We haven't changed any prices, but we have realised that the full list of services and resources available through the Task Centre Project is astounding. We didn't even realise how we had grown until we spent time in recent weeks compiling this new link. Check Price List in either Resources or The Big Picture links on the left and you will see.
We are here to help you and, as one principal remarked recently, You people are unique. This is the best place to get both professional development and resources at the same time to revitalise our curriculum.
Two new tasks have been developed and they both use model analogue (circular) clocks. Perhaps the best thing about them is that, in problem solving situations, students at all levels can 'play with' continuous (rather than digital) time. These tasks are now listed in the Task Catalogue available from either the Documents link or the Resources link on the left.
- Time Together, Task 22
The task investigates the times when the big hand is exactly on top of the small hand. The task is appropriate from Year 2 because it creates significant discussion related to how the hands move in relation to each other. It is appropriate from Year 6 because to calculate the 'on top of' time is a significant application of ratio ideas.
This task replaces Make Four Game which was Task 22. However, until stocks run out, Make Four Game is still available if you ask for it. - In Between Time, Task 25
This task continues the investigation of the movement of the hands of a clock in relation to each other. For example, when the big hand has travelled half way around the face of the clock, how far has the hour hand travelled? The problem solving situations focus on the hour hand having moved 'mark by mark' (the minute marks) past a number and investigating where the minute hand must be as a result. This task is appropriate from Year 5 to Year 10.
This task replaces Drover's Dilemma which was Task 25. However, until stocks run out, Drover's Dilemma is still available if you ask for it.
Believe it or not we are starting to think about planning for 2006! We will take the Maths on the Move programs (see the link on the left for details and descriptions) anywhere there are teachers who want to participate.
Are you thinking ahead too?
Is there a place for Maths on the Move in your school or district or system plans for 2006?
Please ring or email if you would like to talk about possibilities.
We are particularly interested in responses from Victoria because the Mathematical Association of Victoria (MAV) has contacted us with a view to running MOTM in partnership, as we did earlier this year in Geelong. To meet the MAV's need to plan and produce a 2006 program for publication and distribution at the December Conference, we would really love any response from interested Victorians by October 5th.
Maths on the Move are the 'off-the-shelf' programs in our Professional Development suite. There are many other possibilities. So, if you are thinking ahead, consider the PD Partnerships link on the left.
Reality in Mathematics Education (R.I.M.E.) was a teacher development project of the Victorian Ministry of Education in the mid-1980s. It produced a huge volume of lesson plans in a very popular pack. This document was one of the influences which led to Maths300, so we are delighted to report that the MAV has recently gained permission to republish the R.I.M.E. Lesson Pack. Look for information in their publications page at:
http://www.mav.vic.edu.au/pubs/index.html
Victorian teachers will be especially pleased to find that the new version has been referenced to both the Victorian Essential Learning Standards (VELS) and Principles of Learning and Teaching (PoLT).
Speaking of Essential Learning Standards, which are now a key curriculum consideration across much of Australia, this brief article from Peter Hubble provides food for thought.
The Karingal Cluster has embarked on its journey to achieve a successful implementation of the Dimension: Working Mathematically from the Domain: Mathematics of the Victorian Essential Learning Standards (VELS).The cluster aims to build the teaching capacity of all staff and to invigorate the teaching of Mathematics through encouraging students to 'work mathematically'.
The use of Maths300 and Math With Attitude resources will enable teachers to:
and thereby develop deeper understanding of concepts and enhanced student motivation within the Maths classroom.
- build co-operative work into their programs,
- build concepts through a hands-on problem solving approach,
- integrate the use of technology
Using these resources allows teachers to address not only the strand disciplined-based learning in the VELS domain of Mathematics but allows for a structure to also address:
The journey will allow teachers to incorporate many aspects of the Principles of Learning and Teaching (PoLT) into their classroom practice because:
- Personal and Social Learning - Interpersonal development, Personal learning
- Interdisciplinary Learning - Communication, Design, Creativity and Technology, ICT, Thinking.
- activities are open-ended and non-threatening
- Working Mathematically allows for students to work in teams or alone on tasks that build student self-confidence and increase motivation
- learning needs and learning styles are catered for through the use of hands-on tasks, puzzles, real-life applications
- students are encouraged to relate old knowledge to new knowledge, developing understanding to solve different problems
- activities allow for ongoing formative assessment, with many opportunities for students to display their understanding
- many activities can be related to activities outside the classroom
The cluster believes the use of the resources will provide the opportunity for the schools to develop student mathematics learning in ways that will motivate both students and teachers, and enhance the learning experience for all, leading to deeper understanding, development of skills, engagement and relating maths to the world around.
Peter Hubble, Innovations & Excellence Cluster Educator
Karingal Cluster, Victoria
- Chris Mitchell is the maths co-ordinator at Karingal Primary School where the initiating PD for the Karingal Cluster was held. During the session discussion arose about adapting tasks to infants. Chris later sent this email:
I have been thinking about how to create some tasks for the lower grades without them having to read the instructions. Thought that perhaps instructions could be put onto a tape or CD and children instructed to do parts of tasks, then press pause whilst they perform various activities, then restart for further instructions.
This seems like a good idea to us. Anyone else want to experiment with the thought and let us know how it goes? -
While we are discussing the junior primary area, we are sometimes asked, What about Maths With Attitude for K - 2?. We're thinking about it.
Such a resource would need to draw significantly on our Calculating Changes project (as well as Maths300) and would likely include Poly Plug as its task resource - especially in the number strand. Also, it is likely to include provision of four function calculators which give correct answers. The problem with most of the simple calculators in schools is that they give wrong answers to problems with mixed operations (eg: 2 + 3 x 5 is shown as 25, instead of the correct answer of 17). Perhaps this doesn't matter when the teacher tells the students what to do with the calculators, but Calculating Changes assumes students have free access to calculators from the day they enter school.
If you would like to help us think this possibility through, please contact us. Some of the questions we are pondering are:
- Would you be interested in young students learning to work mathematically in this environment?
- Is there any great need to provide kits at this level? After all, Calculating Changes offers a pretty good Sample Pack (see the new Price List link) and besides, it is possible that this area of school is well served by other projects such as Count Me In Too.
- If your school is prepared to pay $429 per kit (plus Maths300 membership) for MWA kits in Years 3 - 10, what would you be prepared to pay for kits in Years K - 2?
Matt Skoss from Alice Springs, who produces the Maths Mat described in the Resources link on the left, tells us he is very interested in where these mats go.
Just shipped my 14th and 15th Maths Mats off. One to St Albans Secondary College and one to a little one teacher school out of Maningrida. For the first time ever, I've got two spares in stock.Making these (roughly) 8m x 4m mats is a labour of love so its great to see them so widely used. St. Albans is a western suburb of Melbourne. Maningrida is on the top end of Kakadu National Park - last stop before Indonesia!
Task 4 ... Window Frames
Students explore the structure of a 0-99 number chart using frames which isolate particular cells of the chart. What emerges is that no matter where the frame is placed on the grid, special relationships exist between the numbers in the window. At one level the problem is about searching for and finding these relationships. At another it is about explaining their existence.
Materials
One 0-99 number chart and a range of plastic window frames like the ones in the photo.
Content
Basic number facts, looking for relationships between numbers, explaining relationships, algebraic representation.
Iceberg
Part of the iceberg is built into this task. For example, in the photo, the numbers from 44 to 48 are showing in the window. A student might notice that twice the middle number equals the sum of the two end numbers.
But what happens if we move the frame?
The answer is that this property remains true. Our hypothesis becomes: Wherever the frame is put, twice the middle number equals the sum of the end numbers.
But how do we test this hypothesis?
Perhaps we reason that the number at one end is the middle minus 2 and the number at the other end is the middle plus 2. Therefore when the end numbers are added the minus and plus 2 will cancel leaving twice the middle.
Or perhaps we might reason that the left end number is a, the middle is (a + 2) and the right end number is (a + 4). Then:
Left + Right = a + (a + 4) = 2a + 4 = 2(a + 2) But what happens if we change the shape of the window to 3 cells long, or 7 cells, or 4 cells...?
And what happens if we use our window frames to explore the times table chart?
Whole Class Investigation
To convert this task to a whole class investigation it is useful to have an overhead projector with a transparent copy of the number chart and the window frames as in the task. Students have a paper copy of the chart and as you move the frame on the OHP from place to place you ask particular students to mark this frame on their paper grid. Every student is then searching for relationships in a different set of numbers governed by the same window frame. If any student thinks they see a relationship, it can be checked by other students. Any hypothesis which results can be recorded on the board so the discussion can shift to the notion of proof.
Is it in Maths With Attitude?
Maths With Attitude is a set of hands-on learning kits available from Years 3-10 which structure the use of tasks and whole class investigations into a week by week planner.
Window Frames is an integral part of:
- MWA Number & Computation Years 3 & 4
- MWA Number & Computation Years 9 & 10
If so you missed information about:
- Farewell to Geoff Giles
- Success at Ceduna
- Task 3, Doug's Tablecloth
