Number and algebra Some mathematical vocabulary carries Teach vocabulary in mathematical different meanings in different contexts tasks, including words and Recognise and interpret common (for example, can be a fraction or terminology being used in ways uses of halves, quarters and ‘eighth’ an ordinal number). This can be confusing that EAL/D students may not have eighths of shapes and collections to EAL/D students in the Beginning and encountered before. (ACMNA033) Emerging phases of English language learning. Number and algebra All students have cultural experiences and Make use of these resources and knowledge that are valuable resources for experiences in the classroom Count and order small collections the classroom. when exploring money. For of Australian coins and notes example, many EAL/D students according to their value will have concrete experience, and (ACMNA034) samples, of other coins and money systems. Number and algebra Word problems in Mathematics often Provide scaffolds into introduce sentence structures that are new Mathematics word problems by Solve problems by writing number learning and challenging for EAL/D using alternative wording. sentences for addition or students For example, the use of ellipsis, subtraction (ACMNA036) Teach the ellipsis in word where the object is referred to once and problems, asking the students: then implied are 12 pieces of – ‘There it says to take away 4, what ‘When pizza. When you take away 4 [pieces of does it mean take away 4 what?’ – pizza] how many [pieces of pizza] are left?’ Statistics and probability Size of vocabulary is one of the best Explore the vocabulary of predictors of literacy success, and EAL/D by placing terms on a Identify practical activities and ‘certainty’ students will not have had six or years continuum from least certain to everyday events that involve of exposure to English vocabulary as we most certain. chance. Describe outcomes as might expect of other students in the or and identify Build synonym word banks for ‘likely’ ‘unlikely’ classroom, nor the same knowledge’ some events as or mathematical terminology. ‘prior ‘certain’ to build upon, and so special attention (ACMSP047) ‘impossible’ Teach the prefixes and suffixes must be paid to vocabulary development and their meaning (for example, in the classroom. so that ‘un–likely’, ‘im–possible’) EAL/D students can build their vocabulary.
Number and algebra Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033) Some mathematical vocabulary carries different meanings in different contexts (for example, ‘eighth’ can be a fraction or an ordinal number). This can be confusing to EAL/D students in the Beginning and Emerging phases of English language learning. Teach vocabulary in mathematical tasks, including words and terminology being used in ways that EAL/D students may not have encountered before. Number and algebra Count and order small collections of Australian coins and notes according to their value (ACMNA034) All students have cultural experiences and knowledge that are valuable resources for the classroom. Make use of these resources and experiences in the classroom when exploring money. For example, many EAL/D students will have concrete experience, and samples, of other coins and money systems. Number and algebra Solve problems by writing number sentences for addition or subtraction (ACMNA036) Word problems in Mathematics often introduce sentence structures that are new learning and challenging for EAL/D students For example, the use of ellipsis, where the object is referred to once and then implied – ‘There are 12 pieces of pizza. When you take away 4 [pieces of pizza] how many [pieces of pizza] are left?’ Provide scaffolds into Mathematics word problems by using alternative wording. Teach the ellipsis in word problems, asking the students: ‘When it says to take away 4, what does it mean – take away 4 what?’ Statistics and probability Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047) Size of vocabulary is one of the best predictors of literacy success, and EAL/D students will not have had six or years of exposure to English vocabulary as we might expect of other students in the classroom, nor the same ‘prior knowledge’ to build upon, and so special attention must be paid to vocabulary development in the classroom. Explore the vocabulary of ‘certainty’ by placing terms on a continuum from least certain to most certain. Build synonym word banks for mathematical terminology. Teach the prefixes and suffixes and their meaning (for example, ‘un–likely’, ‘im–possible’) so that EAL/D students can build their vocabulary.
EALD-Mathematics-Pre-primary-to-Year-10.DOCX