Using the Numeracy Continuum Activity Booklet
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Using the Numeracy continuum
Using the Numeracy continuum
Activity Booklet
© State of New South Wales, Department of Education 2015 page 1 of 6 Using the Numeracy continuum Course completion checklist Course: Using the Numeracy continuum
Teacher name: ______
School: ______☐ I am a new scheme teacher
Pre-course checklist ☐ MyPL@Edu registration
☐ Consultation with school Professional Learning Committee / Principal
Activities checklist ☐ Activity 1: Numeracy in everyday life
☐ Activity 2: Numeracy concepts
☐ Activity 3: Understanding the continuum (EAS)
☐ Activity 4: Understanding the continuum (Place value)
Deliverables checklist ☐ A sequence of learning designed to cater for the needs of individual students, shared with your supervisor. Provide a hard copy.
Post-course checklist ☐ Collegial collaboration – actively engaged in discussion and collaboration with teaching colleagues, relevant consultants, facilitators and supervisors during the course.
☐ MyPL@Edu evaluation must be completed for successful accreditation.
☐ Australian Professional Standards for Teachers evaluation must be completed for successful accreditation.
Supervisor sign off I certify that ______has completed the above requirements for Using the Numeracy continuum course.
Signed: ______Date: ______
© State of New South Wales, Department of Education 2015 page 2 of 6 Using the Numeracy continuum
Position: ______Activity 1 – Numeracy in everyday life a. Make a list of 5 things you have done during the day using numeracy skills.
b. Write down your personal definition of numeracy.
Activity 2 – Numeracy concepts Write one activity you have engaged with today for each of the numeracy concepts below.
Numerical Spatial Graphical
© State of New South Wales, Department of Education 2015 page 3 of 6 Using the Numeracy continuum Statistical Algebraic Data
Activity 3 – Understanding the continuum (EAS) As you work through EAS (Tab 3), write down some characteristics of each developmental stage.
Level 0 – Emergent
Level 1 – Perceptual
Level 2 – Figurative
© State of New South Wales, Department of Education 2015 page 4 of 6 Using the Numeracy continuum Level 3 – Counting-on-and-back
Level 4 – Flexible (or facile)
Activity 4 – Understanding the continuum (Place value) As you work through Place value (Tab 3), write down some characteristics of each developmental stage. Level 0 – Ten as a count
Level 1 – Ten as a unit
Level 2 – Tens and ones
© State of New South Wales, Department of Education 2015 page 5 of 6 Using the Numeracy continuum Level 3 – Hundreds, tens and ones
Level 4 – Decimal place value
Level 5– System place value
© State of New South Wales, Department of Education 2015 page 6 of 6