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

2. Housekeeping
1205

3. 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

4. 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)

5. 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?

6. 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

7. 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

8. My first metric fact
What other common estimates of length do you use with your learners?

9. Shaftment
Hand
Palm
Span
Finger
Digit

10. Can you give an example for each standard measure?
Can you give an example for each standard measure?

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

12. “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?

13. 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.

15. 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.

16. 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 × =
2.85 × 106 =
4.67 × = (4.67 × )

17. Visual Resources: Standard Form
Interactive
Scale of the universe:
You tube video classic!
~ 5 mins
then break 20mins (You tube video watch during break)

18. Quick check - Standard Form

19. Test Question

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

21. 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.

22. 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.

23. Visual online resources
Online Geometry Set
Examples of constructions
Paper Protractor
Maths is fun Constructions

24. 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?

25. 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?

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

27. 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

28. 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

29. 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…