YuMi Deadly Maths

Planning The planning cycle is based on the acrynym, RAMR – Reality, Abstraction, Reflection and

Mathematics – in that order – and then as the topic evolves and gradually incorporates/links to New

or Big Ideas, the cycle begins again from the point of Reality.

Reality

The philosophy behind this teaching and learning model is to begin by relating Maths concepts to

the reality (what that young person can relate to from their physical world) of the cohort of young

people you are working with – i.e. the reality of an asylum seeker young person will be different

from that of an Aboriginal young person.

Abstraction

Leading the group to identify variables, and to use them to order and compare. This doesn’t involve

numbers; it is simply allowing the young people to see that objects can be ordered in different ways

according to different characteristics. However it does lead YP to realise that this process of

ordering/comparing can only be done, fairly, when only one factor or variable is be ing compared at

any one time. The same in science.

The order of Abstraction is : Body I.e. placing your body along a number line/as part of a shape) ,

Hand (i.e. returning to the desk and manipulating a piece of string/other objects to compare

distances) and then Mind (i.e. estimating a length – longer or shorter - in comparison to a known

distance) .

Mathematics

This is where number is brought into the teaching and learning sequence. Number may include

estimating and rounding off to a nearest whole number (i.e. ‘3 and a bit’ as an answer can be

adopted rather than trying to find the value of the ‘bit’ which would be a decimal figure or fraction).

Reflection

Learning includes reversals of an identified relationship (i.e. if 4 steps cover a distance of 8 me tre

sticks, then how many steps would cover 4 metre sticks?). Next would be relating to Big Ideas, and

new concepts, leading back in to Reality.

Example

Topic: Measurement

Reality and Attributes

(Body)

Using paper tapes, wrap around the wrist – rip off to the length (circumference), and then wrap

around the ankle – rip off to show the length (circumference) of the ankle. Compare both tape sizes

– “why is the ankle tape longer then the wrist tape?” answer “as our ankles support greater

weight/forces than our wrists.

Relate to the Kangaroo, big powerful legs for jumping with short arms for...ask the class, for what?

Explore the different attributes of related objects with the class.

(Hand)

1. Class use various objects - tape/string/cm cubes blocks, paper clips etc. to find the length

around (perimeter) different shapes on A4 paper. And then find a way of comparing.

(Mind)

Compare and Order

(Ordering according to height)

(changing to order according to diameter – this is not actually shown very clearly on the photo)

Changing to order again according to weight

Photo not shown.

Non standard Units

Attributes and then leading onto Maths

Finding the distance around (circumference) different circles using tape, the ordering according to

size of tape.

The teacher then takes one of the circles and its corresponding tape; shows the class the diameter

(distance across) the circle fits into the length of the tape “3 and a bit” times. Teacher repeats this

for each circle. “ Is there a rule we have just found?” (Pie).

Estimation and reversal.

Standard Units

Bring in units of measurement, and then use these to find actual distances in cm, metres etc. Why

are units needed? Relate - Give an example if you are in a shop buying something, metres or cm

make a big difference!

Applications and Formulae

You need to find the distance across (diameter) of a huge water tank (you can’t get in it or under it

to measure), so instead you measure the circumference, in order to find the diameter.

Reversal – measure the diameter to find the circumference.

Formulae

C = πD What is pie?

Class complete questions and practices.

Example – Number

Fractions and decimals

Reality

Apples pre-cut into halves, quarters etc.

“How have these been cut?”

Attributes

(Body)

Number lines

Piece of masking tapes on floor. Sub divide into groups.

“The smallest number I will say is zero -place yourselves at zero”

“The biggest number I will say is two – place yourselves at two”

“Place yourselves at 1...., at one half, at one quarter etc....”

Using one of the number lines. arrange positions for labels of various numbers and fractions and

apple pieces. Including more complex fractios such as: 3/8 , 2/4 also a half etc.

(Hand)

Are all the positions correct? Use the length of one of the fractions to estimate correct positioning.

Body again

Class uses a pre-made grid (10 squares x 6 squares) and elastic tape to show fractions.

Mind

Using pegs along piece of string, place each peg at different places along the string, between 0 and

1.

Now measure a length the group is confident with to increase accuracy:

Maths

Class Uses the grid for place value activities.