Resource attribution

Number

Year 9
 
Teacher practice
Constructivist
Experiential
Collaboration

Teacher conferenced with various groups using learners knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so
that they could do critical thinking and show creativity as they learned (4 C’s for today’s Learners)
 
Learning Outcomes

Level 3: Ordering decimals
Level 4: Decimals and place value to 3 places
Level 5: Recurring decimals (extension)
 
Success criteria:
Learners are successful if they can order decimals, read decimals correctly, compare decimals
and write decimals as percentages
SOLO Taxonomy
 
Do Now (Introduction)

Rearrange these letters “a decimal point” to explain what a decimal is. Use each letter only once and use all letters.
Teacher reads the instruction aloud and answers any questions posed by learners
Learners work independently and/or collaboratively as they work towards a possible solution
I’m a dot in place
 
Lesson sequence

Rearrange given letters to better understand what a decimal point is
If I gave you $500 would you be happy?
Now along comes the decimal point and lands just after the number 5 to make $5.00, would you still be happy? Class discussion about the impact of the decimal point on the value of the money
Answer question 1 and 2 to determine learners’ curriculum level
Question 1. Four friends, Mele, Tui, Tevita and Anna can jump 3.1m, 3.15, 3.01 and 3.10m respectively. Arrange these distances in ascending order
Teacher comment: When rearranging or comparing, decimals, look at the first digit, of each number: if they are similar, then look at and compare the next digit eg in 3.15 and 3.01 (1/10 is greater than 0/10 or 15/100 is greater than 1/100), so 3.15 is greater than 3.01
Thinking/discussion: When comparing 3.1 and 3.10 both can be read as having 1/10, so the two decimals are equal.
Any zero after the decimal point that is not followed by another number is just a placeholder
Question 2. Draw a number line (any length) from 0 to 1. Mark the middle and give it a decimal value. Keep finding the middle until you reach 3 decimal places.
Use your learning outcomes table, from Mrs Dunn Maths site to determine the curriculum level for each Question (this is for learners to identify their learning needs)
Teacher provocations
How would you read this decimal 1.25?
one and twenty five hundredths
one and two tenths and five hundredths
one point two five not one point twenty five  Learners work independently and/or collaboratively
Discuss how to read and compare decimals
Explore learning using online resources
Make learning visible by creating personalised notes documenting evidence of learners’ understanding of Decimals
Teacher provides opportunities for learners to develop and demonstrate their thinking by discussing with peers and documenting on a Google doc. Teacher expectation is that of learners’ managing their learning.
Learners selfmanage by choosing the appropriate curriculum levels for the topic and can move on to the next level if they feel confident in their ability
Learners show evidence of their thinking and learning by creating personalised notes after navigating the hyperlinked Decimals resources on Mrs Dunn Maths site
All evidence of thinking/learning is visible on a Google document which is shared with the teacher and can also be shared with peers for commenting
 
Learning Experiences

Learners work independently and/or collaboratively. Writing decimals in words and symbols as learners often confuse decimals with money and read it incorrectly.
Learners work independently and/or collaboratively. Comparing decimals on number lines to see progressions from smallest to biggest
Learners work independently and/or collaboratively. Understanding decimals as percentages eg 0.25 is 25%
 
Resources

Smartboard or cutouts of letters (so that learners can drag or rearrange letters)
Google document
 
Literacy strategy

Word definition: Learners define unfamiliar terms
 
Sharing learning

Teacher comments on personalised learners docs and their blogs

Learners blog their learning experience and comment on peers blogs
 
Next steps

Curriculum
Convert common Decimals up to 2 dp) to Fractions (L3) which will lead on to basic operations with fractions (L4,5 )

Daily life
Fractions are used in baking or cooking. Basic operations are used eg if ¼ cup of sugar, sometimes it is necessary to either double or halve the recipe.
 
Reflection

More emphasis needs to be placed on place value, particularly for numbers after the decimal point so that learners use words like tenths, hundredths and thousandths confidently. Using money as an example when learning about decimals is contradictory as $5.70 (five dollars seventy) is not read as five point seven zero dollars. There are no tens, hundreds and thousands after the decimal point; instead it is tenths, hundredths and thousandths

Number

Year 9
 
Teacher practice
Constructivist
Experiential
Differentiation

Teacher conferenced with various groups using learner knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so that they can do critical thinking and show creativity as they learn (4 C’s for today’s learners)
 
Learning Outcomes

Level 3: Know fractions and percentages in everyday use
Level 4: Know the equivalent decimal and percentage forms for everyday fractions.
Level 5: Know commonly used fraction, decimal, and percentage conversions
 
Success criteria
Learners are successful if they can convert commonly used Fraction, Decimal and Percent and can work out prices regardless of whether discounts are expressed as Fractions or Percentages
SOLO Taxonomy
 
Do Now (Introduction)

On weekends or after school, where do you see Fractions and/or Percent? Online activity
A few volunteers explain what they wrote on the lino board while the rest of the class listens attentively and respectfully
 
Lesson sequence

Question 1. Retailers express some of their discounts as Fractions and others as a Percent. Explain how to determine which discount will benefit you the most?
Briscoes is offering a 25% discount on a $20 fan and The Warehouse is one third discount on a $30 fan.
Which retailer is offering you a better buy and how much change will you get if you pay with a $50 note.
⅓ is bigger than 25% (¼) so Better deal is at The Warehouse
Activity 1
*Screenshot a house on the internet that you would like to buy.
a) How much is the house?
b) Write this amount in words. (Level 3)
c) What will the ⅕ deposit be? (Level 4)
d) How much will still be owing? (Level 3)
Real estate commission in Auckland ranges from 2.95  4% for the first $300 000 and then 2  2.5% thereafter. A base fee up to $500 is charged regardless of whether the house is sold or not. GST is also added.
e)How much commission would be made if you sold your house at the price mentioned in (a) (level 5)
 
Learning Experiences

Learners work independently and/or collaboratively by adding their contribution to the lino activity about where they see Fractions and/or Percent.
Learners work independently and/or collaboratively comparing fraction and percent
Learners work independently and/or collaboratively understanding and solving discount, deposit and commission questions
Talking about percentages in everyday contexts
Maximising discounts expressed as Fractions and/or Percent
Converting Fraction, Decimal, Percent
Encouraging creativity as learners explore and select an image of a house online
Using a calculator with confidence
 
Resources

Lino
Flyers
Junkmail
Online retail sites
Google document
 
Literacy strategy

Chunking  break information up into smaller pieces or chunks to facilitate understanding
Word definition
 
Sharing learning

Teacher comments on personalised learners docs and their blogs

Learners blog their learning experience and comment on peers blogs
 
Next steps

Curriculum
Integers

Daily life
Daily temperatures
Credit and debt
Sea level (height above and below)
 
Reflection

Much enthusiasm was generated as learners compared their selected home with peers and some even ventured to homes in other countries  this will lead to exchange rates and ratio at a later stage

Number

Year 9
 
Teacher practice
Constructivist
Experiential
Differentiation

Teacher conferenced with various groups using student knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so that they can do critical thinking and show creativity as they learn (4 C’s for today’s learners)
 
Learning Outcomes

Level 4: Understand addition and subtraction of integers.
Know the relative size and place value structure of positive and negative
numbers
Level 5: Understand operations on integers
 
Success criteria
Learners are successful if they can understand the size and place value of integers and can understand operations on integers
SOLO Taxonomy
 
Do Now (Introduction)

Google today’s temperature in Auckland.
240C
Choose a country or city in the Northern hemisphere and write down their temperature. Use Google maps if you need help finding a city or country.
Russia, 20C. Discussion about why other countries are not as warm as Auckland.
How much warmer is it in Auckland?
Discussion about writing learners’ answers using mathematical statements like 240C  20C
Find at least 1 other Google image to help you understand when we use integers and then explain what an integer is in your own words.
 
Lesson sequence

Write a mathematical equation for each of the following.
Sela has $7 and finds $4 in her bag. How much does she have altogether?
Tere has 7 lollies and gives 4 away. How many lollies does she have left?
Tui is standing on a strip of blue tape. He takes 4 steps back and 7 steps forward. How many steps is he away from the tape?
Maia is standing in a lift at an entrance to a mine. The lift stops 7m below ground level to drop off supplies and then makes a final stop 4 m further. At what depth did the lift make its final stop?
7 + 4 = 11 7  4 = 3 4 + 7 = 3 7  4 = 11
Integers in daily life
Explore learning using online resources
Make learning visible by creating personalised notes documenting evidence of learners’ understanding of Integers
 
Learning Experiences

Developing a number sense by exploring number in the context of everyday experiences and the world around them.
Using numbers to explore events in their own lives.
Developing mental strategies for adding, subtracting, multiplying, and dividing positive and negative numbers, using a calculator, a variety of models, and other approaches
Solving problems involving positive and negative numbers
 
Resources

Google images
Google maps
Google document
 
Sharing learning

Teacher comments on personalised learners docs and their blogs

Learners blog their learning experience and comment on peers blogs
 
Next steps

Curriculum
Solving number problems in context

Daily life
Understanding and interpreting everyday number contexts
 
Reflection

The use of images hooked learners into understanding what integers are and the use thereof; particularly the use of integers in daily life

Number

Number in context

Year 9
 
Teacher practice
Constructivist
Collaboration

Teacher conferenced with various groups using student knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so that they can do critical thinking and show creativity as they learn (4 C’s for today’s learners)
 
Learning Outcomes

Level 3: Describe a procedure and do calculations with Number problems in context
Level 4: Explain and organise thinking to solve Number problems in context
Level 5: Create and predict solutions and reflect on answers
 
Success criteria
Learners are successful if they can solve number problems in context
SOLO Taxonomy
 
Do Now (Introduction)

Review images, notes, explanations, examples and challenges on your Number doc
 
Lesson sequence

Review learning on the Number topic to date
Attempt and solve a contextual task to give learners an indication of their achievement
Trip to Wellington
24 students in 9KLe were planning a trip to Wellington in September with the lovely Mr Mansell. The cost of the trip was $80 per student. The group had a sausage sizzle to raise funds. They needed 8 loaves of bread. Elstree Dairy had bread for $2.20 each, but the owner gave them a 15% discount. Students also bought $50 worth of sausages. Onions and tomato sauce were donated by the Geek Cafe. Students sold 110 sausages for $1.50 each and then had a bake sale a few days later. All baked goods were donated and students made a profit of $250. Mrs Dunn offered to donate ⅕ of the amount raised at the bake sale. How much would each student have to pay?
 
Learning Experiences

Apply Number knowledge in real life contexts
Collaborate by discussing ideas and possible solutions
 
Resources

Google document
 
Literacy strategy

Chunking
 
Sharing learning

Teacher comments on learners blogs

Learners blog their experience and comments on peers blogs
 
Reflection

Learners completed a survey (Google Form)
Something Old (what learners already knew)
Something New (any new learning or strategies gained during the Number strand)
Something Borrowed (an aspect of Number that learners taught their peers or vice versa)
Something Blue (an aspect of the Number strand that learners still do not fully understand)
