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