DONT PANIC found on www'mav'vic'edu'au choose Curriculum resources

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DONT PANICfound on www.mav.vic.edu.auchoose
Curriculum resources
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PoLTVELSStandards, mark IIProgression
Points-gt reporting-gt planning
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• PoLT
• Students learn best when
• The learning environment is supportive and
  productive.
• The learning environment promotes independence,
  interdependence and self-motivation.
• 3 Students needs, background, perspectives and
  interests are reflected in the learning program.

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• PoLT
• Students are challenged and supported to develop
  deep levels of thinking and application.
• Assessment practices are an integral part of
  teaching and learning.
• 6 Learning connects strongly with communities and
  practice beyond the classroom.

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VELS What are the three strands?
www.vels.vcaa.vic.edu.au/about/index.html
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• Physical, personal and social learning.
• 2 Disciplines, such as Mathematics, each of which
  has its own way of thinking about the world.
  (Working Mathematically)
• Interdisciplinary learning generic skills such
  as thinking, ICT, communicating and creating.

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MATHEMATICS has five dimensions NUMBER SPACE MEAS
UREMENT combined with CHANCE DATA STRUCTURE
and within them all WORKING MATHEMATICALLY
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In case you are worried, VCAA wrote and approved
the VELS approach. This will greatly improve the
VCE results.
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VELS standards in Mathematics WORKING
MATHEMATICALLY Reasoning Investigating Applying Te
chnology
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A calendar is full of patterns
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 21 22 23
24 25 26 27 28
Add corners Subtract corners Multiply then
subtract
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A calendar is full of patterns
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 21 22 23
24 25 26 27 28
Does the shape of the rectangle matter?
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A calendar is full of patterns
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 21 22 23
24 25 26 27 28
Would a larger square also work?
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A calendar is full of patterns






1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 21 22 23
24 25 26 27 28






Is there a short cut for the sum of three
consecutive numbers?
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A calendar is full of patterns
Look for your own patterns
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 21 22 23
24 25 26 27 28
then explain them.
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VELS standards in Mathematics NUMBER Place value
and decimals Integers (inc. whole
numbers) Fractions, decimals, percentages,
ratios    Multiplicative thinking
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VELS standards in Mathematics Meast, Chance
Data Units, attributes, estimating
measuring Calculating with measurement Chance Data
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VELS standards in Mathematics SPACE Geometry
(shapes and transformations) Location (scale,
maps, etc.)
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VELS standards in Mathematics STRUCTURE Thinking
logically Functions and graphs Variables and
equations
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NUMBER Level 4a Students comprehend the size and
order of small numbers (to thousandths) and
large numbers (to millions). They model integers,
common fractions and decimals. They place
integers, decimals and common fractions on a
number line. They create sets of number
multiples to find the lowest common multiple of
the numbers. They interpret numbers and their
factors in terms of the area and dimensions of
rectangular arrays (for example, the factors or
12 can be found by making rectangles of
dimensions 1 x 12, 2 x 6 and 3 x 4).
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NUMBER Level 4b Students identify square, prime
and composite numbers. They create factor sets
(for example, using factor trees) and identify
the highest common factor of two or more numbers.
They recognise and calculate simple powers of
whole numbers (for example, 24 16). Students
use decimals, ratios and percentages to find
equivalent representations of common fractions.
They explain and use mental and written
algorithms for the addition, subtraction,
multiplication and division of natural numbers.
They add, subtract and multiply fractions and
decimals (to two decimal places) and apply these
operations in practical contexts, including the
use of money. They use estimates for
computations and apply criteria to determine if
estimates are reasonable or not.
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STRUCTURE Level 4 Students form and specify sets
of numbers, shapes and objects according to given
criteria and conditions. They use Venn diagrams
and Karnaugh maps to test the validity of
statements using the words none, some or
all. They construct and use rules for sequences,
based on the previous term (recursion) and by
formula. Students establish equivalence
relationships between mathematical expressions
using properties such as the distributive
property for multiplication over addition. They
identify relationships between variables and
describe them with language and words. They
recognise that addition and subtraction, and
multiplication and division, are inverse
operations. They use words and symbols to form
simple equations and solve equations by trial and
error.
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Venn diagram
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3
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Green not-Green
Karnaugh Map two-way table
Red Not-Red
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The DET website on reporting contains
samples questions and answers
www.sofweb.vic.edu.au/studentreports/index.htm
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Standards Years Level of average
child Std 1.0 2.0 Yr P 2 Std 3.0
4.0 Yr 4 6 Std 5.0 6.0 Yr 8 10

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Progression Points Years Level of average
child PP 1.0 1.5 2.0 2.5 Yr P 1 2 3
PP 3.0 3.5 4.0 4.5 Yr 4 5 6 7 PP 5.0
5.5 6.0 6.5 Yr 8 9 10 11
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Progression Points Semesters Level of average
child PP 0.5 1.0 1.25 1.5 1.75 2.0 2.25 2.5 Yr
JP DP J1 D1 J2 D2 J3 D3 PP 2.75 3.0 3.25 3.5 3.7
5 4.0 4.25 4.5 Yr J4 D4 J5 D5 J6 D6 J7 D7 PP 4.
75 5.0 5.25 5.5 5.75 6.0 6.25 6.5 Yr J8 D8 J9 D9
J10 D10 11 11
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VCAA are intending to gradually provide
Assessment maps.
vels.vcaa.vic.edu.au/assessment/maps/maps_domain/
maths/index.html
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Read about Progression points what they ARE
and what they are NOT.
www.sofweb.vic.edu.au/blueprint/fs1/guidelines/
progression_points/about_PP.asp
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QUOTE Progression points will assist teachers in
making on-balance judgments about student
progress towards a standardfor the purposes of
reporting to parents using the New Student
Report Card. The progression points may be used
as a guide to further support discussions about
curriculum planning including decisions about
assessment and reporting to parents.
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A good source from printing PPs
www.sofweb.vic.edu.au/blueprint/fs1/guidelines/
progression_points/GettingtoknowPP.asp
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Progression Points in Number 3.25 Students find
equivalent fractions, multiples and fractions of
fractions, such as twice one sixth or half of one
third, and perform simple addition and
subtraction using fraction models including
linear models. Record an on-balance
judgment THIS IS NOT A TEACHING PROGRAM
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Progression Points in Number 3.5 Students find
equivalent fractions, multiples and fractions of
fractions, including the number line. They model
percentages as fractions out of 100 and find
equivalences with decimals and fractions in
simple cases. Record an on-balance
judgment THIS IS NOT A TEACHING PROGRAM
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Progression Points in Number 3.75 Students use
percentage notation, describe its relationship to
decimals and some simple cases or equivalences to
common fractions. They use ratios to compare the
sizes of two quantities. Record an on-balance
judgment THIS IS NOT A TEACHING PROGRAM
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Standard in Number 4.0 (Fraction
paragraph) Students use decimals, ratios and
percentages to find equivalent representations of
common fractions (for example ). They add,
subtract, and multiply fractions and decimals (to
two decimal places) and apply these operations in
practical contexts, including the use of money.
Look for the developmental stages in the
preceding progression points.
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Progression Points in Number Example of the
development of a big idea. 4.25 They describe
ratio as a comparison of either subset to subset
(part to part) or subset to set (part to whole),
using simple whole number ratios (e.g. 2
1). Record an on-balance judgment THIS IS NOT
A TEACHING PROGRAM
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Progression Points in Number Example of the
development of a big idea. 4.5 Students describe
ratio as a comparison of either subset to subset
or subset to set, where the scale factor is
greater than 1, such as 2 5 1 2.5. Record
an on-balance judgment THIS IS NOT A TEACHING
PROGRAM
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Progression Points in Number Example of the
development of a big idea. 4.75 Students
describe ratio as a comparison or either subset
to subset or subset to set, where the scale
factor is less than 1, such as 5 2 1
0.4. Record an on-balance judgment NOT A
TEACHING PROGRAM
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Standard in Number Example of the development of
a big idea. 5.0 (Ratio paragraph) Students
understand ratio as both set set comparison
and subset set comparison, and find integer
proportions of these, including
percentages. Look for the developmental stages
in the preceding progression points.
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You report a score for each dimension, using
your on-balance judgment and the computer works
out an AVERAGE. This is converted to a letter
and that is the reported rating. The computer
will draw the graph showing individual progress
over 12 months. And you will type comments.
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Reporting scale (primary) PP 0.5 1.0 1.25 1.5 1.
75 2.0 2.25 2.5 Yr JP DP J1 D1 J2 D2
J3now D3 E E E D D C C B PP 2.75 3.0 3.25 3.5
3.75 4.0 4.25 4.5 Yr J4 D4 J5 D5 J6 D6
J7 D7 B A A A PP 4.75 5.0 5.25 5.5 5.75 6.0 6
.25 6.5 Yr J8 D8 J9 D9 J10 D10 ?? ??
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Reporting scale (secy) PP 0.5 1.0 1.25 1.5 1.75
2.0 2.25 2.5 Yr JP DP J1 D1 J2 D2
J3 D3 PP 2.75 3.0 3.25 3.5 3.75 4.0 4.25 4.5 Yr
J4 D4 J5 D5 J6 D6 J7now D7 E E E D D C C B P
P 4.75 5.0 5.25 5.5 5.75 6.0 6.25 6.5 Yr J8 D8 J
9 D9 J10 D10 ?? ?? B A A A
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There is new meaning of assessment grades. We are
NOT reporting comparatively against peers on the
some work that has been taught to all, but
comparing the childs progress with 12 months
ago, and the child with the rest of the State.
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The VELS stair case The landings are the
Standards
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Once we have the evidence of a wide range of
development we need PLANNING to meet the needs
of all students There are two main ways Use
different textbooks resources for different
levels and/or use OPEN-ENDED TASKS and
investigations that allow a wide range of
responses.
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MANY GOOD OPEN-ENDED RESOURCES ALREADY
EXIST Problem Solving Task Centre Maths300 (combin
ed as Maths With Attitude) RIME, RIME
56,Active Learning and others see MAVs
WORKING MATHEMATICALLY in VELS
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SOME RESOURCE MATERIAL TO COME 1 Teaching and
Learning Strategies by Term 3, 2006. 2 Rich
Assessment Tasks with work samples (and/or
rubrics) to link to Progression Points.e.g.
SINE tasks etc.
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Please, DONT PANIC ! No matter how slow we seem
to be, we ARE working on it.