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A replacement unit is a fully developed and tested sequence of learning that will take a number of weeks to cover. The aim of the unit is to act as a viable alternative to a traditional set of learning materials for the topics it covers.
Each unit integrates the use of electronic technology (graphics calculators and other software where needed) into the learning and applying of mathematics in an appropriate manner.
You are encouraged to have a read through and think carefully about the implementation process before using replacement units with your students. The LUMAT program runs regular professional development (PD) sessions that assist in both the use of the electronic technology used in the units as well as the implementation of the units. More information about implementing these units can be sort by contacting Rachel Turnwald. At this stage six replacement units are offered and more will become available.
This is a complete unit to facilitate the teaching and learning of right-angle triangle trigonometry. The students begin by 'learning' how to sail a boat and then engage with various aspects of sailing and as a result learn about the fundamental trigonometric ratios. The unit comes with pre-made fx 9860G AU Geometry files that enable the students to sail virtual boats, collect data on their sailing and through this learn about trigonometric ratios. The unit includes traditional learning and problems as well as some not so traditional learning.
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This is a complete unit to facilitate the teaching and learning of algebraic identities at an introductory level (approximately Year 9). The unit exploits the world of animation to reinforce student's notion of variable. The unit comes with pre-made fx 9860G AU files that sequentially build up animated paddocks that confront student's notions of equivalence. They are then challenge to express this equivalence symbolically and from this the algebraic identities flow. The unit also includes 'drill' sections to assist students in the automation of these most important algebraic skills.
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This unit provides an alternative method to introducing algebra. It can also be used as a post-introductory piece to teach the notion of like terms and consolidate the use of pronumerals. The unit is designed to bridge the gap between arithmetic and algebra by working with infinite number patterns that can be considered as a family. This unit benefits from the development of programs written specifically for this work.
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Following the success of the first unit on Number Families, Interacting with those Families builds on and develops the idea that algebra can generalise an infinite numeric set (number family). In this unit, students are introduced to the need to be able to solve equations and that an equation is the search for one (in these cases) family member. This is done many ways, but the algebraic solution is left till last. The number plane is used often, and students are shown how to draw graphics on the Casio CFX 9850GB PLUS calculators (Application of Location in the Plane).
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This unit covers basic number theory of whole numbers and has 3 main focuses:
Mental computations
Introduction of concepts, and
Consolidation of concepts
It is a blend of challenges, games and some technology. These methods are utilised to asssist the students in building their own understanding of Number Theory, as they journey on this sequence of learning. The Number Theory unit has also been created with different levels of ability in mind. Lower ability students have the assitance of technology, while more able students are challenged through specifically chosen questions.
There is also an extension unit for the gifted students, based on binary numbers. This unit has been written so that minimal input from the teacher is necessary, meaning that the student can learn skills of learning independently and the teacher is free to spend more time with the other students in the class.
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This unit teaches the skills to analyse data measured on an interval scale (continuous data). It has been updated since it was written in 1998. A notable part of the unit is the inclusion of the SeniorSchoolCensus-online - a product of the Noel Baker Centre for School Mathematics, it is survey created by students that is used to teach students statistics.
This unit has been used widely in South Australia. Most recent users are students of General Mathematics (Year 11) and Year 9 students in NSW. For more materials and ideas, you might also like to check out the work done at TiGM.
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This booklet introduces students to the concept of algebra, that is as a way of generalising the inifinte possibilities of a situation into a concise rule. Version one was written in the early 1990's and is primarily based on linear relationships. Version two, however, was written in 2003 and looks more broadly at other patterns such as quadratic and exponential relationships.
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This piece of work is intended to introduce the notion of chance and randomness, and how the study of an overall pattern can be used to help predict outcomes. There is an initial focus on experimental probability, assissted greatly by the graphics calculator and Microsoft Excel spreadsheets. The unit has been used in Years 9 and 10 in NSW and offers a very different approach to studying probability.
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