At Karingal Primary School we teach Mathematics in a way that aims to develop efficient, confident, and creative mathematicians, through a balance of targeted teaching, problem solving, and ‘challenging tasks’. As a result of learning mathematics at Karingal Primary School, all students will be encouraged and assisted to:
The K4 Instructional Model for Maths is a whole school framework that describes the teaching of critical areas of the curriculum that require more in-depth attention. It is a 3 - 4 week instructional cycle. The success of this model is the collaboration of the Professional Learning Team to discuss, plan and implement an all-inclusive maths program to cater for the learning needs of all students.
The planning and facilitation of these lessons follows a 4-part lesson structure:
- Develop a positive attitude towards mathematics and an awareness of the relevance of mathematics in the real world
- Develop competence and confidence in mathematical knowledge, concepts, and skill
- Develop an ability to solve problems, to reason, to think logically, and to work systematically and accurately
- Develop accuracy in computational skills consistent with their age and stages of development
- Understand and use mathematical language
- Develop an ability to work both independently and in cooperation with others
- Develop a range of strategies to become mathematical problem solvers
- Be risk-takers, who are happy to make mistakes
- Develop knowledge and skills to develop mathematical understanding
- Develop skills in presenting and interpreting mathematical data
- Articulate their thinking confidently during mathematical tasks
The K4 Instructional Model for Maths is a whole school framework that describes the teaching of critical areas of the curriculum that require more in-depth attention. It is a 3 - 4 week instructional cycle. The success of this model is the collaboration of the Professional Learning Team to discuss, plan and implement an all-inclusive maths program to cater for the learning needs of all students.
The planning and facilitation of these lessons follows a 4-part lesson structure:
- Number Fluency
- Launch
- Discover
- Summary
- Short and sharp tasks designed to build fluency, automatic response, and efficient computation.
- These may be a game, interactive whiteboard task, quick counting, etc.
- All students should experience success.
- Introduce the mathematical language of the lesson.
- Revisit any prior learning.
- Collectively discuss the task/model the task if required.
- Invite questions to ensure the task is clear, but do not show students how to do it.
- Set expectations for student working, ie groups/pairs/individual work.
- Small focus group: teacher engages with a small group for targeted teaching.
- ROVE: Ask questions, clarify understandings, and listen to students’ thinking and reasoning.
- The teacher uses anecdotal notes/checklists/’at a glance’ sheets as evidence-gathering.
- The teacher watches what the students are doing and choose students they want to explain their thinking later.
- The purpose of this is to draw together the learning that has taken place, to provide a synthesis of mathematical ideas.
- The teacher’s role is to use the solutions, ideas, and strategies of the students to highlight the important mathematical ideas in the task.
- Students are selected to represent a range of approaches – they explain their solution strategy and other insights to the class.
- Questions from other students are invited, asking to confirm the strategy and compare methods.