Download Year 9 Teacher Handbook

Year 9 Teachers’ Handbook
Guiding Principles (Curriculum Statement)
Mathematics is an enjoyable subject
Mathematics is about solving problems
All students can learn to do Mathematics
Students should have a Mathematics rich experience
Mathematics can be a social activity, and opportunities are provided for this
Teachers are aware of and use current best practice in the teaching of Mathematics
Conceptual understanding is more important than rote learning
The Scheme of Work
The scheme of work is outlined in the Year 9: Information for Students booklet, and on the
website tghsmaths.school.nz.
Teaching is at level 4-5 of the NZC (but with attention paid to the key competencies).
Support should be given to those students operating at levels below this (whilst maintaining
the view that all students are Mathematically able).
Teachers may provide their own materials to deliver the scheme, so long as they abide by
the Guiding Principles above.
Outcomes
By the end of year 9, all students should be able to:
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Continue a simple number pattern and continue a pattern of pictures
Find a rule for a linear pattern (‘nth term’)
Write coordinates
Plot the graph of a linear equation
Interpret graphs eg understand a distance-time or speed-time graph
Understand gradient and y-intercept
Solve simple linear equations Eg 3x + 6 = 18
Solve linear equations (with positive numbers) Eg 5x + 6 = 3x + 18
Expand brackets (including quadratics)
Know a range of methods for adding/subtracting and multiplying
Use estimation to check the validity of answers
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Use the BEDMAS convention for order of operations
Convert between fractions, decimals and percentages
Find equivalent fractions, and ‘cancel down’
Find a fraction of an amount
Perform arithmetic on fractions and on decimals
Understand place value in decimals, and order decimal numbers
Find a percentage of an amount
Increase/decrease by a percentage (by adding/subtracting)
Perform arithmetic on directed numbers
Convert between metric units of length, mass and volume/capacity
Calculate perimeter and circumference
Calculate area of rectangle, triangle and circle given the formulas
Calculate the volume of prisms, spheres and cones given the formulas
Understand surface area
Use the PPDAC cycle to write and investigate a comparison question
Use a stem-and-leaf graph to order data
Draw and describe a histogram
Draw, describe and compare boxplots
Categorize triangles and quadrilaterals
Measure angles in degrees
Students will be expected to use these tools and techniques to solve problems, and to
communicate their answers.
The above list of outcomes is provided to students in the course booklet, and in an
examination revision list (see website).
Assessment
Curriculum content is assessed at Level 4 of the NZC.
Students are introduced explicitly to the SOLO taxonomy.
Achieved is awarded for structural thinking (usually for applying a skill taught in class to a
problem)
Merit for relational thinking (usually for combing two or more ideas taught in class in
solving a problem)
Excellence for extended abstract thinking (usually by synthesizing ideas taught in class to
produce and explore new ideas, or form a generalized solution to a problem).
It is important that all students are familiar with this taxonomy.
Effective Pedagogy
In 2009 UNESCO published the document Effective Pedagogy in Mathematics. Based on international
research, it is divided into 10 sections, summarized below.
Section
An Ethic of Care
Arranging for Learning
Building on Students’
Thinking
Worthwhile
Mathematical Tasks
Making Connections
Assessment for
Learning
Mathematical
Communication
Mathematical Language
Tools and
Representations
Teacher Knowledge
This means…
Caring classroom communities that are focused on mathematical goals help
develop students' mathematical identities and proficiencies.
Effective teachers provide students with opportunities to work both
independently and collaboratively to make sense of ideas.
Effective teachers plan mathematical learning experiences that enable
students to build on their existing proficiencies, interests, and experiences.
Effective teachers understand that the tasks and examples they select
influence how students come to view, develop, use, and make sense of
mathematics.
Effective teachers support students in creating connections between
different ways of solving problems, between mathematical representations
and topics, and between mathematics and everyday experiences.
Effective teachers use a range of assessment practices to make students'
thinking visible and to support student learning.
Effective teachers are able to facilitate classroom dialogue that is focused on
mathematical argumentation.
Effective teachers shape mathematical language by modelling appropriate
terms and communicating their meaning in ways that students understand.
Effective teachers carefully select tools and representations to provide
support for students' thinking.
Effective teachers develop and use sound knowledge as a basis for initiating
learning and responding to the mathematical needs of all of their students.
In 2015, the Mathematics Department will audit their practices in Year 9 against this document.
References
The following documents/sources have been used to develop the Year 9 Mathematics scheme, and
teachers are encouraged to be aware of the texts and their authors:
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What’s Math Got To Do With It?
Mindset
A Mathematician’s Lament
Effective Pedagogy in Mathematics
2009)
Jo Boaler (Penguin, 2008)
Carol Dweck (Ballantine, 2006)
Paul Lockhart (Bellevue, 2009)
Glenda Anthony and Margaret Walshaw (UNESCO,
Jo Boaler’s research (on setting, on timed testing etc) is also very worthwhile, as is Carol Dweck’s (on
children’s theories of intelligence, and on the use of praise).