Dave Tout, ACER

David.Tout@acer.edu.au

Making maths add up: applying numeracy and maths

to real life

Making maths add up

Introductions

Why?

Why?

Why?

What maths is out there?

What maths is out there?

What maths is out there?

What maths is out there?

2014 AAMT/AiG/OCS project:http://www.aamt.edu.au/Activities-and-projects/Workplace-maths-skills

This is one of the most interesting aspects/concepts of this project. The relationship between workplace mathematical skills and school mathematics could be described as ‘distant’ at best –Teacher observation

Although the skills observed appear to be fundamental, it is their use and application in work contexts that is not straightforward.

What maths is out there?

Does it connect to school maths?

Are you square?

Measurement - arm spans – who’s done it before??

Hands on and personal

Start measurement with length: Length uses all the common metric prefixes, other measures don’t

Visual – easier to learn and to estimate

Use guess/estimate/measure approach

Use benchmarks, e.g. Handspan ≈ 20 cm, 1 litre liquid ≈ 1 kg

Teaching VCAL Numeracy

Learning

In VCAL we start here

Teaching VCAL Numeracy

Learning

Foundation VCALStructured and supported

work and projects

Senior VCALOpen-ended and autonomous

work and projects

Planning for context based teaching

https://www.teachermagazine.com.au/article/planning-for-

context-based-teaching

Extract from: Numeracy: Teaching maths in context

Numeracy & maths & cars

Numeracy & maths & carsE.g., See Vic Roads materials:

https://www.vicroads.vic.gov.au/safety-and-road-rules/road-safety-education/secondary-schools/vcal-road-safety-units

Numeracy & maths & cars

E.g., Free resource called The Word on Cars:

http://multifangled.com.au/wp/wp-content/uploads/2013/04/WordOnCars2016.pdf

AFL

E.g., Free resource called Football rules:

http://multifangled.com.au/wp/wp-content/uploads/2013/04/FootballRules2016.pdf

What questions could you ask using these cards?

For different levels?

For different content areas/learning outcomes?

What maths is out there?

And what about p = 6g + b?

What maths is out there?

Even algebra?

Start with a context e.g. AFL scores; other sports; areas; even rates (service charges is a good one); or even patterns/puzzles

Show that formulae are generalisations

Then we use shorthand and use conventions to simplify writing and manipulating the expressions

These are the rules etc of algebra – leading to abstraction

AFL

The number of points scored is the number of goals kicked multiplied by 6 and then you add on the number of behinds scored• Points equals no. Goals x 6 plus no. Behinds• Points = Goals x 6 + Behinds• P = g x 6 + b• P = 6g + b

How much did Geelong score if they kicked 12 goals and 13 behinds?

How many behinds did Geelong kick if their final score was 121 points and they kicked 18 goals?

How many goals did Geelong kick if their final score was 96 points and they kicked 12 behinds?

Work in small groups and discuss:

What maths skills & knowledge are embedded in your materials?

How could you use them in your classroom? How could I simplify it or use some ideas from it?

What questions could I ask – or what projects could students undertake?

Making maths add up

Questions?

See Handouts for a list of resources

Dave’s numeracy resources:

http://multifangled.com.au/wp/?page_id=70

And free resources from here:

http://multifangled.com.au/wp/?page_id=74