Beginning teachers information 2009

Sydney Region Public Schools New Scheme Teachers Mathematics & Numeracy Strategies 2010

Mathematics K-6 Syllabus 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 Outcome Strand 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 - CMIT Learning 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 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: [email_address] Sydney Region Public Schools

Beginning teachers information 2009

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