(May 2009)  Key features of this unit that I would like to keep: Use of data / simulations to challenge initial thinking about uncertain situations; Students making conjectures and using data to justify / refute their claims; Multi-levelling across AOs to enable students at a variety of levels to access the work; Emphasis on making connections between representations; Use of ICT to simulate situations; Highlighting of key thinking skills that help develop students’ ability to reason in uncertain situations; The focus.Author:  Louise Addison

(May 2009)  Key features of this unit that I would like to keep are:Measuring at a pace which will be different for all students;  Recognising the inherent variability in a human measurement; Thinking through the experimental process to find an average; Recognising that the average assumes repeatability which may not be the case; Endeavouring to obtain a repeatable, reliable measure; A simple marking scheme that allows fast and easy marking!  I have explored the unit via the following 5 areas of the new curriculum:A: Learning Area statement (p 26)B: Key Competencies (p 12)C: Effective Pedagogy (p 34)D: Vision / Values / Principles (pp 8-10)E: Achievement Objectives   Author:  Graham Gracie

(April 2009)  Key features of this unit that I would like to preserve are: The relationship between different types of graphs and their transformations; Use of conjecture to challenge initial thinking on how a graph will appear; Students making conjectures and using software to justify / refute their claims; Emphasis on making connections between transformations;  Use of ICT to draw graphs; Highlighting of key thinking skills that helps develop students’ ability to reason in uncertain situations.   Author:  Graham Gracie

(April 2009)    The key feature of this unit that I would like to keep is the link to the Number Framework (Numeracy Development Projects.   The Framework has been established to help teachers, parents and students to understand the requirements of the Number Knowledge and Number Strategies sections of the New Zealand Curriculum.  In the two main sections of the framework, the distinction is made between strategy and knowledge. The Strategy section describes the mental processes students use to estimate answers and solve operational problems with numbers. The Knowledge section describes the key items of knowledge that students need to learn.  It is important that students make progress in both sections of the framework. The strategy section of the framework consists of a sequence of global stages.  Progress through the stages indicates an expansion in knowledge and in the range of strategies that students have available. For all schools, regardless of whether or not they have been part of the numeracy project yet, a range of resources is available at www.nzmaths.co.nz. Author: Karen Gibbs