Numeracy At….
Southport State High School
Why are we here?
• Global citizens
• Real life numeracy ‘in action’
How does this align with ACARA?
•
Numeracy encompasses the knowledge, skills, behaviours
and dispositions that students need to use mathematics in a
wide range of situations. The Numeracy learning continuum
identifies the related mathematical knowledge and skills, and
contextualises these through learning area examples.
Our Core Objectives
• that all students become life long learners
• that all students enjoy, and are engaged in relevant
numeracy demands
• that students have opportunities to transfer their numeracy
knowledge and skills to contexts outside the mathematics
classroom
• that all teaching staff are responsible for developing
numerate citizens
• that all students feel confident in their own numeracy
capabilities
• that students develop critical thinking skills aligned with
senior numeracy outcomes
Our Strategy (F.R.A.M.E.S)
• Fractions, Decimals, Percentages
• Ratio, Proportion & Rates
• Arithmetic ( +, -, x, ÷ ) and Algebra
• Measurement units and conversions
• Enlargement & Reduction (scale factors)
• Statistics or Shape
Why FRAMES?
Numeracy Continuum
Australian Curriculum
FRAMES
Estimating and calculating
with whole numbers
Number and Algebra
Measurement and Geometry
Recognising and using
patterns and relationships
Number and Algebra
Statistics and Probability
Using fractions, decimals,
percentages, ratios and
rates
Number and Algebra
Measurement and Geometry
F
Using spatial reasoning
Measurement and Geometry
M/E
Interpreting statistical
information
Statistics and Probability
Using measurement
Measurement and Geometry
A
A/R
S
M
How FRAMES works within the school
•
At the start of each week the students Maths teacher will present them
with a pre-test question, followed by an explanation
•
Once per week they will practice a similar question in their other classes
(prepared by the numeracy rep), therefore being exposed to the type
question at least 6 times that week
•
At the end of each week the students Maths teacher will conduct a post
test to assess the distance travelled & re-teach if necessary
•
The Maths teacher will record their pre and post tests on a spreadsheet
to form targeted intervention strategies
Example of weekly questions – F
(Fractions, Decimals, Percentages)
Maths
Science
Mark ran 2 1/3 km and
Shaun ran 3 1/5 km. Find the
difference in the distance that
they ran.
In the first week of Chantel’s
experiment seedling A grew 3
¼ cm and seedling B grew 2
1/ cm. Find the difference in
6
the growth of the two
seedlings.
Tracking student progress…..
Keeping pre and post test results allows us
to identify deficits and track student
achievement.
Year 9 Music – Criteria Sheet
The story so far….
• A-C LOA junior secondary ( 12% increase)
• Year 7 (above both Australian and Qld mean 2013 &
2014)
• Year 7 (above both Australian and Qld NMS% 2013 &
2014)
• Year 9 (above Qld and on par with Australian mean 2013
& 2014)
• Year 9 (above both Australian and Qld NMS% 2013 &
2014)