DEPARTMENT OF EDUCATION AND TRAININGUnderstanding the Australian Curriculum Mathematics Proficiencies DEPARTMENT OF EDUCATION AND TRAININGOutcomes of the session Review the structure and content of the Australian Mathematics Curriculum Unpack the Australian Curriculum Mathematics Proficiencies Reflect on the implications to the classroom DEPARTMENT OF EDUCATION AND TRAINING DEPARTMENT OF EDUCATION AND TRAININGKey Messages Real to life Making it clear Inclusive Less in it DEPARTMENT OF EDUCATION AND TRAININGComparison of a glance Five OUTCOME STRANDS: Number Algebra Space Measurement Chance & Data. 12 Elements: all KGP2 Band Five +13 Sub strands: some apply only to limited year ranges. Three CONTENT STRANDS: Number and Algebra Measurement and Geometry Statistics and Probability All Outcome Content Strands contain Indicators that suggest activities and opportunities to demonstrate Knowledge and skills and Working Mathematically Four integrated proficiencies: understanding, fluency, problem solving and reasoning evident in the performance verbs of the content descriptions, and summarised in proficiency statements DEPARTMENT OF EDUCATION AND TRAININGJigsaw Activity DEPARTMENT OF EDUCATION AND TRAININGPedagogy- how we teach Understanding : Knowing WhyFluency: Knowing How Problem solving: Finding out howReasoning: Find out why DEPARTMENT OF EDUCATION AND TRAININGThe Handshake Problem If all the people in the classroom each shake hands with each other, how many handshakes will there be? DEPARTMENT OF EDUCATION AND TRAININGMathematical Steps -Understand the problem, think of a similar problem, simplify the problem -Act out the problem -Draw a diagram -Construct a table DEPARTMENT OF EDUCATION AND TRAININGProficiencies for Grade 5 DEPARTMENT OF EDUCATION AND TRAININGProficiencies for Grade 5 DEPARTMENT OF EDUCATION AND TRAININGNext step Use the WHAT, SO WHAT, NOW WHAT sheet to audit and form an action plan to share with your school WHAT: write down aspects of mathematics that are new to you using the Australian Curriculum: Mathematics SO WHAT: decide how these aspects have implications on your teaching; what do I need to investigate further, professional learning or seeking help from others NOW WHAT: Decide on the actions you may take next to meet your needs; prioritise your actions