Teaching fractions is something that cannot be brushed over. Fractions are big portion of the curriculum and in my opinion teachers do not spend enough time on this as we have so much to cover in such a short time. During Term 2

I value so highly is making my maths lesson engaging by using hands-­on mathematical experiences.

Converting improper and mixed fractions....how am I going to make this enjoyable for my students is a question I have asked myself over and over again. Is there a way that this can be taught in a way that engages students and excites them about learning fractions?YES! Of course there is!

Continued on page 4

Albion North Primary School makes pancakes to bring improper fractions alive.

2/13THE COMMON DENOMINATOR

711

Mathematics of extinction

Tap Tap blocks with tetracubes

1417

Road testing iPad apps

VCAL -­ rich with opportunity

INSIDE

PANCAKE PARLOUR

THE MATHEMATICALASSOCIATION OF VICTORIA

THE MATHEMATICALASSOCIATION OF VICTORIA

TO ORDER WWW.!AV.VIC.EDU.AU"SHOP OR CALL #$% & '&() *&''

!AVSHOP!AV !E!BERS RECEIVE A "#$ DISCOUNT ON ALL STOCK

TOYING WITH TANGRA!S This wonderful book teaches mathematical concepts such as shape, symmetry, similarity, congruence, perimeter, area and fractions with tangrams.

+*) ,!E!BER- +*. ,NON !E!BER-

*/0

FOUNDATION NU!ERACY IN CONTEXTThis book describes an approach to teaching mathematics based on applied and contextual learning principles. Written for teachers working with students who have become disengaged from learning mathematics. The approach used will be helpful for teachers of students who need a practical rather than formal mathematical background for their everyday life skills and further education, training or career aspirations. The text illustrates how this approach works through some sample contexts such as cars and driving, sport, cooking and catering, and draws together mathematics from the areas of number, measurement, space, data and statistics, and algebra. +&* ,!E!BER- +1. ,NON !E!BER-

VCAL

WORLD OF %)) 2 POSTCARDSA book of "# postcards printed on FSC certified environmental bamboo paper. If the world were a village of $## people, what would the composition be? This set of cards is built on statistics about the world population. The numbers are turned into graphics to give added meaning. ‘Look, this is the world we live in’. This book comes with suggested classroom activites. +*) ,!E!BER- +*. ,NON !E!BER-

.2%)

DICE GA!ES FOR PLACE VALUE AND OTHER !ATHS CONCEPTSUsing this book, students will gain a better understanding of place value through games and activities. It also covers topics such as percentages, multiples and pattern.

+*) ,!E!BER- +*. ,NON !E!BER-

*2'

PANCAKES, PANCAKES!Jack wants pancakes for breakfast. But first, Jack’s mother needs flour from the mill, an egg from the black hen, milk from the spotted cow, butter churned from fresh cream, and firewood for the stove. Eric Carle has delivered a beautifully illustrated book full of mathematical concepts for young readers. !easurement, arrays, order, number are just a few of the concepts that can be explored through this text. +%. ,!E!BER- +%(.0. ,NON !E!BER-

P/1

!AV TRIAL PAPERS 2 PRE ORDEROne of our most popular items % the !AV Trial Exam Papers are well known and loved. The resource features original questions that are highly relevant to the current course, fully worked solutions and permission for the purchasing institution to reproduce copies for its students.The trial papers are available to purchase for pre%order. Orders will be dispatched in July.

INDIVIDUAL STUDY +%$. ,!E!BER- +*)$.*. ,NON !E!BER-

ALL STUDIES +&() ,!E!BER- +10. ,NON !E!BER-

VCE

STRATEGIC PLAN 2013-­2017

The Council has been very busy this

the strategic plan for 2013 to 2017. This has been developed from our 2012 planning days which were facilitated by Kate Nash. Six strategic directions have

ICTE and membership.

PROFESSIONAL OFFICERS2013 sees the departure of two valued

has taken on a senior role at Tarneit P-­9 College in mathematics and ICT. Courtney Mason now has a full time role at Beaumaris Primary School -­ once again we understand she will be maintaining her focus on mathematics education. Both made a great contribution to the MAV’s programs in 2012.

The good news is that both Andrea and Courtney have generously agreed to try to be available to lead the occasional after school hours professional learning program for the MAV.

Ellen Corovic was due to return from

has scored her dream job at Brunswick East Primary School as a leading

The Common Denominator may contain paid advertisements for third party products and services. Third party advertisements are not endorsements or recommendations by the The Mathematical Association of Victoria of the products or services offered. The MAV does not make any representation as to the accuracy or suitability of any of the information contained in those advertisements. The MAV takes no

of the products or services offered in all advertisements. For more information about advertising with MAV email

_____________________________

on school improvement -­ particularly on mathematics. So with all those departures it is welcome news that Jennifer Bowden is back from maternity leave. Jen will be looking after the Games Days this year.

MATHEMATICS ACTIVE SCHOOLSCongratulations to the following schools who became Maths Active Schools in 2012.

Kingsbury Primary SchoolBaden Powell College P-­9Killara Primary School

MAV’s Mathematics Active Schools initiative is a way to recognise and support schools who are engaging their students mathematically.

The MAV will be opening applications for Maths Active Schools for 2013 in

more details.

UPCOMING CONFERENCESThe MPE (Mathematics of Planet Earth) conference will be held in Melbourne from 8-­10 July. The theme for the

research and collaboration. The AAMT

held from 10-­13 July.

THE COMMON DENOMINATORThe MAV’s magazine published for its members._____________________________

The Mathematical Association

Tel: 03 9380 2399Fax: 03 9389 0399

www.mav.vic.edu.au

Monday to Friday

President: Allason McNamaraCEO: Simon Pryor FSAE FAIM

Print Post Approved Publication No.:

_____________________________

FROM THE PRESIDENT

2

Getting Ready in Numeracy (GRIN)

The GRIN intervention program, provides support for students experiencing difficulty in mathematics, to improve the numeracy learning of both primary and secondary school students.

The program relies on the professional development of school staff in the GRIN model of intervention.

Commences Wednesday, 12 JunePresenter Professor Peter SullivanDuration 9am – 3.30pmVenue Monash University, 555 Lonsdale Street, MelbourneContact Karen McDonnellPhone 03 9905 2911

education.monash.edu/grin

Year 4 Lowther Hall Anglican Grammar School

Tuesday 27 August

PEGS Thursday 20 JuneGenazzano FCJ College Friday 13 September

Year 7 Wesley College Elsternwick Monday 2 SeptemberYear 7 Overnewton Anglican Community

CollegeMonday 2 September

Year 8 PEGS Keilor Monday 29 JulyYear 9 Williamstown High School Thursday 29 AugustYear 10 Mount Scopus Memorial College Thursday 18 July

Camberwell Grammar School Wednesday 14 August

AAMT PROJECTA new initiative for 2013 includes the

Advice for Teachers of Mathematics Project. Renee Hoareau is the project manager and we look forward to seeing the activities that she and her team are working on.

MATHEMATICAAmongst the many MAV professional development offerings this year are the Mathematica workshops (see below). This year VCE

submit their Mathematical Methods CAS Examination 2 online using Mathematica. I have done some programming myself to generate Lacsap’s Triangle. Hopefully an interactive version will be on the Wolfram site shortly.

MAV AGMThe MAV Annual General meeting will be held on 7 May at the Zoo. See more information on page 11.

MATHEMATICS GAMES DAYS

The state-­wide Mathematics Games Days start in Term 3. Thank you to the schools listed below and their organisers for hosting the games this

a games day.

Registrations are now open at:

days.html.

If you would like to host or hold a Games Day at your school please

mav.vic.edu.au.

TO REGISTER WWW.!AV.VIC.EDU.AU"PD OR CALL #$% & '&() *&''

!ATHE!ATICAPD

"# !INUTE WORKSHOPINTENSIVE FULL DAYConducted by Wolfram MathematicaThe course is designed for teachers who are new to Mathematica or who consider themselves to be relatively inexperienced at using Mathematica. The course includes coverage of topics in mathematics and in the physical and social sciences. Course topics are presented in alternating sessions of lectures and exercises, with ample opportunity for Q&A.

PRESENTER: Craig Bauling (flying out especially from the US)VENUE: MAV Education Centre at 61 Blyth Street, Brunswick.DATE: Thursday 18 AprilTIME: 9.00am – 4.00pmBRING: A laptop with the latest version of Mathematica. NOTE: For this workshop please register via www.wolfram.com/training/courses/edu102.html NOT the MAV website.Limited to 25 places.

FOR YEARS 7-10

Workshop 1: Introduction to Wolfram MathematicaYou will be guided through an introduction to Mathematica, its uses and applications within the junior maths class room. You will be introduced to the basic features of Mathematica, learn how to perform calculations, explore number patterns, solve equations and sketch simple graphs.

Workshop 2: Developing coursework using Wolfram MathematicaYou will be guided through developing Year 7 – 10 course work using notebook on Mathematica. The in-built word processing feature of Mathematica makes the development of coursework very streamlined.

PRESENTER: Elizabeth BurnsVENUE: MAV Education Centre at 61 Blyth Street, Brunswick.DATE: Wednesday 1 May (workshop 1) and Wednesday 15 May (workshop 2)TIME: 4.30pm-6.00pmBRING: A laptop with the latest version of Mathematica. Each workshop is limited to 20 places.

THE MATHEMATICALASSOCIATION OF VICTORIA

Mathematica is just about the most powerful mathematical computational tool available. Wolfram’s Mathematica is actually an accessible teaching tool of great value - it stands to make life that much easier for many mathematics teachers in coming years. Mathematica is one of the o!erings to the EDUSTAR Maths toolbar for DEECD teachers. Master Mathematica, using the recently released Mathematica 9.

ICT PD ad 180312.indd 1 29/03/13 3:41 PM

PANCAKE PARLOUR

Pancake Parlour is an activity I taught that allowed students to use pancakes as a way of understanding fractions.

A series of improper and mixed fraction cards were provided for the students and placed face down.Students were required to choose a fraction and then complete the

converting and then drawing the fraction.

fraction then they were able to eat that many pancakes. For the example in the diagram the student was able to eat two and three-­quarters of a pancake because our denominator could go into 11 twice with three remaining.

Explaining it to my students this

responding with ‘yeah I can do this’. At this point you could see the light

Students choose a fraction card, they then draw it, name it and convert it to an improper or mixed fraction.

Continued from page 1.

For more ideas on how pancakes can be useful for bringing mathematics

on Eric Carle’s book Pancakes, Pancakes!

4

LYDIA’S REFLECTION

I’ve struggled with fractions a lot but because of Mr Nicolaides I am now

Mr Nicolaides has made fractions fun and enjoyable for me. He explained to the whole class that fractions is a

it fun.

I love the way Mr Nicolaides teaches us maths. We never use worksheets and all of our lessons are interesting. Mr Nicolaides told us a story on how he struggled with fractions when he was in high school and it wasn’t until one afternoon where his father sat down with him and spent one hour

understood them.

He passed this story onto us explaining that if we are ever unsure of what he is teaching that we are to stop him and ask for help as fractions is such a big unit and it’s easy to misunderstand sections.

I remember this story as I was that shy child who would not put up my hand and ask a question if I didn’t

feel comfortable to approach him and from doing this I did excellent in my fractions assessment.

Mr Nicolaides made this activity a fun way to learn. Who thought you could learn fractions with pancakes!

Lydia is a Year 6 student at Albion North Primary School.

bulb go off in their heads and a sense

room.

This activity is just one example of thinking outside the box to provide students with the best possible chance to enjoy learning about fractions.

Students are given a Pancake Parlour worksheet along with a deck of fraction cards both containing mixed and improper fractions.

Together the students and I created an anchor chart for understanding how to convert an improper fraction to a mixed fraction and vice versa.

114

ELEVEN QUARTERS

342

7

NEW EACH ACCREDITATION PERIOD

INCLUDE FULLY-WORKED SOLUTIONS

REPUTABLE AND COST-EFFECTIVE

HIGH QUALITY DIAGRAMS

HARDCOPY OR CD FORMATS AVAILABLE

WRITTEN, VETTED AND EDITED BY PROFESSIONALS

WHY YOU SHOULD CHOOSE

NEAPDIAGNOSTIC TOPIC TESTS

VCE Diagnostic Topic Tests

Neap is a leading provider of VCE testing materials. Neap’s VCE Diagnostic Topic Tests are designed to allow teachers to monitor and identify students’ strengths and weaknesses throughout the year. All tests are made up of original, unseen material and include fully-worked solutions. An entirely new set of Diagnostic Topic Tests is produced for each subject at the beginning of each new accreditation period.

Neap VCE Diagnostic Topic Tests are available for Further Mathematics Units 3&4, Mathematical Methods (CAS) Units 1&2, Mathematical Methods (CAS) Units 3&4 and Specialist Mathematics Units 3&4. To receive an order form contact Neap on 03 8341 8341 or by email at info neap.com.au.

RMIT is giving away FREE Mathematical Methods (CAS) Formulas postcards for VCE students. To order, please send your name, school, postal address and quantity required to the email address listed below.

RMIT also offer FREE in-school visits for year 10, 11 and 12 students on the following topics: Maths and Statistics in Sport Careers in Mathematics and Statistics GPS and Mapping

www.rmit.edu.au/mathsgeo/schoolvisits

> For more information and to order the free postcards phone 03 9925 2283 or email smgs@rmit.edu.au

RMIT2976 SEH Mathematics Press.indd 1 7/03/13 4:02 PM

TAP TAP BLOCKS WITH TETRACUBES

I work as a mathematics educator at a Catholic school for boys with a strong academic focus that is driven by formative assessment tasks such as examinations.

Our college has recently become

simultaneously brought challenges

used meaningfully in the secondary mathematics classroom. I teach the advanced mathematics stream of Year 8 students and a key component of their curriculum is problem solving enrichment. The work the students do is assessed and contributes towards 10% of their global grade each semester.

complete The Australian Mathematics Trust Tetracubes problem. It is a useful enrichment problem for students early in Year 8 because it

Level 7 of AusVELS) and because it promotes spacial reasoning. It tests students’ ability to “draw different views of prisms and solids formed from combinations of prisms” (VCAA

“intuitive feel for shape and space” by practising “visual imagery processes”

geometric shapes” (Yegamberam and

The introduction to this problem explains that tetracubes are shapes made from four cubes before providing eight examples of tetracubes.

The problem then provides students with an example of a 3×2×2 shape that has been made using tetracubes. The example provided gives students three viewpoints.

O

V

LOL

L

V

Top layer

Bottom layer

STUDENTS ARE THEN REQUIRED TO:

different from those in the example

this solid with diagrams of two layers.

some of the tetracubes.

how to make a 4×3×2 solid using some of the tetracubes.

how to make a 4×4×2 solid using some of the tetracubes.

COMPLETING THE PROBLEM

free iPad application called Tap Tap Blocks. This app allows the user to build three-­dimensional shapes using cubes in a variety of different colours.

asserts: “limited only by your imagi-­

STUDENT RESPONSES

used the iPad application for one or more parts of the problem. At the end

share (and discuss) their solutions and this included displaying some of their digitally-­created shapes using the data projector. I then asked students to complete a questionnaire about when and how they used the application.

Student responses indicated that the application was used in different ways: completing the problem without the aid of the scaffold;; completing part (a) of the problem independently before using the application for

of the problem before completing

the application for all parts of the problem. Some of the shapes created by my students are below.

Article continued on page 8.

98

TAP TAP BLOCKS WITH TETRACUBESContinued from page 7.

A shape created using the app Tap Tap Blocks.

STUDENT RESPONSESThe student response to the tool as a problem-­solving scaffold for learning mathematics was positive. One student commented: “It helped me understand the mathematics of the problem by clearly showing the length and width of the blocks and shapes

Another student found that the application helped his visualisation:

blocks together so this helped”. A third student said that “it helped when trying to get the same measurements for each dimension of the shape”.

A different student stated that he used the application to create the initial tetracubes. He then used them to build the example given. He stated that the application “helped explain the problem itself” and that once

ordinating the letters with colours and then formed the necessary shapes”.

Exposing advanced mathematics students to concrete and virtual manipulatives is important. From my

academic echelons of their cohort often move away from scaffolds more quickly than their peers.

students in a junior (or even a senior) advanced secondary mathematics classroom will always be able to apply abstract reasoning when solving problems. Sometimes these students need assistance in moving from the concrete to the abstract.

Pea (2004) summarises the moral and social responsibility a teacher may feel to provide “resources that enable the learner to do more than he or she would alone”. The iPad application Tap Tap Blocks enabled me to provide such a resource for

Year 8 boys reported that without

store the three-­dimensional shapes

that they constructed in their visual

and bottom-­layer viewpoints as well as the rotations of the shape. The application really did allow them to do more than they would have done otherwise.

Providing this educational scaffold enabled me to mitigate the problem students were having remembering the placement of the tetracubes in the prism they were constructing because students were literally able to construct the prisms using a different colour for each tetracube.

BENEFITS AND DISADVANTAGES OF USING A VIRTUAL MANIPULATIVE OVER A CONCRETE MANIPULATIVEThe analogy of the Rubik’s Cube is

of a concrete scaffold. If a learner

REFFLECTIONCompleting this problem led to an interesting whole-­class discussion

have been applied to two and three-­dimensional objects.

A question we pondered: if you rotate

will the resultant image be the same shape? We asked the same thing of

to answer these types of questions

whether or not I had achieved my aim: that my students improve their “intuitive feel for shape and space” by practising “visual imagery processes”

geometric shapes” (Yegamberam and

I will be testing my students’ understanding of rotations and

dimensional shapes via an alternative problem in the coming weeks.

learner to fully comprehend because they would have to imagine both the Rubik’s cube and the physical manipulation of this cube.

an actual Rubik’s cube as part of a demonstration of its potential before giving the learner a turn to

understanding and memory of this puzzle would most probably be comparatively superior. This is because the learner would have a multi-­sensory experience of the learning object.

Touching the Rubik’s Cube as well as seeing its bright colours would help solidify the learner’s intuitive comprehension and memory of its application.

using a virtual manipulative was that my students did not get the tactile

cubes and physically construct the shapes.

this free iPad application that has no usage restrictions. My students liked the application’s simplicity;; the ease at which someone can add or remove a cube was celebrated as a good feature and liberated my students from the fear of making a permanent mistake. One student articulated that “the colours of the different cubes made it easy to remember which combined shape you put there” and that “being able to spin the object made it better to see all the sides and to see if you made a mistake”.

A key advantage for students when using Tap Tap Blocks was that they could save images of their tetracubes and three-­dimensional shapes to use later. Students could also easily share their answers to the problem with the class by displaying their Tap Tap Blocks constructions using a data projector.

REFERENCESTapTap Blocks.

iTunes App Store.

Challenge Book 2 1999 – 2006. Canberra: AMT Publishing.

Technological Dimensions of Scaffolding and Related Theoretical

and Human Activity”. The Journal of the Learning Sciences. Edition 13(3).

Associates.

VCAA (2013). The AusVELS Curriculum: Mathematics. Website:

Better learning of Geometry with Computer. Durban: Durban University of Technology.

Using virtual or concrete manipulatives assists students’ understanding of concepts and allows for a higher level of engagement.

PANCAKES, PANCAKES!

10

Pancakes, Pancakes!

parents alike. His trademark colourful illustrations beautifully complement a simple story about a boy named Jack who makes a pancake with his mother’s help. Under her watchful

cook it golden brown.

Pancakes, Pancakes! is a gorgeous book which provides endless opportunities to talk maths in a scenario that is familiar in many

(Hannah) and I chatted for ages about how much is ‘some’ when

pondered how does he know how much is enough?

Hannah and I cook together often but reading this story consolidated ideas that ‘a cup’ or ‘a spoonful’ are

people can follow a recipe and end up with the same product. Hannah

cups in our cupboard so we talked about standard sizes and the day

pouring water from one cup to the next to see which ones held the same amount. I taught her the word ‘volume’ even though she said that I could be talking about the sound on the TV!

well as why different temperatures were needed.

The best thing about this book from my point of view was the

predicting and learning at many levels – certainly about maths but

and the origins of foodstuffs. It is truly a rich text.

remarked to Hannah about the interesting maths conversations we’d

“huh?” with a quizzical expression on her face.

I explained that her teacher would say guessing how much is called estimating and that measuring is an

word I told her about (volume) is an important part of measurement. Her reply was “I just like the story!” To me that is priceless. Quality time with my

there are endless items to count and while the ‘guess how many’ game may end up with far more wild

is just as valid.

Hannah’s brother Toby is just eight weeks old and too young for anything other than enjoying the sounds of

I guarantee the same conversations will delight him in the future and Pancakes, Pancakes! will certainly still grace our bookshelves.

11

MATHEMATICS OF EXTINCTIONFREE PUBLIC LECTURE - THE MATHEMATICS OF EXTINCTIONMelbourne Zoo is part of an international effort to maintain the planet’s biodiversity and prevent species extinction. Their goal is to be “the world’s leading zoo-­

the Australian authority on captive holding and management of native

facilitator of wildlife knowledge for conservation action.”

As part of its commitment to the International Year of the Mathematics

arranged for one of Melbourne Zoo’s scientists to explore the mathematics of the Zoo’s work to

at the complexities of international breeding programs for small captive populations of some highly endangered species.

world examples of mathematics in action related to the natural interest their students have in animals. In

material appropriate to the study of probability and statistics and the science of climate change. The lecture will also cater for anyone with a general interest in mathematics.

DATE: Tuesday 7 MayTIME:VENUE:NOTE: The 2013 Annual General Meeting of the members of the Mathematical Association of Victoria will also be held immediately after the lecture. RSVP:

by e-­mail or by calling 9380 2399REGISTER:

php?eventID=2189.FREE FOR ALL MAV MEMBERS.

Katie Bingham -­ stay-­at-­home mother and primary school teacher

Pancakes, Pancakes! is now

page 20 for more information or visit

School hosted a very successful Family Mathematics Evening.

Our school was promoting a

and this was a great opportunity to get families from all year levels together to celebrate mathematics and highlight Killara’s strong focus on mathematics.

The mathematics activities were designed to be thought-­provoking

demonstrating that mathematics is fun while encouraging parental involvement in their child’s mathematical education.

We planned this event with the following aims:

to create a working relationship between child and parent towards achieving a better common understanding of mathematics.to improve the student’s approach to the application of

solving skills.to demonstrate different ways of exploring mathematical concepts and to improve attitudes to mathematics by demonstrating that mathematics can be fun and enjoyable.

Our evening started with a presentation from Courtney Mason

Primary School’s strong commitment to mathematics education. It was also an excellent opportunity to acknowledge our newly awarded MAV Mathematics Active School status and promote our upcoming mathematics fundraiser to the community.

DIFFERENTIATED LEARNING

nights are organised according to

previous years that families with children spread across many year levels were forced to split into smaller

activities for each of their children’s

varied abilities. In order to have a night that allowed families to work

choose a different way of organising our event.

team provided tasks that were divided

data and problem solving. Each room featured a range of activities

us to promote differentiated learning. This allowed families to stay together and complete ability based activities within the same room.

KEEPING PEOPLE MOVINGTo keep families transitioning

which they were required to visit each of the themed rooms and complete at least one activity in order to get their passport stamped. When they had received a stamp from each

draw to celebrate their efforts. Prizes were drawn at school assembly the following week.

ENGAGING EVERYONEWe also provided a number of very challenging activities that were scattered throughout the hallways to engage parents and older siblings. These activities asked families to identify an answer to a brain bender challenge which promoted mathematical thinking. It also provided families with some interesting conversation starters revolving around their interpretation

those with a competitive streak to get involved as much as possible.

MATHS: FUN FOR THE WHOLE FAMILY

Are you interested in holding a Family Maths Night at your school?

mav.vic.edu.au to discuss MAV’s packages and options.

1312

Want to learn more about MAV’s Mathematics Talent Quest? We are hosting two free professional development sessions on:

MATHEMATICS TALENT QUEST

MTQ 2013 DATESRegistration opens onlineRegistration closes Wednesday 17 JulyDelivery of entries to La Trobe University (Bundoora)

Wednesday 14 August

Judging Thursday 20 August

Display of entries Wednesday 21 August (morning)Pick up of entries from La Trobe University (Bundoora)

Wednesday 21 August (afternoon) and Thursday 22 August (2pm deadline)

Awards ceremony at La Trobe University (Bundoora)

Thursday 24 October

Note: these dates have been updated since the last edition of Common Denominator. Please mark these dates in your diary. Visit www.mav.

maths-­talent-­quest.html for up-­to-­date information on MTQ 2013.

5-18 JANUARY, 2014AUSTRALIAN NATIONAL UNIVERSITY, CANBERRAAPPLICATIONS ARE NOW OPEN.

Being awarded a place at this summer school gives students who love mathematics an opportunity to have fun together as they discuss and explore mathematics from some very different perspectives. Give your students who love mathematics a chance to apply.

There is generally a limit of two applicants from each school able

chance for a variety of schools to be involved. Students from all over Australia who are in Year 11 in 2013 can apply. It is a two-­week program held at the Australian National

NATIONAL MATHEMATICSSUMMER SCHOOL

University in Canberra in January 2014. Many enduring friendships are made on this very special summer

year a few past students return to help run the program.

There is a strong emphasis on solving problems and many students

problems well into the night (because they want to)! There is also a strong

and talks are organised. During

are free to socialise and explore Canberra;; popular activities include

bike riding around the lake. There is an entertaining dinner and concert on the last night.

Selection is based on the strength

and perseverance demonstrated on a problem solving test. The NMSS contribution is $1400 and an extra $200 travel surcharge

NMSS to organise return travel from Melbourne airport. The closing date

the 90-­minute selection MAV test for NMSS will be held on 9 August 2013 at the applicant’s school.

Further information is available at www.nmss.org.au.

The application form can be found at www.mav.vic.edu.au.

14

Looking for lesson plans, activities, tutorials and support?

Visit http://education.ti.com/australiafor the latest updates and resources

GOTO

WOT

EX56

34 3

/13

Your Passion. Our Technology. Student Success.™

promoted as the hands-­on learning option for students. I have interpreted this as meaning that the learning is of a practical nature and capable of being effectively applied to future experiences.

are provided the hook to engage the

answers the age old student question of “Why are we doing this?” which we as teachers need to be able to

made me stop and think about the value and relevance of what I present and the strategies through which it is presented.

The VCAL cohort of students is varied both in vocational pathway and academic ability and the VCAL numeracy units have been written to accommodate this wide array

have Foundation Numeracy which provides a base through which

in being able to demonstrate the

Numeracy which provides a base for students intending to explore

is Intermediate and Senior Numeracy

as well as through the classroom. Our aims are to ensure that the

and purposeful and that the students gain skills that can be applied in future situations and that their attitude

tasks is also improved.

This year students have started upon the ‘My Place’ projects that have

students’ VCAL Level. At Foundation

a number of school-­based projects

schoolyard improvement tasks.

These projects are integrated across the four VCAL strands and in numeracy we look at the learning

money and time. Classroom activities that support these projects include

working out the area of objects that

measuring the set-­out of the gym and budgeting material costs.

The intermediate and senior students are investigating their place in the local and city environments. These tasks are focused on the learning

and problem solving. Students identify places of interest and then explore avenues to navigate themselves to these places. Supporting classroom tasks include reading and interpreting a variety of

estimating distances and times to places on maps with different scales.

Teaching VCAL numeracy has been a rewarding and wonderful experience. It has provided me with the opportunity to explore educational avenues that would not have otherwise been accessible.

VCAL - RICH WITH OPPORTUNITY

deeper knowledge

deeper learning

deeper understanding

A philosophy of big ideas enables students, over time, to develop deep, transferable understandings and skills. Big ideas help establish learning priorities for students.

What’s most important?

How does it all !t together?

What do I really understand?

It is connections, not breadth of coverage, that are important. Understanding ultimately derives from making meaningful connections about important topics. By discovering and exploring a few big ideas in great depth, students transcend simple knowledge acquisition and start to develop rich understandings.

For more information, book an appointment with your local Oxford Primary Consultant today! primaryeducation@oup.com

big ideasoxford

australian curriculum mathematics

mathematics program for f–6student booksdeeper learning kitsprofessional support booksdigital interactive cd-roms

MAV’S MATHEMATICS TALENT QUEST IS A GREAT WAY TO SHOWCASE YOUR SCHOOL’S VCAL MATHEMATICS ACTIVITIES, SEE PAGE 13 FOR DETAILS.

BRIELY’S REFLECTION

I liked how the app helped you get

division and addition. I found it kind of confusing because the division sign

a normal ÷.

I thought the app could be a little bit more exciting .When you got an

rather if would have an explosion or a song or something like that.

All in all I think Speedo Math was good to practice your number sentences and get quicker at them but the app should have more colour and excitement.

17

Briely is a Year 4 student at Stonnington Primary School

Includes

FREEresources

and ongoingCasio Education

support

The New ClassPadAvailable August 2013

Join thePrime Schools PLUS

program

Bonus ClassPad units,software, resources

and ProfessionalDevelopment workshops

for your entire faculty.

Simply implement ClassPad asyour CAS technology of choice.

For more details visit www.casio.edu.shriro.com.au or call 1300 768 112

Speedo Math is a free maths app designed for students aged 4+ that challenges their maths skills and helps to strengthen the learner’s knowledge of the four operations.

elaborate storylines attached to this app. It is just an extremely

mathematical application that seeks

four operations.

There are a number of elements within this app that I found to be well thought out and particularly

can select one of the four operations to concentrate on or a mix of all four. This choice allows the user to improve on a certain operation that

some of their numeracy strengths.

Once a discipline is chosen the user

This gives students motivation to try

mastering the various questions on their current level. There is also a

my students that 30 seconds is an

ROAD TESTING APPS

In the last edition of Common Denominator we published an article on

Kieran Fitzgerald from Stonnington Primary School to review two mathematics apps aimed at primary level. Thanks to Kieran and his class for trying the apps and for sending us this review.

SPEEDO MATHadequate amount of time as the questions come thick and fast.

Speedo Math provides a low pressure environment as the users has the choice to publicise their scores. I have suggested that students do not save their scores but write their personal best scores in their maths book. This way the students are only competing against themselves which again provides so much intrinsic motivation.

This app caters for a wide range of ability levels and is a great to extend those students who have a strong understanding of the operations.

While trialling Speedo Math I have found that this is not the most appropriate app for the students in the class who are disengaged with mathematics. I felt that the app was slightly maths heavy for those users.

recommend this app and the vast majority of the students who have tried it are itching to get back on and beat their previous high score. Read our tech expert Briely’s review on Speedo Maths (see right).

SEE PAGE 18 FOR A REVIEW OF IPAD APP MATH DRAGON.

We’re celebrating Bank of the Year - Roy Morgan Satisfaction Awards 2012.

It’s easy to see why:No 1 – customer satisfaction.No 1 – value for money.No 1 – customer service.No 1 – multiple Best Bank awards.

Everyone should experience customer satisfaction. So make us your No 1 bank and we’ll make your financial needs our No 1 priority.

For information about our comprehensive range, competitive interest rates or to open an account: Call 1300 654 822. Visit victeach.com.au.

!is information does not take into account your objectives, financial situation or needs. !erefore you should firstly consider the appropriateness of this information and refer to the Terms and Conditions or the relevant Product Disclosure Statement (PDS) before acquiring a product. !ese documents are available at our branches or by contacting us on 1300 654 822. Victoria Teachers Limited, ABN 44 087 651 769, AFSL/Australian Credit Licence Number 240 960.

Banking>

>

>

>

Insurance

Loans

Financial Planning

Victoria Teachers Mutual Bank is No 1 yet again, now with the most satisfied customers in Australia

12_MAV_RoyMorgan_A4c.indd 1 7/03/2013 4:37:04 PM

18

JOEL’S REFLECTION

Math Dragon is a really fun and colourful game. It is an easy game for children between the ages of 4-­10. There are some good and bad points about Math Dragon.

The Math Dragon app has good

sometimes. It is really colourful and the animations were funny. I thought

with. It looks like the creators put a lot of time into making the app.

It is hard to control the dragon and

so you get the answer ball. I think the maths questions were too easy and I did not like the way you are

properly and I did not like the way they were always asking for you to buy the full version

I recommend that in the future the game should have easier control features and more maths questions but I really love it and have fun all the time with it.

Joel is a Year 3 student at Stonnington Primary School

opening the Math Dragon app is the vibrant colours and impressive graphics that immediately engage

good as it gets as the gameplay and mathematical content does not keep the user engrossed for very long.

Math Dragon is a free app that

is designed to practice the four operations. The premise of the app is that the teacher has left the room and placed some maths equations on the board. The user controls the Math Dragon and his job is to solve the mathematical equations.

the equations are being closely guarded by a bunch of racing turtles. The user’s job is to solve the maths

concealing the answer. Once this turtle is located the user must direct the dragon to the turtle and breathe

bring it back to the blackboard.

The concept is needlessly complex and longwinded as a result the

ROAD TESTING APPS

MATH DRAGONmajority of the users time is spent on trying to direct the dragon around

exploring the mathematical concepts is minimal.

While I was observing students using this app it quickly became apparent that they grew tired of chasing turtles and wanted to complete the questions and progress in the game.

I can see that the creators of this app tried to make this app appealing to the reluctant maths learner by not overloading the learner with a barrage of maths equations and offering them light-­hearted gameplay

this occasion they have not struck the right balance.

My opinion on this app is very

much walking around cremating defenceless turtles and not enough mathematical content. Don’t just take

year old app expert Joel had to say about Math Dragon (see right).

Continued from page 17.

HAVE YOU TRIED AN ENGAGING IPAD APP IN YOUR CLASSROOM?Submissions for Common Denominator Term 3 edition are

with your review. It doesn’t have to be word perfect -­ we can help with that. It’s your ideas that we want to share with other teachers.