ROSTER COULD EACH GROUP MEMBER ADD THEIR IDEAS BY THURSDAY NIGHT ON THIS PAD AND THEN WHOEVER IS ROSTERED FOR THE WEEK CAN TYPE THEIR 500 WORD SUBMISSION AND POST IT TO THE DISCUSSION BOARD! THERE WILL BE A HEADING BELOW TO POST YOUR IDEAS FOR THE WEEK! PLEASE ADD YOUR NAME FOR THE WEEK YOU ARE ABLE TO DO IT, THIS WILL MAKE THE WORKLOAD A LOT EASIER AS IT WILL BE SPREAD OVER 12 WEEKS AND WE WILL ALL GET A TURN.

JUST A REMINDER TO EVERYONE WHEN YOU SUBMIT THE WEEKLY TASK ON YOUR WEEK - PUT A LIST OF ALL THE NAMES OF PEOPLE THAT SUBMITTED WORK FOR COLLABORATION FOR THE WEEK AS REQUESTED BY REMY.

IF YOUR USERNAME ON HERE IS NOT YOU NAME, PLEASE LIST YOUR NAME AND USERNAME BELOW (I have done current ones - correct me if I am wrong - Dani):

Week 10 w/c 2nd Aug- Week 11 w/c 8th Aug - Lana Pisckunova

Week 12w/c 16th Aug-Nazifa

Lana - I'm located in Sydney - available hours are usually most weeknights after 7 pm

Dani - Adelaide - Will be online to "chat" tue and fri evenings (will check regularly other times)

Aasiyah - Perth(I deleted my post to make it easier to scroll through)

Hi AllCarmen - Victoria - Will be online Monday nights and Friday nights but will try and check most days to see if there is anything new on here.

Hi Everyone!Thanks Dani for creating the pad!Look forward to working with you all this SP. I can be online most nights. And am happy to make a time to catch up if necessary.Melinda.

Sam- Adelaide- I'll be online as much as I can and if we need to choose a specific night i'm sure I can do that too.

Hey AllI am Cass and I am in Queensland.I am available most nights after the kids go to bed usually they are all in by 8:30pm. I work Mon, Tues and Wed so my main uni days are Thursday, Friday and the weekends (and nights when I am not too stuffed after work.If we set a time to meet I will try my best to make it. When ever I am on the computer I am also on facebook open for live chat so feel free to add me.I am going away in the June/July school hols so I will not be available thenI look forward to catching up, thanks for setting this up.

Jodie - hmm location melbourne for the first half of the sp/ then tamworth! I will check the pad most days! and am happy to do week 4 as i will be moving interstate in july! :(

Thanks Dani for setting this new wiki page up!

Well Girls I am absolutely gutted this morning! Just got my Ass 1 grade back and I just do not know where I went so horribly wrong. This SP has just been a disaster for me! :( Have just emailed Remy as I had no feedback or marks on the actual assignment just the grade (16/50). SO SO SO Gutted atm. I have been on a HD/D for all my units to date, just I just don't know what I have done wrong. The lowest grade I had received so far was a Credit for one assignment (worth 10%) last SP, but ended up with a Distinction for that unit. :(

I didn't really have any constructive feedback either. I can have a quick look if you want. Just stay focused on the PLR assignment. I know what you mean about the marks, i got a pass and a credit for one unit and then for the last assignment i got 95% on the last one!.

Jodie

Don't be disheartened about your result there is always time for improvement. We all have our ups and downs in different units, but remember one thing is that you can do it and succeed in your learning. See if you can get feedback from Remy and ask if you can resubmit your assignment. On the other hand is to stay focused as Jodie says on the PLR assignment. This way you can boost your overall grade. Good luck :-)

I was happy with my mark. How did everyone else do in assignment 1?

Nazifa

Hi Girls,

Well I resubmitted on the little feedback Remy provided and she still failed me on it. You must pass BOTH assignments to pass, so it means I have failed the unit. She actually said she couldn't see any changes from my original submission (although there was and I pointed them out in my return email), but she still said she will not accept it. Mind you on the Open Uni website it says this for 136:

Assessment

Assessment (40%)

Non-Invigilated Exam (20%)

Report (40%)

So I guess this is it for the unit for me and will need to re-attempt it in SP4. What a day - a fail for Ass1 136 and a distinction for portfolios for 140!
(Blue text as that is how I am feeling!)
I would like to thank you all, especially Jodie, for the support and collaborations throughout this SP.
Dani

Hey Girls,

I have been having some troubles with my internet connection so I have not been checking the blackboard but rather focusing on my weekly task and the assessment....I have not been doing it week by week so now I am stuck with four weeks catching up to do!!! I thought that this assessment was quite easy once you did your activities. I certainly had more complicated ones in my previous units. I did not put much effort in my assessment so i got a real surprise when I got my grade and feedback. Dani for future references it is always good to ask one of your peers for help before resubmitting. Tutors (especially Remy) I have noticed retain from giving any useful feedback and answers to yours questions!!! I wish you all the best for the future though and hope that you pass with ease when you redo this unit!! Milana :)

Hi everyone,

Weeks 3-9 have been saved onto the DB. WEEK 10 - SUBMISSION IDEAS-MAKE SURE YOU PUT YOUR REFERENCES who is doing this week?

WEEK 10

What is Measurement? Can your group agree on a definition? What are some ways that teachers can engage students in the four aspects mentioned in activity 10:3. (1. Using concrete experiences, 2. Using inquiry, 3. Connecting to other aspects of Mathematics, 4. Connecting to other areas of the school curriculum.) Hey girls I have put up the week 10's task up tonight I have problems with my internet so I am not sure how much I will contribute for week 11 and I hope that all will be resolved by week 12. Have fun collaborating on this week's task I am certainly going to try my best. :) Milana JODIE WATT

Who is going to put together this weeks? Lana or Nazifa? I don't know if there will be a group conribution in weeks 11 and 12.

WHAT IS MEASUREMENT? Measurement Words:

· Length · Time · Capacity · Area · Volume · Mass

Measurement = the measuring of ‘something’.

4 ASPECTS:

Consider how the Ladybug Lengths and How Many Steps? Lessons engage children in measurement activities that support their learning in four key ways:

1. using concrete and/or kinaesthetic (physical) experiences 2. using inquiry 3. connecting to other aspects of mathematics learning (e.g., geometry, data) 4. connecting to other aspects of a school curriculum and children’s everyday experiences

Lady bug lengths:

· Hands on, as they are measuring themselves. · Students are presented with a problem, which they need to inquire about by measuring. · Distance – the lady bugs journey. Data collections from measuring the different lengths. · Nature and lady bugs.

How many steps?:

· The students are actively involved by walking around the room. · By using different size steps. · Data recording their findings. · Walking.

WEEK 11 - SUBMISSION IDEAS -MAKE SURE YOU PUT YOUR REFERENCES

Hi everyone, I know its getting near the end of the unit and both assignments have been submitted already but for those of you who will still decide to contribute for this week's task, please have your ideas up by Thursday so I can gather everything up and submit a 'final' entry on our maths mates DB (this will be done some time on Friday). Thanks! Lana Pisckunova
and don't forget to include your references! Cheers Lana Pisckunova collaborating

-By Lana Pisckunova Learning Activity 11.1: Circumference/Diameter
Watch Circumference/Diameter video#22:

As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

How did Ms. Scrivner have students develop ownership in mathematical tasks?

What were the effective techniques used for teaching the relationship between circumference and diameter?

Why would it have been valuable to have students do a second measurement?

1. Ms Scrivner allowed the students to choose their own objects that bore a circumference and diameter, work with peers, interact and use the classroom resources. 2. Empowering students to figure that when c ÷d ≈ 3 by using their calculators 3. To obtain the nearest accurate approximations for their calculations

Learning Activity 11.3: How long is a minute?
Watch How long is a minute? video#24:

As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

What is the importance of having students generate and choose specific tasks?

What teaching strategies help develop students’ concepts of a minute?

What is the value of the use of both analog and digital time pieces in this lesson?

1. The importance of having students generate and choose specific tasks is to enable them to develop and acquire learning skills. 2. Observing the second hand complete a minute on an analogue clock, thinking about what task they could perform in a minute and timing themselves completing various tasks using a stopwatch. 3. The value of the use of both forms of clocks is for students to understand the different ways of telling the time.

Using your group discussion from activity 11.4. Write what your group see the value of open ended investigations in supporting children’s mathematic learning. JODIE WATT

allows for them to explore and ask questions

this allows them to construct their own understanding

As you watch the video, note how the teacher, Ms. Scrivner, helps the students to understand the concepts of circumference and diameter by the use of kinaesthetic (physical) and visual processes. Also note how calculators are used as a tool so that the students can focus on the relative size of and relationships between numbers. The use of calculators to enhance mathematics learning and teaching will be examined in detail in EDP245 Mathematics Education.

As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

1. How did Ms. Scrivner have students develop ownership in mathematical tasks?

She started by getting them to answer some questions on what they had previously been doing. Then the students ran the activity by demonstrating.

2. What were the effective techniques used for teaching the relationship between circumference and diameter?

The teacher started with the similarities in the words (circumference, circle, etc: they all have something to do with being round). She then lets them measure objects (that are round) to make the connection to diameter.

3. Why would it have been valuable to have students do a second measurement?

To help with accuracy, to make sure they were actually measuring the diameter.

Learning Activity 11.2: Further examination of the process of measurement

Read Reys et al. (2009), pp. 367-381 of Chapter 16, completing Learning Activity 11.2 Record Chart for your Learning Log.

Learning Activity 11.2 Record Chart: Further examination of the process of measurement

Ideas and examples that are familiar to me from my own experiences with mathematics learning and teaching

Ideas and examples related to mathematics learning and teaching that are new to me

· Instruments: ruler, scales, clocks, calculator p . 368 · Rulers p. 368 · Scales p. 369 · Clocks p. 370 · Protractors p. 370 · Units – tables 16.1 and 16.2 · Converting units p. 374

· Children need to understand what they are measuring p. 368 · Estimating measurements (not using instruments) p. 375 · Connecting attributes – are, perimeter, shape, surface p. 377 · Cultural connects- units other countries use or measurements from the past p. 379

Questions I have and related things I do not understand from my reading

You will see the children in this lesson involved in estimation as part of measurement as well as actually doing measurements to assign a number to the attribute of ‘time’. Note how the teacher makes use of modelling in guiding the children’s learning and how she has designed the lesson to enable the children to develop ownership of the work they do. These aspects of the lesson along with your answers to the questions below will be useful to you as you continue to develop your Assessment 2 submission.

As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

1. What is the importance of having students generate and choose specific tasks?

Shows they understand the concept of a minute and its length.

2. What teaching strategies help develop students’ concepts of a minute?

They experience a minute and count the seconds.

3. What is the value of the use of both analogue and digital time pieces in this lesson?

So that they can understand that there is 60 seconds in a minute and not 100 seconds. Week 11- Milana Mitrovic Learning Activity 11.1: Circumference/Diameter
Watch Circumference/Diameter video#24: http://www.learner.org/resources/series32.html As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

How did Ms. Scrivner have students develop ownership in mathematical tasks?

· Ms Scrivner got students to answer questions on previous tasks, allowing them to choose their own objects and she got them to run the activity through demonstration. She also used scaffolding to make learning more meaningful, letting the children correct their own misconceptions.

What were the effective techniques used for teaching the relationship between circumference and diameter?

· Effective techniques used included word similarities, use of technology such as calculators, measuring objects to make connection, visualization and open ended questions.

Why would it have been valuable to have students do a second measurement?

· The value in having students re-measure is that it helps to correct technique, gives students practice using real world examples and ensures accuracy. Learning Activity 11.3: How long is a minute?
Watch How long is a minute? video#24: http://www.learner.org/resources/series32.html As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

What is the importance of having students generate and choose specific tasks?

The importance of having students generate and choose specific tasks is that it helps to develop and acquire skills, gives them an understanding of concepts and helps relate mathematics to their lives.

What teaching strategies help develop students’ concepts of a minute?

Some of the strategies to help students develop concepts of a minute are timed activities/tasks and counting seconds to experience time.

What is the value of the use of both analogue and digital time pieces in this lesson?

The value of using both types of time pieces is that students learn that there is different ways to tell the time. This is also effective in showing that there are 60 seconds in a minute and 60minutes in an hour. This concept can be hard to grasp by primary aged children. References: Annenberg media. (2009). Circumference/Diameter video#22. Retrieved from http://www.learner.org/resources/series32.html Annenberg media. (2009). How long is a minute? video#24. Retrieved from http://www.learner.org/resources/series32.html

WEEK 12 - SUBMISSION IDEAS

-MAKE SURE YOU PUT YOUR REFERENCESNazifa

WE DONT HAVE TO DO THIS WEEK! :)

Can your group suggest some ways to help students apply, analyse, synthesise and evaluate aspects of Maths. Use ideas from your discussion of the lesson on the illuminations site.

hey girls what do you thinkk about this weeks task? I am not sure what we have to do! Milana

Maybe we should start with some dot points under the headings? Jodie

Milana Mitrovic- Week 12 Apply- using hands on activities that incorporate aspects of the real world, manipulatives, models, examples, free play and activities that allow students to discover new knowledge. Analyse- by brainstorming ideas, in pairs or groups. Synthesise and reflect- through discussions as a whole class and feedback from the teacher, and assessments. I would still like to submit something even if we don't have to! I am volunteering to do it! cheers Milana

## Welcome to Mathsmate2 Wikipad!

ROSTERCOULD EACH GROUP MEMBER ADD THEIR IDEAS BY THURSDAY NIGHT ON THIS PAD AND THEN WHOEVER IS ROSTERED FOR THE WEEK CAN TYPE THEIR 500 WORD SUBMISSION AND POST IT TO THE DISCUSSION BOARD!THERE WILL BE A HEADING BELOW TO POST YOUR IDEAS FOR THE WEEK!PLEASE ADD YOUR NAME FOR THE WEEK YOU ARE ABLE TO DO IT, THIS WILL MAKE THE WORKLOAD A LOT EASIER AS IT WILL BE SPREAD OVER 12 WEEKS AND WE WILL ALL GET A TURN.JUST A REMINDER TO EVERYONE WHEN YOU SUBMIT THE WEEKLY TASK ON YOUR WEEK - PUT A LIST OF ALL THE NAMES OF PEOPLE THAT SUBMITTED WORK FOR COLLABORATION FOR THE WEEK AS REQUESTED BY REMY.IF YOUR USERNAME ON HERE IS NOT YOU NAME, PLEASE LIST YOUR NAME AND USERNAME BELOW (I have done current ones - correct me if I am wrong - Dani):Dani = DanielleFranklinAlison = Ali1985Aasiyah = AasiyahMilana = milana.mitrovicCass = 14720541Jodie = jodie.maree.wattLana = Lana1234Carmen = CarmenReynoldsNazifa = Missunique

Sam = SamDoecke

Week 1w/c 31st May-Melinda PrenticeWeek 2w/c 7th June- Dani FranklinWeek 3w/c 14th June-Cass Parry

Week 4 w/c 21st June- Jodie WattWeek 5 w/c 28th June-Aasiyah Bintu-Najaati

Week 6 w/c 5th July -Alison Bunce

Week

7w/c 12th July- Carmen Reynolds

Week 8 w/c 19th July-Sam Doecke

Week 9 w/c 26th July-Milana Mitrovic

Week 10 w/c 2nd Aug-

Week 11 w/c 8th Aug - Lana Pisckunova

Week 12w/c 16th Aug-Nazifa

Lana - I'm located in Sydney - available hours are usually most weeknights after 7 pm

Dani - Adelaide - Will be online to "chat" tue and fri evenings (will check regularly other times)

Aasiyah - Perth(I deleted my post to make it easier to scroll through)

Hi AllCarmen - Victoria - Will be online Monday nights and Friday nights but will try and check most days to see if there is anything new on here.

Hi Everyone!Thanks Dani for creating the pad!Look forward to working with you all this SP. I can be online most nights. And am happy to make a time to catch up if necessary.Melinda.

Sam- Adelaide- I'll be online as much as I can and if we need to choose a specific night i'm sure I can do that too.

Hey AllI am Cass and I am in Queensland.I am available most nights after the kids go to bed usually they are all in by 8:30pm. I work Mon, Tues and Wed so my main uni days are Thursday, Friday and the weekends (and nights when I am not too stuffed after work.If we set a time to meet I will try my best to make it. When ever I am on the computer I am also on facebook open for live chat so feel free to add me.I am going away in the June/July school hols so I will not be available thenI look forward to catching up, thanks for setting this up.

Jodie - hmm location melbourne for the first half of the sp/ then tamworth!

I will check the pad most days! and am happy to do week 4 as i will be moving interstate in july! :(

Thanks Dani for setting this new wiki page up!

Well Girls I am absolutely gutted this morning! Just got my Ass 1 grade back and I just do not know where I went so horribly wrong. This SP has just been a disaster for me! :( Have just emailed Remy as I had no feedback or marks on the actual assignment just the grade (16/50). SO SO SO Gutted atm. I have been on a HD/D for all my units to date, just I just don't know what I have done wrong. The lowest grade I had received so far was a Credit for one assignment (worth 10%) last SP, but ended up with a Distinction for that unit. :(I didn't really have any constructive feedback either. I can have a quick look if you want. Just stay focused on the PLR assignment. I know what you mean about the marks, i got a pass and a credit for one unit and then for the last assignment i got 95% on the last one!.

Jodie

Don't be disheartened about your result there is always time for improvement. We all have our ups and downs in different units, but remember one thing is that you can do it and succeed in your learning. See if you can get feedback from Remy and ask if you can resubmit your assignment. On the other hand is to stay focused as Jodie says on the PLR assignment. This way you can boost your overall grade. Good luck :-)

I was happy with my mark. How did everyone else do in assignment 1?

Nazifa

Hi Girls,

Well I resubmitted on the little feedback Remy provided and she still failed me on it. You must pass BOTH assignments to pass, so it means I have failed the unit. She actually said she couldn't see any changes from my original submission (although there was and I pointed them out in my return email), but she still said she will not accept it. Mind you on the Open Uni website it says this for 136:

Assessment- Assessment (40%)
- Non-Invigilated Exam (20%)
- Report (40%)

So I guess this is it for the unit for me and will need to re-attempt it in SP4. What a day - a fail for Ass1 136 and a distinction for portfolios for 140!(Blue text as that is how I am feeling!)

I would like to thank you all, especially Jodie, for the support and collaborations throughout this SP.

Dani

Hey Girls,

I have been having some troubles with my internet connection so I have not been checking the blackboard but rather focusing on my weekly task and the assessment....I have not been doing it week by week so now I am stuck with four weeks catching up to do!!! I thought that this assessment was quite easy once you did your activities. I certainly had more complicated ones in my previous units. I did not put much effort in my assessment so i got a real surprise when I got my grade and feedback. Dani for future references it is always good to ask one of your peers for help before resubmitting. Tutors (especially Remy) I have noticed retain from giving any useful feedback and answers to yours questions!!! I wish you all the best for the future though and hope that you pass with ease when you redo this unit!! Milana :)

Hi everyone,

Weeks 3-9 have been saved onto the DB.

WEEK 10 - SUBMISSION IDEAS-MAKE SURE YOU PUT YOUR REFERENCES who is doing this week?WEEK 10What is Measurement? Can your group agree on a definition? What are some ways that teachers can engage students in the four aspects mentioned in activity 10:3. (1. Using concrete experiences, 2. Using inquiry, 3. Connecting to other aspects of Mathematics, 4. Connecting to other areas of the school curriculum.)

Hey girls I have put up the week 10's task up tonight I have problems with my internet so I am not sure how much I will contribute for week 11 and I hope that all will be resolved by week 12. Have fun collaborating on this week's task I am certainly going to try my best.:) MilanaJODIE WATTWho is going to put together this weeks? Lana or Nazifa? I don't know if there will be a group conribution in weeks 11 and 12.WHAT IS MEASUREMENT?Measurement Words:· Length

· Time

· Capacity

· Area

· Volume

· Mass

Measurement = the measuring of ‘something’.

4 ASPECTS:

Consider how the Ladybug Lengths and How Many Steps? Lessons engage children in measurement activities that support their learning in four key ways:

1.using concrete and/or kinaesthetic (physical) experiences2.using inquiry3.connecting to other aspects of mathematics learning (e.g., geometry, data)4.connecting to other aspects of a school curriculum and children’s everyday experiencesLady bug lengths:

· Hands on, as they are measuring themselves.

· Students are presented with a problem, which they need to inquire about by measuring.

· Distance – the lady bugs journey. Data collections from measuring the different lengths.

· Nature and lady bugs.

How many steps?:

· The students are actively involved by walking around the room.

· By using different size steps.

· Data recording their findings.

· Walking.

WEEK 11 - SUBMISSION IDEAS-MAKE SURE YOU PUT YOUR REFERENCESHi everyone, I know its getting near the end of the unit and both assignments have been submitted already but for those of you who will still decide to contribute for this week's task, please have your ideas up by Thursday so I can gather everything up and submit a 'final' entry on our maths mates DB (this will be done some time on Friday). Thanks! Lana Pisckunovaand don't forget to include your references! Cheers

Lana Pisckunova collaborating-By Lana Pisckunova

Learning Activity 11.1:Circumference/DiameterWatch

Circumference/Diametervideo#22:As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

How did Ms. Scrivner have students develop ownership in mathematical tasks?What were the effective techniques used for teaching the relationship between circumference and diameter?Why would it have been valuable to have students do a second measurement?1. Ms Scrivner allowed the students to choose their own objects that bore a circumference and diameter, work with peers, interact and use the classroom resources.

2. Empowering students to figure that when c ÷d ≈ 3 by using their calculators

3. To obtain the nearest accurate approximations for their calculations

Learning Activity 11.3:How long is a minute?Watch

How long is a minute?video#24:As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

What is the importance of having students generate and choose specific tasks?What teaching strategies help develop students’ concepts of a minute?What is the value of the use of both analog and digital time pieces in this lesson?1. The importance of having students generate and choose specific tasks is to enable them to develop and acquire learning skills.

2. Observing the second hand complete a minute on an analogue clock, thinking about what task they could perform in a minute and timing themselves completing various tasks using a stopwatch.

3. The value of the use of both forms of clocks is for students to understand the different ways of telling the time.

References:

Annenberg media. (2009).

Circumference/Diametervideo#22. Retrieved from http://www.learner.org/resources/series32.htmlAnnenberg media. (2009).

How long is a minute?video#24. Retrieved from http://www.learner.org/resources/series32.htmlBy Lana Pisckunova -

Week 11 Mastering measurement

Using your group discussion from activity 11.4. Write what your group see the value of open ended investigations in supporting children’s mathematic learning.

JODIE WATTLearning Activity 11.1:Circumference/DiameterWatch

Circumference/Diametervideo#22:http://www.learner.org/resources/series32.html

As you watch the video, note how the teacher, Ms. Scrivner, helps the students to understand the concepts of circumference and diameter by the use of kinaesthetic (physical) and visual processes. Also note how calculators are used as a tool so that the students can focus on the relative size of and relationships between numbers. The use of calculators to enhance mathematics learning and teaching will be examined in detail in EDP245 Mathematics Education.

As you watch the video, consider how you will answer these three questions that are raised in the Analysis component at the end of the video:

1.How did Ms. Scrivner have students develop ownership in mathematical tasks?She started by getting them to answer some questions on what they had previously been doing. Then the students ran the activity by demonstrating.

2.What were the effective techniques used for teaching the relationship between circumference and diameter?The teacher started with the similarities in the words (circumference, circle, etc: they all have something to do with being round). She then lets them measure objects (that are round) to make the connection to diameter.

3.Why would it have been valuable to have students do a second measurement?To help with accuracy, to make sure they were actually measuring the diameter.

Learning Activity 11.2: Further examination of the process of measurementRead Reys et al. (2009), pp. 367-381 of Chapter 16, completing

Learning Activity 11.2 Record Chartfor your Learning Log.Learning Activity 11.2 Record Chart: Further examination of the process of measurementIdeas and examples that arefamiliarto me from my own experiences with mathematics learning and teachingIdeas and examples related to mathematics learning and teaching that arenewto me· Rulers p. 368

· Scales p. 369

· Clocks p. 370

· Protractors p. 370

· Units – tables 16.1 and 16.2

· Converting units p. 374

· Estimating measurements (not using instruments) p. 375

· Connecting attributes – are, perimeter, shape, surface p. 377

· Cultural connects- units other countries use or measurements from the past p. 379

Questions I have and related things I do not understand from my readingLearning Activity 11.3:How long is a minute?Watch

How long is a minute?video#24:http://www.learner.org/resources/series32.html

You will see the children in this lesson involved in estimation as part of measurement as well as actually doing measurements to assign a number to the attribute of ‘time’. Note how the teacher makes use of modelling in guiding the children’s learning and how she has designed the lesson to enable the children to develop ownership of the work they do. These aspects of the lesson along with your answers to the questions below will be useful to you as you continue to develop your Assessment 2 submission.

1.What is the importance of having students generate and choose specific tasks?Shows they understand the concept of a minute and its length.

2.What teaching strategies help develop students’ concepts of a minute?They experience a minute and count the seconds.

3.What is the value of the use of both analogue and digital time pieces in this lesson?So that they can understand that there is 60 seconds in a minute and not 100 seconds.

Week 11- Milana MitrovicLearning Activity 11.1:Circumference/DiameterWatch

Circumference/Diametervideo#24:http://www.learner.org/resources/series32.html

- How did Ms. Scrivner have students develop ownership in mathematical tasks?

·Ms Scrivner got students to answer questions on previous tasks, allowing them to choose their own objects and she got them to run the activity through demonstration. She also used scaffolding to make learning more meaningful, letting the children correct their own misconceptions.- What were the effective techniques used for teaching the relationship between circumference and diameter?

·Effective techniques used included word similarities, use of technology such as calculators, measuring objects to make connection, visualization and open ended questions.- Why would it have been valuable to have students do a second measurement?

·The value in having students re-measure is that it helps to correct technique, gives students practice using real world examples and ensures accuracy.Learning Activity 11.3:How long is a minute?Watch

How long is a minute?video#24:http://www.learner.org/resources/series32.html

The importance of having students generate and choose specific tasks is that it helps to develop and acquire skills, gives them an understanding of concepts and helps relate mathematics to their lives.Some of the strategies to help students develop concepts of a minute are timed activities/tasks and counting seconds to experience time.The value of using both types of time pieces is that students learn that there is different ways to tell the time. This is also effective in showing that there are 60 seconds in a minute and 60minutes in an hour. This concept can be hard to grasp by primary aged children.References:Annenberg media. (2009).

Circumference/Diametervideo#22. Retrieved fromhttp://www.learner.org/resources/series32.html

Annenberg media. (2009).

How long is a minute?video#24. Retrieved from http://www.learner.org/resources/series32.htmlWEEK 12 - SUBMISSION IDEASNazifa-MAKE SURE YOU PUT YOUR REFERENCESWE DONT HAVE TO DO THIS WEEK! :)

Can your group suggest some ways to help students apply, analyse, synthesise and evaluate aspects of Maths. Use ideas from your discussion of the lesson on the illuminations site.

hey girls what do you thinkk about this weeks task? I am not sure what we have to do! Milana

Maybe we should start with some dot points under the headings? Jodie

Milana Mitrovic- Week 12Apply-using hands on activities that incorporate aspects of the real world, manipulatives, models, examples, free play and activities that allow students to discover new knowledge.Analyse-by brainstorming ideas, in pairs or groups.Synthesise and reflect-through discussions as a whole class and feedback from the teacher, and assessments.I would still like to submit something even if we don't have to! I am volunteering to do it! cheers Milana