Monitor and adjust

"There are risks and costs to action. But they are far less than the long range risks of comfortable inaction." –John F. Kennedy

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 bite-sized 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 bite-sized 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.