1. Student Learning Services Jim Higby – Claire Leschi

2.  The ‘can do’ attitude  Maths and drug calculations: the basics  Take away tips

3.  Introducing myself … briefly …

4. Born in Marseille Moved to NZ about 8 years ago Work: Lecturer Maths and Computer Science, Lyon Secondary School Teacher, Maths and French, NZ Learning Adviser Maths, Waikato Uni and Wintec https://www.pinterest.com/myguiade viajes/mapas-maps-cartes-mappe- karten/

5. I think that I can

6.  To be successful I have to prepare …  2 stages in the preparation process:  Mental: the way I think  Physical: what I do

7.  “As a person thinks, so they are” Proverbs 23 - 7  “Whether you think you can or think you can’t – you’re right” Henri Ford  “The mind is a great healer” Hippocrates

8.  Visualisation a.k.a creating a picture in my mind  I create a picture of the outcome that I want  Irene Van Dyke creates a mental picture of the ball going to into the hoop  A golfer creates a mental picture of the ball going into the cup  A goal kicker creates a mental picture of the ball going between the uprights  To be successful with maths, I create a mental picture of the situation and getting the answers correct

9.  I plan my study time on paper  I learn from my mistakes  e.g. I use the results of my assessment to help me prepare for future tests

10.  I believe in myself  If I am going to succeed, I have to believe that it is possible  Edmund Hillary believed that it was possible to climb Mt Everest  Do YOU believe that it is possible to pass the maths part of your course ?

11.  “Whether you think you can or think you can’t, … you’re right”

12. I am approaching maths with new eyes

13.  Ten plus ten plus ten is thirty 10 + 10 + 10 = 30  How many twenties equal forty ? 20 + 20 = 40  How many tens equal forty? 10 + 10 + 10 + 10 = 40 13

14.  Ten plus ten plus ten is thirty 10 + 10 + 10 = 30  This can also be written as multiplication Three lots of ten is thirty 3 x 10 = 30  How many twenties will equal forty? Addition or multiplication ? 20 + 20 = 40 or 2 x 20 = 40 14

15.  I have to give a person 40 cents. I have available some 50 cent, 20 cent and 10 cent coins. What should I give ? A 50 cent coin is too much 20 + 20 = 40 2 x 20 cent coins OR 10 + 10 + 10 + 10 = 40 4 x 10 cent coins 15

16.  In a bottle are some 50 mg tablets, another bottle has some 20 mg tablets, in the last bottle are some 10 mg tablets. If the patient is prescribed 40 mg, how many tablets should I give ? 1 x 50 mg tablet is too much 20 mg + 20 mg = 40 mg => 2 (20 mg) tablets 10 mg + 10 mg + 10 mg + 10 mg = 40 mg => 4 (10 mg) tablets 16

17.  Division means to break up the total into smaller parts, each part with the same value  If a total of forty is broken so that there are twenty in each part, there would have two equal parts. 40 ÷ 20 = 2 or 40/20 = 2  Division is the reverse process to multiplication. 40 = 20 x ? becomes 40 ÷ 20 = ?  want ÷ got = ? Formula! 17

18.  I have to give a patient 100 mg of Aspirin. I have a bottle containing some 50 mg tablets. How many tablets should I give ? Addition. 50 + 50 = 100 => 2 tablets Division. want ÷ got = 100 ÷ 50 = 2 tablets I need to identify: what I want: 100 mg what I've got : 50 mg 18

19.  A fraction is a small part of the whole object  Half of an apple 1/2  A quarter of a pizza1/4  A tenth of a cake 1/10  One hundredth of 1/100  One thousandth of 1/1000 19

20.  A patient is prescribed 150 mg of soluble aspirin. I have 300 mg tablets available. How many tablets should I give to the patient want ÷ got = ? want = 150 mg, got = 300 mg want ÷ got = 150 ÷ 300 = ? 150 ÷ 300 = 15 ÷ 30 = 5 ÷ 10 = 1 ÷ 2 = ½ Answer: Half a tablet 20

21.  If a metre is broken into 100 parts, then each part is 1/100 of a metre. The 1/100 is called “centi” and the small part is called a centimetre, cm  If a metre is broken into 1000 parts, then each part is 1/1000 of a metre. The 1/1000 is called “milli” and the small part is called a millimetre, mm  If a millimetre is broken into 1000 parts then each part is a micrometre, μ m Micro = 1/1000 000 21

22.  If a gram is broken into 1000 parts, each small part is called a milligram mg  If a milligram is broken in 1000 parts, each small part is called a microgram μ g (mcg) 22

23.  Mega = 1000 000 M  kilo = 1000 k  milli = 1/1000 m  micro = 1/1000 000 μ (mc) 23

24.  kg g mg µg (mcg) x 1000 move decimal point 3 places → Change 5 g to mg 5 x 1000 = 5000 mg or 5.000 => 5000 mg. 24

25. kg g mg µg (mcg) ÷ 1000 move decimal point 3 places  Change 2750 µg to mg 2750 ÷ 1000 = 2.75 mg or 2750. => 2.750 mg

26.  Let’s do some exercises on ‘changing units’

27.  Two plus fifty equal ? 2 + 50 = 52  Two dollars plus fifty cents equal ? $2 + $0.50 = $2.50  Two metres plus fifty millimetres equal ? 2 m + 0.050 m = 2.05 m  Two camels plus fifty goats equal ? 27

28.  I have in stock 100 mcg tablets and 0.3 mg is prescribed. How many tablets should I give the patient ? want ÷ got = 0.3 ÷ 100 = want ÷ got = 0.3 mg ÷ 100 mcg =  Change units for one of these want ÷ got = 300 mcg ÷ 100 mcg = 3 tablets 28

29.  A percentage is where the object is broken into 100 parts  The “per” means “in every” as in kilometres per hour. km/h  The “cent” is related to Century, Centurion, Centennial, Cents (in the dollar) and has the numerical value of 100  As a fraction 1/100 = 1% 29

30.  When a small quantity of the pure stock (concentrate) is put into a container and then water is added, the strength is diluted.  If 10 ml of concentrate has water added to it so that the final volume is 100 ml (10 ml stock + 90 ml water), then the strength is 10/100 = 10%. 30

31.  A drug in powder form can be dissolved into water.  If 10 g of powder is put into 100 ml of water the final strength is 10/100 = 10%. (100 ml of water has a weight of 100 g) 31

32.  You are caring for a baby who is prescribed 50mg paracetamol syrup. You have paracetamol syrup available at 100mg/5ml. How much do you give the baby ? want ÷ got = 50 ÷ 100 = ½ half of what ? half of five millilitres ½ x 5 = ? 2 ½ ml of syrup Formula: dose = (want/got) x stock volume 32

33.  200 ml of 1% dilute is required from 10% stock  How much stock and how much water ?  Stock % x stock volume = dilute % x final volume  Stock volume = (dilute%/stock%) x final volume  Formula: Stock volume = (want/got) x final volume  Want = 1%, got = 10%, final volume = 200 ml  1%/10 %x 200 ml = 20 ml of stock (plus 180 ml water) 33

34. I think that I can

35.  We all use numeracy (number) skills everyday examples?  Rusty, anxious? Friend, tutor, SLS  Lack of confidence?Practise, ask questions  Lack of motivation?Impossible!

36.  Step by step (incremental) approach: train separately, master each step e.g. units, decimals, fractions in tablet calculation  Estimation e.g. If you find that you have to give your patient half a litre of syrup… you have done some mistake in your calculation  Use images, drawings, everyday life examples e.g. converting between units: x or  ?; 1kg of sugar versus 1 g of sugar  More … come and see us; use Internet resources, …

37.  Know the basic units: g, L, m, J  Know the meaning of the prefixes k, m,  (or mc), etc …  Go for the method that suits you the best; relate to what you have learnt before  Use your ‘common sense’

38.  Identify the problem: Tablet calculation Liquid medicine Injection Intravenous Etc …

39.  Write down the related formula, e.g. Tablet calculation: number of tablets = want / got Liquid medicine: dose = (want/got) x stock volume Injection: dose = (want/got) x stock volume

40.  Find the information in the text of the exercise, and remember to pay attention to the units, e.g. You have to prepare an injection of 0.3 g of Nefopam Hydrochloride. Nefopam Hydrochloride is available in a solution of strength '100 mg in 0.5 mL'. How many mLs of the available Nefopam Hydrochloride solution do you put in your syringe? type of problem: Injection calculation formula: dose = (want/got) x stock volume want: 0.3g = 300 mg got: 100 mg stock volume: 0.5mL Answer: 1.5 mL

41.  Think before doing! :-)

42.  “Effective learning can only happen when the student is mentally and physically involved in the process”  “Imagination is more important than knowledge” Albert Einstein  “The possibilities of mind training are infinite, its consequences eternal and yet few take the time to direct their thinking into channels that will do them good, but instead leave it all to chance” Marden 42

43.  If you think that you’re beaten, you are, If you think you dare not, you don’t, If you’d like to win but you think you can’t It’s almost certain you won’t.  If you think you’ll lose, your lost, For out in the world you find, Success begins with a person’s thoughts, It’s what goes on in your mind.  Life’s battles don’t always go, To the intelligent or faster woman, But sooner or later the one who succeeds, Is the one who thinks she can. 43

44. I knew I could

45. Questions?