Statistics and probability In English, questions are formed in many Monitor the language of EAL/D ways and are quite challenging for EAL/D students when they pose Identify questions or issues for students. They can be formed by changing questions, and explicitly teach categorical variables. Identify data word order (for example, you from English question forms. sources and plan methods of data ‘Are Australia?’), or by using question words collection and recording (for example, you have a brother or (ACMSP068) ‘Do sister?’ many brothers do you ‘How have?’), as well as the question words ‘wh’ why, what, who, where. – Statistics and probability Diagrams in Mathematics are Provide models of mathematical informational, and are different from the diagrams and tables in the same Collect data and organise into images that students usually create way as modelled written texts are categories and create displays intuitively. For example, tables and graphs provided to students. Discuss the using lists, tables, picture graphs require accuracy in size relationships and features of the required visual and simple column graphs, with precision in line work. texts. and without the use of digital technologies (ACMSP069) Statistics and probability It is important to subject-specific Support all students to understand vocabulary explicitly and in context. In the vocabulary of tasks. Strategies Interpret and compare data Mathematics, for example, words such as include: displays (ACMSP070) and would not have been providing word lists and ‘tally’ ‘data’ encountered by EAL/D students in any visuals to accompany new other context. learning building synonym lists constructing personal word books.
Statistics and probability Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) In English, questions are formed in many ways and are quite challenging for EAL/D students. They can be formed by changing word order (for example, ‘Are you from Australia?’), or by using question words (for example, ‘Do you have a brother or sister?’ ‘How many brothers do you have?’), as well as the ‘wh’ question words – why, what, who, where. Monitor the language of EAL/D students when they pose questions, and explicitly teach English question forms. Statistics and probability Collect data and organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) Diagrams in Mathematics are informational, and are different from the images that students usually create intuitively. For example, tables and graphs require accuracy in size relationships and precision in line work. Provide models of mathematical diagrams and tables in the same way as modelled written texts are provided to students. Discuss the features of the required visual texts. Statistics and probability Interpret and compare data displays (ACMSP070) It is important to subject-specific vocabulary explicitly and in context. In Mathematics, for example, words such as ‘tally’ and ‘data’ would not have been encountered by EAL/D students in any other context. Support all students to understand the vocabulary of tasks. Strategies include: providing word lists and visuals to accompany new learning building synonym lists constructing personal word books.
EALD-Mathematics-Pre-primary-to-Year-10.DOCX