Sydney Region

Public Schools

New Scheme Teachers

Mathematics

&

Numeracy Strategies

2010

Mathematics K-6Syllabus and Support Documents

The following documents are in your school. Every teacher is entitled to a copy of the syllabus. Board of Studies documents can be purchased from

Board of Studies

GPO Box 5300 Sydney 2001. Tel: 9367 8111 Fax: 9367 8484

DET documents can be purchased from

DET Sales PO Box 22 Bankstown 2200.

Mathematics K-6 Syllabus

Mathematics K-6

Sample Units of Work

Key Ideas to be addressed that summarise content statements

Set of statements related to knowledge needs of students to apply to achieve outcome

Students learn about

Content is written for whole stage

Students learn to Work Mathematically by questioning, applying strategies,

communicating, reasoning and reflecting the knowledge and skills they learn about

Background knowledge assists with planning and programming List of terminology

and literacy and language links

Strand OutcomeStrand Outcome

WM- activities with this symbol specifically target one or more of the five Working Mathematically

Example of students work exemplify and clarify activities

Assessment for learning activities are integrated into the teaching/learning sequence

Count Me in Too - CMITLearning Framework in Number

DENS Books

Stage 1 & Stage 2

Learning activities which correlate directly to the Learning Framework in

Number

Number Strand of Syllabus

Available as text and CD

Counting Me in Too & Counting On

• Count Me In Too and Counting On are numeracy programs that focus on teacher’s professional learning.

• The programs use assessment to find out what students know and how students typically acquire mathematical skills and understanding.

• Training in these programs, and the associated Learning Framework in Number, provides a basis for the understanding of how students best learn number concepts, the confidence to plan and teach mathematics and the ability to cater for the individual needs of all students.

• The Count Me In Too Framework in Number is embedded in the learning experiences in the Mathematics K-6 Syllabus. An understanding of the conceptual framework will support teachers in observing the strategies that students are currently using to solve tasks and in selecting activities to enable students to progress through the stages of the framework.

Early Stage 1 Stage 1

Stage 2 & Stage 3

Learning activities which correlate directly to the Learning Framework in

Measurement and Syllabus

FRACTIONS

Pikelets and Lamingtons

ES1- St 3

Teaching about Angles

Stage 2

Mathematics Support Documents

Teaching Patterns & Algebra CD

Early Stage 1 – Stage 3

Teaching Space & Geometry

Released 2008

Mathematic Resource Books

Can only be accessed through workshop participation

How can teachers encourage children to think and Work Mathematically?

Question

Reason

Apply Strategies

Communicate

Reflect

Asking Great Questions is the key!

Numeracy Session

What would it look like?

Why would I teach in this way?

Whole Class Model

Numeracy Session There are several ways in which you can structure a mathematics lesson. One way is to divide the lesson time into four sections: 1. Warm up (whole class) 2. Major focus (whole class) 3. Group work (small groups) 4. Reflection and conclusion (whole class) 1. Warm Up

Warm Up activities usually run between 4 to 7 minutes in duration.

Activities used in the warm up section of the lesson usually involve the whole class.

Activities should allow students at all levels of the Learning Framework in Number (eg., within the Early Arithmetical Strategies) to be able to participate.

Suitable activities for warm-ups include those that focus on forward number word sequences, backward number word sequences, numeral identification and finger patterns.

2. Main Focus (Whole Class)

Main Focus (Whole Class) activities typically run between 10 to 15 minutes in duration.

Activities should allow students at all levels of the Learning Framework in Number to be able to participate.

Encourage students to explain their solution strategies and discuss which methods are the most suitable.

Students should be encouraged to explain their solution as this provides you with information about the solution strategies students use.

3. Main Focus (Small Groups)

Main focus small group activities typically run between 10 to 20 minutes in duration.

Activities should target students of different levels. For example, Emergent, Perceptual, etc.

Try to move between groups to keep students focussed. You may wish to spend more time with students using less

advanced strategies. 4. Reflection and conclusion

Try to draw together the learning activities used during the lesson and the strategy that is being examined.

You can do a "cool down" to reinforce the concepts covered in the lesson and to encourage student to share the ways they solved the problems they were working on.

1. Warm up (whole class) 2. Major focus (whole class) 3. Group work (small groups) 4. Reflection and conclusion (whole class)

Warm up activities:

Patterns & Algebra – whole class – What pattern am I looking for?

•Draw line down middle of board put yes and no on each side of line get students to give you number between set parameters.- 1-20, 1-100,

Major Focus

Whole class – keeping with the 1-100 concept look at a hundreds chart

- patterns on the hundreds chart

- how to manipulate/ use 100 chart effectively (overhead, separate copy for each student, interactive whiteboard

Small Group Activities – differentiated curriculum focusing on patterns & algebra plus addition and subtraction

Group 1 Group 2 Group3

number_grid_4_0.exe

Reflection

Whole class- which person from your group had the “best” answer to question, What was it?, Why was it?

-Record their strategies

-Show and explain their strategy to class

• makes mathematics accessible to all students through the selection of activities that build upon current understanding- differentiate your content

• has high expectations and challenges students by presenting material which is aimed at, or just beyond, students’ current level of understanding(Reading- instructional level same in Numeracy)• presents and practices new material in a variety of contexts to cater for different learning styles. Visual/tactile/ kinesthetic learner

• provides tasks that lead to the generalisation of concepts in other contexts and the development of progressively more efficient strategies

• encourages students to see themselves as being numerate – confident, motivated and successful mathematicians who understand what they are doing and who can confidently explain and justify their chosen strategies for solving tasks.

Effective Mathematics Programming

Mathematics Curriculum Support http://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/k6/programming/index.htm

• The Le@rning Federation (TLF) is an initiative of the state, territory and federal governments of Australia and New Zealand. 

• Developing online digital learning resources in six curriculum areas.

• First group of mathematics learning objects released in November 2003 with an additional release in February 2004.

• TLF learning objects can be downloaded from the Teaching and Learning Exchange (TaLE) website

• Further information and examples of learning objects may be viewed at: http://www.thelearningfederation.edu.au/tlf2/

Making Connections in Mathematics

Teachers must

• ensure that students have a thorough understanding of the number concepts required for accessing concepts in other strands

• integrate the teaching of Patterns and Algebra with Number (number patterns and number relationships)

• teach inverse relationships for addition and subtraction and multiplication and division

• link concepts in multiplication to extend understanding of area

• link the teaching of fractions when teaching measurement

• use measurement activities e.g. length to provide a context for teaching decimals and percentages

• link fraction concepts to applications in Chance e.g. there is a five in ten or a 50% chance of an event occurring

• integrate the interpretation of data and graphs into all syllabus areas

• ensure that students understand the concept of length before making links with area and then volume. Mass can be taught separately.

• integrate the teaching of two-dimensional space with three-dimensional space. For example, a square pyramid has a square base and four triangular faces.

Making Connections in Mathematics (cont)

Contact Information

• Liz Brandtman - Phone: 95822846

Email: elizabeth.brandtman@det.nsw.edu.au

Sydney Region Public Schools