Hydrogen peroxide solution slides
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This document discusses developing numeracy skills through active learning approaches. It identifies underlying skills like fractions, decimals, percentages, and metrics that activities aim to strengthen. The importance of contextualizing skills and activating prior knowledge is emphasized. Teachers should be aware of varied strategies, understand misconceptions, and balance fluency and conceptual understanding.
Hydrogen peroxide solution slides
- 1. Developing Numeracy Skills through Active Learning Approaches
- 3. Explore the pack of activities and discuss the numeracy and thinking skills that they aim to develop in learners Numeracy skills and active learning
- 4. Identify underpinning skills - diluting hydrogen peroxide You want to mix the peroxide with water to make a weaker solution. You need to make up 60 ml. The solution needs to be 3%, not 12%. How much peroxide and water would you mix together?
- 6. Diluting peroxide Read off an amount on a scale when measuring Basic fractions 1/4 + 3/4 = 1 2/3 + 1/3 = 1 Finding a fraction 1/3 means ÷ by 3 1/5 means ÷ by 5 Understanding dilution as a way to change ratio Expressing as a fraction 10 out of 40 = 1/4 4 out of 20 = 1/5 Understanding ratio as a fraction problem 1 part peroxide and 3 parts water means peroxide is 1/4 of the original strength Divide by 2, 4, and 5
- 7. Explore skills in a variety of contexts - fractions amount of colourant from a tube weekly stock check deductions from wages price reductions productivity targets business expenditure
- 8. Importance of mental maths skills
- 9. Activate prior knowledge What kind of information do we look for on food labels?
- 11. Decimals What to look for? Time – date formats, cooking times Percentages Product and dietary information Abbreviations e.g. £/kg, lbs, g, kgs, ◦, mins Metric units
- 12. identify the authentic skills and contexts that are characteristic of the vocational area or subject explore what the learners bring to the class in terms of knowledge and experience of those contexts analyse their strategies in both written and mental maths involve learners in discussing their strategies with you and with others in the class Embedded numeracy support
- 13. be aware of alternative calculation strategies that are just as effective and valid as your own try to identify any misconceptions about numbers that patterns in their mistakes might seem to suggest discuss with your tutor whether to build on existing strategies or introduce new approaches
- 14. you may often need to use simpler numbers to enable learners to see the strategy that is being presented. be aware of the need to encourage learning for fluency e.g. worksheets focussing on a particular skill, graded to a certain level be aware of the equal if not greater need to encourage learning for understanding i.e. active learning
- 15. By Diana Coben, et al Published by NRDC Available for download
- 16. By Jon Swain, Barbara Newmarch, Oonagh Gormley Published by NIACE/NRDC