These videos were filmed at Masiphumelele Primary School, Khayelitsha, W. Cape, South Africa, in March 2012. They are from a lesson on the powers of two.
1 About Masiphumelele Primary School
In 2012, the situation of the school was as follows: The school is what's called "Quintile 3". The funding of schools depends on the level of the schools’ quintile. A school in quintile 1 is said to be the poorest of schools, taking into account the socio-economic status of the community around that school (poverty, unemployment, dependency on social grants, etc.), as determining factors for classifying a school. Many families come from rural areas in the Eastern Cape. All the same issues that were described for Luzuko Primary School also apply.
The school was built in the mid 1990s and has a large school hall and two functional computer rooms. The number of learners (across grades 1 to 7) is 1237. Grade R has 63 learners. The learners go on to about 14 different High Schools, some of which specialize in commerce or in mathematics and science. The performance levels are better than other schools but still not good. This is a popular primary school and oversubscribed.
For the learners and most teachers Xhosa is their first language and English their second language. Lessons are in Xhosa up to grade 3 with English taught as an additional language. From Grade 4 to Grade 7 all lessons are supposed to be taught in English with differing amounts of code switching. The Principal has said that she thought that the use of Xhosa was often not helpful, for example for the same shapes there are several different Xhosa words in different regions and no common agreement about which one to use. Public tests are all in English.
2 About the lessons
The previous lesson introduced the idea of exponentials, and in particular powers of 2. To get a sense of how quickly the exponential function rises, learners go to the school hall and use long rolls of paper to draw the function.
In this second lesson, the learners think about how to represent 2^x on a single sheet of paper.
Use the "playlist" button in the top right or the "|<" and ">|" to skip through the playlist.
|Video/Pindi Graphs3-1.mp4||Assigning random groups||Pindi begins her lesson by assigning learners into random groups as they arrive into the classroom. The first 8 learners hold up pieces of paper with the group numbers and the other learners quickly find where they should be sitting.||01:42||Video/Graphs||01||OER4Schools|
|Video/Pindi Graphs3-4.mp4||Recapping||Pindi recaps the table of values used last lesson, and challenges the learners to plot the graph of y=2^x on a single A4 piece of paper. Learners are required to decide what scale to use on their axes to ensure the graph fits.||01:34||Video/Graphs||02||OER4Schools|
|Video/Pindi Graphs3-6.mp4||A learner plots a graph||One learner decides to try and plot the graph using numbers from 0 to 8 on the x-axis, and 0, 1, 2, 4, 8, 16, 32… on the y-axis. This produces a straight line graph for the function.||01:21||Video/Graphs||03||OER4Schools|
|Video/Pindi Graphs3-7.mp4||Learner makes a common mistake||Another learner is writing a table of values for y=2^x. They have made a common mistake of confusing powers with multiplication.||00:16||Video/Graphs||04||OER4Schools|
|Video/Pindi Graphs3-8a.mp4||Learner’s graph not quite right||A learner has finished plotting points on their graph and has managed to fit them to the page neatly, however the graph does not quite look correct.||00:33||Video/Graphs||05||OER4Schools|
|Video/Pindi Graphs3-10.mp4||Helping a learner with questioning||Pindi examines one of the learners pieces of work. The learner has produced a graph that is two small, so Pindi asks questions to help. A small supporting handout is given with the questions on||00:37||Video/Graphs||06||OER4Schools|
|Video/Pindi Graphs3-12.mp4||Addressing incorrect work||Pindi has stopped the class to quickly address the problem she saw where learners had produced graphs that did not fit correctly on the paper. Learners are encouraged to share ideas and then make alterations||00:45||Video/Graphs||07||OER4Schools|
|Video/Pindi Graphs3-13.mp4||From individual to pair work||Pindi decides it is time for pupils to stop working individually and instead to work in pairs and decide who's graph is better.||00:23||Video/Graphs||08||OER4Schools|
|Video/Pindi Graphs3-16.mp4||Learners choose the best graph||Pindi decides that now pupils should work in groups to choose the best graph. Learners are told that after 5 minutes pupils will randomly be selected from their groups to present the work||00:33||Video/Graphs||09||OER4Schools|
|Video/Pindi graphs 3.1-1.m4v||Teacher allocates group numbers||Teacher allocating group numbers to learners as they enter class||1:42||Video/Graphs||1||OER4Schools|
|Video/Pindi Graphs3-17.mp4||Explanation of randomly selecting pupils to present||Pindi explains how she will randomly select the pupils using strips of paper which have ticks or crosses on them. Pupils are given two more minutes to ensure that everyone in their group is able to present the work.||01:07||Video/Graphs||10||OER4Schools|
|Video/Pindi Graphs3-18.mp4||Learners identified for presenting||A group takes the pieces of paper to decide who should present their work to the rest of the class. Two learners will be presenting.||00:48||Video/Graphs||11||OER4Schools|