To avoid complacency, a few key moves were trialled to improve learner commitment and raise academic achievement.
The table below outlines the achievement criteria, in "student speak", for the Number Achievement Standard worth 4 numeracy credits.
Number  Internal 4 credits  Numeracy
 
Fraction, Decimal, Percent, Integers, Ratio, Rounding (in context)
 
ACHIEVED

any 3

MERIT

Answer the question

EXCELLENCE

Provide reasonable alternative answers

Literacy Strategy:

Chunking

Teaching Strategy

Association:
Look for the Fraction, Decimal Percent or Integer, link it to a number and a keyword(s).
For ratio, find the relationship between numbers.
Statement Working Answer
(what are you finding) (+, , x, ) (solution with units)

Action

Learners had to
READ what was in the table
EXPLAIN using prior knowledge what Fraction, Decimal, Percent,
Integers, Ratio and Rounding meant to them and an example was done collaboratively.
Integers and Ratio seemed the least familiar, so that was the start to our whole class discussion.

Literacy Strategy
“Chunking”

The literacy strategy "Chunking" had an unusual meaning for some, like
throwing numbers together......as in chucking, so Chunking was explained as having a plate full of food where we had 2 options:
option 1  stuff as much as we can into our mouths until we choke/get sick OR
option 2  take bitesized pieces of food, chew and swallow slowly before taking another bite.
So chunking took on a new meaning for learners in maths. It meant reading the contextual question slowly and highlighting bitesized pieces of important information

Teaching Strategy
“Association”

Find the Fraction, Decimal, Percent, Integer or Ratio, link it to another number and to a keyword(s). That number becomes part of your working and the keyword(s) become your statement.
