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The prompts below can guide you as you work through each question in task 4. If you have any other queries about the resource, post your question to the forum. You can even share your resource suggestions with the group.

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The prompts below can guide you as you work through each question in task 4. If you have any other queries about the resource, post your question to the forum. You can even share your resource suggestions with the group.

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Tip - see the bold text below. You can use a highlighter pen to identify key parts of each question.

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This is done mentally.
Pen and paper can be used if needed.

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There is more than 1 way to work out a problem.

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There is more than 1 way to work out a problem.

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You 'think out loud', and write the steps you take to work out the problem in front of the student.

Show 3 different ways to reach the same solution.

Present a new problem for the student to work out.

Student verbalises the steps they take as they work through the problem.

Write it down.

Student to use mathematics terminology.

Use 'think, pair, share' if you are working with more than 1 student as they learn the process.

Student moves onto complete a problem independently.

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2400 + 320 + 12 =
400 = 300 = 700
20 + 10 + 2 = 32

700 + 32 = 732
+ 2,000 = 2732

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ork it out using pen and paper. These are the tools to record the process - showing the cascaded use of problem solving...

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600 x 4 = 2,400
80 x 4 =  320
3 x4 = 12
add together

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to check the answer if needed (however encourage the use of pen and paper checking).

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700 x 4 = 2,800

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deeper understanding and ability to use concepts for other things

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deeper understanding and ability to use concepts for other things

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less working memory needed

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teaching students tools on how to explain how they came up with their answers ....verbalising

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teaching students tools on how to explain how they came up with their answers ....verbalising

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number lines

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chunking

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Using more than one maths concept to come up with an answer!

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Using more than one maths concept to come up with an answer!

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Play dough for making numbers and shapes  

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Play dough for making numbers and shapes  

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even/odd numbers

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Pattern blocks/objects in the environment

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Pattern blocks/objects in the environment

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Grouping

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statistics

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Angles

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Distance

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Geometric shapes

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Thank you for attending the session today.

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Thank you for attending the session today.

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geometry rotation, reflection and translation

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Ann Baker

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We designed the secret code to support students as they learn each strategy because it is important that they can articulate which strategy they have used and they can select from a wide range.

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The resource:

Talk to the teacher, identify a student and choose a mathematical concept, skill for them to learn.

Identify and discuss a resource idea with the teacher.

Make the resource and take a photo ie if you use a commercially made resource, you are to adapt it to suit the student's learning needs.

Scaffold the learning support and test it out with the student (increased support; explicit instruction, modelling, 'I go, you go', step back).

Find the section in the Australian Curriculum that relates to the activity. What does it tell you? Summarise it and add a link (to the year level page - or the code).

What is the purpose of the activity (the goal)?

How confident is the student generally in mathematics or with the concept/skill (or in mathematics in general)?

What can affect the student's mathematical and numeracy outcomes? The teacher will advise you eg access to prior learning opportunities, such as missed practice to establish understanding of the concept before moving on to the next level. Does the student understand number sense, place value? Does the student understand mathematical vocabulary?

Describe how will you support the student to learn to use the resource? ie scaffold learning support (see above tip).

How can it help with problem solving skills? ie how can the same resource assist the student to work out mathematical problems?

How can the student then use the skills in real life? ie think of an activity that can be used in the school community, at home, in the wider community. Tip - if your resource supports mental calculations - there are many 'real life' activities where this is used. Think about where you use it for yourself - shopping, planning projects, etc.

How can the same resource be used in another learning area? ie the resource is used exactly as you have prepared it in science, PE, arts, etc.

Reviewing and modifying the resource. This can be to either  improve how it is to be used to meet individual need (was there something missing) or to extend learning.

Providing feedback to the teacher. Why do this? Your observations,data guides the teacher to respond to individual need eg differentiated learning support; if a student is falling behind, and the resource is helpful, the teacher may plan to ensure its ongoing use, pending review. The teacher will match the learning activity against current achievement level, may need to go back or provide more practice to reinforce a concept/skill. They may also give the student prior practice of a new concept/skill before the rest of the class begins work on it (while they are also practising the other concept/skill). You will have valuable, in-depth knowledge based on your observations about the student.

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Strategic mathematics

What is natural maths?

Why do we use it?

How do we use it?

Problem solving:
How do you support students to estimate a possible answer to a mathematical problem:
eg prompting and questioning, classroom resources, equipment, technology.

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What do we mean by 'the everyday environment'?
Where can you find a mathematical concept/term in or outside the school environment?

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(mental computation)

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Are self-checking your progress as you work through the resources?
Highlight key words with a highlighter pen on the assessment guide.
Tip: use 2 colours - 1 for the verb and 1 for key words.

Use the key words to guide you to find the relevant section in the resources. Let's look at some examples (click on the following links) ...

formative and summative assessment

mathematical concepts and terms

strategic mathematics (mental computation)

the Australian Curriculum

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If there is a particular task you would like to talk about today, please provide the task number in the space below.