Meaning-Making Strategies |
Problem Solving Strategies |
 Draws on a combination of hands-on (concrete) and real
life materials, diagrams, language and symbols to derive mathematical meaning. Draws on personal experience, prior knowledge and
mathematical knowledge within context to make predictions and check reasonableness.
Reflects and questions by relating the
mathematics to personal experience, prior knowledge, the experience and opinions of
others.
Clarifies intended meaning of activity by asking
questions which go beyond repetition and rephrasing.
Uses knowledge of mathematical concepts from
first language to English, and uses bilingual dictionary for assistance with general and
mathematical vocabulary. |
Uses a number of different pieces of mathematical
information. Interprets information from texts,
(e.g. plans, maps, newspaper articles and graphs, information fliers, etc.) where the
necessary information is easily accessible.
Uses a blend of personal "in-the-head"
methods, pen and paper and calculator procedures.
Begins to adapt prior experience and examples in
the selection of appropriate and efficient methods of solution.
Uses some approximation with reference to
relevant experience to check that the outcome fits task or activity. |
Mathematical Knowledge |
Mathematical Representation |
| Reads, writes and interprets decimal fractions and
percentages. Uses everyday data to construct
tables, graphs and charts.
Interprets, compares and calculates with whole
numbers and money.
Calculates with fractions, decimal fractions and
percentages, linking equivalent forms and using appropriate to context.
Measures length, mass, capacity, time,
temperature using common measuring instruments.
Understands the interrelationship of units in the
metric system.
Uses distance, direction, coordinates, simple
scales, labels, symbols and keys to read and use maps and plans.
Develops knowledge of properties of two
dimensional and three dimensional shapes,
(e.g. describes shapes in terms of properties such as angles, sides, etc.)
Constructs simple three dimensional shapes from
two dimensional nets, and vice versa. |
Comprehends activities or tasks which include limited
formal mathematical symbolism, abbreviations and language, and some unfamiliar information
which is culturally accessible. Uses symbolism and
conventions relevant to the mathematical knowledge of the level, e.g. scale: 1:100, km per
hr = km/hr, $/m.
Uses a combination of oral and written
mathematical and general language, some symbolism and diagrams to indicate the problem
solving process and results. |
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