A numeracy 'work-out' for active numeracy practitioners

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Skills for LifeImprovement ProgrammeActivity 4:Ordering probabilities and ordering decimal numbersMathematical goalsFor learners to:• Understand that probabilities are assigned values between 0 and 1• Use some language associated with probability• Order decimal numbers between 0 and 1Method• Fix string across the room or along one wall.• At one end attach a card that says “certain” and at the other end onethat says “impossible”• At intervals attach cards that say “fairly likely”, “very likely”, “not verylikely” etc.• Prepare some cards that are either topical or relate to particularinterests of learners, e.g.o We will get a new Prime Minister this yearo Manchester United will win the premiership titleo Tomorrow’s session will be cancelled• Encourage learner to attach cards at appropriate places on the stringand discuss their decisions• Ask learners to write events on some blank cards and attach them tothe string at the appropriate place• Talk about the values 0 and 1 at either end, and their significance• Attach cards with some decimal numbers, e.g. 0.5, 0.3, 0,75 atappropriate places along the string• Ask learners to assign decimal numbers to event cards on the stringand attach them in the right place• Allow learners to have an open discussion about whether events andnumbers are in the right order and make changes as needed.Reflection and consolidationGive learners a long piece of card and ask them to draw a probability event oftheir own, with events and associated probabilities of their choice.Adapted from DfES Standards Unit:Improving learning in mathematicsHandout 6
Skills for LifeImprovement ProgrammeActivity 6:Using Directed Activities related to Text (DARTS) to encouragethe development of literacy and language in mathsLanguage can be a barrier to solving problems. Learners who can work out theanswer to a simple calculation may not be able to solve a word problem thatcomes down to the same operation and numbers. Extracting given information,deciding what additional information is required and how to obtain it, thenknowing what to do with it, are difficult skills to teach and learn. Discussion of awide variety of problems is essential.Adult Numeracy Core CurriculumThe idea of DARTS is to help a learner focus on different aspects of a problembefore they seek solutions. It can be done orally or as a series of writtenprompts, but it lends itself best to group work. One of the principles of DARTS isthat reading is no longer a solitary activity. Discussion is an important part of theprocess of understanding what has been read. It gives learners a chance tocheck their understanding against others in the group.Examples of DARTs activities• comprehension questions• summarising• underlining or highlighting,• labelling, e.g. sub-headings• Segmenting- breaking down the problem into segments to solve it.• Ordering information – what information will I use first. Do I need to use itall at the same timeHandout 7Adapted from a resource designedby Elaine Mclellan, 2006
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A numeracy 'work-out' for active numeracy practitioners

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