Meaning-Making Strategies |
Problem Solving Strategies |
 Relies heavily on hands-on (concrete) and real life
materials and pictures/diagrams to derive mathematical meaning. Relies on personal experience and prior knowledge within
context to make predictions and check reasonableness.
Relates meaning to personal experience, prior
knowledge and relevant future action.
Clarifies intended meaning of activity by asking
for assistance, e.g. alternative representation, rephrasing.
Uses knowledge of mathematical concepts from
first language to English, and uses bilingual dictionary for assistance with general and
mathematical vocabulary. |
Uses several pieces of related mathematical information,
e.g. prices from a menu, measurements of a room.
Interprets from familiar oral instructions or texts, (e.g. menus, timetable, household
bills, price lists, etc.) where the mathematics content is easily accessible.
Uses a blend of personal "in-the-head"
methods and pen and paper and calculator procedures.
Relies on prior experience and examples to select
appropriate methods of solution.
Uses informal methods and draws on relevant
experience to check that the outcome fits task or activity. |
Mathematical Knowledge |
Mathematical Representation |
| Reads, writes and says whole numbers including large
numbers, and money. Recognises and interprets
simple fractions, decimals and percentages, e.g. 1/3, 1/10, 50%, 25%, 0.25, 0.05, in
everyday use.
Uses simple, everyday data to construct charts
and tables.
Orders and groups number, shape, data and
measurement, explaining any simple relationships or patterns.
Interprets, compares and calculates with
natural numbers and money in personal and some unfamiliar contexts.
Measures length, mass, capacity, time,
temperature, using simple instruments graduated in familiar units, e.g. cm, m, ml, °C,
hours, minutes and seconds.
Describes, names and draws common 2 dimensional
shapes and some common 3 dimensional shapes, (e.g. sphere, cube, cylinder.)
Uses coordinates in a variety of contexts, e.g.
street directory, games.
Gives orally, in writing or diagrammatically,
directions using the language of direction and location, e.g. N, S, E, W, clockwise. |
Comprehends activities or tasks which include common
formal mathematical symbolism, abbreviations and language, and familiar information which
is culturally accessible. Uses the symbolism and
conventions relevant to the mathematical knowledge of the level, e.g. 1/2 of 1L, 1.6 cm,
map reference D5, etc.
Uses a combination of oral and written general,
and some mathematical, language to indicate the problem solving process.
Begins to include symbols and diagrams in
producing written record of tasks. |
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