they get numeracy?
Students who have 10 numeracy credits ONLY – now what?
Students who have 14 credits all at Achievement level and NCEA L1.
I think that a course with Numeracy standards should also offer some credits in Achievement Standards.
Kia kaha and try something new. Remember that for low success students previous mathematics pedogogy did not work.
See BES Mathematics for more ideas.