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Siapo design

Siapo design. Exploring the Pasifika Principles in Transformation Geometry. An evolving purpose. As an HOD raise Pasifika achievement target Merit and Excellence Facilitation 1 Geometry and Measurement / ICT / Thinking Facilitation 2

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Siapo design

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  1. Siapo design Exploring the Pasifika Principles in Transformation Geometry

  2. An evolving purpose • As an HOD • raise Pasifika achievement • target Merit and Excellence • Facilitation 1 • Geometry and Measurement / ICT / Thinking • Facilitation 2 • Using geometry context to explore the new curriculum links between front and back / KC’s / Effective Pedagogy • Facililation 3 • Pasifika Goals and Principles

  3. Pasifika Education Plan Goals • Goal 4 - Accelerate Pasifika students’ qualifications achievement. a) Increase the number of students achieving National Certificate of Educational Achievement Level 1 or higher by 2012 (from 67.8% in 2006 to 80% in 2012). • Goal 5 - Continue increasing the effectiveness of teaching and learning for Pasifika students. iii) Increase teacher effectiveness across all curriculum areas.

  4. SIAPO • Siapo are the name given to the tapa cloth of Samoa. • They are made from the bark of the mulberry tree. • They employ many elements of transformation geometry in their designs.

  5. Start with a paper mulberry tree branch

  6. Cut along the length of the branch

  7. Strip the bark from the branch

  8. Remove the outer bark

  9. Stretch the strip of inner bark

  10. Scrape the bark with a clam shell

  11. Remove the water

  12. Flatten the bark with an i’e.

  13. Leave to dry

  14. Bind together spare bark

  15. The upeti board with pattern to be transferred

  16. Stretch the bark over the board

  17. Use arrow root to reveal the pattern

  18. Using ele (terracotta clay) to bring out design

  19. Swab with bound together bark to further bring out the design

  20. Patch the siapo

  21. Repeat with additional layers

  22. Paint the final design using a paogo (dried pandanus) brush

  23. The finished siapo…

  24. Siapo designs… This design symbolises the nets used in catching pigeons and turtles. Fa’a ’au’upega / Net

  25. CHALLENGE 1 • Work in pairs • Put up a screen between the two of you • Select four squares from the middle of the table • Make a design with them on your side of the screen • Describe your pattern so your partner can try and create it on their side

  26. Describe it… • Key words for describing your design… • Asymmetrical a.k.a. • Linear pattern a.k.a. • Rotational symmetry a.k.a. • Maths vs. Non maths vocabulary • Maths specific - Congruent • Different maths / non-maths - Similar A bit unbalanced? Very straight-laced? A bit twisted?

  27. “flip” “turn” “twist” “shift”“move” “larger”“smaller” Reflection / Reflect Rotation / Rotate Translation / Translate Enlargement / Enlarge Identifying transformations

  28. Reflection Mirror line Rotation Centre of rotation Angle of rotation (always anticlockwise) Translation Left / right Up / Down Vector of translation Enlargement Centre of enlargement Scale Factor Describing transformations A B X X

  29. DESCRIPTION • Shape A has been reflected in line AB to give shape A’. • Shape A has been rotated 90 degrees about Point X to give shape A’. • Shape A has been translated three to the right and one down to give Shape A’. • Shape A has been enlarged by scale factor 2 about point X to give shape A’. INSTRUCTIONS • Reflect shape A in the line AB. Label this shape A’. • Rotate shape A 90 degrees about point X. Label this shape A’. • Translate shape A three to the right and one down, Label this shape A’. • Enlarge shape A by scale factor 2 aboutpoint X. Label this shape A’. Aiming for merit / excellence

  30. Upping the thinking levels • Tapa Transformations meets Bloom’s Taxonomy

  31. Pasifika Principles

  32. Pasifika Principles

  33. Kiwi icons

  34. Further exploration… • NCEA Analysis sheet • Standard • Requirements • Statistics • Reasons for not getting • Key teaching ideas

  35. Making links… • Conceptual knowledge is assumed to be constructed by assimilation of new relationships and is stored as a linked network of concepts. • Procedural knowledge is gained by practice involving performing a routine in response to a certain stimulus (Galbraith & Haines, 2000).

  36. Making links… • To develop conceptual knowledge teachers provide opportunities for students to assimilate new relationships which are stored as a linked network of concepts. • To develop procedural knowledge teachers explain the routine to be performed and the students practice performing this routine in response to a certain stimulus (Galbraith & Haines, 2000).

  37. Further differentiation

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