Number and algebra Part/whole relationships may be taught If students are finding this concept differently in different cultures. difficult, use manipulatives to Express one quantity as a fraction demonstrate fractions in a of another with and without the Number words often reflect the number concrete way. use of appropriate digital concepts they represent, and place value is technologies (ACMNA155) attributed by a common suffix. To assist with comprehension, the language of fractions and the concept of number fractions concurrently (for example, one fifth, one fifteenth, one one fiftieth). Number and algebra The vocabulary required may be Use everyday objects that can be unfamiliar, and this will impede EAL/D (such as paper that can Connect fractions, decimals and ‘divided’ students’ ability to understand and be cut) or manipulatives to percentages and carry out simple perform this task. explicitly teach the vocabulary and conversions (ACMNA157) equivalents in fractions, decimals and percentages first. Number and algebra EAL/D students in the Beginning and Do not assume prior knowledge or Emerging phases of English language experience of mathematical Find percentages of quantities and learning are unlikely to have had content, or experience with express one quantity as a cumulative exposure to the Western technology such as calculators. percentage of another, with and Australian Curriculum and Assessment without digital technologies Outline and so may not have had (ACMNA158) experiences with equipment, as well as mathematical concepts. Number and algebra The language used to describe the grammar required (use of hypothetical comparisons is quite the conditional) to express results Investigate and calculate best buys, advanced (for example, be a better for EAL/D students in the with and without digital ‘would buy’ conditional). Developing and Consolidating technologies (ACMNA174) – phases of English language Some cultures do not hold the same learning. Students in the concept of as Western culture. ‘exactness’ Beginning phase may give This means that fine-grained answers supported by differentiation of what is more economical numerical working to minimise the than another item may cause these linguistic demands of answering students difficulty. the question. The requirements of may not ‘investigate’ Provide students with more be known. concrete support (that is role play) in the first instance, rather than proceeding directly to an abstraction on paper. Teach the text organisation, language and grammar required for this.
Number and algebra Express one quantity as a fraction of another with and without the use of appropriate digital technologies (ACMNA155) Part/whole relationships may be taught differently in different cultures. Number words often reflect the number concepts they represent, and place value is attributed by a common suffix. If students are finding this concept difficult, use manipulatives to demonstrate fractions in a concrete way. To assist with comprehension, the language of fractions and the concept of number fractions concurrently (for example, one fifth, one fifteenth, one one fiftieth). Number and algebra Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157) The vocabulary required may be unfamiliar, and this will impede EAL/D students’ ability to understand and perform this task. Use everyday objects that can be ‘divided’ (such as paper that can be cut) or manipulatives to explicitly teach the vocabulary and equivalents in fractions, decimals and percentages first. Number and algebra Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies (ACMNA158) EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Western Australian Curriculum and Assessment Outline and so may not have had experiences with equipment, as well as mathematical concepts. Do not assume prior knowledge or experience of mathematical content, or experience with technology such as calculators. Number and algebra Investigate and calculate best buys, with and without digital technologies (ACMNA174) The language used to describe hypothetical comparisons is quite advanced (for example, ‘would be a better buy’ – conditional). Some cultures do not hold the same concept of ‘exactness’ as Western culture. This means that fine-grained differentiation of what is more economical than another item may cause these students difficulty. The requirements of ‘investigate’ may not be known. the grammar required (use of the conditional) to express results for EAL/D students in the Developing and Consolidating phases of English language learning. Students in the Beginning phase may give answers supported by numerical working to minimise the linguistic demands of answering the question. Provide students with more concrete support (that is role play) in the first instance, rather than proceeding directly to an abstraction on paper. Teach the text organisation, language and grammar required for this.