Yu mi deadly maths lesson_planning
- 1. YuMi Deadly Maths Planning The planningcycle isbasedonthe acrynym, RAMR – Reality,Abstraction,Reflectionand Mathematics – in that order– andthenas the topicevolvesandgraduallyincorporates/linkstoNew or Big Ideas,the cycle beginsagain fromthe pointof Reality. Reality The philosophybehindthisteachingandlearningmodelistobeginbyrelatingMathsconceptsto the reality(whatthatyoungpersoncan relate tofrom theirphysical world) of the cohortof young people youare workingwith–i.e.the realityof an asylumseekeryoungpersonwillbe different fromthat of an Aboriginal youngperson. Abstraction Leadingthe groupto identify variables,andtouse themto orderand compare. This doesn’tinvolve numbers;itissimplyallowingthe youngpeopletosee thatobjectscanbe orderedindifferentways accordingto differentcharacteristics. HoweveritdoesleadYPtorealise thatthisprocessof ordering/comparingcanonlybe done,fairly,whenonlyone factororvariable isbeingcomparedat any one time.The same inscience.
- 2. The order of Abstractionis: Body I.e.placingyourbodyalonga numberline/aspartof a shape) , Hand (i.e.returningtothe deskandmanipulating apiece of string/otherobjectstocompare distances) andthenMind (i.e.estimatingalength –longeror shorter- incomparisontoa known distance) . Mathematics Thisis where numberisbroughtintothe teachingandlearningsequence. Numbermayinclude estimatingandroundingoff toa nearestwhole number (i.e.‘3and a bit’as an answercan be adoptedratherthan tryingto findthe value of the ‘bit’whichwouldbe adecimal figure orfraction). Reflection Learningincludesreversalsof anidentifiedrelationship(i.e.if 4stepscovera distance of 8 metre sticks,thenhowmanystepswouldcover4 metre sticks?). Nextwouldbe relatingtoBigIdeas,and newconcepts,leadingbackintoReality. Example Topic:Measurement
- 3. Realityand Attributes (Body) Usingpaper tapes,wraparoundthe wrist – rip off to the length(circumference),andthenwrap aroundthe ankle – ripoff to showthe length(circumference) of the ankle.Compare bothtape sizes – “whyisthe ankle tape longerthenthe wristtape?”answer“asour anklessupportgreater weight/forces thanourwrists. Relate tothe Kangaroo,big powerful legsforjumpingwithshortarmsfor...askthe class,forwhat? Explore the differentattributesof relatedobjectswiththe class. (Hand)
- 4. 1. Classuse variousobjects - tape/string/cmcubesblocks,paperclipsetc. tofindthe length around(perimeter)differentshapesonA4paper.Andthenfinda wayof comparing. (Mind) Compare and Order (Orderingaccordingtoheight) (changingtoorder accordingto diameter –thisis notactuallyshownveryclearlyonthe photo) Changingtoorder againaccordingto weight Photonot shown. Non standard Units Attributesand thenleadingonto Maths
- 5. Findingthe distance around(circumference) differentcirclesusingtape,the orderingaccordingto size of tape. The teacherthentakesone of the circlesand itscorrespondingtape;showsthe classthe diameter (distance across) the circle fitsintothe lengthof the tape “3 and a bit”times. Teacherrepeatsthis for eachcircle. “ Is there a rule we have justfound?”(Pie). Estimationandreversal. Standard Units Bringin unitsof measurement,andthenuse these tofindactual distancesincm, metresetc. Why are unitsneeded? Relate - Give anexample if youare ina shopbuyingsomething,metresorcm make a big difference! Applicationsand Formulae You needtofindthe distance across(diameter) of ahuge watertank (youcan’tget init or underit to measure),soinsteadyoumeasure the circumference,inordertofindthe diameter. Reversal –measure the diametertofindthe circumference. Formulae C = πD What is pie? Classcomplete questionsandpractices.
- 6. Example – Number Fractionsand decimals Reality Applespre-cutintohalves,quartersetc. “How have these beencut?” Attributes (Body) Numberlines Piece of maskingtapesonfloor.Subdivide intogroups. “The smallestnumberIwill sayiszero -place yourselvesatzero” “The biggestnumberIwill sayistwo – place yourselvesattwo” “Place yourselvesat1...., at one half,at one quarteretc....”
- 7. Usingone of the numberlines.arrange positionsforlabelsof variousnumbersandfractionsand apple pieces.Includingmore complex fractiossuchas:3/8 , 2/4 alsoa half etc. (Hand)
- 8. Are all the positionscorrect? Use the lengthof one of the fractionstoestimate correctpositioning. Body again Classusesa pre-made grid(10 squaresx 6 squares) andelastictape toshow fractions. Mind
- 9. Usingpegsalongpiece of string,place eachpeg at differentplaces alongthe string,between0and 1. Nowmeasure a lengththe groupisconfidentwithtoincrease accuracy: Maths
- 10. ClassUses the gridfor place value activities.