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Learning and Teaching Resources

Chapter 6 Learning and Teaching Resources

6.3 Resource Management in Schools

Proper use of resource materials in teaching mathematics can enhance students’

learning effectiveness and make learning and teaching process more interesting.

However, it is important that available resources for the learning and teaching of mathematics are well managed. Below are some suggestions on resources management:

 Schools should make good and flexible use of grants to build up a suitable stock of both electronic and non-electronic resource materials for the learning and teaching of mathematics.

 An up-to-date list of resources, with resources grouped under proper categories, is suggested to be uploaded to the school intranet for teachers’ easy reference. Teachers are encouraged to make flexible use of different kinds of learning and teaching materials.

 If space is available, new resources and learning packages should be displayed for teachers’ information and perusal.

 Small workshops or experience-sharing sessions can be conducted to provide teachers with a better understanding of the resources available.

 The stock of library books suitable for teachers and students on the academic and recreational aspects of mathematics could be increased. It is also advisable to compile or update the list of available mathematics journals and reference books in the school library for teachers’ perusal.

 Regarding e-resources, teachers are encouraged to

- check that webpages or on-line tools are still readily available on the Internet;

- compare software of similar functions and choose an appropriate one for their students;

- choose appropriate e-platforms to facilitate sharing and communication among students and teachers, such as sharing learning and teaching resources with appropriate measures to protect intellectual property rights;

and

- form communities of practice among teachers within and outside schools to investigate, reflect on and share experiences in the use of different types of e-resources.

School may refer to Chapter 7 of the Basic Education Curriculum Guide – To Sustain, Deepen and Focus on Learning to Learn (Primary 1 – 6) (2014) and Booklet 10 of the Secondary Education Curriculum Guide (2017) for more ideas on learning and teaching resources.)

Examples

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This Curriculum Guide includes a number of examples, which illustrate how the spirit of the Mathematics curriculum can be realised through activities, how the focal points of the ongoing curriculum renewal can be promoted, how generic skills can be fostered and how learner diversity can be catered for. The table below shows the main concerns of the examples.

Title Key Stage and

Strand Main Concerns Major Generic Skills Fostered*

Page

1. Hand in Hand KS1 Number

Interface  Communication

 Critical thinking

 Problem solving

p.112

2. Sharing Game KS1 Number

Diversified Learning activities

 Communication

 Problem solving

p.117

3. Making Your Own Measuring Cup

KS1 Measures

Project learning  Collaboration

 Critical thinking

 Problem solving

p.122

4. Discovering Symmetry

KS1

Shape and Space

Learner diversity  Communication

 Creativity

 Critical thinking

p.126

5. Finding Area KS2 Measures

Diversified Learning activities

 Communication

 Creativity

 Problem solving

p.130

6. Rubber Band Powered Car

KS2 Measures

STEM education  Collaboration

 Creativity

 Problem solving

p.133

7. Cross Sections of 3-D Shapes

KS2

Shape and Space

e-Learning  Information technology

 Self-learning

p.138

8. Knowing Your Community

KS2

Shape and Space, Data Handling

Project learning  Collaboration

 Creativity

 Critical thinking

 Problem solving p.141

Title Key Stage and

Strand Main Concerns Major Generic Skills Fostered*

Page

9. Extra-Curricular Activities

KS2

Data Handling

Project learning  Collaboration

 Communication

 Critical thinking

p.145

10. Four Seasons KS2

Data Handling

STEM education  Creativity

 Critical thinking

 Information technology

p.148

11. Investigating Errors of Measurements by GPS Tracking Apps

KS3

Number and Algebra

STEM education  Communication

 Critical thinking

 Information technology

 Problem solving

p.153

12. Design a Healthy Diet Menu

KS3

Number and Algebra, Data Handling

STEM education  Collaboration

 Creativity

 Problem solving

p.156

13. Mathematics Magic KS3

Number and Algebra

Project learning  Collaboration

 Communication

 Critical thinking

 Problem solving

p.158

14. Open-ended Geometric Problem

KS3 Measures, Shape and Space

Diversified modes of assessment

 Communication

 Critical thinking

 Problem solving

p.162

15. Slopes of

Perpendicular Lines KS3 Measures, Shape and Space

e-Learning  Information technology

 Problem solving

 Self-learning

p.164

16. Volume of Frustums KS3 Measures, Shape and Space

History of mathematics

 Communication

 Creativity

 Problem solving

p.167

111

Title Key Stage and

Strand Main Concerns Major Generic Skills Fostered*

Page

17. Surface Areas of Prisms

KS3 Measures, Shape and Space

Learner diversity  Communication

 Critical thinking

 Problem solving

p.172

18. Flipping Measure Spoons

KS3 Measures, Shape and Space

STEM education  Critical thinking

 Self-learning

p.178

19. Translations of Functions

KS4

Number and Algebra

e-learning  Creativity

 Information technology

p.182

20. Modelling the Spread of a Disease

KS4

Number and Algebra

STEM education  Critical thinking

 Problem solving

p.189

21. Return and Risk KS4

Data Handling

Entrepreneurial spirit  Critical thinking

 Problem solving

p.195

22. Mathematics Reading Scheme

KS1-4 Language across the Curriculum

N.A. p.202

*Note: “Mathematical Skills” is not included in the list as all examples involve development and applications of Mathematics Skills in different aspects.

Example 1

Example 1 Hand in Hand

Key Stage: 1

Strand: Number

Learning Unit: Numbers to 20

Objective: To understand odd and even numbers Prerequisite Knowledge: Understand numbers 1-10 Resources Required: (i) Beads

(ii) Worksheets

Description of the Activity:

Activity 1

1. The teacher chooses a group of not more than 10 (e.g. 7) students. Every student in the group tries to find a partner and stands hand in hand with him/her. Students record the results on the worksheet “Hand in Hand”, e.g.

No. of Students

Draw lines joining hands to indicate how the classmates stand hand in hand

Does everyone get a partner? ( or )

7

2. Repeat Step 1 with different numbers of students in a group and record the results on the worksheet.

Questions for discussion:

1. Every two students in a group will hold hands together. Will everyone get a partner?

2. If there are 7 students in a group, how many students could be added so that each student gets a partner? At least how many students should be added?

3. In what situation can each student get a partner? In what situation is a student left without a partner?

4. The teacher chooses a group of not more than 10 students to enter the “three-legged

Example 1

113

race” competition. The rules of the competition require teams of 2 students. How many students can be chosen? (Students can provide more than one answer.)

Activity 2

1. The teacher gives each student 10 beads. When the teacher says a number (e.g. 5), each student takes out the corresponding number of beads and arranges them in pairs.

2. Students record the results in Part A of the worksheet “Odd and Even Numbers”.

3. Students observe and compare the results, and divide the numbers into two types.

Then the teacher introduces the concept of “odd numbers” and “even numbers”.

Questions for discussion:

1. Observe the arrangements of beads, what are the similarities and differences?

2. Based on the above observation, how many types of numbers can 1 to 10 be divided into?

3. Which numbers are of the same type? What is the common characteristic of these numbers?

Activity 3

1. Students generalise a conclusion based on the discussion in Activity 2, and complete Part B of the worksheet “Odd and Even Numbers”.

2. Students observe the results in Part B of the worksheet. Then they discuss and find out the relationship between odd numbers and even numbers.

Questions for discussion:

1. Which numbers are odd numbers? Which numbers are even numbers?

2. What is the relationship between the order of appearing of odd numbers and even numbers?

3. You have odd number of beads. If you want to make it even, how many more beads should be added? What is the least number of beads that should be added? How many beads should be taken away? What is the least number of beads that should be taken away?

4. You have even number of beads. If you want to make it odd, how many more beads should be added? What is the least number of beads that should be added? How many beads should be taken away? What is the least number of beads that should be taken away?

This example mainly involves the following generic skills:

Example 1

1. Communication Skills

 Comprehend and act appropriately on spoken instructions, for example, by following the teacher’s instructions to draw and record the findings on the worksheet

 Present results of tasks with drawings and symbols

 Discuss with others in accomplishing tasks, for example, by finding out the differences between odd and even numbers

2. Critical Thinking Skills

 Reason inductively when exploring the characteristics of numbers

 Draw logical conclusions based on adequate data and evidence

3. Problem Solving Skills

 Adopt various ways of solving problems, for example, by finding ways to make an odd number even or make an even number odd

Example 1

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