HPE numeracy (Year 6)

Transcription

1 HPE numeracy (Year 6) Example short assessment In the Australian Curriculum, numeracy is one of the general capabilities embedded across all learning areas. Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. They need to recognise that mathematics is constantly used outside the mathematics classroom and that numerate people apply mathematical skills in a wide range of familiar and unfamiliar situations. Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. 1 Assessment format Written: short response Targeted indicators Calculating and estimating CE 6 iii Select and combine mental strategies and written procedures with and without technologies. Justify the method/s used CE 6 iv Represent and solve problems involving the four operations Context This assessment provides a Health and Physical Education context for students to demonstrate numeracy knowledge, understanding and skills by investigating nutritional labels and using their information to solve mathematical problems. This assessment could be linked to Year 7 Essential Learnings: Health: Knowledge and understanding - Food groups are rich in particular nutrients, and food intake can be adapted to meet changing needs during adolescence Health: Ways of working - Collect, analyse and evaluate information and evidence - Draw conclusions and make decisions supported by information and evidence. 1 Australian Curriculum v5.0, accessed 27 Jun 2013, < R1

2 This assessment could also be linked to Australian Curriculum Mathematics content: Number and Algebra Number and place value - Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123). Number and Algebra Fractions and decimals - Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128). Students should be provided with multiple opportunities to demonstrate numeracy knowledge, understanding and skills. Teacher information This assessment is an example of one way that teachers may gather evidence of a student s ability to demonstrate the highlighted sections the targeted indicators. Students need to know and understand how mathematical language and representations are commonly used in everyday contexts. This short assessment could be used as an activity within a Health unit where students will examine the nutritional value of various products to determine the healthiest alternatives. Prior to completing this assessment, students should have explored nutritional information labels and the types of information they contain. This assessment may be differentiated by making adjustments to teaching, learning and assessment by: providing extra time for some students who are reluctant readers and need adjusted time scheduling the assessment at an appropriate time to maximise learning providing instructions using the student s preferred communication style, e.g. spoken/signed, written conducting the assessment in small groups allowing for individual ability levels through an open-ended response. 2 HPE numeracy (Year 6) Example short assessment

3 Implementation Some key points regarding the implementation of this assessment are outlined in the table below. Please adjust to cater for the unique needs of the students in your class. The teacher Discusses the types of information contained on all nutritional information labels, the types of numbers presented and the standard units used. Explains ways to compare nutritional information within a food group and across food groups, e.g. comparing quantities per 100 ml or 100 g. Reads the instructions on the recording sheets Problem-solving using nutritional information labels and Comparing products using nutritional information labels to the students. Students Participate in class discussion of nutritional information labels. Listen to the teacher s explanation and ask questions to clarify understanding. Complete the recording sheets Problem-solving using nutritional information labels and Comparing products using nutritional information labels. Resources One copy for each person (teacher and students) of: the stimulus Nutritional information labels the recording sheet Problem-solving using nutritional information labels the recording sheet Comparing products using nutritional information labels. Gathering evidence Evidence of student demonstrations of the indicators can be recorded on the Monitoring Maps. Teachers analyse the evidence to inform decisions about ongoing teaching and learning. Queensland Studies Authority September

4 Stimulus: Nutritional information labels 1. Wholegrain chips (sour cream and chives flavour) NUTRITION INFORMATION SERVINGS PER PACKAGE: 1 SERVING SIZE: 40 g per serving % daily intake (per serving) per 100 g ENERGY 799 kj 9% 2000 kj PROTEIN 2.9 g 6% 7.3 g FAT -SATURATED -TRANS -POLYUNSATURATED -MONOUNSATURATED 8.5 g 1.0 g 1.0 g 6.2 g 12% 4% 21.2 g 2.5 g 2.6 g 15.6 g CARBOHYDRATE -SUGARS 25.6 g 2.9 g 8% 3% 63.9 g 7.3 g DIETARY FIBRE 2.4 g 8% 6.0 g SODIUM 156 mg 7% 389 mg 2. Potato chips (chicken flavour) NUTRITION INFORMATION SERVINGS PER PACKAGE: 1 SERVING SIZE: 45 g per serving % daily intake (per serving) per 100 g ENERGY 966 kj 11% 2150 kj PROTEIN 3.3 g 7% 7.3 g FAT -SATURATED -TRANS -POLYUNSATURATED -MONOUNSATURATED 14.9 g 1.5 g 1.2 g 12.0 g 21% 6% 33.0 g 3.3 g 2.6 g 26.8 g CARBOHYDRATE -SUGARS 20.6 g 1.5 g 7% 2% 45.8 g 3.3 g DIETARY FIBRE 1.3 g 4% 2.8 g SODIUM 228 mg 10% 508 mg 4 HPE numeracy (Year 6) Example short assessment

5 Recording sheet: Problem-solving using nutritional information labels Name:... Date:... Use the first stimulus nutritional information label to answer the following questions. Show all your working. Question Working out and answer 1. Andrew and his two brothers each had a packet of wholegrain chips (sour cream and chives flavour) after cricket practice. Altogether, how much energy (kj) have they eaten? 2. Per 100 g, how much more monounsaturated fat than polyunsaturated fat do the wholegrain chips contain? 3. Chris s mum bought a large bag of the wholegrain chips, which had eight of the small 40 g packets inside it. How much sodium (salt) would this large bag contain in total? 4. Danielle shared her packet of wholegrain chips equally with three of her friends at lunch. How many grams of carbohydrates did each of them eat? 5. Teenagers need 50 g of protein each day. If your teenage brother has a bag of wholegrain chips for lunch, along with a boiled egg (containing 6.8 g of protein), how much more protein does he need for the day? Queensland Studies Authority September

6 Recording sheet: Comparing products using nutritional information labels Name:... Date:... Through advertising, wholegrain chips are marketed to the public as being a healthier alternative to regular potato chips. Is this the truth? 1. Examine the two nutritional information labels on the stimulus Nutritional information labels: - wholegrain chips (sour cream and chives flavour) - potato chips (chicken flavour). 2. Use the second column (average quantity per 100 g) to compare: - fats - dietary fibre - sodium (salt). 3. Using this information, determine whether or not wholegrain chips are actually a healthier alternative to regular potato chips. 4. Explain your answer using the information provided on the stimulus Nutritional information labels and your calculations. My comparison My calculations and working out 6 HPE numeracy (Year 6) Example short assessment