This collection of cross-curricular, context based units has been built within a framework that has been developed with input from teachers across the curriculum to deliver the mathematics learning area, while meeting the demands of differentiated student-centred learning (show more).
The units have been designed around a six session focus on an aspect of mathematics that is relevant to the integrating curriculum area concerned. For successful delivery of mathematics across the curriculum, the context should be meaningful for the students. With student interest engaged, the mathematical challenges often seem more approachable than when presented in isolation.
The first session is an introductory activity that is aimed to spark the imagination of students, to introduce the need for a particular idea or technique in mathematics that would enable them to explore deeper into that context. It is expected that rich discussion may be had around the context and around the nature of the mathematics involved.
The following five sessions are each based around a model of student-centred differentiated learning.
- There is a starting problem to allow students to settle into the session and to focus on the mathematics within the chosen context. These starting problems might take students around ten minutes to attempt and/or to solve, in groups, pairs or individually.
- It is then expected that the teacher will gather the students together to review the problem and to discuss ideas, issues and mathematical techniques that they noticed during the process. It may be helpful to summarise key outcomes of the discussion at this point.
- The remaining group of activities are designed for differentiating on the basis of individual learning needs. Some students may have managed the focus activity easily and be ready to attempt the reinforcing ideas or even the extending ideas activity straight away. These could be attempted individually or in groups or pairs, depending on students’ readiness for the activity concerned. The students remaining with the teacher could begin to work through the building ideas activity together, peeling off to complete this activity and/or to attempt the reinforcing ideas activity when they feel they have ‘got it’.
- It is expected that once all the students have peeled off into independent or group work of the appropriate selection of building, reinforcing and extending activities, the teacher is freed up to check back with the ‘early peelers’ and to circulate as needed.
|Movie parts||Number and Algebra, in the context of film timing|
|The bee sting problem||Number and Algebra, in the context of chemistry|
|Catering for size||Measurement, in the context of food technology|
|Improbable sports||Measurement and Algebra, in the context of sports|
|Synchronised swim shapes||Geometry, in the context of Health and PE|
|A neutral solution||Number and Algebra, in the context of chemistry|
|Exploring safe choices||Statistical literacy, in the context of Health and PE|
|Flooding likely?||Probability, in the context of natural disasters (flooding)|
|Wise investments||Number and Algebra, in the context of financial literacy|
|Fuel for a commute||Number and Algebra, in the context of fuel efficiency|
|Slingshots||Measurement and Algebra in the context of Physics|
|Circuit problems||Number and Algebra, in the context of electical circuits|
|The world's rice bowl||Number and Algebra, in the context of global resources|
|Steep streets||Measurement, in the context of gradients of streets|
|Wildlife counts||Stastical Investigations, in the context of population counts|