Browse by subject "Numeracy"
151. Order of Operations Part 1 – Concept [Video – 6:33] (2011)
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Series: Learning on Demand: Numeracy - The Basics - Video Tutorials
Authors: Workplace Education Manitoba (WEM)
Collection: Learning Materials
This brief video tutorial explains the concept of order of operations in mathematics problems.
The instructor narrating the video explains that when a problem contains some combination of addition, subtraction, multiplication or division, the order of operations specifies that the multiplication and division components must be completed first, before carrying out the addition and subtraction work. It is possible to get two very different answers, depending upon whether or not the order of operations is followed.
The video shows several relatively simple math problems being solved on a computer screen while the instructor explains the material.
Added: 2012-02-22
152. Order of Operations Part 1 – Practice [Video – 5:31] (2011)
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Series: Learning on Demand: Numeracy - The Basics - Video Tutorials
Authors: Workplace Education Manitoba (WEM)
Collection: Learning Materials
When a mathematics problem contains some combination of addition, subtraction, multiplication or division, the order of operations specifies that the multiplication and division components must be completed first, before carrying out the addition and subtraction work.
This video tutorial reinforces that concept by providing three mathematics problems to solve. The problems get more challenging as the tutorial progresses.
The problems appear on a computer screen, with the narrator giving step-by-step instructions on how to solve them
Added: 2012-02-22
153. Order of Operations Part 2 – Concept [Video – 10:08] (2011)
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Series: Learning on Demand: Numeracy - The Basics - Video Tutorials
Authors: Workplace Education Manitoba (WEM)
Collection: Learning Materials
This short video tutorial deals with the concept of order of operations in mathematics problems and builds on the material covered in earlier lessons.
The narrator reviews the concept, explaining that when a problem contains some combination of addition, subtraction, multiplication or division, the order of operations specifies that the multiplication and division components must be completed first, before carrying out the addition and subtraction work.
He then explains that when the problem contains calculations contained within brackets, the bracketed calculations must be completed first.
The tutorial introduces the mnemonic BEDMAS, which stands for Brackets, Exponents, Division, Multiplication, Addition, and Subtraction, although the instructor points out that exponents will be dealt with only in higher mathematics.
The tutorial also touches on calculations involving negative numbers.
Added: 2012-03-01
154. Order of Operations Part 2 – Practice [Video – 7:09] (2011)
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Series: Learning on Demand: Numeracy - The Basics - Video Tutorials
Authors: Workplace Education Manitoba (WEM)
Collection: Learning Materials
The order of operations specifies that the multiplication and division components of a math problem must be completed before carrying out the addition and subtraction work. It also specifies that calculations contained within brackets must be completed first.
This video tutorial reinforces that concept by providing three mathematics problems to solve. Each problem is more challenging than the one before.
The problems appear on a computer screen, with the narrator giving step-by-step instructions on how to solve them.
Added: 2012-03-01
155. Pedagogy in practice (2005)
an observational study of literacy, numeracy and language teachers
Authors: John Benseman, Josie Lander, Alison Sutton
Collection: Research Materials
The aim of this New Zealand study was to gain an overview of how teachers teach literacy, numeracy and language (LNL) in New Zealand, by observing 15 literacy, language and numeracy teachers from tertiary institutions, community organisations, workplaces and private training establishments.
Excert from the Introduction:
"The purpose of this study was to start the process of exploring literacy, numeracy and language teaching by observing how 15 tutors in a cross-section of LNL contexts actually teach their students these skills. The results of this study should not be taken as a definitive study where the results can be generalised to all literacy, numeracy and language teachers in New Zealand. Rather, as an exploratory study involving only a small number of teachers and limited observation durations, it is intended to give a glimpse into what probably goes on in a reasonable number of these classrooms. As such, we hope that the findings will provoke debate not only about whether or not our findings are truly indicative of literacy, numeracy and language provision, but more importantly, what literacy, numeracy and language teachers should be doing as teachers."
Added: 2006-10-05
156. Placing Orders (2009)
Lesson Plan 4
Series: Language for Work: CLB and Essential Skills Lesson Plans for ESL Instructors
Authors: Centre for Canadian Language Benchmarks (CCLB)
Collection: Learning Materials
This lesson plan, part of the Canadian Language Benchmarks (CLB) Essential Skills series, is aimed at learners who want to increase their familiarity with reading and completing forms. It helps learners complete simple order forms, including calculating totals and rates. The lesson plan is for CLB Level 2-3 and focuses on the essential skills of document use, numeracy and oral communication.
The estimated time required for the lesson is 2.5 hours. Vocabulary for the lesson focuses on common foods. Audio dialogue for the lesson is available in mp3 files embedded in the document. Learners will also find out about abbreviations commonly used on forms.
Added: 2009-10-07
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157. Plain Language Summaries: Building on our Competencies - Canadian Results of the International Adult Literacy and SKills Survey (2008)
Series: Plain language summaries of Statistics Canada research reports
Authors: James E. Page
Collection: Research Materials
In this document, the author offers a plain-language summary of a 2005 Statistics Canada report that presented the results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills program (ALL).
In addition to presenting profiles of the literacy skills of Canadians, the report provides an analysis of Canadians’ numeracy and problem solving abilities. It also shows how these skills affect Canadians’ use of computers and other information and communication technologies.
The Statistics Canada report shows that literacy, numeracy, and problem solving skills are not evenly distributed in Canada. For example, adults in the Yukon, Alberta, Saskatchewan and British Columbia score significantly higher than the national average for those domains. Scores in New Brunswick, Newfoundland and Labrador, and Nunavut are lower than the Canadian average.
The report also highlights differences in prose literacy performance by official language group; between Aboriginal and non-Aboriginal populations; and between immigrants and Canadian-born residents.
Overall, about half of Canadians aged 16 to 65 participate in adult education and learning, according to the report. However, the participation rates for those at the lowest level of literacy drop to 20 percent.
This document is part of a National Adult Literacy Database (NALD) project, funded by the Canadian Council on Learning (CCL), aimed at providing researchers and other practitioners with a way of quickly assessing the relevance of a number of research documents from Statistics Canada.
Funders:
- Canadian Council on Learning (CCL)
Added: 2012-11-19
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158. Portfolio Assessment Initiative (2001)
Authors: Agassiz Headways - Central Manitoba Literacy Association
Collection: Learning Materials
This portfolio assessment initiative has several lists of goals for students and teachers. It includes:
- personal goals
- reading progress checklist
- listening and speaking progress checklist
- writing progress checklist and,
- mathematics progress checklist
Funders:
Added: 2006-08-10
159. A Practitioner's Guide to the Levels 1 and 2: Numeracy Benchmarks (2008)
Authors: Wanda Pihowich
Collection: Learning Materials
This document provides suggestions for adult literacy practitioners who work with Levels 1 and 2 numeracy benchmarks. In the introduction, the author defines numeracy and explains how it differs from mathematics, then provides information about the numeracy benchmarks.
Other sections deal with the characteristics of adult learners and issues such as math anxiety; discuss the role of a numeracy practitioner; describe a process for identifying numeracy skills the learner may already possess; and provide suggestions for instruction.
The author has included an appendix of practical numeracy teaching material.
Funders:
Added: 2010-08-17
160. Presentation to the Task Force on Financial Literacy (2010)
Authors: Lindsay Kennedy, Patricia Ashie
Collection: Research Materials
This is a presentation made to the Government of Canada’s Task Force on Financial Literacy by Movement for Canadian Literacy (MCL). The authors describe the cost to society of low literacy skills and provide information on literacy levels in Canada’s provinces and territories.
MCL’s recommendations include requiring financial institutions to use plain language in verbal and written dealings with vulnerable consumers; promoting greater flexibility in banking practices to reduce reliance on “payday loan” companies; and ensuring that any Canadian financial literacy strategy is inclusive and accessible to vulnerable populations.
The task force was established in 2009 and published its final report in February 2011. The report can be found at http://library.nald.ca/item/9167.
Added: 2011-02-01
© 2012 National Adult Literacy Database
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