âMathematical Knowledge for Teachingâ VOLUME 2 - AMESA

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It is important to note that volumes of spheres and elliptical objects are not part of theCore Assessment Standards in the Mathematical Literacy curriculum. However, it isthe opinion of this facilitator that if the equations for determining the volumes ofthese objects are provided for the learners, then the focus of the activity becomesmore about using unknown or unseen equations and making a comparison (both ofwhich are very much a part of Mathematical Literacy) and less about the volumes ofspheres and elliptical objects.DISCLAIMER:The facilitator of this workshop accepts no responsibility for any weight gain thatmay arise as a result of attending this workshop, nor for any disputes (verbal,physical or otherwise) that may result over whether Astros or Smarties taste better. ☺170
LE TOUR DE MATHS –USING A BICYCLE TO TEACH MATHEMATICSMarc NorthThe VULA Programmemnorth@telkomsa.netTarget audience:Duration:Max. Participants: 50Workshop Length:Mathematical Literacy teachers and Mathematics TeachersGrades 8 - 102 Hours2 HoursTARGET AUDIENCE:The content covered in this workshop will be relevant to teachers of MathematicalLiteracy (all grades) and Grade 8 and Grade 9 Mathematics teachers.WORKSHOP OUTLINE:While driving near Bergville in KwaZulu-Natal recently I was amazed to seenumerous learners from one particular school riding home on bright yellow bicycles,all sporting equally dazzling helmets. I stopped to ask them where the bicycles hadcome from and was told that they had been given to the school by the Department ofEducation as part of an initiative to provide alternative means of transport to childrenwho live very far away from the school. It was then that I decided that given theimportance of these bicycles in these children’s lives both as a source of enjoymentand a means of transport, the context of the bicycle would provide the perfect settingfor illustrating the role and application of mathematics in the world.In this workshop participants will be shown how a bicycle can be used as aneffective context for introducing students to various mathematical concepts. Inparticular, participants will explore the mathematics of “ratios” at play in the gears ofthe bicycle, the mathematics of “speed” through a speedometer, and the mathematicsand calculation involved in determining the heart-rate of an athlete.171
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Proceedings of the15 th Annual Cong
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Foreword“Mathematical Knowledge f
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ContentsHow I teachAuthor Title Pag
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Scheiber, JackieThe interpretation
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SKETCHING A CUBIC FUNCTIONTRADITION
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of the first computer games, Pong,
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Although this genre of computer gam
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He played on and off all day until
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[10] Butgereit, L, “Thumb Tribe M
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2) Use the information given in the
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ConclusionSince these terms were fa
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EXAMPLE: The table below represents
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Five-number summaryMinimum = …; Q
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ACTIVITYIn an experiment to measure
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Conclusion:I hope that learners wou
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ACTIVITYBelow is a summary of a cir
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REFERENCESScheiber, J. 2003. Data h
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MOTIVATION FOR RUNNING WORKSHOPThis
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CONCLUSIONThese are not the only te
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n(E)• P(E) = 1 if event E is cert
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DETERMINING PROBABILITIES OF COMPOU
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Calculate the relative frequency of
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HOW I TEACH SCATTER PLOTSDUNGILE MA
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• It is clear from the above grap
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A STATISTICAL INVESTIGATION INTO HU
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• Does the activity relate to han
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MEASURES OF CENTRAL TENDENCYTHABANI
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1) Determine the mean, mode and med
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HOW I TEACH MATH USING VIRTUAL MANI
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The Balloon ModelIs this game fair?
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Virtual manipulatives can be both s
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References• Moyer P., Bolyard,J.
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WHAT ARE MISLEADING BAR GRAPHS?If a
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CONCLUSION:It is a well known fact
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MISLEADING AVERAGESThe mean, median
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e) Do you think any of the averages
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ANALYSIS OF QUESTION 10.2 OF THE NO
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CONCLUSIONThe midpoint curve is TRA
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called a sample. A sample is any su
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This demonstrates that the larger t
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Consider the marks 32 ; 56 ;With 32
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SOLUTIONStep 1: Collect the data in
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HOW I TEACH TALLY TABLES TO LEARNER
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In a survey, 50 people were asked t
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At the end of the first “branches
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Let A denote an odd and even number
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ADD THE ANGLE TO THE 2- and 3- DIME
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……………………………
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Enlarge the following objects90
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MathematicsGrade: 6Learning Outcome
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A B CD E FGMathematicsGrade: 6Learn
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INVESTIGATING 3-D SHAPES: ANALYSING
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When we arrange objects according t
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Sphere:Cube:Prisms, pyramids, cylin
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a Now complete the table below:pris
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27 Now look at the different spatia
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elationships algebraically; and rep
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• How do analytical and global th
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Adults must not be shy about asking
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In fact, if a pupil asks a research
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INVESTIGATING BALANCING POINTS OF P
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DATA HANDLING IN THE FOUNDATION PHA
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NUMERACY ASSESSMENT STANDARDS AND M
Page 128 and 129: FUNCTIONS AND INVERSES IN CONTEXTMa
Page 130 and 131: ARRIVE ALIVE!!!When a motorist brak
Page 132 and 133: BACTERIA!!!Food goes rotten when th
Page 134 and 135: Suppose we want to make x the subje
Page 136 and 137: REGRESSION MODELLINGPaul LaridonRAD
Page 138 and 139: table. Then press [AC]. The screenc
Page 140 and 141: 3.2 The PendulumThe diagram represe
Page 142 and 143: 3.2.5 and comment on how good or ot
Page 144 and 145: THE VERSATILE USE OF PATTERN BLOCKS
Page 146 and 147: AN INTRODUCTION TO FUNCTIONAL RELAT
Page 148 and 149: USE OF MATHEMATICAL GAMES AS AN ALT
Page 150 and 151: the teacher’s ability to choose t
Page 152 and 153: method. This will be followed by a
Page 154 and 155: mathematical concepts, (2) develop
Page 156 and 157: TEACHING AND ASSESSING SPACE AND SH
Page 158 and 159: Grade R Grade 1 Grade 2 Grade 3•
Page 160 and 161: 3.2Grade R Grade 1 Grade 2 Grade 3R
Page 162 and 163: have a lid that can roll, andPeople
Page 164 and 165: Grade R Grade 1 Grade 2 Grade 3•
Page 170 and 171: WORKSHOP: TWO HOURSTARGET GROUP: GR
Page 172 and 173: PROBLEM SOLVINGFOUNDATION PHASE MAT
Page 174 and 175: 5. Guess the number I stand for.•
Page 176 and 177: ASTROS? OR SMARTIES? ASTROS? OR SMA
Page 180 and 181: Part 1: The Great Bicycle Race (30
Page 182 and 183: IDEAS AND ACTIVITIES TO MAKE YOU A
Page 184 and 185: WHAT IS THINKING? (15 MIN)An import
Page 186 and 187: EXPLORING GRAPHS THROUGH TABLESDORY
Page 188 and 189: • Use the constant -3 to decide o
Page 190 and 191: Explain the error in line 7.6. Draw
Page 192 and 193: SOLVING EQUATIONS & FACTORISING AN
Page 194 and 195: Simple GrowthYear Amount1 R11000234
Page 196 and 197: 3. Solve for x :3 24x - 4x - 7x - 2
Page 198 and 199: 2) QUARTILESA quartile is any of th
Page 200 and 201: ‣ The lower quartile corresponds
Page 202 and 203: ACTIVITY:Answer the following quest
Page 204 and 205: SETTING A MATHS LITERACY EXAMINATIO
Page 206 and 207: are soup tins usually cylindrical?.
Page 208 and 209: Part 4: 30 minutesIn groups: Make y
Page 210 and 211: DEVELOPING ALGEBRAIC THINKING IN TH
Page 212 and 213: WORKSHEET 2Activities to develop le
Page 214 and 215: 3.Fig. 1 Fig. 2 Fig. 34.Fig. 1 Fig.
Page 216 and 217: 2. Another brick wall:Repeat questi
Page 218 and 219: 2.1 Are the methods of all three le
Page 220 and 221: 2.3 Is there an opportunity here to
Page 222 and 223: 1.3 Is there an opportunity here to
Page 224 and 225: Investigate whether the following i
Page 226 and 227: Kieran, C. 1989. The early learning
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Motivation for doing the workshopOu
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• Paired cards• Crack the code
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• Separate tests were developed f
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Enlighten Education TrustBaseline T
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Enlighten Education TrustSchool Ave
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