Annotated Content Descriptions | Mathematics Year 10 LANGUAGE/CULTURAL CONTENT DESCRIPTIONS TEACHING STRATEGIES CONSIDERATIONS Measurement and geometry Abbreviations relevant to this are source words and support often considered to be known language, the students in understanding Solve problems involving surface but EAL/D students may not have had the abbreviation. Have charts of area and volume of a range of exposure to these. abbreviations available. prisms, cylinders and composite solids (ACMMG242) Number and algebra Students from a limited schooling Teach the skills on which this background may not have the required more difficult Mathematics is Connect the compound interest background knowledge to understand or based. Intensive support is formula to repeated applications of attempt this skill. needed in this instance. simple interest using appropriate digital technologies (ACMNA229) They may also lack some of the cultural the contextual information understandings that may accompany word surrounding problems as well as problems which attempt to contextualise the maths skill, to allow EAL/D the concept of compound interest. students to connect the maths with real-life situations. Number and algebra Using letters to represent numbers may Explain the process of using cause confusion for a student with a limited letters to represent numbers in Factorise algebraic expressions by literacy background and who is still learning Mathematics, through scaffolding taking out a common algebraic that letters represent sounds. using visual or concrete stimulus, factor (ACMNA230) particularly for EAL/D students who are in the Beginning phase of English language learning. Number and algebra Explain the use of index laws, through scaffolding using visual Simplify algebraic products and or concrete stimulus, particularly quotients using index laws for EAL/D students who are in the (ACMNA231) Beginning and Emerging phases of English language learning. Number and algebra Students from a limited schooling Teach the skills on which this background may not have the required more difficult mathematics is the four operations to simple background knowledge to understand or based. Intensive support is algebraic fractions with numerical attempt this skill. needed in this instance. denominators (ACMNA232)
Annotated Content Descriptions | Mathematics Year 10 CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Measurement and geometry Solve problems involving surface area and volume of a range of prisms, cylinders and composite solids (ACMMG242) Abbreviations relevant to this are often considered to be known language, but EAL/D students may not have had exposure to these. source words and support the students in understanding the abbreviation. Have charts of abbreviations available. Number and algebra Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229) Students from a limited schooling background may not have the required background knowledge to understand or attempt this skill. They may also lack some of the cultural understandings that may accompany word problems which attempt to contextualise the concept of compound interest. Teach the skills on which this more difficult Mathematics is based. Intensive support is needed in this instance. the contextual information surrounding problems as well as the maths skill, to allow EAL/D students to connect the maths with real-life situations. Number and algebra Factorise algebraic expressions by taking out a common algebraic factor (ACMNA230) Using letters to represent numbers may cause confusion for a student with a limited literacy background and who is still learning that letters represent sounds. Explain the process of using letters to represent numbers in Mathematics, through scaffolding using visual or concrete stimulus, particularly for EAL/D students who are in the Beginning phase of English language learning. Number and algebra Simplify algebraic products and quotients using index laws (ACMNA231) Explain the use of index laws, through scaffolding using visual or concrete stimulus, particularly for EAL/D students who are in the Beginning and Emerging phases of English language learning. Number and algebra the four operations to simple algebraic fractions with numerical denominators (ACMNA232) Students from a limited schooling background may not have the required background knowledge to understand or attempt this skill. Teach the skills on which this more difficult mathematics is based. Intensive support is needed in this instance.
EALD-Mathematics-Pre-primary-to-Year-10.DOCX