Appropriate techniques restating/rewriting include: drawing diagrams, using flow charts, sketching a graph Problem solving activity or activities / tasks which require strategies other than the text includes: standard application of arithmetical processes Problem solving techniques guess and check; elimination; making a table, diagram or may include: sketch; using patterns; simplifying; concrete modelling modelled by the teacher at this level with guidance and support via leading questions Reasonableness of the result a comparison of final result to initial estimate or referral to refers to: context to decide if the result is possible, relevant knowledge may lead to comparison to previous experience and therefore decide whether result is appropriate Language and terminology common words and phrases for mathematical problem includes: solving techniques such as guess and check, pattern, simplify, and error Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission. Critical aspects for Assessment must confirm the ability to: assessment and evidence develop and write a range of simple formulae based on real required to demonstrate life situations or which generalise straightforward number competency in this unit patterns or relationships between variables use a range of simple algebraic techniques in using and solving simple mathematical formulae and algebraic expressions choose appropriate mathematical problem solving techniques to investigate and solve relevant problems Context of and specific Assessment must ensure: resources for assessment access to real/authentic or simulated tasks, materials and texts which require strategies other than the standard application of arithmetical processes At this level the learner can:
Appropriate techniques include: restating/rewriting drawing diagrams, using flow charts, sketching a graph Problem solving activity or text includes: activities / tasks which require strategies other than the standard application of arithmetical processes Problem solving techniques may include: guess and check; elimination; making a table, diagram or sketch; using patterns; simplifying; concrete modelling modelled by the teacher at this level with guidance and support via leading questions Reasonableness of the result refers to: a comparison of final result to initial estimate or referral to context to decide if the result is possible, relevant knowledge may lead to comparison to previous experience and therefore decide whether result is appropriate Language and terminology includes: common words and phrases for mathematical problem solving techniques such as guess and check, pattern, simplify, and error Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: develop and write a range of simple formulae based on real life situations or which generalise straightforward number patterns or relationships between variables use a range of simple algebraic techniques in using and solving simple mathematical formulae and algebraic expressions choose appropriate mathematical problem solving techniques to investigate and solve relevant problems Context of and specific resources for assessment Assessment must ensure: access to real/authentic or simulated tasks, materials and texts which require strategies other than the standard application of arithmetical processes At this level the learner can:
curr22451VIC%20Dip%20Teacher%20Education%20Preparation.docx