What do you do with the smart alecs?

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What do you do with the smart alecs?

• Numeracy approaches to teaching high ability
  students.

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Who are we?

• HoD Assistant HoD Maths Taradale HS
• 2003 - Began using numeracy programmes, initially
  to support low ability students in junior school
• 2004 - Extended to incorporate other junior
  classes
• 2005 - Part of pilot secondary numeracy project
  for year 9 students
• 2006 Year 2 school in SNP
• 2007 Year 3 school in SNP

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Past experience tells us.

• Stages 4 5 yr 9 students, will have difficulty
  coping with achievement standards in yr 11. They
  are best suited to a unit standard course
• Stage 6 students have the most potential for
  movement and this is the group we can make the
  most difference to.
• Stages 7 8 students will cope well with
  achievement standards at yr 11. They are likely
  to continue successfully with mathematics in yrs
  12 13

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And we must

• establish effective practice in year 9 to ensure
  our understanding of student ability is as
  complete as possible
• establish good lines of communication with
  contributing schools, to avoid mass math testing
  on arrival
• triangulate our assessment data during year 9 and
  not rely totally on numeracy data. (At THS we do
  class assessments and AsTTle testing)

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Moving students

• Ideally, before we teach formal algebra in
  preparation for NCEA Level 1, we require all of
  our students to be at strategy
• stage 7 add/sub,
• stage 8 mult/div,
• stage 8 ratio/proportion
• Also, we identify knowledge hotspots by analysing
  data effectively and teach accordingly
• However..

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Student misconceptions can impact on the
development of algebraic thinking

• Before stage 7 it is imperative that students can
  confidently play with whole numbers
• At stages 7 both decimal understanding and
  playing with all numbers are strong indicators of
  student readiness for higher level algebraic
  thinking

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Therefore

• use a variety of methods so students are given
  opportunities to reach the highest stages in
  strategy and knowledge
• develop classroom and teaching structures that
  facilitate student progress

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Teacher toolbox should include

• Starters, games, etc for filling knowledge
  hotspots
• Grouping based on strategy, in order to encourage
  total student participation in
• Teacher instruction
• Group work
• Individual work

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Nuts bolts 1

• Starters
• Place value 1 starter
• Place value 2 starter
• Decimal Starter

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Nuts and bolts 2

• Strategy linked to knowledge
• Adapting resources
• Move to decimals
• Move to decimals 2
• Move to decimals 3

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Garden Beds

• Tell the story of a gardener who wants to protect
  some plants by placing a border of tiles around
  the edge.
• Here are 5 plants in a row.Could you help me
  place the tiles around the edge?
• Garden beds
• www.curriculum.edu.au/maths300

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Time Problems

• Time Problem
• www.nzmaths.co.nz

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So, what do you do with the smart alecs?

• Plan, adapt, research ask

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Time Problem

• The Problem
• We have a group of unfortunate people here. They
  all have an exam to do. It starts at 930 pm
  sharp. Which of them will get there in time for
  the start of the exam? Heres the problem.
• Dereks watch is 15 minutes fast but he thinks
  that it is 10 minutes fast.
• Marilyns watch is 15 minutes fast but she thinks
  it is 20 minutes fast.
• Saras watch is 15 minutes slow but she thinks it
  is 10 minutes fast.
• Tims watch is 15 minutes slow but he thinks that
  it is 10 minutes slow.