[Solution]SUPPORT STUDENTS’ MATHEMATICS LEARNING

Activity 1 1           Explain how you would help students to develop numerate understandings appropriate to students’ abilities, interests and needs. Give at least two…

Activity 1

1
          Explain how you would help
students to develop numerate understandings appropriate to students’ abilities,
interests and needs. Give at least two specific and detailed examples of how
you would cater to different learning styles.

– To help students
to develop numerate understandings appropriate to students’ abilities,
interests and needs through:

– I would play a
timetables game

– Maths additions
and subtraction quiz game,

– play monopoly
game where they learn to buy and sell property at the same time count the money
as a banker

– set up a maths
activity on the computer with a stickers rewards after they have performed well

-present a few
simple exercises involving familiar situations, followed by exercises involving
unfamiliar situations on the same topic that gives them challenge to do the sum

-encourage note
taking when an educator is teaching you a math and he/she is doing step by step
working the problem.

Different learning
styles:

– We have 3
different learning styles

1. Kinaesthetic-
learning style – this means you learn by touching and doing.

2. Auditory
learning is a learning style in which a person learns through listening.
Example: Enjoy discussions and talking things through and listening to others,
“I hear you clearly.” , “I’m wanting you to listen.” praised or knowledge when
reading loud and clear.

3. Visual learning
styles – where we learn by seeing and looking Example: they prefer using
diagrams, flow charts and pictures, and they learn to thinking and think on
their own.

2
          Choose a mathematical skill such
as measuring the volume of a container. Explain how you would use examples and
activities to highlight and explain applications of this skill to scaffold learning.
(100–150 words)

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Activity 2

Identify and explain a variety of numeracy demands
and opportunities you encounter in daily life.

Provide a minimum of three examples. (You cannot
use examples provided in the text).

We use numeracy in our everyday of life daily
such as when we go shopping example buy grocery, when we plan a holiday example
we pay fares, or a house mortgage or when we teach our kids how to count in our
language or others.

Numeracy is Addition, subtraction, percentage
and division

Create an activity or describe an example you could
use to teach students about the different uses and purposes of mathematics and
numeracy skills identified in the previous question.

Example:

A lesson on percent increase and decrease and i
turned the house in the shopping mall.

= I had an items for sale, item marked up,
different taxes for different items, and my friends loved it. I gave them each
$100 in monopoly money and a worksheet asking them to solve for the final
prices on each item. Then my friends got it to buy whatever they could afford
with their $100. I said the standard is relatively easier to relate to the
real; world than some others.

Activity 3

Choose
a child you work with or a child you know, such as a niece or nephew, or a
friend’s child. Monitor the child’s understanding and use of mathematics
through observation, listening and conversation. Record your observations. What
did you learn about the child’s mathematics skills? (100–150 words)

Today, I have observed my nephew learning Math’s
lesion with my son at the table. Here, my son asking him some questions in
addition. My Nephew looked at my son with a blank face, and I can see he is
moving his fingers trying to think of an answer. It was a simple questions on
Math’s 10+2 is equals to. My son gave him few minutes to think and let him know
the answer. When he was not able to solve then my son asked my nephew to use a
paddle pop sticks to help him solve. My son then arranged the paddle pop sticks
into two groups. One was 10 paddle pop sticks, the other was 2 paddle pop
sticks. Then, he asked my Nephew to count the sticks one by one loudly. Then,
he asked him know count the sticks all together and tell me how many sticks are
there. He count the sticks together and said 12 sticks. Then, he asked my
nephew he got the concepts of how we do additions when put things together.

I have learnt that we have to know the basic’s
first before we attempt to answer any questions and we also need to know our
numbers and figures to when we use our subtractions and additions.

Activity 4

Identify
a factor that might affect acquisition of mathematics skills for numeracy that
has not been discussed in this text.

Factors affecting the
acquisition of mathematics skills might include:

limited
opportunities for practicehealth issueshaving a home
language other than English

Explain how this factor might
affect the acquisition of mathematics skills and explain how they might be
overcome. (100–150 words)

Limited opportunities for practice

-Difficult to maintain attention for length of
time

-not enough time in class due to the fact that
basic were not understood properly and basic had to be explained.

-communication opportunities limited

Resolutions – allocate either one on one teaching
or extra time during school or via home study as well as discussing with
parents short fall of the student, hence maybe convincing tuitions sessions.

Health issue

– A child having difficult in learning

– Short attention span

– Sickness or illness distracting or limiting
the learning ability

Resolution- medical issues are best resolved by
liaising with parents and doctors to best solve either a short or long term
learning disability

 Having a
home language other than English

-The ability to understand the concepts being
thought

-Not being able to communicate the language

-Many a times children with other languages tend
to think in their own language then translate in English, hence taking a lot
longer to understand and resolve the problems.

Resolution- Extra couching on the English
language either at school as one on one or taking extra classes after hours.
Once again parent involvement in this matter highly recommended with respect to
use of English more than the home language.

Activity 5

Games
can be used to support students in the application of mathematics skills for
numeracy. Create or describe a maths game that students could play. Be detailed
in your description. Outline what needs to happen step by step, what you need
to do, what students need to do and any resources needed to play the game.
Explain how your game would help students to apply mathematics skills. (100–150
words)

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answer please

Activity 6

Discuss
in 180 to 220 words how you would implement one of the planned strategies
outlined in the text to enhance the abilities of students and address their
individual needs. Relate it to a specific area of learning, such as creating
graphs, measuring angles or learning about shapes. Your responses need to be
detailed. If you choose to discuss demonstrations, each step of the
demonstration should be recorded. If you choose to discuss lectures, a
transcript of what you would say needs to be provided.

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Activity 7

How
would you solve a mathematics based problem that you might encounter? How would
you use your experience to encourage students to problem-solve using
mathematics knowledge and skills in everyday life contexts? (100–150 words)

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Activity 8

Choose
one specific mathematics/ numeracy skill and explain how you would use explicit
talk to focus students on that skill to be numerate.

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Activity 9

Choose
five terms defined in the text or other numeracy/ mathematical terms of your
choosing. Explain how you would use accurate terminology, as planned with
teacher/s, to support students’ learning. How would you teach students about
those terms?

Area – The space contained within a shape (Area
is calculate by multiplying L x W)

Cube – A solid with six sides, with the sides
being equal squares and the edges being equal. Also, the resulting number when
a number is multiplied by itself twice

Angle – Created by two rays and containing an
endpoint in common (measured by protector)

Diameter – A line segment that contains the
center and has its endpoints on the circle. Also, the length of this segment

Fraction – A symbol which expresses part of a
whole. It contains a numerator and a denominator.

Activity 10

Describe
one learning experience that you could implement to encourage students to
improve mental computation and calculation skills. Describe your learning
experience, in detail. Write down step by step what you would do and what you
would get students to do. Identify any resources you would need. Explain how
and why you think your learning experience would help to encourage students to
use and improve mental computation and calculation skills.

Learning to improve mental computations and
calculations skills:

Students who are still at the ‘counting on’
stage may attempt a problem like 4 + 47 by starting at 4 and trying to count on
47 more. After the counting on stage, comes the ‘counting on from larger
stage’.

Highlight that 4 + 47 can be calculated more easily
if students first spin around to change it to 47 + 4, so they start at 47 and
count on by 4.

Resources: Pen, Paper, Calculator, blocks,
paddle pop sticks

 Learning
experience:

-Learning experience is important to encourage
the children not to relay on the calculators or technology, but easy
mathematical ease /question/day to day solve in the brain.

Activity 11

Create
five maths questions/ equations that students might be asked to solve. The
questions/ equations should not be similar. Explain how students could check
for reasonableness of solutions when calculating for each question/ equation.

Five Math’s Questions?

1.  If car
is travelling 10kms/hr. How long will it take to travel to 50km/hrs?

2.  If Tom
has 20 apples and give peter 5 apples. How many does he have left?

3.  What
time does the clock show when the big hand on the 12 and small hand on the 6?

4.  Divide
15 by 5?

5.  Which
sign makes the statement true? < > 12+92? 64+11?

– Student could check reasonableness by rounding
up the numbers to the closet whole number to find out if the answer is close

Activity 12

What
strategies would you use to encourage students and build their confidence to
attempt problem-solving that requires the use of mathematics knowledge and
skills? Do not limit your answer to ideas outlined in the text. Why do you
think those strategies would be effective in building student confidence?
(100–150 words)

– I would praise and acknowledge students’
accomplishments, both in private and in front of their classmates.

   -Always
start with a positive statement, and then you can add on by referring to what
they need to work on.

– Try not to correct every single thing the
student says wrong. Do not interrupt the student when they are talking to
correct them — this will harm their confidence

– Create opportunities for students to succeed
by building on their strengths

– Be sure to always express a positive attitude
to all of your students

Problem solving skills- is where the students
require thinking and playing-with-the-problem time.

To use strategies to build the effective in
building student confidence is:

– To encourage the students to become fluent
with the mathematical vocabulary. Students learn to join in conversations by
hearing what others are saying, listening to how words are being used and
‘playing around’ with those words themselves.

– It helps them build their confidences and gets
them too motivated in the class, gives them to shares ideas together in the
group.

– Students need to feel safe to explore their
ideas in the knowledge that it will be fine if they get it wrong: in fact,
getting it wrong will be positively welcomed as this could well show us
something about the problem and we get this correct together with examples and
explanations.

Summative assessment 1

Question 1       Identify and describe three skills students need to
acquire to be numerate.

Knowledge of numbers and figures;

Understanding relationships between numbers;

Interpreting mathematical information;

Describe -knowledge of numbers and figures is
where activities is to help children learn to read numbers and know the order
of numbers

-Understanding relationships between numbers- is
by learning about the relationship between two numbers by finding their
location on a number line

-Interpreting mathematical information- is
dealing with limits and related theories , such as differentiation,
integration, measure, infinite series, and analytic functions

Question 2          What should students be able to do at the formal
operations stage? Discuss in 100 to 120 words.

Formal operations stage starts
at the age of 12 and last into adulthood. During this time, people develop the
ability to think about abstract concepts. Skills such as logical thought,
deductive reasoning, and systematic planning.

– The teachers making sure
that their classroom is open and understanding.

-the student should be able to
think in an abstract manner

– The student should be able
to focus on to help determine how students develop their cognitive abilities

– Students need to use logic
when using formulas. When doing word problems that require students to think
about scenarios, students are using a higher level of thinking.

Question 3       What is your role as an educational support worker?
What will you do for supervising teachers? Provide at least ten examples.

My role as an educational support worker is help
the student in class and give better understanding of the subjects. Also,
assist in classroom activities, school routines, and the care and management of
students with special needs.

For supervising;

1. Being observed generally in the process of
teaching and coaching;

2. 
Providing opportunity for varied teaching and coaching experiences;

3. Demonstrating particular teaching strategies
and principles

4. Giving guidance to lesson preparation and
presentation;

5. ensuring they understand the school’s
expectations and routines

6. Making them feel welcome in the school and
staff room.

7. Taking them for orientation of the school and
class

8 introduce them to the teachers and student

9. Give a guidance to the lesson and plans and
routines of the day

10. Ensure that student are always under
supervision under experienced teachers

Question 4       What is an angle? What is the difference between an
acute angle and an obtuse angle? What is a protractor? (75–100 words)

– An angle is between two intersecting lines or
surfaces at or close to the point where they meet. Example: triangle has two
long sides and one short side.

– Acute angle is an angle that measure less than
90 degrees, is small angle which is less 90 degrees

– Obtuse angle is between 80 to 90 degrees,
wider than 90° and less than 180

A protractor is device to measure the angles. It
is typically in the form of a flat semicircle marked with degrees along the
curved edge. It measures angles in degrees

Question 5       What is critical thinking? How do students use
critical thinking? (100–150 words)

Critical thinking

-the ability to think clearly and rationally
about what to do or what to believe. It includes the ability to engage in
reflective and independent thinking.

– Critical thinking is where students learn to
understand how to apply math knowledge to different situations and challenges
to solve problems

Student use critical thinking

– When they are intense and using their brains

-always ask them to check their work and offer
room for discussions

– One it can help them to use the critical
thinking is to be creative and to inquire about the topics there are
interested.

-we don’t just give students answers to issues
or problems they are having. Instead, we turn the problem onto them and ask how
they could solve this problem.

Question 6       Why do educational support workers need to be aware
of educational legislation? Where can educational support workers get
information about legislation? Discuss in 180 to 220 words.

When working in a school we are able to meet the
requirements of the relevant legislation by:

•             gaining
knowledge of what is expected.

•             being
willing to apply our skills and knowledge in an appropriate manner.

•             reviewing
how we work and behave to ensure we are within the legislative requirements.

Educational support workers get information
about legislation in NQS or ACECQA website

=it tells you about:

1. Educational program and practice

2. Children’s health and safety

3. Physical environment

4. Staffing arrangements

5. Relationships with children

6. Collaborative partnerships with families and
communities

7. Leadership and service management

-They can get information’s from- NSW government
educations

•Adoption Act 1988

•Adoption Regulations 2004

•Australian Education Act 2013 (Commonwealth)

•Australian Education Regulation 2013
(Commonwealth)

•Child Protection Review (Powers and Immunities)
Act 2002

•Children’s Protection Act 1993

•Children’s Protection Regulations 2010

•Children’s Services Act 1985

•Children’s Services (Appeals) Regulations 2008

•Children’s Services (Registered Children’s
Services Centers) Regulations 2003

•Commission of Inquiry (Children in State Care
and Children on APY Lands) Act 2004

•Education Act 1972

•Education Regulations 2012

•Education and Care Services National
Regulations (Commonwealth)

•Education and Early Childhood Services
(Registration and Standards) Act 2011

Question 7       What is explicit talk and why should it be used
when teaching mathematics and numeracy? (100–150 words)

-Explicit 
talk / instruction is a powerful way to create a classroom environment
that not only values but also demonstrates that learning is the focal point of
the talk encountered in classroom literacy lessons.

-Explicit teaching builds onto what is known

-Effective teachers build on the notion that meaningful
teaching and learning acts on knowledge of the learner – they know their
students and respond to their learning needs.

Explicit teaching is critically about clarity
in:

1. Knowing the learner

2. Responding to the learner

3. Implementing focused lessons

4. Reflection and review

Explicitly cue students to essential attributes
of the mathematics concept/skill you model. For example, when associating the
written fraction to the fraction pieces and their respective values, color code
the numerator and denominator in ways that represent the meaning of the
fraction pieces they use.

-Numeracy needs to be taught all the way through
school and preschool. This is because the cognitive demands of numeracy are
constantly, changing and evolving and expanding.

– It also shows the students how they achieved
learning goals.

– In each context the student need to know what
they know, the relevance of new learning and how to apply their knowledge.

Question 8       What is scaffolding? (100–150 words)

Scaffolding is a learning that involves
providing temporary support of students to enable their progress towards
independent thinking and learning.

-it hearing to teachers transitions from
primarily seeing and demonstrate and model a particular math concept skills to
student performing the skill independently.

-always provide examples of mathematics’ to show
how to solve a problem

-Scaffolding helps when we use the strategies
and knowledge in context of task completion and then student attempt to do it
on their way.

-when scaffolding try use high level directions
of modelling the mathematics and gradually fade your direction as student
demonstrate increasing levels of performance

– Always ask questions and let student try and
tell you answers

-when student answer incorrectly, praise the
student for their risk taking and effort.

-when a student demonstrate to high level of
response then ask him/her to move into another questions

Question 9       Describe the various types of assessments including
formative and summative and standardised testing. (100–150 words)

Formative assessment is used to monitor
student’s learning to provide ongoing feedback that can be used by teachers to
improve their teaching and by students to improve their learning.

-formative assessments occurs in the short term,
where learners are in the process of making meaning of new context and of
integrating it or what they know.

-formative assessment informal when observing
the learners work and formal as a written work.

Example: interactive class discussion, flash
cards, warm up

Summative assessment- usually takes place at the
end of a large chunk of learning.

– It also tents to have the least impact on
improving and individual students learning

– Teachers and school can use the assessment to
identify the students’ strength and weakness of curriculum and instruction,
with improvements affecting the next terms

Example: research projects and over roll
performance.

Standardized testing-They can be used to
evaluate a student’s understanding and knowledge for particular area.

Achievement assessments- is typically reflect
common curriculum used throughout school across the state and nations. Example
history assessment mad include history distinct to a particular state or
country

Scholastic aptitude assessment- are designed to
assess a general capacity to learn and used to predict future academic
achievements.

Summative assessment 2

Project 1

The
NSW Department of Education states:

Numeracy
involves using mathematical ideas effectively to participate in daily life and
make sense of the world. It incorporates the use of numerical, spatial,
graphical, statistical and algebraic concepts and skills in a variety of
contexts and involves the critical evaluation, interpretation, application and
communication of mathematical information in a range of practical situations.

What can you do, as an
educational support worker, to ensure that the children you work with are
numerate? How can you support students’ mathematics learning to ensure students
are numerate?

Your response should be
approximately 3000 words and be closely connected to the content in this unit
of study. Relate your response to the definition of numeracy provided by the
NSW Department of Education.

Request if you could answer please

20 pages

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