Mathematics with Financial Capability

1. Mathematics with Financial Capability

3. Aim: To build on prior learning in relation to the Revised Curriculum within the context of an Area of Learning Learning Intentions: • To explore the learning experiences that characterise the Revised Curriculum • To consider approaches to planning for implementation

4. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment Curriculum Objectives Key Elements personal understandingmutual understandingpersonal health moral characterspiritual awareness citizenshipcultural understandingmedia awareness ethical awareness employabilityeconomic awarenesseducation for sustainable development

5. Mathematics Learning Area (including Financial Capability) Key Elements

6. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment Curriculum Objectives FOR Learning for Life and Work Personal Development Home Economics Local & Global Citizenship Employability Key Elements personal understandingmutual understandingpersonal health moral characterspiritual awareness citizenshipcultural understandingmedia awareness ethical awareness employabilityeconomic awarenesseducation for sustainable development INFUSING Cross-Curricular Skills Thinking Skills and Personal Capabilities • Communication Using Mathematics Using ICT • Managing Information Thinking, Problem Solving, Decision Making Being Creative • Working with Others Self Management ACROSS Areas of Learning The Arts English (And Irish In Irish medium schools) with Media Education Environment & Society Mathematics with Financial Capability Modern Languages Physical Education Science & Technology Religious Education Promoting/Encouraging Learning Experiences Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based Assessment for Learning Clear learning intentions shared with pupils Building a more open relationship between learner and teacher Celebrate success against agreed success criteria Advice on what to improve and how to improve it Peer and self evaluation of learning Individual target setting Shared/negotiated success criteria Peer and self assessment Taking risks for learning Attitudes and Dispositions Personal responsibility concern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect THROUGH

7. Assessment Update Communication, Using Mathematics and Using ICT are the 3 cross-curricular skills

8. Programme – February 2007 09.30 Introduction 10.00 Activity 1: Exploring the Learning Experience 11.00 Coffee 11.30 Activity 2: Exploring the Learning Experience: Debrief 12.00 Activity 3: Beginning to consider approaches to planning 12.30 Lunch 13.30 Activity 4: Planning a Learning Experience 14.30 Reflection and Next Steps

9. Activity 1 Exploring the Learning Experience

10. If you always do what you have always done, you always get what you always got!

11. Learning Intentions (Unit) Pupils are learning to: • recognise patterns in number • recognise patterns in sequences • understand how a sequence is formed • understand how a rule can generate a sequence • appreciate the significance of patterns and sequences

12. Learning Intentions (Lesson6) Pupils are learning to: • apply their knowledge of sequences • appreciate the significance of Fibonacci sequences Pupils are developing skills: • Communication • Working with others • Thinking, Problem-solving, Decision Making

13. Group Activity Consider the given sequences and discuss: • What are the next 3 terms in each sequence? • What is the rule for each sequence? • Group Rules • Decide how you are going to get the work • done • Appoint a spokesperson for the group • Appoint someone to record the results • Ensure everyone has an input and that • their input is listened to • Appoint someone to keep time

14. Sequences • 4,  7,  10,  13,  ….   • 2,   6,  18,  54,  ….    • 1, 2, 4, ….              • 1,   6,   4,   9,   7,  12,  ….   • 1, 4, 5, 9, 14, …. • 0.5,  0.6, 0.7,  0.8, ….       • 1,   3,   7,  15,   31,  ….           • 1,   3,   4,   7,   11, ….    • 2, 3, 5, ….       

15. Significant Sequences 1,   3,   4,   7,   11,  …. 1, 4, 5, 9, 14, …. The Fibonacci Sequenceis: 1, 1, 2, 3, 5, 8, 13, ……

16. Leonardo of Pisa

17. Investigate Fibonacci numbers in nature using apples, flowers etc. www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonnacci

19. Very special sequences (1) Choose two numbers less than 10 and generate the first 20 terms of your own sequence using the Fibonacci rule. For example using 2 and 5: 2, 5, 7, 12, 19, 31, 50, ....

20. Very special sequences (2) • Look at the last two terms in your sequence. • Divide the 19th term by the 20th term (using a calculator if necessary). Record your result (4dp). • Now divide the 20th term by the 19th term (using a calculator if necessary). Record your result (4dp). • Compare your results with others in your group. What do you notice?

21. The Golden Ratios • 0.618034 • 1.618034

22. Egyptian Queen Nefertiti (1400 B.C.)

23. Investigating Fibonacci sequences By drawing: http://britton.disted.camosun.bc.ca/fibslide/jbfibslide.htm

25. Fibonacci Snails

27. “If a child doesn‘t learn the way you teach, can you teach the way they learn?”

28. Back in 30 minutes please

29. Activity 2 – Affective Response What did it feel like to be a learner in this lesson?

30. Activity 2 cont’d • How effective was the lesson in meeting the Learning Intentions? Why? In what ways? • What opportunities for Skills Development did the lesson provide? • How did the specific methodologies used in the taught lesson contribute to meeting the Learning Intentions and Skills Development?

32. Activity 3 Group Discussion: Look at the unit of work in its entirety. Consider where reference is made to the: • Key elements • Learning intentions • Skills and capabilities • Learning outcomes

33. Lunch

34. Activity 4 Planning a Learning Experience • In groups, review and discuss this unit; apply methodologies/approaches from this morning to revamp the unit focusing on learning intentions with some indication of learning experiences etc. • Share the re-drafts with all groups.

35. Reflection & Next Steps • Where are we now? • How will we begin to take this forward? • How can we share good practice within • our department? • How can we benefit from good practice • in other areas of the curriculum?