AiZ (Zones 2 & 3) Session 2 May 2010 Sue Gunningham sue.gunningham@bigpond

1. AiZ (Zones 2 & 3) Session 2 May 2010 Sue Gunningham sue.gunningham@bigpond.com

2. PROGRAM Session 1: Whole school planning for numeracy Session 2: What to teach Session 3: Using data effectively Session 4: Planning units of work

3. AGENDA 9 - 9.30 Feedback: Action since S1 9.30 – 10.00 Recap key ideas session 1 10.00 – 11.00 Session 2 The whole school maths plan 11.00 – 11.30 MT 11.30 -1 The whole school maths plan- cont’d 1-1.30 Light Lunch 1.30 – 3.30 Session 3 Using data effectively

4. The purpose of session 2 is for participants to: • Share progress made towards developing a whole school mathematics plan since Session 1 • Revisit the main points from Session 1 • Make sense of what to teach, when and why • Use the VELS to help plan effectively • Develop some planning resources & templates

5. Turn and tell In pairs:5 min “Discuss experiences you’ve had as a result of Session 1 that will advance our skills, thinking & knowledge about whole school planning” Each write 2 highlights/revelations from your own experiences

6. Warm Up

7. Guiding principles for all maths lessons • Explicit number fluency practice every lesson • Explicit purpose for every lesson • Formal structure for every lesson • Students working on tasks beyond their current levels of thinking (differentiated tasks) • Teacher communicating high expectations and using purposeful feedback • Established classroom norms for working

8. Skills AND Thinking & Reasoning “ It is important ..….(to) measure students’ ability to apply their mathematics knowledge, rather than simply their ability to remember facts and formulas” (2006 Report from the Parliamentary Inquiry into mathematics & science education Executive Summary Pxv)

9. Skills and Thinking & Reasoning 2¾ - 1⅓ = 247 × 32 = 1 4 3 + 8 7 6 5

10. 3¾ - 1⅓ = 15/4 – 4/3 → 45/12 - 16/12 = 29/12 → 25/12 OR you could think: 2+ (1 ¾ - 1⅓ ) = 2 + (9/12 - 4/12) = 25/12 OR you could think 1⅓ (add 2/3) = 2 (add 1 ¾) = 3 ¾ and (2/3 + 1 ¾ = 25/12)

11. X200+ 40 + 7 OR 7 × 2 7 × 30 40 × 2 40 × 30 247 30 200 × 2 200 × 30 × 32 + 2 B O Y Digits 0-9 + G I R L L O V E

12. Some things to consider: • Planning – school, level, individual • Time allocated to maths • Mix/match of Dimensions in a week • Weighting of skill, thinking and reasoning lessons • Guiding principles: Specific lesson purpose, agreed lesson structure, number fluency, teacher expectations, degree of challenge • Differentiation- Student groupings • Assessment plan • Teacher accountability

13. Whose plan and why?

14. Planning Format? • Hardcopy • Electronic • Hyperlinked • Share drive • Assessment – pre/ ongoing/ post • Skills, thinking and reasoning

15. Eight models for a whole school mathematics plan • Mathematician’s model • Reflective model • Graft-on model • Replacement unit • Menu model • Mixed media model • Thematic model • Concept – Skill – Application model

16. Morning tea yet?

17. Planning Begin with the whole school Eg NUMBER

19. READY RECKONER – Number LEVEL 1 (Prep) • Number names • Counting on and back to 20 • Symbols for objects • Ordinal number • One-to one correspondence • Form equal groups • Model addition and subtraction with objects LEVEL 2 (Yrs 1/2) • Count on/back to 100 • Ordinal number • Meaning of equal • Skip count by 2,5,10 • ½ and ¼ and 1∕3 • Fact families • Number facts (shortcuts and recall) • Coins • Place value • Simple addition, subtraction, • Repeated addition as multiplication, Sharing as division

20. Yr 1 /2 INCIDENTAL MATHS • Place (next to, beside, in front of, behind, over and under) • Odd and even numbers • 2D shapes such as triangles, circles, squares • Cycles: day/night and the seasons • Order days, weeks, months and years • Hand claps to measure time • Longer, taller, larger, holds more and heavier • Cold, cool, warm, hot and boiling • Time line for daily activity • Continue patterns • Follow instructions to place shapes and objects in familiar situations

21. LEARNING FOCUS STATEMENTS Level 2 NUMBER Learning focus As students work towards the achievement of Level 2 standards in Number, they learn to use base 10 models (units, longs, flats and cubes) and arrays to identify, order and model the counting numbers up to1000. They create number patterns mentally, by hand and with the use of the constant addition facility of calculators. They use models and arrays to support the development of skip counting up to 100. They recognise patterns created by skip counting (for example, when counting by fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Students perform simple addition (count on) and subtraction (count back) using numbers up to 100. They use equal groups of objects and rectangular arrays to model multiplication and equal sharing for division. Students divide geometric objects including lines, arrays and regular shapes into equal parts to develop the concept of a simple fraction as part of a whole. They learn to order money amounts in dollars and cents, form different totals using dollars and cents, and carry out simple calculations such as change from small amounts.

22. NUMBER PROGRESSION POINTS • At 0.5 • associate number names with numerals and models of numbers (counting or subitising) • draw simple symbols in place of objects(eg, B for boy) • order objects and sets (eg largest to smallest) • place a variety of objects in order from first to third • use one-to-one correspondence and numbers 1 to 10 when counting • At Level 1 • form small sets of objects from simple descriptions and make simple correspondences between those sets • count the size of small sets using the numbers 0 to 20 • use one-to-one correspondence to identify when two sets are equal in size and when one set is larger than another • form collections of sets of equal size • use ordinal numbers to describe the position of elements in a set from 1st to 10th • use materials to model addition and subtraction by the aggregation (grouping together) and disaggregation (moving apart) of objects • add/subtract by counting forward and backward using numbers from 0 to 20. • At 1.25 • order lists of small sets of numbers up to 20 • count forwards and backwards by 1 from starting points between 1 and 100 • calculate the next number when asked to add 1 or 2 to any natural number from 0 to 10 • draw diagrams to show sharing of up to 20 items • draw diagrams to show subtraction activities

25. VELS 2.5 – 4.0 Structure

26. VELS 3.0 – 5.0 Space

27. Year 7 Interpretation of Mathematics VELS & Progression Points

28. 1 /7 . FOLIO CARDS

29. Suggested Year 10 Course Outline Term 1 ( 9 weeks) 2 weeks- Mathematical Structure (Bills, interest, inflation, sets) * activity: Telephone call costs pg8 Heinemann 2 weeks- Surds 2 weeks- Indices * activity: The von Koch snowflake (pg69 Heinemann) Dry Cleaning VELS task (pg79) 1 week- Scientific Notation and Exponential relationships. 2 weeks- Expanding in Algebra * activity: Proving Generalisations (pg 114) The Firefighter’s Ladder (pg 115) Term 2 ( 11 weeks) 2 weeks- Factorisation in Algebra 3 weeks- Measurement (Time and time zones, Perimeter, Area, TSA, Volume, Density and Capacity) *activity: Pizza Prices (pg 175) Project (Design your own Can) 2 weeks- Linear Equations *activity: Lost in the desert (pg 232),CAS investigation (pg240) 2 weeks- Simultaneous Equations and Inequations *activity: The tourist railway (pg 265) 2 weeks- Year 10’s on work experience. Term 3 (10 weeks) 2 weeks- Geometry (circle geometry, polyhedra, Euler’s rule and transformations. *activity: Looking at the circle theorems. (pg399) Problem solving – folding and cutting (pg 426) 3 weeks- Trigonometry *activity: Insurance Claim (pg 305) Investigation: pg 310 Problem solving pg 318

33. MATHEMATICS / UNIT PLANNER–VELS Level 4 Term 2 Year 2007 Year Level 5

35. Whole School Assessment Plan