UTS: FACULTY OF ARTS AND SOCIAL SCIENCES

UTS: FACULTY OF ARTS AND SOCIAL SCIENCES

SUBJECT NUMBER & NAME	013986/010047 Literacy & Numeracy across the Curriculum
ASSESSMENT ITEM NUMBER/TITLE	Task 2: Scaffolding Numeracy Strategies within Disciplines

Temperature Graphs

Stage 3 Statistics and Probability: Data 1 Outcomes A student develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and  communicating their thinking and reasoning coherently and clearly MA0-WM-01 A student interprets data displays, including timelines and line graphs MA3-DATA-02 Content Data A: Describe and interpret different datasets in context •    Interpret line graphs using the scales on the axes •    Describe and interpret data presented in tables,  013986/010047 Literacy & Numeracy across the CurriculumPython ;column graphs and line graphs

NESA National Numeracy Learning Progression (adapted for NSW syllabuses, 2018) IRD2: Interprets and uses structural elements in data displays IRD5: Recognises that continuous variables depicting growth or change often vary over time QuN11: Orders negative numbers (recognises that -10°C is colder than -2.5°C)

Summary

In this activity, students are given several graphs of the average maximum and minimum monthly temperatures for various cities, and challenged to match the graphs to the cities.

The numeracy foregrounded by this activity includes the skills of interpreting line graphs, reasoning, and communication, as well as incidental mathematics such as directed number (when handling

negative temperatures).

The resulting discussion also brings out personal knowledge and links to Geography.

The activity differs from its standard, recognisable textbook-based counterpart, which essentially

presents a temperature graph and asks questions such as “What was the maximum in July? In which month was the minimum 17 degrees? Which is the hottest month?” and so on. This version

challenges students to draw upon their prior knowledge, and collaborate in an effort to work out the solution to a puzzle. Students need to reason, communicate, and justify their conclusions to the

satisfaction of their peers. Groupwork skills are developed by requiring students to reach consensus in a respectful manner.

The activity may be modified for studen ts who might struggle with the complexity of the present

task, by reducing the number of cities, using more well-known cities, and potentially selecting cities that have more obviously different characteristics.

The activity may likewise be extended for students who need to be challenged further. Students may even research cities of interest, and construct their own temperature graphs.

Further HSIE-related numeracy learning opportunities might include statistics for rainfall, population, land area and so on