Embedded Files
Google Forms
Google Forms
Student Voice Forms:
Student Voice Forms:
Wall Poster Helping Each other - Your response will be on a poster on the wall.
Wall Poster Helping Each other - Your response will be on a poster on the wall.
Feedback Weeks 1 to 6 Term 1 (Department Requirement)
Year 10 Students - NCEA Level 1 Number (Grade Prediction)
Student Websites
Student Websites
Your website records your learning journey, and your regular reflections are a record of your voice.
Share your frustrations as well as your successes.
Create extra topic pages if you wish.
The HOME page requires:
A link to your Transum trophy cabinet
To get the link complete this Transum Basic Addition Task and Claim Your Trophy.
If you make an error in your email address you not be able to locate you Trophies again.
A link to Ms Allan's Site (This one)
A link to e-asttle Student Login
A link to Google Classroom
Your SMART goal for 2018
Mathematical art
Mathematical art which has cultural significance to you
Links which you have discovered help you learn
A page called Classwork with the following sub-pages
Term 1 Wk 1 to 5
Term 1 Wk 6 to 10
Term 2 Wk 1 to 5
Term 2 Wk 6 to 10
Term 3 Wk 1 to 5
Term 3 Wk 6 to 10
Term 4 Wk 1 to 5
Term 4 Wk 6 to 10
A page called Homework with the following sub-pages
HW Term 1 Wk 1 to 5
HW Term 1 Wk 6 to 10
HW Term 2 Wk 1 to 5
HW Term 2 Wk 6 to 10
HW Term 3 Wk 1 to 5
HW Term 3 Wk 6 to 10
HW Term 4 Wk 1 to 5
HW Term 4 Wk 6 to 10
A VOCAB page with sections for each topic
The word or symbol
An explaination in your own words
A link or screen shot providing more information
LCM Least Common Multiple Definition Calculator
Add Ms Allan (Teacher Code APN) as an editor so she is able to help you when you need it.
Your Google Classroom Website Grade will be updated Weekly throughout the year.
Perhaps you could give a helpful student an award? http://www.certificatemagic.com/ for their website?
Marking of websites & Reports
Marking of websites & Reports
Progress Reports:
Progress Reports:
Term 1 Week 9, Friday 30th March: Year 9 & 10 reports
Term 2 Week 8, Friday 22nd June: Year 9 & 10 reports
Term 3 Week 4, Friday 17th August: Year 10 only
Term 3 Week 9, Friday 21st September: Year 9 only
Term 4 Week 8, Friday 8th December: Year 9 & 10 reports
Dear Parents,
You do not need to wait for the formal reporting each term to find out how your child is working in mathematics class. Please ask your child to show you their weekly grade and comment in google classroom. If their website grade is less than 40% you can expect their school report to include a 'cause for concern' grade. Likewise, 90% or over will translate into an 'exemplary' grade.
See Home - Student Voice tab, for more information.
What grades will I get on my reports?
What grades will I get on my reports?
Learning habit grades, use your website grade as an indication
90% to 100% Exemplary
90% to 100% Exemplary
Evidence of mathematical work
Evidence of mathematical learning
Evidence of helping others
Evidence of asking for help when it is required
Evidence of learning notes and images
Evidence of homework
A high level of completeness and up to date
Well structured and easy to navigate
The home page is complete and interesting
70% to 89% Good
70% to 89% Good
Evidence of mathematical work
Evidence of working with others
Evidence of homework
A high level of completeness and up to date
At least 3 sentences each lesson reflecting on the learning
The home page is complete
40% to 69% Satisfactory
40% to 69% Satisfactory
Evidence of mathematical work (Could be from transum trophies).
At least two lessons are well documented each week
The home page is mostly completed
0% to 39% Cause for concern
0% to 39% Cause for concern
Limited evidence of mathematical work
No evidence of homework
Not many transum trophies
No evidence of using the learning workbook
Missing reflections for many lessons, and some entire weeks
Student effort and engagement is not evident
Weekly Website Feed Forward
Weekly Website Feed Forward
I mark student websites (out of 100%) every week and provide students with personalized feed-forward comments. Students are expected to respond to my comments through google classroom assignment. All the previous grades are accessible by looking at the history, so it is easy to see improvement.
Mathematics grades which go on reports
Mathematics grades which go on reports
e-asttle scores will be on your school report
other assessments, projects and classroom tests will be on your school report
I will indicate clearly on my website when an assessment is reported on
Mini Conferences
Mini Conferences
Ms Allan will mini-conference each student three times in the year. The purpose is to check that students understand the expectations and to record data for the school reports.
Be ready to share your website with Ms Allan, showing evidence of the learning habits.
Twice a term you will be asked to reflect on the Pakuranga Learning habits - Once per sub-page.
Strive - Evidence of your effort to learn is visible on your website.
Connect - Reflections explain how you helped other students and asked for help when you needed it.
Respect - By keeping your website up to date you display respect for the learning process. By including reflections about how you display respect in class, you are providing evidence that you seek to be respectful.
Reflect - Regular reflections are recorded on your website, and show you aim to learn from mistakes.
Create - For example Desmos animations, or photos of posters you have made. You are also creating a website.
Suggestion Box
Suggestion Box
Teacher Inquiry
Teacher Inquiry
Academic Goal: I aim for 100% of APN Year 10 students achieve the NCEA Number Standard AS91026 . I aim for 30% to achieve with excellence and 40% to achieve with merit.
Academic Goal: I aim for 100% of APN Year 10 students achieve the NCEA Number Standard AS91026 . I aim for 30% to achieve with excellence and 40% to achieve with merit.
Plan:
Literacy is developed through explicitly teaching vocab, encouraging students to write reflections, and teaching strategies to read questions.
My PLG literacy inquiry combines whole class initiatives and the targeted support of struggling students.
The aim is to increase the literacy level for all students, and to accelerate the learning of the students who need it the most.
Student driven learning, with websites providing evidence of mathematical learning.
The websites are checked weekly in order to ensure all students are getting the support they need.
The websites provide a record of student driven learning enabling personalized learning experiences.
Data driven goals for AS91026 for year 10 students.
The end of topic number assessments are used to predict the best possible expected outcome for AS91026.
Students are activated to pursue a particular grade by working with students aiming for the same grade.
The excellence level students donate some of their time to teaching and supporting their peers to ensure ALL students succeed.
Teacher Voice records my progress towards this goal and the pedagogical shifts made as a response to student voice.
Literacy Inquiry records some of my reading on the topic of mathematical literacy with quotes to keep me focused.
Class Culture Goal: To develop students learning habits, to enable student driven learning. The purpose of this goal is to ensure the academic goal is reached in a collaborative and supportive manner.
Plan:
Encourage students to help each other. (Activated as resources for each other, Dylan Wiliam).
Evidence from observations, conversations and exit surveys.
Students are encouraged to nominate peers who have helped them.
To measure the development of the learning habits in a meaningful way.
To measure the learning habits at the start of each term and at the end of the year.
Evidence of learning habits in action will be documented on student websites & classroom posters.
To explicitly teach the learning habits, and encourage self reflection.
To use peer-marking as a way of increasing students ability to reflect on their own learning.
To get groups of students to create learning habit posters relating to the maths classroom.
To have learning habit goals each lesson, which will be on the website as well as on the board in the classroom.
To reflect on the learning habits used in each lesson at the end of the lesson.
Goal: To make connections between cultural art, architecture and mathematics.
Plan
To find images of culturally significant art which has transformations in it: reflection, rotation, translation and enlargement.
To find images with interesting geometrical features in it, for example dodecahedrons.
To find images of culturally significant architecture which is shaped like a parabola or other graph.
To describe the transformations, geometry or graphs within the artwork or architecture.
Research
Tukutuku ornamental lattice-work between upright slabs of the walls in a traditional house
Tukutuku patterns vary considerably from iwi to iwi throughout the land.
Many forms are related to mythologies, the stories about them vary from iwi to iwi.
The designs on buildings, canoes, and cenotaphs are called kowhaiwhai.
The basic elements of kowhaiwhai design are the koru and the double spiral.
The koru consists of a curved stalk with an almost circular bulb on one end.
The peak of Maori curvilinear motifs was the double spiral.
A cenotaph is an empty tomb or a monument erected in honour of a person or group of people whose remains are elsewhere.
Tuesday June 9th: Algebraic sequences, and equations were explored through Tukutuku patterns. Students read the resource for me, which was awesome as I struggle with pronunciation. The class counted the 'stitches' of the tukutuku patterns in Maori, and I tried to say the formulae in Maori. We had fun working out which 'equals' to use from the Maori language. The students who know how to pronouce Maori correctly helped the rest of us. Some students asked 'why do we have to count in Maori', and I replied ' because you are in New Zealand'. It was both challenging and fun and felt more authenic than my previous attempts to embed elements of Maori culture into an algebra lesson.
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