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Siapo design. Exploring the Pasifika Principles in Transformation Geometry. An evolving purpose. As an HOD raise Pasifika achievement target Merit and Excellence Facilitation 1 Geometry and Measurement / ICT / Thinking Facilitation 2
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Siapo design Exploring the Pasifika Principles in Transformation Geometry
An evolving purpose • As an HOD • raise Pasifika achievement • target Merit and Excellence • Facilitation 1 • Geometry and Measurement / ICT / Thinking • Facilitation 2 • Using geometry context to explore the new curriculum links between front and back / KC’s / Effective Pedagogy • Facililation 3 • Pasifika Goals and Principles
Pasifika Education Plan Goals • Goal 4 - Accelerate Pasifika students’ qualifications achievement. a) Increase the number of students achieving National Certificate of Educational Achievement Level 1 or higher by 2012 (from 67.8% in 2006 to 80% in 2012). • Goal 5 - Continue increasing the effectiveness of teaching and learning for Pasifika students. iii) Increase teacher effectiveness across all curriculum areas.
SIAPO • Siapo are the name given to the tapa cloth of Samoa. • They are made from the bark of the mulberry tree. • They employ many elements of transformation geometry in their designs.
Swab with bound together bark to further bring out the design
Siapo designs… This design symbolises the nets used in catching pigeons and turtles. Fa’a ’au’upega / Net
CHALLENGE 1 • Work in pairs • Put up a screen between the two of you • Select four squares from the middle of the table • Make a design with them on your side of the screen • Describe your pattern so your partner can try and create it on their side
Describe it… • Key words for describing your design… • Asymmetrical a.k.a. • Linear pattern a.k.a. • Rotational symmetry a.k.a. • Maths vs. Non maths vocabulary • Maths specific - Congruent • Different maths / non-maths - Similar A bit unbalanced? Very straight-laced? A bit twisted?
“flip” “turn” “twist” “shift”“move” “larger”“smaller” Reflection / Reflect Rotation / Rotate Translation / Translate Enlargement / Enlarge Identifying transformations
Reflection Mirror line Rotation Centre of rotation Angle of rotation (always anticlockwise) Translation Left / right Up / Down Vector of translation Enlargement Centre of enlargement Scale Factor Describing transformations A B X X
DESCRIPTION • Shape A has been reflected in line AB to give shape A’. • Shape A has been rotated 90 degrees about Point X to give shape A’. • Shape A has been translated three to the right and one down to give Shape A’. • Shape A has been enlarged by scale factor 2 about point X to give shape A’. INSTRUCTIONS • Reflect shape A in the line AB. Label this shape A’. • Rotate shape A 90 degrees about point X. Label this shape A’. • Translate shape A three to the right and one down, Label this shape A’. • Enlarge shape A by scale factor 2 aboutpoint X. Label this shape A’. Aiming for merit / excellence
Upping the thinking levels • Tapa Transformations meets Bloom’s Taxonomy
Further exploration… • NCEA Analysis sheet • Standard • Requirements • Statistics • Reasons for not getting • Key teaching ideas
Making links… • Conceptual knowledge is assumed to be constructed by assimilation of new relationships and is stored as a linked network of concepts. • Procedural knowledge is gained by practice involving performing a routine in response to a certain stimulus (Galbraith & Haines, 2000).
Making links… • To develop conceptual knowledge teachers provide opportunities for students to assimilate new relationships which are stored as a linked network of concepts. • To develop procedural knowledge teachers explain the routine to be performed and the students practice performing this routine in response to a certain stimulus (Galbraith & Haines, 2000).