Number and algebra EAL/D students in the Beginning and Provide models of the required Emerging phases of English language language, both oral and written, that Use the definition of a logarithm to learning are unlikely to have had the EAL/D learner can then use as a establish and the laws of cumulative exposure to the Western framework. logarithms (ACMNA265) Australian Curriculum and Assessment Outline and so may not be familiar with the terminology or the mathematical concepts. Alternatively, they may come from school systems where they have learned the mathematical concepts to this level and perhaps beyond, but do not have the language to adequately demonstrate that understanding. Number and algebra EAL/D students in the Beginning and Emerging phases of English language Investigate the concept of a learning are unlikely to have had polynomial and apply the factor and cumulative exposure to the Western remainder theorems to solve Australian Curriculum and problems (ACMNA266) Assessment Outline and so may not be familiar with the terminology or the mathematical concepts. Number and algebra Students may have difficulty in Provide support in the vocabulary expressing what they know and language features required for Describe, interpret and sketch (describe). this task. parabolas, hyperbolas and circles and exponential functions and Provide visual models of the graphs transformations (ACMNA267) required with accompanying labels. These should be on display for students to refer to. Number and algebra EAL/D students in the Beginning and Provide both oral and written models Emerging phases of English language of descriptions that EAL/D students understanding of polynomials to learning are unlikely to have had may then use as a scaffold into their sketch a range of curves and describe cumulative exposure to the Western own descriptions using different the features of these curves from Australian Curriculum and variables. their equation (ACMNA268) Assessment Outline and so may not be familiar with the terminology or the mathematical concepts. EAL/D students may understand polynomials but may still be developing the language to describe their understandings.
Number and algebra Use the definition of a logarithm to establish and the laws of logarithms (ACMNA265) 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 be familiar with the terminology or the mathematical concepts. Alternatively, they may come from school systems where they have learned the mathematical concepts to this level and perhaps beyond, but do not have the language to adequately demonstrate that understanding. Provide models of the required language, both oral and written, that the EAL/D learner can then use as a framework. Number and algebra Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266) 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 be familiar with the terminology or the mathematical concepts. Number and algebra Describe, interpret and sketch parabolas, hyperbolas and circles and exponential functions and transformations (ACMNA267) Students may have difficulty in expressing what they know (describe). Provide support in the vocabulary and language features required for this task. Provide visual models of the graphs required with accompanying labels. These should be on display for students to refer to. Number and algebra understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation (ACMNA268) 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 be familiar with the terminology or the mathematical concepts. EAL/D students may understand polynomials but may still be developing the language to describe their understandings. Provide both oral and written models of descriptions that EAL/D students may then use as a scaffold into their own descriptions using different variables.
EALD-Mathematics-Pre-primary-to-Year-10.DOCX