Numeracy
My Philosophy
Every child learns different and as a mathematics teacher, it is my responsibility to ensure all students are being supported to acheived their goals. My pedagogical stance is to use differeniation within mathematics to ensure every students' learning needs are catered for.
I also believe that when possible, it is important to incorporate collaborative learning opportunities, use multi-modal learning strategies and provide the students with a chance to use ICT within the classroom. To ensure all learning is authentic and relatable, it is important to analyse data and constant reflect on my teaching practices.
“The only way to learn mathematics is to do mathematics”
― Paul Halmos
Money Math
Under the Victorian Curriculum (2016) heading 'Create simple financial plans,'
I created and implement a 7 lesson unit for grade 5 students.
This unit was based on a collaborative and interactive approach, and had rich connections to real-life experiences to ensure that students could be as engaged as possible with the mathematical concepts.
This unit comprised of the following concepts:
*Adding and subtracting decimals
*Ordering and comparing decimals
*Percentages
*Identifying how to calculate 10%
*Fractions
*GST
*Budgeting
*Place value
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During this unit, I have displayed my ability to achieve numerous AITSL Standards. I have shown my capacity to demonstrate Standard 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds by incorporating the students' backgrounds of all caliber. Through the lessons, I took into consideration the socioeconomic background of one particular student and ensured they were never singled out. I have also demonstrated my ability to achieve Standard 2.2 Content selection and organisation by providing a clear and concise lesson sequence for the students and consistently revising the content I needed to teach.
Lastly, I know it is important to address Standards 2.3 Curriculum, assessment and reporting and 5.4 Interpret student data by conducting a pre and post test and analysing the data which will be disucssed in the assessment tab.
Pre and post test sample of a student with a learning difficulty. This student made significant progress and "had fun at Sandelakes Supermarket."
On the left: 'Sandelakes Supermarket' receipt
On the right: 'A Day Trip To Melbourne' itinerary
Fractions
To make fractions a more 'real' experience for the students, we began by discussing firstly the mathematical concepts behind fractions and then disucssing tools and resources we can use to gain a deeper more authentic task for the students.
The students loved and were so enthusiastic to create fraction plates. It was a great lesson to engage students of all abilities including those to enable, and those students' that need extending.
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During this Fraction lesson, I have demonstrated my ability to address Standard 2.5 Literacy and numeracy strategies by knowing both the content and the students and how they learn and creating a hands on lesson based on these things. I also displayed my competence of Standard 5.1 Assess student learning by using the plates as a form of formative assessment of their knowledge and understanding of fractions and equivalent fractions. Lastly, I achieved Standard 5.2 Provide feedback to students on their learning by informally providing students feedback on the presentation of their plates, and the sum on their plates based on their mathematical ability.
Fraction plate examples-grade 5
"It was so much fun to use the plates!"
-Grade 5 student
"It made learning equivalent fractions fun."
-Grade 5 Student
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"Very creative. The students' really connected to the lesson and the lesson outcomes."
-Mentor teacher, 2016
2D Shapes and 3D Nets
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At one specific tutoring lesson at Northern Bay College, a student in grade 5 wanted to work on her knowledge and understanding on 3D shapes. I created a 'hands on' activity to ensure that the student could visually see the nets of the shapes. This was to develop these conceptual skills especially with prism and pyramids which was her stated area of need.
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Aswell as implementing this activity in tutoring, whilst on practicum at Bellbrae Primary School, the grade 5 students were also learning shapes. Here I was able to build further on my lesson after reflection and the students created famous landmarks out of their 3d shapes they have created.
As an extension to this activity, the students who needed a challenge were required to draw and create each of their 3d shapes.
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During both these shapes lessons, I have strived to display my knowledge of Standard 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities. I achieved this Standard by differeniating the lesson. To achieve this, I used extension activities shown and used a combination of an enable group and collaborative work for the students that required extra assistance. I also displayed my ability to demonstrate Standard 4.1 Support student participation by creating a comforting, safe environment that supported all the students and their differing capabilities.
Top left: Big Ben using cubes and incorporation of ICT
Top Right: extension student creating cubes
Below: Student creating pentagonal and hexagonal prisms
