Knowledge of Mathematical Content Audit

Knowledge of Mathematical Content Audit

Order Description

Task 1. Knowledge of Mathematical Content (KMC) Audit One of the key professional Standards for Graduating Teachers (see www.vit.vic.edu.au) is: Teachers know the

con-tent they teach.

The purpose of this audit is to identify any areas where you feel some further work is needed to demonstrate that you know the mathematical content you are expected to

be able to teach as a graduating primary school teacher.

Download and complete as instructed the Knowledge of Mathematical Content Audit .

The completed Audit , along with a half-page analysis of your own learning needs in mathematics, and a half-page account of your tuition of another student to address

their learning needs.

Rubric for AT1            TCHE2279 and TCHE2280                 2015

Completion of Audit:                                                                                Complete/Incomplete

(300words) the analysis and insight of your description of your own learning needs:
Outstanding/Exemplary/Substantial/Adequate/Fail

(500 words) Your account of teaching another student
i. The appropriateness and effectiveness of your teaching techniques:
Outstanding/Exemplary/Substantial/Adequate/Fail

ii. Your understanding of the relevant mathematics you taught:
Outstanding/Exemplary/Substantial/Adequate/Fail
TCHE2279-2280 Knowledge of Mathematical Content Audit

One of the key professional Standards for Graduating Teachers (see www.vit.vic.edu,au) is: Teachers know the content they teach.

The purpose of this audit is to identify any areas where you feel some further work is needed to demonstrate that you know the mathematical content you are expected to

be able to teach as a graduating primary school teacher.

You are asked to read each section and/or descriptor of the Year 6 Australian Curriculum: Mathematics* below and colour the bubble (green, amber or red) according to

your level of knowledge and confidence.

Green: You understand what this means and you feel confident that you could demonstrate this by creating/solving one or more tasks at this level.
Amber: You feel you have some understanding of what this means but do not feel confident that you could create/solve an illustrative task at this level.
Red:     You do not feel that you really understand what this means and/or you are not confident that you could create/solve an illustrative task at this level.
The highlighted terms in the text below are hot-linked to a glossary if you look at the descriptors on the ACARA website (see also Siemon et al, 2011).

Year 6 Level Description
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and

Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and

describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.
At this year level:    Rating
Understanding includes describing properties of different sets of numbers, using fractions and decimals to describe probabilities, representing fractions and decimals

in various ways and describing connections between them, and making reasonable estimations    Fluency includes representing   integers on a number line, calculating

simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using

metric units, and interpreting timetables    Problem Solving includes formulating and solving authentic problems using fractions, decimals, percentages and

measurements, interpreting secondary data displays, and finding the size of unknown angles
Reasoning includes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one

shape into another, explaining why the actual results of chance experiments may differ from expected results
Year 6 Content Descriptions

Number and Algebra
Number and place value    Rating
Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122)
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers

(ACMNA123)
Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124)

Fractions and decimals    Rating
Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)
Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)
Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)
Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)
Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies

(ACMNA129)
Multiply and divide decimals by powers of 10 (ACMNA130)
Make connections between equivalent fractions, decimals and percentages (ACMNA131)

Money and financial matters    Rating
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)

Patterns and Algebra    Rating
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
Explore the use of brackets and order of operations to write number sentences (ACMNA134)

Measurement and Geometry
Using units of measurement    Rating
Connect decimal representations to the metric system (ACMMG135)
Convert between common metric units of length, mass and capacity (ACMMG136)
Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
Connect volume and capacity and their units of measurement (ACMMG138)
Interpret and use timetables (ACMMG139)

Shape    Rating
Construct simple prisms and pyramids (ACMMG140)

Location and transformation    Rating
Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)

Geometrical reasoning    Rating
Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles

(ACMMG141)

Statistics and Probability
Chance    Rating
Describe probabilities using fractions, decimals and percentages (ACMSP144)
Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)
Compare observed frequencies across experiments with expected frequencies (ACMSP146)

Data representation and interpretation    Rating
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
Interpret secondary data presented in digital media and elsewhere (ACMSP148)

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