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I think the formatting is better once you click on the file!

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I don't know if this is what she wants.  I've done the first bit using only Peter Sullivan's 6 principles not the blog mistakes.

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I just had a look at what you guys covered and I think that combined it sums it up nicely.  Feel like I haven't done a lot but I have a problem with over thinking, let me know if its not enough.

Learning Task 10.3

Summarise the intervention, in terms of context, development, detail and content.

Assessment for Common Misunderstandings highlights the importance knowing and understanding student’s current knowledge to scaffold on their learning.

It provides tools in the form of diagnostic assessments for each Level of the Victorian Essential Learning Standards (VELS).

The assessments support teachers with the information of individual student knowledge to support their learning.  Each tool assesses key ideas which are important to further learning.

It addresses many misconceptions in numeracy and allows teachers to pinpoint if and where students are lacking in knowledge as well as their individual learning strategies.

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Question 4: What interventions or targeting teaching support could you provide in response to the different levels of knowledge and understanding?

Level 1: students need a deep understanding of the numbers to 10.

Support students to read, write and say number names and symbols.

Provide plenty of practice in recognising numbers displayed quickly,  using a variety of flash card displays.

Practice counting on from 1, 2, or 3 using a conventional 6 –sided dot dice and another dice with 1-3 in dots and 1-3 as numerals.

Level 2: students need a deep understanding of the place-value pattern, 10 of these is 1 of those, to support more efficient ways of working with 2 digit numbers and beyond.

Practice making, naming and recording tens and ones, emphasising the count of tens in the tens place and the count of ones in the ones place.

Model and practice counting large collections. Establish the value of counting by twos and fives.

Introduce 2-digit place-value by making and counting tens as countable units, e.g. use bundling materials such as icy-pole sticks or straws to make tens and count as 1 ten, 2 tens, 3 tens etc.

Level 3: students need to be able to think about multiplication in a number of different ways to recognise when multiplication is required and how it relates to division, support efficient mental and written computation, and solve a wider range of problems involving equal groups, simple proportion, combinations, and rate.

Introduce arrays as a more efficient way to count larger collections, encourage the use of doubling.

Build number fact knowledge (and trusting the count) to 10 using subitisation cards and ten-frames (i.e. recognise that 7 is 5 add 2 more, 3 add 4, 1 more than 6, etc).

(There was actually 6 levels listed but I only did levels 1-3 as it would've taken up more than a page)

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Question 3: How does this assessment assist you as a teacher in planning?

The tools displayed in the document highlight common student’s misunderstandings and learning that needs attention. The tools can help teachers plan for activities and tasks that aim to help these misunderstandings, where teachers may use tools from the grade below if need be. It is hoped that these tools can help teachers plan tasks ideas as to how they can help students stay up to date according to their year level ay school. From this document, I would print and keep note of the tools available from each year level, in which I would keep referring too.

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~

What information does it give you as a teacher? What doesn’t it tell you?

The site is primarily about the assessment for common misunderstandings and provides tools for teachers to facilitate assessment along with advice about what the results indicate about that student’s understanding. It also provides some information of key addressed in each level of Mathematics in middle school. The tool emphasizes on its benefits to identify students who are under-achieving and in need of extra attention. The ideas of what mathematics skills are missing on each level will assist teachers in extending the focus of attention from the individual who needs support on their further learning. The tool can also be categorized as a formative type of assessment where it can be conducted on random days and on any type of circumstances, not in a formal test environment; thus, students are more likely to be relaxed and reflect their maximum capacity during the assessment.

The website doesn’t give information of how it is conducted in detail, only a brief background and cases as examples. It doesn’t relate its position to the ACARA’s framework and seems to be limited only the scope for Victoria state wide.

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PAT - M

What is being assessed in these?

The Progressive Achievement Tests in Mathematics purely assesses year 1 -10 student’s mathematical skills and understanding in:

Number

Algebra

Geometry

Measurement

Statistics

Probability

There are a series of PAT tests for other areas of the curriculum.  Results support teachers by indicating individual student’s skills and abilities from test to test for future teaching.

How is this different to the other “tests”?

The Pat-M test is all multiple choice answers and includes formulas as well as some numeracy type testing.

How does this align with your discussion to date re: Numeracy V’s Mathematics?

I believe this test is more mathematically focused, it relies more on knowledge in comparison to a deep understanding of numeracy.

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1.    Summarise each document to give the main essence/overview. Highlight how important it is for you to have this overview.

Early Years Learning Framework:

The Early Years Learning Framework (EYLF) highlights the importance of play in a child’s physical, cognitive, social and emotional development.

Literacy and Numeracy Indicators:

The Literacy and Numeracy Indicators links to the EYLF and are used to inform the planning, teaching and monitoring a child’s development of literacy and numeracy in a preschool setting, which will help support the transition to school.

Australian Curriculum: Mathematics:

The Australian Curriculum: Mathematics provides the learning outcomes of what is expected for each year level. Teachers must understand and use the curriculum when planning and conducting lessons and observing and assessing students’ development.

2.    What are the core aspects of thinking mathematically and aspects of conventions and skills evident throughout these sections?

I didn't understand this question either.

3.    What are the overlaps that you picked out and how does this compare with your reading (double journal entry) of Zevenbergen?

The Early Years Learning Framework and the Australian Curriculum aligns with the Zevenbergen reading as they all highlight the importance of creating supportive and nurturing learning environments that allow children to develop problem solving skills and a positive disposition for mathematics.

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Compare the PAT-M to your analysis of the PISA, TIMSS and NAPLAN samples:

What is being assessed in these?
PAT-M assesses; Geometry & Measurement, Number & Algebra and Statistics & Probability.
How is this different to the other “tests”?
The content of what is being assessed is more closely in line with the Australian Curriculum.
How does this align with your discussion to date re: Numeracy V’s Mathematics?
The PAT-M test measures both numeracy and mathematical abilities. I think it uses examples of real-life situations as well as mathematical concepts.

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Learning task 9.3

1.       What is being assessed in these?
Number and Algebra, Statistics and Probability, Measurement and Geometry

2.       How is this different to the other “tests”?
It seems to be aimed at younger students as the text is larger and more spaced out, which is also accompanied by cartoon figures. The questions are short. There are no real-life situations, which is what the PISA test focuses on.

3.     How does this align with your discussion? (Numeracy v Mathematics)
I believe that this test requires a balance of both mathematical and numeracy knowledge, however, I would say there is more of a focus on Mathematics compared to Numeracy.

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Learning task 9.1 (Chloe)

1.     Summarise each document to give the main essence/overview. Highlight how important it is for you to have this overview.

Belonging, Being & Becoming:
The Early Years Framework highlights the importance of play in a child’s early years. It emphasises the importance of a child’s physical, cognitive and emotional development through a range of play based learning activities.

Literacy & Numeracy Indicators:
The literacy and numeracy indicators aim at teachers or educators teaching at a preschool age. This document links with EYLF and aims at helping teachers plan, extend and assess their students work.

Australian Curriculum: Mathematics:
This document/s highlights key learning outcomes in each year level in all mathematical strands. Educators must be familiar and have the Australian Curriculum in order to plan, teach the curriculum outcomes, observe their students learning, and assess children’s learning and their development in mathematics.

2.     What are the core aspects of thinking mathematically and aspects of conventions and skills evident throughout these sections?

Sorry guys, I have no idea what this question is asking ???

3.     What are the overlaps that you picked out and how does this compare with your reading (double journal entry) of Zevenbergen?

Both the Early Years Framework and the Australian Curriculum compare as similar to Zevenbergen’s definition of numeracy. They all state the importance of learning environments that promote problem solving and that nurture imagination and eagerness. By supporting these factors, it assists in developing positive disposition towards mathematics and numeracy.
Zevenbergen (2005, p. 4) highlights the importance of numeracy in developing mathematical skills that are used to solve every day situations. In relation to the literacy and numeracy indicator, it similarly shows aspects of children’s learning during everyday experiences, and how educators can prompt and expand children’s mathematical concepts

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Learning task 9.1

For ECE Students:

In your learning teams, access the Australian Curriculum: Mathematics, the Early Years Learning Framework and the Early Years Literacy and Numeracy Framework:

Belonging, Being, Becoming - Early Years Learning Framework

Literacy and Numeracy Indicators

Australian Curriculum : Mathematics

Firstly, each of you, read the overview pages/ general introduction and structure pages for each document; In particular, highlight what you consider to be the key elements of the curriculum/ learning frameworks. How are they the same? How are they different? I want you to think about the link between the general capabilities/ proficiencies in the AC and the Outcomes/ Numeracy Indicators in EYLF specifically here.

Similarly, read through the overviews of the four proficiency strands and highlight what you consider to be aspects of thinking mathematicallyand aspects of mathematics content and conventions.

1. Summarise each document to give the main essence/overview. Highlight how important it is for you to have this overview.

2. What are the core aspects of thinking mathematically and aspects of conventions and skills evident throughout these sections?

3. What are the overlaps that you picked out and how does this compare with your reading (double journal entry) of Zevenbergen?

SECOND GROUP TASK (9.3)

Compare the PAT-M to your analysis of the PISA, TIMSS and NAPLAN samples:

-          What is being assessed in these?

-          How is this different to the other “tests”?

-          How does this align with your discussion to date re: Numeracy V’s Mathematics?

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Proportional & Discreet data, PP, Kerri....

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Proportional & Discreet data, PP, Kerri....

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NUM Proportional Data Weight power point

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To explore the claim that we are consumers and targets of data for the majority of our personal, family, vocational and community activities you need to find 3-4 pieces of data from the media and/or from your daily activity that you have used over the past week.

Learning Task 8.2

Work in learning teams to explore the examples of data that your group collected.

In particular, discuss the ways  data is presented, represented and the influence this may have

·         the purpose of the data;

Facebook - communication, entertainment, advertising.
Email - communication, education.
Weather Apps - appropriate preparation  due to weather, planning, tracking seasons and weather patterns to help prepare for future weather forecasts.

·         the audience for the data, how inclusive / exclusive is the data and its representation;

·         the data’s effectiveness in communicating key ideas;
Facebook: Data is everywhere on Facebook, it can definitely communicate key ideas in many different formats.  However, the effectiveness would vary as what each person views is a personal choice.

Facebook data can influence peoples choices and opinions, for example:

·         Shopping online.

·         Comparing products.

·         World views.

Email: Emails are directed on a personal basis and key ideas are often communicated effectively.  With the exception of spam where you can receive a lot of communication of no interest, it is up to the recipient what they choose to read and their personal perception of ‘key ideas’.

Weather apps: Depending on the particular weather app, some are simply communicating key ideas whereas others include a lot of extra information, some of which can be confusing.  Again it is up to the reader and what they are looking for as to its effectiveness.

·         do you think any information is  lost in organising the data;
(chloe)
Facebook: Yes, data is lost through Facebook. Sometimes, there can be so much information to take in while scrolling through Facebook that much of the information is lost through the process.

Email: Information through email isn’t lost when organising the data. Your emails are sent directly to you, where they are a form of communication and no information is lost.

Weather apps: When a person wants to know what the weather is going to be like, they open up a weather website or app. The information in this piece of data isn’t lost, it is used by many to calculate weather updates and to prepare themselves.

·         the accuracy of data you read and how number is used. (Rachel)
The data posted by anyone on Facebook can’t always be considered as accurate and the source of the information should always be checked.

With many people owning a smart phone, weather apps are used everyday to check the weather conditions and prepare for the day. A weather apps data is a prediction and normally quite accurate, but could change. There could also be some slight differences between apps. The majority of the data from a weather app is in number form (e.g. the temperature forecast, percentage chance of rain, UV index, etc.).

Choose one illustrative example for each of the following (some of your examples may illustrate more than one of the following)

·         data or representation that uses proportional data;

·         a representation of discrete data;

·         a representation of continuous data;

Continuous Data

Continuous Data

Information that can be measured on a continuum or scale.

Examples of Continuous Data - Emma

A weather chart impacts our daily lives but isn’t set in stone, it can be predicted and recorded but is subject to change. It is recorded and numbered using degrees and numbers.

Inclusive data, i.e. for everyone;
Inclusive data affects everyone, such as records of births/deaths/marraiges etc.

Exclusive data, ie for specific people and describe what this audience needs to understand to use this data;
Facebook - Our Facebook's are catered to specific people in our lives and personalised to what we 'like' and are interested in. Specific things that are advertised when we login in due to the different pages we like and groups we are involved in. This data is specific to the individual person.

Example of personalised/exclusive data - Facebook advertisements, based around personal likes/interests:

·         data that impacts on people’s everyday lives and they have control;
I answer this on power point format

·         data that impacts on people’s everyday lives and they have no control;

·         data that dictates specific actions – which actions?;
(Chloe)

This data provides actions to viewers stating you should not smoke. It provides a list of harmful effects on the human body that are very hard to ignore when reading the data.

·         data that is misleading, explaining why it is misleading and how it can be misused, suggest a different way of presenting this data so it is no longer misleading.
(Chloe)

This piece of data is misleading as by looking at the graph you think that the Times is doubling the Daily Telegraphs sales, however by looking at the scale you can see that the Times is only winning by 10%.

·   Can we relate these discussion to the Paige, Lloyd and Chartres (2008) framework? (Rachel)

Functional dimension: Data is used in everyday tasks.

A weather app is a good example of this as the data provided is used to prepare for the upcoming weather conditions.

Sociocultural dimension: The way that data is used depends on cultural or social contexts.
When we look at the weather forecast is displayed in Australia’s temperature scale; degrees Celsius. In the US Farenheit is used to record the temperature, therefore a weather apps data would be different.

Technological dimension: Technology impacts on how data is used.

Most of the examples of data our group looked at involved the used of technology.

Critical dimension: Data is used to make sense of social, physical, political, biological and spiritual environments in which we operate.

The weather app and the smoking health risks are good examples of this.

Post your summaries here (group or individual): You might like to consider a creative approach to your presentations. For example creating a collage of your data sets to illustrates the themes above - up to you! Please ensure your work addresses all of the task requirements.

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data that impacts on people’s everyday lives and they have control;data that impacts on people’s everyday lives and they have no control- by Dinar

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data that impacts on people’s everyday lives and they have control;data that impacts on people’s everyday lives and they have no control- by Dinar

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ok, although I have lost confidence I hope this is ok... I have set it out a bit differently in attempt to answer all the questions under each document..
Learning task 9.1

In your learning teams, access the Australian Curriculum: Mathematics, the Early Years Learning Framework and the Early Years Literacy and Numeracy Framework:

Firstly, each of you, read the overview pages/ general introduction and structure pages for each document; highlight what you consider to be the key elements of the curriculum/ learning frameworks. How are they the same? How are they different? I want you to think about the link between the general capabilities/ proficiencies in the AC and the Outcomes/ Numeracy Indicators in EYLF specifically here.

Similarly, read through the overviews of the four proficiency strands and highlight what you consider to be aspects of thinking mathematically and aspects of mathematics content and conventions.

ACARA

ACARA’s aim is to provide teachers with the proficiency strands to provide students with fundamental numeracy skills for the future.  Including essential skills and knowledge of numbers, measurement, geometry, statistics and probability.  It outlines the need for numeracy skills in a range of disciplines developing mathematical understanding, fluency, reasoning and problem-solving skills in familiar and unfamiliar situations.

The 4 proficiency strands:

Understanding – introduces children to connections, numbers and calculations.

Fluency – involves counting in sequence, patterns, comparison, language of chance and duration of time.

Problem solving – applying their skills and knowledge through modelling, sorting, counting and using literacy skills to discuss, find, compare and investigate solutions.

Reasoning – by using, current knowledge, understanding, fluency, problem solving children can make sense of and show comparisons, calculations and explain processes.

Each of the 4 proficiency strands encourage children to think mathematically across various content and contexts.  They should be included simultaneously across the curriculum, allowing students to gain an understanding of the importance of numeracy and what it means in their individual world.

LITERACY AND NUMERACY INDICATORS

Are to be used by preschool teachers to support planning and learning, to monitor and inform/discuss children’s development with parents and families, aligning with ACARA, this information also assists in and supports school transition.  It highlights the importance of positive learning environments, literacy and numeracy knowledge and skills as a foundation for future learning.

The 4 indicators:

The child and the Early Years Learning Framework – at the centre of the chart identifies children’s individualities and current knowledge.

Learning processes – acknowledge and support a child’s individual knowledge and learning processes, in numeracy these include noticing, sorting, patterning, wondering, communicating, reasoning, generalising, visualising and comparing.

Indicators – there are four indicators for both literacy and numeracy.  Numeracy indicators centre around the concepts of exploration, measurement, analysis and understanding of children’s worlds.

Key elements – there are key elements for each indicator providing measurable aspects for each.  They can be used by teachers to ensure the indicators are being met.

Working in partnership with parents and families supports children’s learning and allows teachers to target specific outcomes for each student according to their current knowledge and dispositions.  It aims to ensure all children are ready for transition to school with the necessary foundations for learning.

The indicators allow teachers to acknowledge and measure and encourage numerical understanding and mathematical thinking skills.

EYLF

The EYLF acknowledges the early years as an important learning and developmental stage in a child’s life.  Centred around relevant and meaningful play based learning it aims to enrich and extend children’s learning across the language and literacy, numeracy, social and emotional and ethical and cultural skills.

Children begin to understand key numeracy concepts through counting, organising, investigating, exploring, generalising and comparing using trial and error and current knowledge when problem solving.  Given the opportunity to ask questions, and respond to open ended questions they engage in critical thinking by modelling, demonstrating, speculating, explaining and sharing through social play based experiences.

Educators can use intentional teaching strategies by keeping children’s current knowledge, abilities, interests and overall learning in mind.  This enables teachers to provide positive learning experiences for children, and scaffold on their learning.  Children use mathematical thinking when problem solving through play in numerous ways from spatial awareness to counting and sorting while sharing.

Given relevant and meaningful opportunities to problem solve in positive learning environments is highlighted in each document, including Zevenbergen.  Each of the documents can be linked for continuity of teaching and reporting on children’s current knowledge and achievements throughout each stage of their learning journey.

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Hi Kerry,
I agree this one is definitely more confusing than I thought. I agree with doing the phone plan one instead. I am hoping the others agree.
Thanks
Dinar

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Suppose Cathy purchases a holiday package costing $760 using a credit card that has an interest rate of 13% p.a., compounded monthly.

What monthly interest rate is equivalent to 13% p.a.?

13% / 12 months = 1.083% per month on total balance owing for that month…

The 1st months interest is 1.08%, with no repayments made for each month, the interest rate basically doubles for the principle, 2nd month 2.15%, 3rd month 3.29%.  This interest rate applies for the balance owing each month starting at the original amount of $760.00.

The below is a table in word....

| Month | Balance | Interest added | Percentage
| 1 | $768.23 | $8.23 | 1.08%
| 2 | $776.55 | $16.55 | 2.15%
| 3 | $784.97 | $24.97 | 3.29%
| 6 | $810.76 | $50.76 | 6.26%

Number rounded to the nearest 2 decimal places.

What debt will Cathy have on her credit card 3 months after the purchase if she has made no repayments?

$784.97

Suppose Cathy is able to make a repayment of $100 six months after the purchase and that this is her first repayment. What debt would she then have on her credit card?

$710.76

When we save, compound interest works in our favour but when we borrow it works against us.

This is because with debt, interest is added to a negative figure and with savings, it is added to a positive figure.

Some people make repayments on their credit card, but their debt does not decrease.

How could this be possible?

The debt will not decrease unless more than the added interest is paid, the more Cathy pays back each month (on top of the interest) the quicker the loan will decrease.

What recommendation would you make to Cathy?

Either wait until she has saved more money or endeavour to find a loan with an interest free period and try to pay it off within this interest free period.

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Is this what was needed?

Telstra mobile phone plans

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OK, same as last one, please have a look and make whatever changes you like (if u can), I was thinking of removing the actual questions, what does everyone think???  otherwise let me know.... once it is done I don't think I know how to make it public when posted??? so may need some help there...
for some reason it looks all crammed but its not in power point.... idk

ignore last bit, as a 1 page power point, just need to upload, didnt use prezi as i found it confusing last time i tried

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Suppose Cathy purchases a holiday package costing $760 using a credit card that has an interest rate of 13% p.a., compounded monthly.

What monthly interest rate is equivalent to 13% p.a.?

13% ÷ 12 = 1.083% monthly interest rate

What debt will Cathy have on her credit card 3 months after the purchase if she has made no repayments?

Month 1:

(1.083 ÷ 100) x 760 = 8.23

760 + 8.23 = $768.23

Month 2:

(1.083 ÷ 100) x 768.23 = 8.32

768.23 + 8.32 = $776.55

Month 3:

(1.083 ÷ 100) x 776.55 = 8.41

776.55 + 8.41 = $784.96

Cathy will have a debt of $784.96 after 3 months

Suppose Cathy is able to make a repayment of $100 six months after the purchase and that this is her first repayment. What debt would she then have on her credit card?

Month 4:

(1.083 ÷ 100) x 784.96 = 8.50

784.96 + 8.50 = $793.46

Month 5:

(1.083 ÷ 100) x 793.46 = 8.59

793.46 + 8.59 = $802.05

Month 6:

(1.083 ÷ 100) x 802.05 = 8.69

802.05 + 8.69 = $810.74

$810.74 - $100 repayment =  $710.74 debt

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Hi everyone, please find attached.

Hi Dinar its Rachel.

I had a look at your answers for 7.2 and noticed some differences between our answers.

What debt will Cathy have on her credit card 3 months after the purchase if she has made no repayments? I got $784.96

$760 + $8.2308 + $8.3199 + $8.4100

= 784.9607

= $784.96

(Whereas you had 784.967 making it $784.97)

(so it looks to be just a typing error?)

Suppose Cathy is able to make a repayment of $100 six months after the purchase and that this is her first repayment. What debt would she then have on her credit card? I got $710.74

Our difference in answers could just be because of the typing error in your last question?

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5 of Kerri’s life events, without clues… Task 6.1

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5 of Kerri’s life events, without clues… Task 6.1

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Chloe's editing
1. 5 hour surgery  3
2. Broke foot  4
3. Drivers license  1
4. First child  2
5. Uni  5
- Sorry if i got these completely wrong Kerri - all good Chloe, I've put the correct numbers next to them...

See how you go…

Broke my foot

Started Uni for the first time

Got my drivers licence

Had 5 hour surgery after my 7th ever netball game

Had my first child

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·      Bought my first car 4

·      Started university 5

·      Met my Nan (my mums birth mother) for the first time 2

·      First family holiday to Queensland 1

·      Got my first job 3

(this is probably really easy to put in the correct order, but I had no idea what events to choose)

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Can you put these events into order and figure out the years these events took place?

In the year I STARTED RECEPTION, the Olympic Games were held in Sydney. 2000

In the year I played my FIRST GAME OF NETBALL, Saddam Hussein was captured. 2003

The year I STARTED UNIVERSITY, Margaret Thatcher died, at age 87. 2013

The year I HIGH SCHOOL, Barack Obama was reselected for his Second Term as US President.2012

The year I TRAVELLED ASIA, Donald Trump elected as the President of US.  2017

Dinar
I finished my high school the same year as Stephen King's novel, Cell, was published.

The year I moved to Australia, Julian Assange was arrested in London.

The year I had my first baby, Nelson Mandela passed away.

And these two are sequence of events that probably needs guessing which one happened first 😊
I was able to ride a bike.
I got my car license.

Attempt at putting Dinar's events in order: By Rachel

1. able to ride a bike

2. got car license

3. Finished high school: 2006?

4. Had first baby: 2013?

5. Moved to Australia: 2017?

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A regular latte/cappucino costs $4.20

You have a loyalty card so can either:

(a) Get every 10th coffee free

OR

(b) Pay $3.80 per coffee

Option (a) working out:

$4.20 (per coffee) x 9 = $37.80

And the 10th coffee is FREE

Option (b) I worked out to be the equivalent to 10% off per coffee

(10%= 10/100 = 0.1)

$4.20 x 0.1 = 0.42

$4.20 - 0.42 = $3.78 (rounding up to $3.80)

$3.80 x 10 = $38.00

Therefore, you are beer off paying $4.20 each time for your 9 coffees and then get one free, compared to paying $3.80 each time and in the end paying more.

For 10 coffees if you go with option (a) you will spend a total amount of $37.80

For 10 coffees if you go with option (b) you will spend a total amount of
$38.00

Thus, option (a) is more economical as you are saving a total of $0.20

- Emma

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Learning task 6.3

Product 1:

Was $52.99

Now $47.99

You save $12

But…

Product 2:

In another shop, it was also $52.99 but now has 12% off.

Which is the better value?

Product 2 is the better value when purchasing the product.

How I worked it out…

$52.99 x 0.12 = $6.36

$52.99 - $6.36 = $46.63

Therefore, Product 1 has a total price of $47.99, where Product 2 total price is $46.63, which is lower. Thus product 2 is a better value.

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Top 10 Solar Countries.
Australia uses more than 10% of the Solar Power used by Germany. Is this true?
Yes.
10% of solar power used by Germany is 10% × 38.2 Gigawatts = 3.82 GW
Based on the chart Australia uses 4.1 GW. 4.1 > 3.82. Yes the statement is correct.

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When considering the "best", ensure the socio-cultural aspect of numeracy is taken into account.

For example, how ethically sourced are the 'cheapest' options?

What constitutes "best" in this case?

Click here to access a range of other tasks. Complete at least 3 and upload your responses to the forum (individually or as a learning team).

Again, when posting your responses, discuss the skills and strategies you employed. How are the chosen activities or problems a demonstration of numeracy? Link it to the frameworks and literature discussed so far.

Shall we split this one up this week? Work in pairs and someone on their own (I can do if need be) and then upload responses on here and then someone put them all together and post.

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Understanding : Students need understand how to apply their mathematical knowledge of directional lines such as vertical, horizontal, and diagonal.

Fluency : Choosing strategies that is appropriate based on their previous knowledge.

Problem-solving : Through trials and errors, students explore different strategies to position themselves on the grid.

Reasoning: Students are able to justify their strategies and solutions to the game.

For younger children:
Make the game simpler, such as less grids. The board is made attractive to kids (I like the example suggested by Rachel).

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Task 5.3 – (Chloe)

How are the proficiently strands being developed in this activity?

Understanding-  To begin the game you have to know and understand what is going on. The students need to understand the mathematical knowledge that is required to complete the chess game.

Fluency- Students need to choose strategies and procedures to follow. There will be trial and error, where students can reflect on what works and what doesn’t.

Problem-solving- The whole activity is focused and based around the concept of problem solving. The students need to figure out where the queens need to go.

Reasoning- Children need to explain their reasons and thinking on how they reached a conclusion. This is shown in class discussions, where students had to think for themselves.

How could you adapt it for younger or older students? What other contexts could be used?

-       A smaller and colorful grid enticing younger children to play the game.

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Task 5.3 Creating, resourcing and connecting problem solving to real world interests and pastimes.

Five Queens

How are the proficiency strands being developed in this activity?

I believe that all 4 proficiency strands are being used by students to find the solution.

Understanding
Students need to understand exactly what needs to be done, as I know nothing about chess I had to read through the instructions a couple of times before I understood.  They need knowledge of horizontal, vertical and diagonal.

Fluency
Student need to think about possible ways to find the solution and if there is more than one mathematical equation that they can draw upon when doing so.

Problem-solving

This whole activity is a problem solving one, the answer is not obvious and students need to use their problem solving skills to find the solution.

Reasoning

Students need to think logically and analyse the problem before being able to come up with how they need to work and what skills are necessary in order to solve the problem.

How could you adapt it for younger or older students? What other contexts could be used?

For younger students the grid could be made smaller 4x4 with 2 queens, this makes it a lot easier.  You could then increase the size as a way of scaffolding their understandings.

You could do it as an outside physical education game using squares of paper (easily moved) and people as queens.

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Task 4.2 The 3 numeracy frameworks and the EYLF

So how do EC teachers promote this learning?

Children are innately inquisitive, ECE’s can provide children with opportunities to use a variety of mathematical skills and build on their current kno wledge by:

·           Using open-ended questions

·           Providing thought-provoking opportunities at challenging levels    to promote problem solving & build on their prior knowledge

·           Introducing and encouraging mathematical language & concepts

o   More, less

o   cause and effect

o   patterns

o   estimation & prediction

·           Relating maths to the real world

·           Creating activates that involve critical mathematic thinking, group work and problem solving.

·           Providing a variety of materials to encourage ongoing exploration

·           Providing mathematically rich environments

·           Incorporating children’s interests

·           Recognisingthe mathematical skills used

Explore the examples of practice in the above link starting on p.19.
Discuss these examples in relation to the numeracy frameworks we have explored so far.

The examples can be linked to all three frameworks however the one that stood out the most was Paige et al (2008).

Children use the functional dimension to engage with day to day tasks in a mathematical way within social situations through language, exploration, and participation.

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Children are innately inquisitive, when approaching numeracy in ECE the frameworks and examples given support the need to foster children’s inquiry and playful nature. ECE numeracy needs to provide children with open-ended opportunities to build on their prior knowledge and recognise play as an opportunity for children to learn and thus incorporate learning tasks in fun and playful way.

ECE educators can encourage children by counting aloud and start conversations with them when they are engaging in play and relate it to mathematic skills in some way, such as discussing patterns, or getting them to estimate or predict as they play.

Educators also have the opportunity to scaffold or extend students by asking meaningful questions that will develop problem solving skills by providing them with an open-ended question that requires thinking time and an opportunity to explore possible and different methods and solutions.

ECE educators should also provide students with a range of different materials in their environment that both support and foster mathematical opportunities.

The examples from the link showed children engaging with mathematical through play-based opportunities that educators were able to both observe, participate with and scaffold learning throughout.

The examples also provided children with opportunities to connect the context to the real-world, and this is something that has come up a lot in our course content so far. The importance of children understanding the connections of mathematics to the real world and being able to use content in the correct context.

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So how do EC teachers promote this learning?

-          Introduce mathematical language when talking in the classroom

-          Relating maths to the real world

-          Creating activates that involve critical mathematic thinking, group work and problem solving.

-          Ask open ended questions that allow students to think critically

-          Encourage ongoing exploration during mathematics

The examples on Pg. 19 link to Paige (2008), where the four dimensions is used in everyday activities and tasks. Children use the functional dimension to engage with day to day tasks in a mathematical way, along with sociocultural dimension in determining how maths was used in the past. Children also used maths to make sense of their world, engaging in physical, political and spiritual environments in which we operate.

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Task 4.2 The 3 numeracy frameworks and the EYLF     Kerry 

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Task 4.2 The 3 numeracy frameworks and the EYLF     Kerry 

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Children are full of questions, ECE’s need to provide children with opportunities to use a variety of mathematical skills and build on their current knowledge.  Unpacking play and recognising these skills being a key role.

Scott (2000)

The children are introducing mathematical experimentation to understand key skills that they can use and build on in the future.  They have the confidence and positive attitudes to use their mathematical knowledge (content) in the correct context to get things done.

Paige (2008)

The children are using a transdisciplinary approach combining different skills and knowledge to meet the functional dimension, sociocultural dimension and critical dimension.  The functional dimension is allowing them to use the correct skills for their needs at the time.

Goos (2007)

With positive dispositions children are building on their mathematical knowledge in context while using their current skills and available tools.

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So how do EC teachers promote this learning?
- Introducing mathematical language during interaction with children – EC educators should make conversation with children beyond counting numbers (e.g. introduce patterns, the concepts of ‘more’ and ‘less’, cause and effect, etc)
- Encouraging thinking skills by asking relevant questions. Instead of feeding children information, EC teacher should give them opportunity to think about a problem and task and let them explore some practical solutions.
- Provide mathematically rich environment, include props, space, materials, activity lessons– EC teachers should observe what the children’s interests are and incorporate maths into those interests to be more engaging.

Explore the examples of practice in the above link starting on p.19.
Discuss these examples in relation to the numeracy frameworks we have explored so far.
The examples mostly highlight the numeracy framework under Paige et al (2008) of sociocultural perspective where the main concept is situated-learning. In the EC education, learning takes place within social situations through language, exploration, and participation. Children learn mathematical language and concepts through interactions with the educators and peers, also through exploration of what props and materials provided or naturally exist in the environment.

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Rachel

So how do EC teachers promote this learning?

·      Use open-ended questions.

·      Provide tasks that cater for the students abilities and ensure they are at suitable difficulty so that the students actually need to ‘problem solve.’

·      Plan tasks that that relate to real world contexts.

Explore the examples of practice in the above link starting on p.19.

Discuss these examples in relation to the numeracy frameworks we have explored so far.

The examples showed the children participating in and developing numeracy skills through play.

Scott (2000)

In the examples the children have participated in numeracy tasks that relate to real world contexts (e.g. friends for lunch, we need more dirt). During each of the experiences the educators asked questions to extend the children’s learning and further develop numeracy skills. As the educators were interacting with the children during their experiences, I believe that this would assist in the children building their confidence.

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Kerri
Hi all, let me know what you think, there is 217 words (bugger), so gotta loose a few, I found this really hard considering I am the odd one out. lol

Week 3 - Attitudes to mathematics & numeracy and the impact of these

6 Learning Task 3.2 - Is It Numeracy?

Consider the concepts, dispositions skills etc. that the narrator identifies in relation to the numeracy frameworks discussed so far in this course. Are these workers / fashion students numerate? How? Why? / Why not?

This week we came to different conclusions, most us believe the scaffolders and fashion students are numerate. They can use the correct mathematical skills in their chosen profession with initiative and confidence without consciously knowing they are using these skills.  However, contrary to this one student suggests that they are not necessarily numerate but simply know their job, if faced with a different problem could they apply the correct mathematical skills to solve this in any given context.

Based on the commentary in this video, what are the implications for you as teachers in children’s mathematical and numeracy development?

We all acknowledge that teachers need to:

·         Change the misconception of mathematics to focus on problem   solving, not simply sums on paper

·         Allow students to use their own strategies for problem solving.

·         Introduce mathematics and problem solving at an early age.

·         Connect mathematics and problem solving to the real world and make it relevant to students.

·         Support students to feel comfortable and confident with using new mathematical skills for problem solving.

·         Celebrate student’s achievements at all stages.

Reflect on your understanding of the 3 numeracy frameworks we have so far explored when composing your team response.

Being numerate involves more than mathematical knowledge, initiative & confidence through trial and error with technological knowledge to support findings.

All 3 frameworks suggest that to be numerate one must be able to apply mathematics to “meet general demands of life at home, in paid work, and for participation in community and civic life.”  (Australian Association of Mathematics Teachers, 1997, p. 15)

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3.1
MAX 100 WORDS

As a group we came up with a range of different ways to solve the problem – but all came to the same conclusion, that in our group of 5 people, there would be 10 handshakes. The majority of the group used diagrams with arrows to solve the question, whilst others used or suggested tables, lists or acting it out. Multiplication and division was used in problem solving and different language used to explain the process we used. At school some of us enjoyed maths and had positive experiences with learning problem solving whilst others did not feel they were taught or did not grasp these skills.
- Chloe, Dinar, Kerry, Rachel & Emma

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Finally able to upload - sorry guys!!

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Week 3 - Attitudes to mathematics & numeracy and the impact of these

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Week 3 - Attitudes to mathematics & numeracy and the impact of these

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Learning Task 3.2 - Is it Numeracy?                    Kerri

"Twice Five Plus the Wings of a Bird"

Consider the concepts, dispositions skills etc. that the narrator identifies in relation to the numeracy frameworks discussed so far in this course. Are these workers / fashion students numerate? How? Why? / Why not?

The narrator describes many mathematical skills involved in performing the given tasks.

Neither the scaffolders or fashion students are aware that they are using mathematical skills as they are completing a specific task that their training has been focused on.  They are simply “doing math’s with their hands.”

My view of being numerate is the ability to apply mathematical skills in context to solve any given problem, if the scaffolders and fashion students were confronted with a different problem could they solve it or do they simply know enough to perform their jobs successfully?

Workwise however, I believe they are numerate, but can they apply mathematical skills outside of this context?

Based on the commentary in this video, what are the implications for you as teachers in children’s mathematical and numeracy development?

Teachers need to be able to connect mathematics to the real world, based on the interest of the students, by making it engaging and celebrating student achievements at every stage of their learning journey.

Reflect on your understanding of the 3 numeracy frameworks we have so far explored when composing your team response.

All three numeracy frameworks talk about numeracy and applying mathematics to everyday life “confidently and for purposes that arise.” (Paige, K etal., 2008 Asia-Pacific Journal of Teacher Education), “Using mathematics ….  to meet general demands of life at home, in paid work, and for participation in community and civic life.” (Australian Association of Mathematics Teachers, 1997, p. 15).

Therefore, the numeracy levels of the scaffolders and fashion students are unknown due to not knowing the mathematical skills required outside of the examples shown.

This is my thoughts on this task, my actual answers are just over 200 words though, surely the questions are not included in the word count....

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By Dinar

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Learning task 3.1

If your group were to meet for the first time today (imagine week 1) and everyone in the group was to shake hands with everyone else, how many handshakes would there be?

1.       Describe to the people in your learning team how you solved this problem and share similarities and differences in your solution strategies.

5 people in my group:

1.       Dinar

2.       Rachel

3.       Kerri

4.       Emma

5.       Chloe

1 person x 4 shakes (5 people in the group), therefore 4 shakes x 5 people = 20 handshakes

A shakes 4 peoples hands

B shakes 3 peoples hands

C shakes 2 peoples hands

D shakes 1 persons hands

E shakes 0 persons hands

Total = 10

Therefore in a group of 5 people, there would be a total of 10 handshakes.

2.       Record a variety of methods that make sense to you.

- Drawing a diagram and look at how many handshakes there would be

3.       How did your experience with mathematics and problems solving at school impact on your attitudes/ abilities to problems solve this task?

I always hated maths at school, especially in my junior and Primary school years. However, when I reached high school I started to understand it a little better, where I began to enjoy it more. I used to dread when my maths teacher gave us a problem-solving question, as I could never understand what it was asking. Although, with extra help in my primary years it helped me achieve a higher grade as I reached high school, and became a subject I could tolerate at school.
Chloe

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Hopefully this works & you can view it! My diagram is bad, but hopefully it makes sense.

Rachel

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Learning task 3.2

Consider the concepts, dispositions skills etc that the narrator identifies in relation to the numeracy frameworks discussed so far in this course. Are these workers / fashion students numerate? How? Why?/ Why not?

Yes, the workers are numerate. They prove to be numerate as they use calculations in their chosen occupations such as fashion designing and construction work. The clip identifies that the many workers use Pythagoras, angle, measurements and patterns without even think about it.

Based on the commentary in this video, what are the implications for you as teachers in children’s mathematical and numeracy development?

Making sure that children become familiar with math’s at a young age. This may include counting to 20 and simple patterning. It is our responsibility as teachers to ensure all children feel comfortable and confident to do mathematical equations and problem solving, as mathematics is used on a day to day basis and within all occupations.

Reflect on your understanding of the 3 numeracy frameworks we have so far explored when composing your team response

I wasn’t completely sure what to write here… ?
Chloe :)

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Kerri

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Comment on the critical dimension of numeracy

Goos, Scott & Paige explain the critical dimension of numeracy as, understanding mathematics in all forms to allow engagement in real world problems involving planning, critiquing and taking action.

Rachel

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What does your learning team see as important in the link between "school maths" and "real life maths"?

The important link between “school maths” and “real life maths” is developing the ability to use numeracy in day to day tasks. This can be developed by educators by relating the maths they are teaching in class to real-life situations. To help individuals gain whom are still struggling to grasps concepts, use the maths and teach it in a context that is targeted at a specific individual and their personal
interests.
- Emma

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Kerri
I have tried to keep it short to meet the 200 total word count...

Task 2.1                                                                                                                Question 3

What has been included in Paige’s description, if anything, that has not been highlighted in the other frameworks?

Paige’s description stresses the importance of a transdisciplinary approach to teaching science and mathematics for ecological sustainability, she talks a lot about students of today being the future problem solvers socially, culturally, politically and environmentally.  A transdisciplinary approach provides opportunities to improve numeracy levels not purely mathematical skills.

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Task 2.1 - Question 5.

What is the relationship between mathematics and numeracy?

The relationship between mathematics and numeracy is that mathematics is considered a study that deals with quantity, space, patterns, measurements and numbers. Numeracy involves having the ability to reason with numbers and other mathematical concepts. To deal with mathematical equations simply, individuals require numeracy to grasp these concepts. Furthermore, you need mathematics to understand numeracy, and you need numeracy to understand mathematics.

Chloe :)

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Compare the PAT-M to your analysis of the PISA, TIMSS and NAPLAN samples:

1.    What is being assessed in these?

Number & Algebra, Geometry & Measurement and Statistics & Probability.

2.    How is this different to the other “tests”?

The questions are quite short compared to the others and isn’t divided into sections. It relates closer to the Australian Curriculum.

3.    How does this align with your discussion to date re: Numeracy V’s Mathematics?

I feel that the PAT-M test assesses both Numeracy and Mathematics knowledge and skills.

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Yes, Scott's framework reflects the five key elements of Goos's. Both frameworks emphasize the essential elements to numeracy development as to have: the mathematical knowledge/content, the confidence, the ability to apply the knowledge into relevant contexts. They also highlight the interdependence in which above elements rely upon each other to build one's numeracy skills.
Dinar

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Sorry guys, finally worked out how to get here....

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Consider how the Scott reading compares to these definitions?

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Consider how the Scott reading compares to these definitions?

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Numeracy is described as a working definition in Scott’s (2000) journal article, meaning a range of interpretations create change over a number of years and Scott believes this has always happened and will continue to do so. This is evident in relation to the timeline, as one can clearly see the differences over time.  Scott believes numeracy should be specifically catered to meet the needs of individuals and be built on three core focus points; confidence, content and context. Only by ensuring teaching is explicitly taught in appropriate contexts for individuals and allowing  explicit attention to the range of different needs of all students, Scott believes this is when we will see positive outcomes with relevant and high quality numeracy abilities for all levels of numeracy. The definitions relate to Scott’s article in their requirement for diversity, allowing room for difference in skill level and teaching based through contextual settings.

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Here is the timeline I have made, Chloe

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Hi guys, I have only just been added to this padlet so haven't been able to access it until now. I have sent Emma a reply to her message she sent me on learnonline. Rachel

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Ok no worries. I have put all the graphs and the summary on a word document and its all ready to upload. I will wait until tonight before uploading it, and see if Rachel and Kerri reply. Chloe

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Thank you Chloe. I appreciate it thanks. I have have personally messaged Kerry and Rachel on their personal discussion as well as on the forum, but haven't heard from them yet. The Padlet is a great tool, but it doesn't give me notifications when someone posted something, so I am afraid I will be missing out information. I think messenger is a good alternative for direct communication. We can use Padlet for posting and uploading document? Thanks Dinar

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Thank you Chloe. I appreciate it thanks. I have have personally messaged Kerry and Rachel on their personal discussion as well as on the forum, but haven't heard from them yet. The Padlet is a great tool, but it doesn't give me notifications when someone posted something, so I am afraid I will be missing out information. I think messenger is a good alternative for direct communication. We can use Padlet for posting and uploading document? Thanks Dinar

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Learning Task 2.1

After individually completing the Carrol Diagram,  compose a response as a learning team to the following questions:

How, if at all, the three ingredients of Scott (2000) reflect the five key elements of Goos (2007) framework?

Comment on the critical dimension of numeracy

What has been included in Paige's description, if anything, that has not been highlighted in the other frameworks?

What does your learning team see as important in the link between "school maths" and "real life maths"?

What is the relationship between mathematics and numeracy?

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Also, Rachel and Kerri haven't contributed. Should I state I state its just from Emma, Dinar and myself? 

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Also, Rachel and Kerri haven't contributed. Should I state I state its just from Emma, Dinar and myself? 

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Chloe

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Okay great! I will upload the task today. We also need to do the timeline task 1.4. I am happy to set up a messenger group too. Chloe 

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Okay great! I will upload the task today. We also need to do the timeline task 1.4. I am happy to set up a messenger group too. Chloe 

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Good job everyone! the data is well presented. I will do the short summary for both of them, and then i think we can upload our completed task :)

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Good job everyone! the data is well presented. I will do the short summary for both of them, and then i think we can upload our completed task :)

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Chloe

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I have divided learning task 2.1 questions up between us. once completed maybe post your responses back on the padlet
1. Dinar
2. Rachel
3. Kerry
4. Emma
5. Chloe

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The top graph represents a graph, identifying subjects that people completed in Year 12. From analysing the data, it can be concluded that English was the most popular subject, with 36 people doing English as one of their four subjects during Year 12.

The data below represents a non-graph form of data, presented as a pie chart in percentage. The pie chart represents the percentage of females and males studying this course. The mathematical method being used in this chart is; work out the difference (increase) between the two numbers you are comparing (38 females, 7 males). Divide the increase by the original number (45 people in total), and then multiply the answer by 100 (e.g. Females:  38 x 45 = 0.84 x 100 = 84.4%)

Let me know what you guys think, and then we can get someone to post the summary and graphs in the forums :) Thanks Chloe

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Part 2 - creating a timeline and learning team forum response

As a learning team, create a timeline of the definitions

make a list of the key differences and similarities across the time line

Consider how the Scott reading compares to these definitions?

Produce a summative statement about how, if at all, the descriptions / definitions have changed overtime using your individual work from Part 1 to inform your learning team response. (Max 100 words).

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Thanks for posting your response on the question 1.a. Attached is my idea of the chart for question 2b. Please feel free to add and comment. I undertook my year 12 overseas; hence I am unfamiliar with the range of subjects offered in Year 12 in Australia. Some areas may need to be grouped into certain 'names'?

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Hi, Chloe and I have started the task. Please see what I have done bellow. We chose questions 1a (which gender are you?) and 2b (What subjects did you do in year 12). I have presented the data for question 1a in a non-graph format - I chose percentage.
Chloe is going to do the summary. So now we just need to present question 2b as a graph, include a description/ group discussion on the mathematics your group used to undertake this activity and then 1 of us post the file to the forum.

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Hi team, apologies for my absense last week, I am finding the readings quite overwhelming, as well as not being very good with computers.
I am not sure if I have done this correctly but thought I would share my analysis of the Paige reading before I do the others, please give me any relevant feedback, good or bad.
Please also let me know if this padlet is where you want me to share...
Kerri

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NUM task 2.1 individual analysis - Scott Paige Goos

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Produce a summative statement about how the descriptions/definitions have changed overtime. (Max 100 words)

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Produce a summative statement about how the descriptions/definitions have changed overtime. (Max 100 words)

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The descriptions have certainly changed since the 1950's. Numeracy was originally described as the mirror image of Literacy. Nowadays the description of Numeracy is much broader and has moved beyond just work within the school classroom, and involves the importance of understanding mathematical skills and knowledge and applying them to real world contexts.
Maths is all around us in our everyday lives, sometimes we may be using mathematical concepts without even realising.

Rachel

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Hi everyone,
this is my answer to the learning task 2.3.
Individually, Choose a poster and complete the problem.
There are 44,640 minutes in a month. TRUE OR FALSE?
True. Considering there are 31 days in a month. Not all months have 31 days. The findings can’t generalize the number of minutes in every month of the year
Record what mathematics you used and how this could be described as numeracy (if it can be?).
Finding out how many minutes in a day and times by 31 days.

What aspects of these Maths Eyes tasks required some cultural understanding to be able to solve the problems?
The use of mathematical language, the mathematical concept (timetables), the recognition of the concept and familiarity in every day contexts.
Generate a discussion relating to what other cultural aspects could impact on our ability to display the elements of the Numeracy Frameworks!
Some previous mathematical knowledge, the tools (e.g. calculator) to assist in calculating, the confidence to justify your answers.
Do these make us less “numerate”, or simply numerate in certain situations and not in others?
It does not necessary make us less numerate, sometimes other aspects such as tools and initiative impact on being numerate in some context but not others.

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Week 3 - Attitudes to mathematics & numeracy and the impact of these

Consider the concepts, dispositions skills etc. that the narrator identifies in relation to the numeracy frameworks discussed so far in this course. Are these workers / fashion students numerate? How? Why? / Why not?

Our teams opinion differed, most us believe the scaffolders and fashion students are numerate. They can use the correct mathematical skills in their chosen profession with initiative and confidence without consciously knowing they are using these skills.  However, contrary to this one student suggests that they are not necessarily numerate but simply know their job, if faced with a different problem could they apply the correct mathematical skills to solve this in any given context.

Based on the commentary in this video, what are the implications for you as teachers in children’s mathematical and numeracy development?

Teachers need to:

·         Change the misconception to focus on problem solving, not simply sums on paper

·         Allow students to use their own strategies for problem solving.

·         Introduce mathematics and problem solving at an early age.

·         Connect to the real world to make meaning.

·         Support students to feel comfortable and confident with using new mathematical skills.

·         Celebrate student’s achievements at all stages.

Reflect on your understanding of the 3 numeracy frameworks we have so far explored when composing your team response.

Being numerate involves more than mathematical knowledge, initiative & confidence through trial and error with technological knowledge to support findings.

All 3 frameworks suggest that to be numerate one must be able to apply mathematics to “meet general demands of life at home, in paid work, and for participation in community and civic life.”  (Australian Association of Mathematics Teachers, 1997, p. 15)

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Hi everyone, I thought I'd start 6.2 on here and we can all add to it? (I think everyone can edit anyone's posts on here??)

Task:
Time can be thought of as the duration of an event from beginning to end or as a cycle of events from “beginning “ to “end”

In your learning teams, make a list of all the comparisons we use to describe the duration of an event or a cycle of events.

- Lunar
- Seasons
- Weather
- Months
- Days of the week
- Hours
- Minutes
- Time
- Significant events; birthdays, Christmas, easter, etc.
- Religious events
- Added by Dinar : Astrology positions and flowers or plants blooming seasons
- Years (added by Rachel)
- School holidays/school terms/semesters? (added by Rachel)

Sort these units of measurement into two groups, those that are cycles or events and those that are not cycles of events.

CYCLES  & EVENTS
- Months
- Seasons
- Time
- Lunar

NOT CYCLES OF EVENTS
- Birthdays

Now sort the units of comparison into two different groups, those that are based on natural events and those that are social or cultural constructions.

NATURAL EVENTS:
- Lunar
- Weather
- Seasons
SOCIAL OR CULTURAL EVENTS:
- Birthday
- Religious Occasions
- Time

Now compare your calendar to that of the Kaurna people. Record similarities and differences and discuss possible reasons for this.

- The Kaurna people's calendar has more events that are identified with natural events - things that will effect them, such as weather cycles, food etc.
- Our calendar identifies many more social occasions.

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How are the proficiency strands being developed in this activity?

Understanding – Students need to have an understanding of what the game is and how the game works in order to play. Students also need to have the mathematical knowledge required for the skill level of the game.

Fluency – Students need to develop and think of different methods and strategies, thus using a range of differing mathematical skills. This will be determined by their skill level and knowledge.

Problem Solving – Students explore different methods and through trial and error will use problem solving skills and strategies.

Reasoning – Students can express reasons for using particular strategies and understand the mathematical knowledge needed to do so.

How could you adapt this for younger or older students? What other contexts could be used?

To simplify the game for younger children you could make the board smaller and with less queens.

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Thank you everyone. I am happy with the summary you wrote Chole. I think it is ready for submission. Maybe we should create a fb messenger group for easier contact or am I missing out? My fb account is under Dinar Mariam Miller. 

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Thank you everyone. I am happy with the summary you wrote Chole. I think it is ready for submission. Maybe we should create a fb messenger group for easier contact or am I missing out? My fb account is under Dinar Mariam Miller. 

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Let me know what you think. Thanks
Dinar

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The dropout rate of school A is 23.5% while the dropout rate of school B is 18.2%.

How many times is the dropout rate of school A higher than the dropout rate of school B?

1.29120879% (rounded to 1.29%)

How I worked out the answer
23.5% ÷ 18.2% = 1.29120879%

The cost of tuition dropped by 14% over the last year at a local boarding school.
This year tuition costs €3,000. What was the cost of tuition last year?

€2,580

How I worked out the answer
14% of 3,000

0.14 × 3,000 = 420

3,000 – 420 = 2,580

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If everyone is happy to add their answers below the questions it will simply be a matter of cut and paste to post... (I use Calibri bold, 12) I found the 1st few questions very engaging so went ahead & did them, feel free to change or add..  Other groups haven't included these but I think we should.

Learning Task 8.1:

1. Stan’s cafe: http://www.stanscafe.co.uk/project-of-all-the-people.html#videos

Refer to your readings and generate a list of ideas/ words that relate to the term critical.

Comparison

Emotional

Social

Worldly

History

Literacy

Look at the rice depictions of quantities and how they make a critical statement.

The make a critical statement by addressing statistics in a way everyone can understand, numeracy and critical thinking are not necessarily a requirement.  The topics are of interest to a wide range of ages regardless of education, social status, cultural and religious groups.  Overall it is very thought provoking.

2. Look at “If the World was a Village of a hundred people” What does this mean? What is asking of us?

It makes us think about the differences between us, breaking down the statistics to simplify how we and others live in the world and informing us of what is going on in the world around us.  Many of the statistics are very confronting and hard to relate to, however, this would vary from person to person.

3. The World Clock: http://www.poodwaddle.com/worldclock/

In learning teams, examine the clock as it is operating. Perhaps focus on the range of data offered or choose specific aspects of data to make the center of your examination.

It is very interesting, I do wonder how accurate it is though.  I did go into another world clock for comparison and they were slightly different, http://www.cosmosmith.com/population_clock.htm, population differed by around 25,000,000.

I thought it would be good to look at two stats that were similar:

Stat  | Growth/Yr  | Week  | Day  | Hr
Road Injury Deaths  | 1,423,355  | 27,279  | 3,897  | 162
Murders  | 1,388,069  | 26,602  | 3,800  | 158

This to me is quite alarming, not just the actual number of deaths through road injuries and murders but the sheer numbers, breaking it down to a daily figure makes it even more alarming.

In Australia, they announce the road toll in the media often.  However, murders are only mentioned in the news and there isn’t such an emphasis placed on the figures.

According to the Australian Bureau of Statistics, in 2016 227 murders were committed in Australia, and 619 road deaths.

This equates to:

0.622 murders per day, 0.026 per hour.

1.696 road deaths per day, 0.071 per hour.

Discuss and record your group’s thoughts about:

´What the data is trying to communicate, which views of the world are being presented and why you think this data was chosen to do this.

´The neutrality of data – D’Ambrosio (1984, 1990, 1997), an ethno-mathematician describes mathematics as being neither good nor bad but nor is itself or its use neutral and this view certainly holds true for data;

´One key point you believe specific data is presenting

´For you, a significant question the data raises

´What other data would you include as part of the world clock and why you would include that data.

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Problems to be shared with team...                 kerri

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Problems to be shared with team...                 kerri

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Problem of the week 3: EIGHTEEN

Have a go at one or more of the problems below. They are all different!

It is useful to:

Think about the stages - understand, do and check.

Think about the strategies. Can you make it simpler? Use concrete materials? Draw a diagram or table? Look for a pattern? Guess and check? Have you found all the solutions?

Decide what mathematics is being learned or practiced through this problem.

18 legs

A furniture maker has made 18 legs but can’t decide whether to make chairs, (with four legs) or stools, (with three legs). What possible arrangements can s/he make?

10:

1 chair, 4 stools
with 2 legs remaining
(1x4)+(4x3) = 4+12 = 16r2

2 chairs, 3 stools
with 1 leg remaining
(2x4)+(3x3) = 8+9 = 17r1

3 chairs, 2 stools                          (3x4)+(2x3) = 12+6 = 18

4 chairs
with 2 legs remaining
4x4 = 16r2

1 stool, 3 chairs
with 3 legs remaining
(1x3)+(3x4) = 3+12 = 15r3

2 stools, 3 chairs                           (2x3)+(3x4) = 6+12 = 18

3 stools, 2 chairs
with 1 leg remaining           (3x3)+(2x4) = 9+8 = 17r1

4 stools, 1 chair
with 2 legs remaining         (4x3)+(1x4) = 12+4 = 16r2

5 stools
with 3 legs remaining
5x3 = 15r3

6 stools                                            6x3 = 18

This problem can be approached using simple multiplication and addition, through trial and error.

18/3 = 6 therefore it is possible to make at least 6 stools, the remaining legs can be used for chairs when there is at least 4 or more.

18/4 = 4 remainder 2, so at least 4 chairs can be made with the remaining legs used for stools when 3 or higher.

Using division, the maximum amount of chairs and stools can be calculated and then you can work backwards to find all possible arrangements.

18 animals

There are eighteen animals in the paddock. Some are sheep and some are emus. If you count the legs you find that there are 50. How many sheep and how many emus in the paddock?

Sheep have 4 legs, emus have 2.

50/2 = 25 animals if all are emus, 50/4 = 12 ½ sheep

18x2 = 36     14 less legs than counted

18x4 = 72              22 more legs than needed

Trial and error:

20 emus = 40 legs, need 10 more legs NO

15 emus = 30 legs, need 20 more legs – 5 sheep = 20 animals

17 emus = 34 legs, need 16 more = 4 more sheep = 21 animals

14 emus = 28 legs, need 22 more = 5 ½ more sheep oops

Try with sheep first:

8 sheep = 32 legs, need 18 more = 9 emus = 17 animals

9 sheep =36 legs, need 14 more = 7 emus = 15 animals

10 sheep = 40 legs, need 10 more = 2 emus = 12 animals

7 sheep = 28, 11 emus =22 =
50 legs

This can be checked using an algebraic formula:

ax2 + bx4 =50        a = emus, b = sheep

(11x2) + (7x4) = 22 + 28 = 50

OMG! Wish I could make it simpler:

Try using counters, 50 and group them into fours and twos until the answer is reached.

Problem 4

Open-ended questions

Look at the date or choose someone’s birthday. For example, today is the 30th July then our number is 30.

1.      Create an addition problem with today’s number as a solution;

6 + 6 =              3 + 3 + 6 =             1 + 2 + 3 + 4 + 2 =

2.      Create a subtraction problem with today’s number as a solution;

24 – 12 =           30 -10 -8 =            32 – 20 =

3.      Create a multiplication problem with today’s number as a solution;

3 x 4 =              2 x 6 =

4.      Create a division problem with today’s number as a solution;

24 / 2 =            144 / 12 =

5.      Use today’s number in an interesting equation; and

a + 4 = 12          26 – a = 12             a x 3 = 12              108 / a = 9

6.      Use BODMAS (or BEDMAS or BIDMAS) ie order of operations with today’s number as a solution.

6 + (3 x  2) =
132 + 8 x 6 – (31 x 4) + 44 - 88 =

Note:  I always thought I knew BEDMAS, but I have just learnt it…..  I always did it in the correct order but have just learnt that the division & multiplication are done in order from left to right and addition & subtraction the same…

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I found the 1st questions interesting so went ahead and did them, feel free to add to or change.... I noticed the other groups didn't include them but I would like to....

Learning Task 8.1:

1. Stan’s cafe: http://www.stanscafe.co.uk/project-of-all-the-people.html#videos

Refer to your readings and generate a list of ideas/ words that relate to the term critical.

Comparison

Emotional

Social

Worldly

History

Literacy

Look at the rice depictions of quantities and how they make a critical statement.

They make a critical statement by addressing statistics in a way everyone can understand, numeracy and critical thinking are not necessarily a requirement.  The topics are of interest to a wide range of ages regardless of education, social status, cultural and religious groups.  Overall it is very thought provoking.

2. Look at “If the World was a Village of a hundred people” What does this mean? What is asking of us?

It makes us think about the differences between us, breaking down the statistics to simplify how we and others live in the world and informing us of what is going on in the world around us.  Many of the statistics are very confronting and hard to relate to, however, this would vary from person to person.
It also informs us to be critical in interpreting data around us. We might understand the meaning of those numbers provided in the video, even translate them into mathematical concepts such as percentage, average and probability. In addition to that, the most essential aspect is how we incorporate the knowledge with other areas such as culture, philosophy and justice, to sharpen our understanding and make meaning of the social world.

3. The World Clock: http://www.poodwaddle.com/worldclock/

In learning teams, examine the clock as it is operating. Perhaps focus on the range of data offered or choose specific aspects of data to make the center of your examination.

It is very interesting, I do wonder how accurate it is though.  I did go into another world clock for comparison and they were slightly different, http://www.cosmosmith.com/population_clock.htm, population differed by around 25,000,000.

I thought it would be good to look at two stats that were similar:

Stat  | Growth/Yr  | Week  | Day  | Hr
Road Injury Deaths  | 1,423,355  | 27,279  | 3,897  | 162
Murders  | 1,388,069  | 26,602  | 3,800  | 158

This to me is quite alarming, not just the actual number of deaths through road injuries and murders but the sheer numbers, breaking it down to a daily figure makes it even more alarming.

In Australia, they announce the road toll in the media often.  However, murders are only mentioned in the news and there isn’t such an emphasis placed on the figures.

According to the Australian Bureau of Statistics, in 2016 227 murders were committed in Australia, and 619 road deaths.

This equates to:

0.622 murders per day, 0.026 per hour.

1.696 road deaths per day, 0.071 per hour.

Discuss and record your group’s thoughts about:

´What the data is trying to communicate, which views of the world are being presented and why you think this data was chosen to do this.

Focus: Road crash and Murder death rates

It is predicted that 156,936 people will die today and 384, 701 will be born, therefore around the world there will be a gain of 227,765 people. The death rate is shared among a variety of reasons, this includes; Cardiovascular Disease, Cancer Deaths, Pneumonia Deaths, HIV/AIDS Deaths, Road Injury Deaths, Murders, Suicides, Malnutrition Deaths. However, the data being communicated in this instant is the amount of people that will die from road crash injuries and deaths, and people who are murdered.

The data collected calculates the amount of people who have died since the beginning of the year, where it continues to rise. According to Cosmo Smiths world clock, it is expected that 1,423,355 people will die per/year from road crashes, and 1,388,069 people will die from murders. The entire world population is considered during this world clock.

´The neutrality of data – D’Ambrosio (1984, 1990, 1997), an ethno-mathematician describes mathematics as being neither good nor bad but nor is itself or its use neutral and this view certainly holds true for data;
The fact that the data is resourced worldwide; thus it is culturally unbiased. However, due to dynamic nature of much data it collects, the accuracy is questionable.

´One key point you believe specific data is presenting

The world clock allows you to see the times all over the world and make comparisons.  The statistical data is basically presenting a live picture of what is happening in the world, the filter options allow us to see total statistics in different time frames, year, week, day & hour.

´For you, a significant question the data raises

The fact that the number of deaths due to road accidents and murders are broken down into a daily, and even hourly figure was quite alarming. This data therefore raised the question on what could be done to reduce these numbers?

´What other data would you include as part of the world clock and why you would include that data.

I think it would be interesting to add birth and death rate data specific to gender and age groups as well as causes of death, this would make it easier to identify and record ages of death rate as well as recording and identifying causes of death, such as infant mortality with potential causes such as S.I.D.S.

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I have made a start, I'm not really good with words outside of my comfort zone, so it will probably need to be modified to 'financial speak', I have basically answered the 1st 2 parts of the 4 questions:
•  What is the scenario,

•  When might you engage with this product/ service, for what?

•  What the best option is and justify your decision.

•  What mathematics do you need to make this numeracy decision?

I'm just confusing myself though,,, would anyone like to have a look/play and give me your feedback......
I should have gone phone plans as they are less confusing....... : (

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Numeracy – Task 9.1

1. Summarise each document to give the main essence/overview. Highlight how important it is for you to have this overview.

EYLF

The EYLF aims to give children an opportunity to extend and enrich their learning in primarily play-based situations. The EYLF recognised the importance of communication and language, including in numeracy when providing opportunities for children to develop their skills in this area.

LITERACY AND NUMERACY INDICATORS

The Literacy and Numeracy Indicators are used for teachers and ECE workers to inform their planning, teaching and to monitor the development of children’s literacy and numeracy. The indicators connect with the EYLF and the information recorded helps support the transition into school. The indicators allow teachers to recognise and describe, plan, monitor and identify children’s numeracy (and literacy) understandings and learning. It also allows opportunities for educators to share and report and reflect to improve upon their pedagogies.

ACARA

The ACARA document provides an overview of what expected of each individual year level. The proficiency strands being; understanding, fluency, problem-solving and reasoning and are seen as a fundamental part mathematics across all content strands. Teachers need to be familiar with the document in order to plan for effective teaching that reaches each of the proficiency strands.

2. What are the core aspects of thinking mathematically and aspects of conventions and skills evident throughout these sections?

ACARA:

Proficiency Strands

Understanding

Fluency

Problem-solving

Reasoning

EYLF:

The Framework provides broad direction for ECE educators to facilitate children’s learning. These expectations are communicated through the following five Learning Outcomes:

-       Children have a strong sense of identity

-       Children are connected with and contribute to their world

-       Children have a strong sense of wellbeing

-       Children are confident and involved learners

-       Children are effective communicators

What are the overlaps that you picked out and how does this compare with your reading (double journal entry) of Zevenbergen?

The Early Years Learning Framework and the Australian Curriculum provide a foundation upon which students can actively engage with the learning in their environments. The EYLF is an integral part in transitioning into the Australian Curriculum, providing the foundations of learning for children. The EYLF, ACARA and the Numeracy and Literacy Indicator all support the intention of providing learning environments and content that is engaging and ensures children are prepared for the real world, thus connecting the content of what is learned to the real-world. Aligning with Zevenbergen’s article, highlighting the importance of allowing children an opportunity to learn in environments that are supportive and nurturing and provide opportunities for children to learn a range of different problem-solving skills and strategies. Like the EYLF and the ACARA document, Zevenbergen also highlighted the importance of creating an environment that fosters a positive attitude towards mathematics.

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Learning 9.1
Early Years Learning Framework
The EYLF focuses on young children aged birth to five years, reflects a holistic approach to learning and development, embedded within play-based environments and includes broad learning outcomes. In terms of mathematics in their early childhood years, it is crucial that mathematical ideas introduced at this stage that are both relevant to their current lives and form a critical foundation for their future mathematical learning, and that children should be given the opportunity to access these ideas through high-quality child-centred activities in their homes, communities, and preschool settings. Some relevant concepts that are introduced for these age groups are ‘spatial sense, structure and pattern, number, measurement, data argumentation, connections and exploring the world mathematically … ‘ (EYLF 2017, p. 38). In addition, numeracy skills are also outlined in the EYLF’s outcomes: Numeracy’ is embedded in several EYLF Learning Outcomes: Outcome 3 (p. 32): ‘Children demonstrate spatial awareness and orient themselves, moving around and through their environments, confidently and safely and outcome 4 (p. 35): ‘Children create and use representation to organise, record and communicate mathematical ideas and concepts’.

The Australian Curriculum – Mathematics
The learning area of mathematics under the ACARA intertwines with the numeracy strand. In fact, they are complementing each other. The important of mathematics content strand which are Number and Algebra; Measurement and Geometry; Statistics and Probability are summarised into six interrelated learning continuum elements in the ACARA. It describes level and content description, and achievement standards from year level reception to 10A. It doesn’t however imply the pedagogical practices in the classroom.

Literacy and Numeracy Indicators
It is a guideline for early childhood educators to use in a continuous cycle to identify, plan for, assess, monitor and report on each child’s learning and growth »support teachers to reﬂect on and improve pedagogy for numeracy and literacy learning. It comprises four learning indicators for numeracy and for literacy skills. The explanation on assessments characterised by ‘on-going’ everyday based process, observation-based (including talking to children), requires an interpretation, and aim for better teaching and learning strategies in the future.

Zevenbergen suggested that it is important to teach mathematics that are meaningful and transferrable to students’ real life. This idea clearly aligns with the EYLF framework and the Literacy and Numeracy Indicators as both are children-centred learning. The complex concepts introduced in high school such as Trigonometry and Pythagoras are somehow uncertain to be useful for majority of students. It is also outlined in the Zevenbergen reading (2005, p. 4-8). In today’s world especially, the aim for students to have the dispositions to learn and apply basic and core mathematical skills is more important than bombarding them with complex concepts with the feeling of anxiety and fear throughout their school years.

Learning task 9.3
What is being assessed?
Three mathematical strands:
1. Number and Algebra with four sub-strands of Whole number operation; Fraction and decimals; Money and financial mathematics; and Pattern and algebra.
2. Measurement and Geometry with the sub-strands of Measurement and Geometry.
3. Statistics and Probability with the sub-strands of statistics and probability.

How is this different to the other “tests”?
In my personal view, the test is aimed for both formative and summative assessment. As an informal and ongoing assessment (formative assessment), it helps teachers understand their current teaching methods and what area needs improvement as a preparation for the national benchmark like NAPLAN or Internationally like PISA.
The strands and sub-strands are linked to the Mathematics learning area under the ACARA. I also noticed that test mainly focused on the mathematical concepts with an attempt to put real-life problems into the concept. However, some questions don’t exercise students to think mathematically as the contexts are real but not realistic. Thus, it is highly questionable on when students will encounter similar contextual problems in their real life, in other words they are meaningless for students.

How does this align with your discussion to date re: Numeracy V’s Mathematics?
The test aligns with the concept of numeracy which intertwines with the learning area of Mathematics explained by the ACARA. Based on the three frameworks discussed earlier in this course, the test is clearly a mathematical based one, with an attempt to put them into realistic contexts. However, to be numerate ones should know the relevant concepts to apply in certain contexts. This should be taught by practicing problem solving in the first place. Students might be able to answer the test but it is dubious if they do understand the problem or they ‘know’ the formula to solve it.
Apart from that, it is pointless to teach students such complicated mathematical concepts for a preparation for assessments or tests without the teachers’ support on building positive dispositions.  Students might be mathematically sound but might be less numerate because the aspect of characteristics such as confidence, is missing in their learning journey.

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Learning task 1 - part 2 - question 2, Dinar

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Learning task 1 - part 2 - question 2, Dinar

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Make a list of the key differences and similarities across the time line!
Key difference:

1. The definition is described for diverse groups.

Crowther for managerial elites; Cockcroft and The US Council for everybody; The Educational Dept. of SA and ACARA are for students; and the National Council of Mathematics are for teachers/workers.

2. The contexts of applying numeracy skills vary. Crowther report, as one of the first publicly report numeracy ideologies proposed that numeracy is a high skill-sets required by certain groups to interpreted scientific phenomena. In recent years, the contexts are more complex where numeracy should always be taught in contextual settings to make meaning.

Key similarities:

1. Literacy and numerary are closely linked.

2. All definitions involve applying mathematical skills and knowledge in people’s everyday life.

3. All definitions imply the importance of being numeracy literate.

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We did this as a whole team, members posted their life events on Padlet and other members had a go at getting the order correct.

The team members that used world events were quite easily put into the correct order due to current world event knowledge or with a little support from Google, for example:

·         In the year I started reception, the Olympic Games were held in Sydney.  (2000)

·         I finished high school the same year as Stephen King's novel, Cell, was published.  (2006)

·         The year I travelled Asia, Donald Trump elected as the President of US.  (2017)

Unless the dates were known, it was simply a matter of researching to find out.

However, team members that only listed life events were not all guessed correctly.  The task became a guessing game with expected times, due to cultural and common sense some events were put in the correct order.  For example, you would assume that one would learn how to ride a bike before getting a driver’s licence (although this is not 100% known).

To make it easier one could use photos of themselves or even use pictures of a common object that was ‘up to date’ at the time of an event, for example mobile phones, televisions, décor, furniture pictures or comment about their height or school year level/qualifications at the time.  Using things that automatically increase naturally over time.

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(Rachel)

How are the proficiency strands being developed in this activity?

Understanding:

Students need to have an understanding of the directions horizontal, vertical and diagonal.

Fluency:

The students will need to decide on strategies to solve the problem.

Problem Solving:

The entire activity is based on problem solving. There is not just one single answer and the students will need to use their problem solving skills to work out where the queens need to be placed.

Reasoning:

The students need to explain their thinking as to how they solved the problem.

How could you adapt it for younger or older students? What other contexts could be used?

The activity could be adapted for different age groups by changing the size of the grid and the amount of queens that need to be placed on the board.

The context could be changed to make it appeal more to younger students (e.g. trying to hide the chicken from the foxes).