maths mantra - truganina p-9 college · 2020. 9. 9. · foundation - year 9 maths overview term 4,...

The Maths Curriculum links directly to:

HIGH IMPACT TEACHING STRATEGIES (HITS)

The planning, teaching and learning of the Maths Curriculum links directly to the College’s Strategic Plan goals: • Goal 1: To grow each student’s learning outcomes across all curriculum areas, with a focus on Literacy and Numeracy. • Goal 2: To strengthen a positive culture for learning that empowers both students and staff. • Goal 3: To increase community connectedness in supporting outstanding student achievement.

Instructional Framework Maths Mantra Maths Model

Curriculum Planning - Refer to DuFour’s questions

Assessment & Reporting - Data drives discussion in all meetings

Maths Mantra Year F-4

Maths Mantra

x Read question two times (uncover the information)

x Underline key words (focus on the question)

x Doodle, draw, figure. (Engage)

x Drawing a diagram 3+4=?

x Goldilocks bubble. (Not to dark, not too light, just right)

dit dot, not dit

This means we do not look for

the first thing. It is the next thing.

Sarah had seven apples and gave three apples to Lucy. How many apples does Sarah have left?

Mathematics Lesson Structure F-9

GO

AL SETTIN

G 0.56

Learning Intention & Success Criteria

MEA

NIN

GFU

L FEEDBA

CK – O

ngoing throughout the lesson. Related to the Learning Intention & Success C

riteria.

• Learning Intentions & Success Criteria in student-friendly language e.g. “I can solve word problems involving elapsed time.”

• Social learning intentions to foster effective collaboration & communication. (0.53) **Differentiated according to individual student needs

Connector

• Cultivate & activate prior knowledge – write, model or verbally share what is already known • Preparation for today’s knowledge – concepts they need to understand before tackling new learning • Prerequisite maths and mathematical language • Share thinking with peers – construct mathematical arguments & critique the reasoning of others • Address prior misconceptions - correct misconceptions before moving on to new content

EXPLIC

IT TEAC

HIN

G

0.59

Explicit Teaching (Mini Lesson)

• Introduction to the BIG IDEAS • Concept development through hands-on learning experiences • Brainstorming • Model Thinking – teacher presents steps in order to reduce cognitive load • Use of efficient mental strategies • Building upon previous concepts

CO

LLABO

RATIVE LEA

RNIN

G 0.49

Learning Experience

• Students engage actively in: reasoning, exploration, flexible thinking & making connections.

• Students to be: making, re-making, naming, recording, problem solving, clarifying, applying new skills, modelling working out, transferring knowledge, building stamina and resilience

Incorporate 4 capabilities: • Fluency: model working out, model

answers • Reasoning: clarifying understanding,

responding. • Problem solving: solve problems, think

laterally • Understanding: Make connections Incorporate Tier 2 & Tier 3 words x Tier 2 – General academic terms x Tier 3 – Domain-specific terms

• 21st Century Skills: • Student: collaboration,

communication, creativity, critical thinking

• Teacher: best practice, modern teaching aids. interactivity, videos, hands on materials

**Teachers actively proctoring/roving/anecdotally assessing/providing explicit feedback as necessary

Small instructional groups – Response to Intervention

x Flexible & balanced groupings x Meeting with a small group of students for some needs-based, teacher-guided instruction to differentiate instruction

for all students **All groups - focus and composition is driven by ongoing assessment and student misconceptions evidenced by data - PAT-M, Pre & Post-tests, NAPLAN, Tiered tasks, Anecdotal)

FEED

BAC

K 0.73

Reflection • Share thinking and understanding • Articulate understanding of Learning Intention and Success Criteria • Present evidence of learning – mathematical proof • Confirm understanding and make connections • Address Mathematical layout and solutions presented • Address continuous misconceptions • Student lead reports • Talking for brain memory and clarity • Celebrate successes • Focus on the processes used and understood • Summarize learning

References:

Version 1.2 – November 2019

Foundation - Year 9 Maths Overview Term 4, 2020

Our school community is one with high expectations.

We are collaborative and inclusive of all. We deliver a 21st century guaranteed and viable curriculum that results in outstanding student achievement. Inspiring Excellence in Learning to

Believe, Achieve and Succeed.

Effect size Teacher Clarity: 0.60



Effect size Feedback: 0.73

Effect size Metacognitive

Strategies: 0.60

Effect size Worked Example: 0.60

Effect size Questioning: 0.46

Week

The

prof

icie

ncy

stra

nds

Und

erst

andi

ng, F

luen

cy, P

robl

em S

olvi

ng a

nd R

easo

ning

are

an in

tegr

al p

art o

f the

Mat

hs c

urric

ulum

acr

oss

the

thre

e co

nten

t stra

nds:

Num

ber &

Alg

ebra

, Mea

sure

men

t & G

eom

etry

and

Sta

tistic

s &

Pro

babi

lity

Th

e fo

ur p

roce

sses

will

con

tinue

to b

e em

bedd

ed a

cros

s ea

ch te

rm.

1 2 3 4 5 6 7 8 9 10 11

NOTE: Refer to the Maths Essential Learnings when planning the Maths Curriculum

Foundation

Number & Algebra CONSOLIDATE

Number Concepts Movement on 0-99 Counting Chart

Partitions 19=10 + 9 (VCMNA070)

Mental Strategies E

Statistics & Probability Data Representation & Interpretation

(VCMSP083) (VCMSP084) (VCMSP085)

Measurement & Geometry Clocks (Time)

(VCMMG079)

Measurement & Geometry Mass (Comparing)

Capacity (Measuring) (VCMMG078)

Number & Algebra Facts to 10

Friendly Numbers Rainbow Facts (VCMNA073)

Mental Strategies A

Assessment Recording

Progress on Foundation

Benchmarks

1

Year 1

Number & Algebra Facts to 18

Associative Law Rainbow Facts (VCMNA089)

Number & Algebra Addition

(VCMNA089)

Mental Strategies C, E, F

Number & Algebra Subtraction

(VCMNA089)

Number & Algebra Fractions

Sharing in equal groups (VCMNA090) (VCMNA091)

Measurement & Geometry Duration

(VCMMG097)

Assessment Recording Progress on

Year 1 Benchmarks

Measurement & Geometry Give & Follow Directions

(VCMMG099)

Revision Assessment

Recording Progress on Year 1

Benchmarks

Year 2

Number & Algebra Addition and Subtraction (VCMNA107)

Number & Algebra Multiplication & Division

(VCMNA108) (VCMNA109)

Measurement & Geometry Slides & Flips (VCMMG123)

Measurement & Geometry Shape & Area

Volume & Capacity (VCMMG120) (VCMMG121) (VCMMG115)

Statistics & Probability Week 8: Chance and Data Graphing

(VCMSP125) link with

(VCMSP128)

Revision Money Equivalence Capacity & Volume

Assessment

Mental Strategies C, D, E, F

Year 3

Number & Algebra Number skills (VCMNA133) (VCMNA134) (VCMNA135)

Mental Strategies E, F,

G, H

Number & Place Value CONSOLIDATE

Addition (simple repeated addition single digit & subtraction) Extend to 1000 & 100 000


Mental Strategies E, F

Number & Algebra

Represent money in multiple ways Count Change (VCMNA137)

Measurement & Geometry Symmetry

Slide & Turns (VCMMG144) (VCMMG145)

Assessment Mental Strategies E, F,

G, H

Year 4

Number & Algebra

Vertical addition and subtraction (renaming and regrouping)

Balancing equations using partitioning (VCMNA153) (VCMNA163)

Mental Strategies N

Number & Algebra EXTEND

Fractions (number line, equivalence, mixed, improper, adding, subtracting)


Mental Strategies M

Measurement & Geometry Symmetry and Angles

(VCMMG173) (VCMMG174)

Number & Algebra Solve problems involving purchases

(VCMNA160)

Mental Strategies N

Mental Strategies H

Year 5

Statistics & Probability Chance

(VCMNSP203) (VCMSP204)

Number & Algebra Multiplication & Division


Mental Strategies L, H

Number & Algebra EXTEND

Fractions & Decimals to Hundredths (VCMNA189)

Order Decimals (VCMNA190)

Number & Algebra Financial Plans

(VCMNA191)

Number & Algebra Order of Operations

Level 5 Competency based Assessment

Measurement & Geometry Capacity, Volume & Mass

(VCMMG195)

Year 6

Number & Algebra CONSOLIDATE

Fractions & Decimals Multiplying Decimals


Number & Algebra Fractions

Review addition & subtraction related denominators include (NCMNA219)

Addition Mixed Numbers (VCMNA212)

Mental Strategies Q

Number & Algebra Fractions of a quantity

Connections between fractions, decimals & percentages


Number & Algebra Financial Maths

Percentage Discounts (VCMNA218)

Mental Strategies S, K

Statistics & Probability

Chance (VCMSP234)

Number & Algebra Sequences

Difference Strategy (VCMNA219)

Measurement & Geometry

Capacity & Mass (VCMMG222) (VCMMG223)

Year 7 Mental strategies K,O

Number & Algebra Best Buys

(VCMNA250)

Statistics & Probability Mean, Median, Mode, Stem & Leaf Plots


Number & Algebra Ratios

(VCMNA249)

End of year review, including; feedback, mental strategies, personal learning goal

and problem solving activities.

Year 8

Measurement & Geometry Area & Volume to

include circles & irrational numbers (VCMNA275) (VCMMG286) (VCMMG287) (VCMMG288) (VCMMG289)

Measurement & Geometry Congruence (VCMMG291) (VCMMG292) (VCMMG293)



Year 9

Number & Algebra Money and Financial Maths

(VCMNA304) Number & Algebra

Rates and Proportion (VCMNA301)

Statistics & Probability Chance




Please note the following: • The Compass Learning Tasks will be the Tiered tasks for the first unit from Years 2 to 9. • Foundation to Year 1 Compass Learning Tasks will be a snapshot of students’ learning from the first unit. • Mental Strategies A – S will be based on the Truganina College Efficient Mental Strategies. • Week 8 is post assessment week. All assessments to be completed by Friday of Week 8. • Misconceptions are based on pre and post - tests as questions from these tests have been taken from previous NAPLAN and PAT Assessments.

Last Updated: 2 September 2020

The Maths Curriculum links directly to: • High Impact Teaching Strategies

The Department of Education and Training’s 2017 guide contains descriptions, examples, references and effect sizes for each of the 10 High Impact Teaching Strategies (HITS) being Setting Goals, Structuring Lessons, Explicit Teaching, Worked Examples, Collaborative Learning, Multiple Exposures, Questioning, Feedback, Metacognitive Strategies, and Differentiated Teaching. https://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.pdf

• NAPLAN minimum standards For outlines of the competencies expected of Year 3, 5, 7 and 9 students in Numeracy, see: https://www.nap.edu.au/naplan/numeracy/minimum-standards

• Maths Proficiency Strands

For details of the four strands in the Mathematics Curriculum, see http://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/learning-in-mathematics