1. Sydney Region Public Schools New Scheme Teachers Mathematics & Numeracy Strategies 2010

3. Key Ideas to be addressed that summarise content statements Set of statements related to knowledge needs of students to apply to achieve outcome Students learn about Content is written for whole stage Students learn to Work Mathematically by questioning, applying strategies, communicating, reasoning and reflecting the knowledge and skills they learn about Background knowledge assists with planning and programming List of terminology and literacy and language links Strand Outcome Strand Outcome

4. WM- activities with this symbol specifically target one or more of the five Working Mathematically Example of students work exemplify and clarify activities Assessment for learning activities are integrated into the teaching/learning sequence

5. Count Me in Too - CMIT Learning Framework in Number DENS Books Stage 1 & Stage 2 Learning activities which correlate directly to the Learning Framework in Number Number Strand of Syllabus Available as text and CD

8. Early Stage 1 Stage 1 Stage 2 & Stage 3 Learning activities which correlate directly to the Learning Framework in Measurement and Syllabus FRACTIONS Pikelets and Lamingtons ES1- St 3 Teaching about Angles Stage 2 Mathematics Support Documents

9. Teaching Patterns & Algebra CD Early Stage 1 – Stage 3 Teaching Space & Geometry Released 2008 Mathematic Resource Books Can only be accessed through workshop participation

11. Numeracy Session What would it look like? Why would I teach in this way? Whole Class Model 1. Warm up (whole class) 2. Major focus (whole class) 3. Group work (small groups) 4. Reflection and conclusion (whole class)

14. • makes mathematics accessible to all students through the selection of activities that build upon current understanding- differentiate your content • has high expectations and challenges students by presenting material which is aimed at, or just beyond, students’ current level of understanding (Reading- instructional level same in Numeracy) • presents and practices new material in a variety of contexts to cater for different learning styles. Visual/tactile/ kinesthetic learner • provides tasks that lead to the generalisation of concepts in other contexts and the development of progressively more efficient strategies • encourages students to see themselves as being numerate – confident, motivated and successful mathematicians who understand what they are doing and who can confidently explain and justify their chosen strategies for solving tasks. Effective Mathematics Programming

15. Mathematics Curriculum Support http://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/k6/programming/index.htm