Number concepts The world around Health and safety ’s wealth What learning contexts would be appropriate for me the age, experience and local community environments of students? The world around Media and me Addition and How can existing school and community events be subtraction me incorporated into the mathematics program? How can students be given opportunities to Multiplication and people Media and me ’s negotiate the contexts for learning? division What implications might the school mathematics Patterns and Communicating Being responsible program have for different cultural and social functions groups in the community and how might these be managed? Equivalence and Communicating Being responsible Which learning contexts connect to outcomes from equations other key learning areas? Science at work Helping the Cultural Length, mass, area How can in students’ mathematical experiences and volume environment celebrations contexts inside and outside the school be taken into account? Time Democracy in Media and me Chance Communicating Health and safety Data Science at work people Health and safety ’s Shape and line Designing the Cultural future celebrations Location, direction The world around Helping the me environment and movement Frame the contexts for learning as investigations. Step 5: Adopt an investigative approach. In mathematics, investigations are developed from purposeful contexts for learning and should be framed in terms of a problem to be solved, a question to be answered, a significant task to be completed or an issue to be explored. The table below shows an example of how the contexts identified for Term 1 in Step 4 have been framed as investigations. Further information about sample investigations and ideas for investigations can be found in the support materials or on the QSA website www.qsa.qld.edu.au. Issues to be considered when Year 7 Term 1 (Level 4) Investigations — planning investigations
Number concepts The world around me ’s wealth Health and safety What learning contexts would be appropriate for the age, experience and local community environments of students? How can existing school and community events be incorporated into the mathematics program? How can students be given opportunities to negotiate the contexts for learning? What implications might the school mathematics program have for different cultural and social groups in the community and how might these be managed? Which learning contexts connect to outcomes from other key learning areas? How can students’ mathematical experiences in contexts inside and outside the school be taken into account? Addition and subtraction The world around me Media and me Multiplication and division ’s people Media and me Patterns and functions Communicating Being responsible Equivalence and equations Communicating Being responsible Length, mass, area and volume Science at work Helping the environment Cultural celebrations Time Democracy in Media and me Chance Communicating Health and safety Data Science at work ’s people Health and safety Shape and line Designing the future Cultural celebrations Location, direction and movement The world around me Helping the environment Step 5: Adopt an investigative approach. Frame the contexts for learning as investigations. In mathematics, investigations are developed from purposeful contexts for learning and should be framed in terms of a problem to be solved, a question to be answered, a significant task to be completed or an issue to be explored. The table below shows an example of how the contexts identified for Term 1 in Step 4 have been framed as investigations. Further information about sample investigations and ideas for investigations can be found in the support materials or on the QSA website www.qsa.qld.edu.au. Year 7 — Term 1 (Level 4) Investigations Issues to be considered when planning investigations