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Year 11 Resources

Year 11 Resources. A closer look at Studyit.org.nz and Scholarnet . co.nz. You have got. 2 workbooks 1 text book Sharepoint Mathletics Studyit – points to ncea and tki Links from sharepoint and studyit Studypass and Parallel papers Teacher – friends - parents. What to do when.

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Year 11 Resources

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  1. Year 11 Resources A closer look at Studyit.org.nz and Scholarnet.co.nz

  2. You have got • 2 workbooks • 1 text book • Sharepoint • Mathletics • Studyit – points to ncea and tki • Links from sharepoint and studyit • Studypass and Parallel papers • Teacher – friends - parents

  3. What to do when • You can choose…. • I suggest: Nulake > past papers > gamma • End of year revision > text book • Get to know the resources – really well, so that when you need to work on a particular skill you know how to find the correct resources. • Focus: Skill application.

  4. Mathematical Tool Box • You have the tools/skills to pass. • To get merit and excellence you need to know when to apply those tools. • Think of the recent algebra test where the blob was “x”, you needed relational understanding rather than instrumental understanding in order to make the connection. More on this later.

  5. Text Book • Do not forget about your text book – it is an excellent resource, especially if you are aiming for excellence. • The questions at the end of the exercises are generally the hardest – do not waste time doing exercises that you can easily do. • Read the explainations. Think deeply, not just the process but the why.

  6. Do you Really understand? Relational Understanding or Instrumental Understanding http://www.science.oregonstate.edu/~burgerl/Skemp%20paper.pdf

  7. It is easier to remember. There is a seeming paradox here, in that it is certainly harder to learn. It is certainly easier for pupils to learn that ‘area of a triangle = base x height’ than to learn why this is so. But they then have to learn separate rules for triangles, rectangles, parallelograms, trapeziums; whereas relational understanding consists partly in seeing all these in relation to the area of a rectangle. It is still desirable to know the separate rules; one does not want to have to derive them afresh every time. But knowing also how they are inter-related enables one to remember them as parts of a connected whole, which is easier. There is more to learn – the connections as well as the separate rules – but the result, once learnt, is more lasting.

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