Web viewA range of assessment strategies will identify the student’s current level of ... are numeracy programs that focus on professional learning ... Early Stage 1

Numeracy Policy

RationaleNumeracy is the ability to effectively use the mathematics required to meet the general demands of life at home and at work, and for participation in community and civic life. As a field of study, mathematics is developed and/or applied in situations that extend beyond the general demands of everyday life.

The aim of Mathematics is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning.

Students will develop knowledge, skills and understanding:

through inquiry, application of problem-solving strategies including the selection and use of appropriate technology, communication, reasoning and reflection in mental and written computation and numerical reasoning in patterning, generalisation and algebraic reasoning in collecting, representing, analysing and evaluating information in identifying and quantifying the attributes of shapes and objects and applying measurement strategies in spatial visualisation and geometric reasoning.

Teaching and learning experiences should be focused on closing the learning achievement gap for all students, including aboriginal students.

PRINCIPLES FOR PROGRAMMING IN MATHEMATICS

Planning to build on what students know:

Mathematics K-6 programming support provides a process for managing the cycle of teaching and learning. Key questions to consider when programming are:

1. What do my students already know?2. What do they need to learn next?3. How will I help them to learn this?4. How will I know when they have learnt this?

Teachers plan programs that are based on key ideas related to syllabus outcomes, and which build on what students know and can do. A range of assessment strategies will identify the student’s current level of understanding and monitor and document student learning.

Effective mathematics programming

A mathematics program will be effective when it:• makes mathematics accessible to all students through the selection of activities that build on current understanding• has high expectations and challenges students by presenting material which is aimed at, or just beyond, students’ current level of understanding• presents and practises new material in a variety of contexts to cater for different learning styles• 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.

Count Me In Too and Counting On

Count Me In Too and Counting On are numeracy programs that focus on professional learning about assessing 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 understanding how students best learn number concepts, the confidence to plan and teach mathematics and the ability to cater for the needs of all students. The Count Me In Too Framework in Number is embedded in the learning experiences in the 2002 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 selecting activities to enable students to progress through the stages of the framework.

Using the NSW Quality teaching model

Quality Teaching in NSW public schools (2003) provides a framework for school communities to examine classroom practice and the impact on student learning. In particular, it links the issue of quality learning with significance and high expectations. The mathematics lesson on Measurement in Classroom practice, learning and assessment task support resources can provide a focus for discussion of these elements.

Mathematics Foundation Statements

Early Stage 1

Stage 1

Stage 2

Stage 3

Lesson Format

Number Drill/Vocabulary Flash Cards (relevant to the lesson)(Individual/Paired/Group)

Word Problem (associated with daily skill)(Individual/Paired/Group)

Model on Board (new concept)(Mental Computation/Explicit Teaching)

Board Work (or stencil)(Individual Task)

Hands on Activity(Individual/Paired/Groups)

Reflection/Journal(Language/Skills used)

Doonside Public SchoolMathematics Scope and Sequence (K-6)

The following Scope and Sequence is a guide for each term. To ensure that all knowledge and skills and experienced and maintained each year, the following sequence needs to be followed. The orders in which skills are taught each term are to be determined at a team level.

Early Stage 1 (Kindergarten)

Term 1 Term 2 Term 3 Term 4

Whole NumbersAddition/Subtraction

Patterns/AlgebraData

LengthTimeArea

2D Space3D Space


Multiplication/DivisionFractions


Volume/CapacityMassTime

3D SpacePosition



LengthTimeArea

2D Space3D Space




Volume/CapacityMassTime

3D SpacePosition

Stage 1



Multiplication/DivisionFractions Chance


LengthTimeArea

2D Space



Patterns/AlgebraDataMass

2D Space3D SpacePosition


Multiplication/DivisionFractions Chance


LengthTimeArea

2D Space





Doonside Public SchoolMathematics Scope and Sequence (K-6)

Stage 2



Multiplication/DivisionFractions/Decimals

ChancePatterns/Algebra

DataLengthTimeArea

2D SpacePositionAngles








DataLengthTimeArea

2D Space





Stage 3




Chance Patterns/Algebra

DataLengthTimeArea

2D SpacePosition



Patterns/AlgebraVolume/Capacity

Mass2D Space3D Space

Angles




DataLengthTimeArea

2D SpaceAngles



ChancePatterns/AlgebraVolume/Capacity

TimeMass

2D Space3D Space

Angles

SAMPLE WEEKLY PLANNERS

SAMPLE YEARLYOVERVIEW

SAMPLE LESSON + PROFORMA

Learning Experience

Early Stage 1 Term 3 Week 5

Topic: Subtraction Date:Lesson Focus: Number SentencesOutcome:NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods.Indicators: - Separating and taking part of a group of objects away to model subtraction.- Describes the action of separating or comparing using everyday language; take away and how many left.- Counts backwards by ones to subtract.- Records subtraction informally using drawing, numerals and words.Number Drill/Vocabulary Flash Cards:- Counting backwards from 30. - Flashcards e.g. take away, how many left?Word Problem:If there were 5 pencils and April took 3. How many pencils were left?Model/Explicit Teaching of Focus Outcome:- Discuss with the students the process of subtraction of taking objects away. E.g. How many do I have to take away?- Discuss reading the number sentence and crossing off the ones that need to be taken away. - Model completing worksheet.Board Work/Stencil:- Children complete stencil.Hands on Activity:- Using counters to represent number sentence.- Write number sentence.Reflection/Journal:- Questioning- WrittenTeacher Evaluation:

Learning Experience

Stage ____ Term ____ Week ____

Topic: Date:Lesson Focus: Outcome:

Indicators:

Number Drill/Vocabulary Flash Cards:

Word Problem:

Model/Explicit Teaching of Focus Outcome:

Board Work/Stencil:

Hands on Activity:

Reflection/Journal:

Teacher Evaluation:

Mathematics Overview: Term _____ Week ______Outcomes:

Monday Tuesday Wednesday Thursday FridayNumber Drill/Vocabulary Flash Cards:

Word Problem:

Model/Explicit Teaching of Focus Outcome:

Board Work/Stencil:

Hands on Activity:

Reflection/Journal:

ASSESSMENTS

Assessment TimelineStage Assessment Time period

Early Stage 1 Best Start

SENA 1

Beginning term1, end term 2

Week 3-4, term 4Stage 1 SENA Beginning term 1

and mid -term 3

Stage2 SENA2 Beginning term 1 and

mid -term 3Stage3 Counting –on Too

( Newman’s error analysis)

On-going Assessments and evaluations to be done by the class teachers.

SENA 1

SENA 2

Documents

Web viewA range of assessment strategies will identify the student’s current level of ... are numeracy programs that focus on professional learning ... Early Stage 1