1
Mathematics
Resource Booklet
Online Cluster Workshop
2020 - 2021
2
Outline for the day ………. 2
Claire Wyatt-Smyth Video ………. 2
The Unifying Strand ……….. 3
Considering Assessment Items – Activity 1 ……….. 4
Group Discussion Notes – Activity 1 ……….. 6
Considering Assessment Items – Activity 2 ……….. 7
Group Discussion Notes – Activity 2 ……….. 10
Unit of Learning – Relationships and Variables ………. 11
John’s Assessment ………. 12
Group Discussion Notes – Activity 3 ……….. 16
Reflecting on CBA1 ………. 17
Reflecting on CBA2 ………. 18
Stop and Jot ……… 20
Notes ……….. 20
Time Activity Zoom
9:30 – 10:00 Introduction In call
10:00 – 12:15 Teaching, Learning & Assessment In call 12:15 – 1:00 CBA 1 / CBA 2 Off call 2:00 – 3:30 Self-directed CPD In call
Contents
Claire Wyatt-Smith Video
1:00 – 2:00
11:15 – 11:30
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The Unifying Strand
Element: Building blocks Students should be able to:
U.1 recall and demonstrate understanding of the fundamental concepts and procedures that underpin each strand
U.2 apply the procedures associated with each strand accurately, effectively, and appropriately U.3 recognise that equality is a relationship in which two mathematical expressions have the same value
Element: Representation Students should be able to:
U.4 represent a mathematical situation in a variety of different ways, including: numerically, algebraically, graphically, physically, in words; and to interpret, analyse, and compare such representations
Element: Connections Students should be able to:
U.5 make connections within and between strands
U.6 make connections between mathematics and the real world
Element: Problem solving Students should be able to:
U.7 make sense of a given problem, and if necessary mathematise a situation
U.8 apply their knowledge and skills to solve a problem, including decomposing it into manageable parts and/or simplifying it using appropriate assumptions
U.9 interpret their solution to a problem in terms of the original question
U.10 evaluate different possible solutions to a problem, including evaluating the reasonableness of the solutions, and exploring possible improvements and/or limitations of the solutions (if any) Element: Generalisation and proof
Students should be able to:
U.11 generate general mathematical statements or conjectures based on specific instances U.12 generate and evaluate mathematical arguments and proofs
Element: Communication Students should be able to:
U.13 communicate mathematics effectively: justify their reasoning, interpret their results, explain their conclusions, and use the language and notation of mathematics to express mathematical ideas precisely
4 In this activity you have been asked to engage with a number of assessment items which link with key learning drawn from the learning outcome N1.
Considering Assessment Items – Activity 1
Assessment Item One
N1: Students should be able to investigate the representation of numbers and arithmetic operations so that they can:
b. perform the operations of addition, subtraction, multiplication, and division and understand the relationship between these operations and the properties: commutative, associative and distributive in N, Z and Q and in R/Q, including operating on surds
Sum the fractions below:
5 9
+
1 3=
3 4+
8 9=
4 9+
6 8=
4 5+
3 9=
2 8+
3 7=
1 2+
7 8=
5
Assessment Item Two
Assessment Item Three
Q1 (c) SEC Junior Cycle Mathematics Ordinary Level Sample Paper
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Group Discussion Notes – Activity 1
To Discuss:
➢ How would you use these assessment items formatively and/or summatively to assess student understanding?
7 In this activity you have been asked to engage with a number of assessment items which link with key learning drawn from the learning outcome GT5.
Considering Assessment Items – Activity 2
GT.5 Students should be able to investigate properties of points, lines and line segments in the co-ordinate plane so that they can:
a. find and interpret: distance, midpoint, slope, point of intersection, and slopes of parallel and
perpendicular lines
b. draw graphs of line segments and interpret such graphs in context, including discussing the rate of change (slope) and the y intercept
Assessment Item One
Are these lines parallel?
Justify your reasoning
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Assessment Item Two
9
Assessment Item Three
Q3 (e) & (f) SEC Junior Cycle Mathematics Higher Level Sample Paper
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Group Discussion Notes – Activity 2
To Discuss:
➢ How would you use these assessment items formatively and/or summatively to assess student understanding?
11
Unit of Learning – Relationships & Variables
12
John’s Assessment
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Group Discussion Notes – Activity 3
Discuss some of the approaches that John uses to align teaching,
learning and assessment for his students
17 Take some time to reflect on your experience, and your students' experience of CBA1.
Reflecting on CBA1
Identify an aspect of the CBA process that was a success or a challenge for either you
or your students.
In relation to the aspect you have identified, how might it
be improved upon?
Specify the actions (and timescale) needed to make
the improvement happen. How will the improvement
be measured?
What?
So what?
Now
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Reflecting on CBA 2
19 There is a frequently asked questions document on conducting Classroom-Based Assessments and SLAR meetings available at
:
https://www.jct.ie/maths/departmental_planning
or use the QR code opposite to take you to the document
.
Further information on the SLAR process and relevant documents are available at:
https://www.jct.ie/maths/assessment
or use the QR code opposite to take you to the document
.
This free educational software for data analysis is open source and is available at:
https://codap.concord.org/
or use the QR code opposite to take you to the CODAP website.
There are some vidoes to support the use of CODAP in classrooms on the resources page of our website https://jct.ie/maths/resources
This Padlet link contains a bank of resources for use with the online CPD for Junior Cycle Mathematics 2021. The Padlet is available at:
https://padlet.com/jct2/JctMathematicsCPD2021
or use the QR code opposite to take you to the document.
Frequently Asked Questions
SLAR – Further Information
CODAP
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Take some time to consider the material that you have engaged with
during the day.
Note some possible action points.
Stop and Jot
21
