Bound for Success Scope and Sequence Statements

MATHEMATICSWorking Mathematically(Note that this strand should be addressed simultaneously with all mathematics content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:video to model thedistance travelled by afalling rock in a giventime) and discusses thelimitations of the model;Represents, interprets andanalyses measurements,shapes, data, relationshipsand functions, sets ofthings, tables, diagramsand graphs; Usestechnology to explorepatterns and structures andgeneral representations ofthese (e.g. cycles incalendars, computergenerateddesigns, Eschertypeprints or snowflakes)Checking andverifying/Communicating• When prompted, checkstheir calculations byrepeating what they havedone• Independently checks theircalculations whenperforming operations byhand or with a calculator• Checks that answers makesense in a given contextand uses ‘because’ whenexplaining that they do ordon’t• When challenged abouttheir solution is preparedto take another look or tryanother method• Responds confidently toquestions such as “Howconfident are you about thesolution that you got?” ;When asked if theirmethod is sensible in thecontext draws on their ownexperience to justify themethod they used (e.g.says “it’s not possible towalk 3 kilometres in fourminutes”)• Checks that their solutionfulfils each of the originalproblem givens and ‘doesthe job’ (e.g. checks thatthe carton they have madeactually holds one litre);Check results for accuracyat each stage of solvingproblems; Alters answersobtained mathematically tomake them fit the realitiesof the situation byrounding appropriately(e.g. stating that thenumber of buses neededfor an outing is 6 eventhough calculations resultin 5.334)• Communicates theprocesses used during aninvestigation, explorationand other inquirysituations by describingtheir analysis of thesituation, decisions aboutwhat was required,assumptions made, choicesabout what technologies,models, strategies, toolsand methods they used, theeffectiveness of theirapplication of these, resultsobtained andappropriateness of theirchoices, including anyrefinements to choices andapplications following theanalysis/interpretation oftheir results in context;Provides a clear account oftheir mathematicalreasoning behind aparticular result orapplication;Communicates findingsand processes in variousformats making choicesdepending on the purposeof their presentation andtheir audience• When prompted, describesa single action that theyhave done when workingin a mathematical context(e.g. says “I put the yellowone behind the red one”)• When asked, gives ananswer and explains why(e.g. says “The time is 3o’clock because the bighand is on 12 and the littlehand is on 3”, and “Thereare 13 shells becausethat’s what I got when Icounted them”)• Describes a sequence ofacts that lead up to a result(e.g. says “we put theshells in the jar till it wasfull and then tipped themout and counted them tofind out how many shellsthe jar would hold”)• Explains their reasoningwhen making a simplechoice (e.g. says “wedecided to use the bigbucket to water the gardenbecause it holds morewater than the little bucketor the jug and we wouldn’thave to make as manytrips”)• Explains their reasoningwhen justifying an answer(e.g. says “one quarter ofthe counters are redbecause when we countedthem we found that there isone red one for every threegreen ones”)• Explains their thinkingprocesses when justifyinga chosen plan of attack(e.g. says “We wanted tofind out how many peoplebring their lunch to schoolbut we didn’t want to askeveryone so we decided toask one quarter of thepeople from each class andthen multiply our answersby four”)• Explains their questioningwhen communicating theirproblem solving processes,independently andcollaboratively (e.g. says“The problem asked whichcontainer is ‘bigger’ andwe didn’t know whetherthat meant ‘wider’,‘taller’ or ‘longer’ so welooked at what it wasgoing to be used for andmade an assumption”)• Makes assumptions abouta context based on thesituation (e.g. when askedwhich container is ‘bigger’assumes that they aredetermining capacity sinceit is a container andcomputes based on thatassumption) drawingattention to theirassumption incommunicating theirresult)Bound for Success Scope and Sequence Statements V2 Page 25 Working Document Semester One 2007