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Australian Curriculum Year 5 The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathema5cs content across the three content strands: u The proficiencies reinforce the significance
of working mathema5cally within the content and describe how the content is explored or developed.
u They provide the language to build in the developmental aspects of the learning of mathema5cs.
Key Ideas At this year level: Understanding includes making connec5ons between representa5ons of numbers, using frac5ons to represent probabili5es, comparing and ordering frac5ons and decimals and represen5ng them in various ways, describing transforma5ons and iden5fying line and rota5onal symmetry Fluency includes choosing appropriate units of measurement for calcula5on of perimeter and area, using es5ma5on to check the reasonableness of answers to calcula5ons and using instruments to measure angles
Problem Solving includes formula5ng and solving authen5c problems using whole numbers and measurements and crea5ng financial plans
Reasoning includes inves5ga5ng strategies to perform calcula5ons efficiently, con5nuing paAerns involving frac5ons and decimals, interpre5ng results of chance experiments, posing appropriate ques5ons for data inves5ga5ons and interpre5ng data sets Suggested Resources u FISH u iPad u Apps MathemaAcs Vocabulary Language is an essen5al tool to help learners express their mathema5cal thinking coherently and clearly, to share problem-‐solving techniques, to gain confidence, and to par5cipate in classroom discourse. Symbols in the Yr5 MAGs are linked to important ideas Explicit teaching of concepts and ideas FISH process of problem solving I Can Fish highlights success criteria
Before You Implement Math Journals Consider What are the needs of your learners? What type of format will be used? How will it be organised? When and how will you respond to learners in a suppor5ve environment? When will learners have a chance to share? AcAvity Process: Modelling and ExpectaAons
It is important to make learning expecta2ons transparent for learners. Without this learning lacks rigor.
A global learning inten5on for the learning journal. The learner develops:
u an understanding of how they think, reason and work, mathema5cally.
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Whole Class Journal IWB Use a big class math journal, a place where you put your modelled prompts for learners to go back and refer to. This might include: • samples • strategy posters • class dic5onary of vocabulary • photographs of unsuccessful and successful problem solving • a record of success criteria • examples of using strategies efficiently • a model of learning ac5vi5es eg, pen talk, I Can’s
Pen Talk The teacher writes a relevant ques5on in a circle on a blank IWB or inspira5on app mirrored. Sample ques5on: What did you learn today? Anyone may add to the talk by wri5ng a comment, drawing a picture etc around the centre circle. They can comment on other people’s ideas simply by drawing a connec5ng line to the comment. Image is recorded for later recall or assessment. I Can It is very important that the learners understand the teachers expecta5ons during guided maths groups Ask the learners to think about being a mathema5cian. A record of their thoughts is collated and added to everyone’s learning journal. Review the ‘I Can’ list before math groups to focus learners on being responsible for their learning. This focus is stated in the Australian Mathema5cs Curriculum’s stated aims. ‘To ensure that learners • are confident, crea5ve users and communicators of mathema5cs • develop an increasingly sophis5cated understanding of mathema5cal concepts and fluency with processes, and are able to pose and solve problems and reason’ Individual Learning Journals A star5ng point in the learning journal might be to capture a picture of what the learner thinks about mathema5cs, how self aware they are about their learning in mathema5cs. This can then be reviewed over 5me to track changes and could be recorded as a set of simple ques5ons in wri5ng or alternately using an iPad with suitable apps.
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Thinking Classroom u Nurture a classroom culture where mathema5cal
discussions are part of the daily rou5ne.
u Draw learners together a[er problem solving to share, discuss and analyse strategies they have used.
u Present ‘open problems’ which have more than one possible solu5on
u Encourage inves5ga5ons of mul5ple solu5on strategies.
u Teach flexible teaching strategies using FISH
u Co-‐construct criteria with learners and use to support self assessment and peer feedback.
u Encourage various ways of showing evidence of thinking
u Ensure assessment reinforces the value of showing your work and explaining your thinking
An app which could be used for this is Notability. An addi5onal advantage is that the app can be set to automa5cally files to backup to Google Drive.
InspiraAon Map (LITE) is a free app for the iPad that allows you to to build diagrams, maps and organizers. This app could be used by learners’ to reflect and demonstrate their understanding. Depending on how many iPads are available, it could be used as an independently or linked to display as group tool. Inspira5on Maps allows learners to add images and include audio clips. The app has pre-‐set templates which can be modified or has an op5on to ‘freestyle’.
A map can be created as a template and then shared with other learners who import it into their app. Copies can be stored in a personal epor^olio when completed or shared with the teacher.
A word problem template can be created for learners’ to demonstrate the FISH process. This would be an effec5ve way to demonstrate an understanding of various strategies.
Learners could then reflect on • What did they
learn? • How did they know
they had learnt it? • What got in the way
of their learning? • What helped their
learning? • How did they feel?
A thinking classroom culture aims to develop increasingly levels metacogniAon which has two integral parts. Knowledge which is broken into: • Declara(ve knowledge: ‘knowing what’ – knowledge of one’s own learning processes, and about strategies for learning • Procedural knowledge: ‘knowing how’ – knowing what skills and strategies to use and how to apply them • Condi(onal knowledge: ‘knowing when’ – knowledge about why and when various learning strategies should be used Self Regula5on Supports thinking in a number of ways, including understanding where to direct aAen5on, using strategies more reliably and efficiently, and developing awareness of difficul5es with comprehension. At the heart of self-‐regula5on are three essen5al skills:
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Planning working out how a task might be approached before doing it. For example make predic5ons before reading, select a strategy before tackling a problem, or allocate 5me or other resources before commencing work. Monitoring awareness of progress. Stopping every so o[en to self-‐test and check for understanding. EvaluaAon review the outcomes and efficiency of the learning experience. Revisi5ng goals and conclusions, deciding how to improve next 5me, and examining learning from another person’s perspec5ve to diagnose problems.
Opening tasks to create problems which have more than one possible solu5on. Learning Journals provide the opportunity to have models which encourage the value of ‘showing your work and explaining your thinking’.
Think of a Number Level 1 Task
A student purchase two books at a book fair. One was a picture book for $2.50 and one was a novel for $6.80. How much did the student spend altogether. This exercise involves procedural fluency with addi2on, but essen2ally it has one method and one answer.
Level 2 Task extended to become a Problem
A student spent $23.60 on some picture books and some novels at a book fair. The picture books cost $2.50 and the novels cost $6.80. How many of each type of book did the student buy?
This now widens the mathema2cs involved to include fluency with addi2on and subtrac2on, and competence with strategies. Level 3 Problem extended to become an inves(ga(on A student is going to spent around $50 on some picture books and novels. The picture books cost $2.50 and the novels cost $6.80. How many of each type of books could the student buy? What is a good way of recording all the possible answers?
The inves2ga2on gives greater scope for students to answers. The mathema2cal content is s2ll about fluency use more strategies and generate a wider
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range of with addi2on and subtrac2on, but also includes competence with strategies.
What was the QuesAon?
100 is the answer. What was the ques5on? Ask learners to provide a level 1 example and one level 2 examples
Extend ask learners to provide 1000 is the answer. What is the ques5on? 10 000 is the answer. What is the ques5on? 100 000 is the answer. What is the ques5on? 1 000 000 is the answer. What is the ques5on? Triangle Fill Barrier Game Develop propor2onal reasoning and frac2on understanding 1 Learner fills a blank triangle with paAern blocks behind a visual barrier. When completed a second learner asks ques5ons to determine which paAern blocks were used to fill the triangle. The first learner may only answer yes or no. This con5nues un5l learner 2 thinks they have replicated the triangle. Learners discuss the differences in solu5ons and the type of ques5ons asked. Solu5ons are recorded in learning journal in a two column guide and displayed/shared, so learners can compare a wide range of solu5ons.
Have you got a hexagon? Visual reasoning would ten guide the next ques5on?
A learner would record why this was important in their learning journal as a White FISH ac5vity. This could then be a precursor to exploring geometric models.
What level of reasoning and understanding is displayed through the ques2ons posed in the barrier game?
Linked to learning inten5on.
PaAern blocks lead themselves to many inves5ga5ons of models. For Example frac5ons Or combining frac5ons with unlike denominators Or inves5ga5ng