Welcome L3 Numeracy Bridging Course Personnel and Professional Skills in Mathematics Session 3: Shape and Measure Tutor: Andrew Hudson 12

Housekeeping 1205

Schedule of Work Content 1 Diagnostic assessment Online 2 Number Work Week Content 1 Diagnostic assessment Online 2 Number Work 3 Shape and Measure DHB 4 Equations and Algebra 5 Trigonometry 6 Statistical Measures 7 Personal skills summative assessment and Course Evaluation

Assessment Formative: Continuous throughout, self and peer assessment as well as tutor feedback Summative: There is an end of course “subject knowledge” maths test. (N.B. This test also forms part of the level 5 initial assessment)

Icebreaker: Significant figure Write down a number that is significant to you. Show the group. The group must now try to guess what this number signifies to you. What numeracy icebreakers do you know? 1210-1220

Overview of Session Introduction and icebreakers Standard Form and Measure Shape and Geometry Review of weeks 1 and 2 Application with your learners Diagnose own development areas

Standard Form and Measure Understanding very big and small numbers Objectives Estimate very big and small lengths Convert between standard and non standard form Convert within metric units using standard form (probably an extension) Identify application with numeracy students

My first metric fact What other common estimates of length do you use with your learners? 1225-1230

Shaftment Hand Palm Span Finger Digit

Can you give an example for each standard measure?   1230-40 Can you give an example for each standard measure?

Relative Significance Sarah is 1.6321 m tall. Is this a reasonable statement? Why? Think of 1.6321 m as: “One nose to finger tip + 6 hand widths + 3 finger widths + 2 full stops + 1 hair’s breadth”.

“One nose to finger tip + 6 hand widths + 3 finger widths + 2 full stops + 1 hair’s breadth”. How would this number change if she put high heels on? . . . if she flattened her hair slightly? . . . if she sat down?

Card Sorting Task In small groups.... Try to match the objects to the corresponding measurements six cards are left blank. Make your own estimates for the remaining objects. 1240-1.00

Arrow Cards Place the arrow cards between each pair in the list to show how many times each item is greater in length than the item before. Two cards have been left blank for you to complete. You may check your answers using calculators. 1.00-115

Standard Index Form A × 10 n 3 x 104 = 3 × 10 000 = 30 000 A is always between 1 and 10. n tells us how many places to move the decimal point. 3 x 104 = 3 × 10 000 = 30 000 2.85 × 106 = 2 850 000 4.67 × 10 -4 = 0.000467 (4.67 × 0.0001) 1.15 -1.20

Visual Resources: Standard Form Interactive Scale of the universe: http://htwins.net/scale2/ You tube video classic! http://www.youtube.com/watch?v=0fKBhvDjuy0 ~ 5 mins 1.20-130 then break 20mins (You tube video watch during break)

Quick check - Standard Form

Test Question

Geometry – Shape and Space Targets Identify and sketch a range of shapes and geometric terms 150

Making a ‘Language of Geometry’ Poster On your table, each person needs to select a card with a geometric term. On the flipchart paper, draw sketches to show the meanings of the terms you have selected. Do not label the sketches! If there is time, look at the other cards and add their sketches to your poster. 1.50-205

Labeling a Language of Geometry Poster Pass your poster and set of cards on to the next table (clockwise). Your group will now have a new poster and the matching set of cards. On the new poster match the labels to the sketches. If there are cards with no pictures, add some more sketches to the poster. Have a look at the other posters. 205-220

Visual online resources Online Geometry Set http://www.mrreddy.com/geometrytoolbox.swf Examples of constructions http://www.mathopenref.com/tocs/constructionstoc.html Paper Protractor https://www.youtube.com/watch?v=zFNBEZ9-8t8 Maths is fun Constructions http://www.mathsisfun.com/geometry/constructions.html 220-230

Plenary In pairs Recall the mathematical topics have we explored today. What did you like about the activities? How does the activity allow for differentiation? How might you use and adapt any of the approaches for use with your students? 230-240

Review of week 1 and 2 Which activities did you find useful? Which maths topics did you feel comfortable with? Which maths topics need significant development? 240-245

The web site http://level3maths.wordpress.com/ Could you navigate and use the website? What features did you like? Any suggestions for development? 245-250

Review of Targets Can you…. Estimate very big and small lengths Convert between standard and non standard form Identify and sketch a range of shapes and geometric terms Have you identified… application within your teaching areas to develop 250-255

Homework Review the session: Download this presentation and resources. Identify areas to develop: Follow up via websites or text books Diagnose skills: Complete self assessment post 16 GCSE. Topic: Algebra

Evaluation Consider today’s session, respond to two or three statements… The most important thing I learned was… What I found difficult was… What I enjoyed most was… What I want to find out more about is… What I need more help with is… What still puzzles me is… What surprised me was… What I have learned that is new is… What helped me when something got tricky was… What really made me think was… Right now I feel… I might have learned better if… What I would change about this session to help another class learn is… 255-300