Operating with decimals across the curriculum
This four day professional learning is designed to help teachers understand where decimals are referenced in NSW syllabus, understand how the numeracy learning progression provides fine grain detail on the development of decimal place value and operating with decimals and plan for differentiated teaching across the curriculum in light of student’s learning needs with regards to decimal place value and operating with decimals.
Who should participate?
This professional learning is designed for teachers (years 3-8).
Mode of delivery
Four face-to-face days over 2 terms with in-between activities
Participants will investigate where students are required to use decimals in a NSW syllabus of participant choice. They will explore the developmental sequence of observable behaviours for using decimals in the 'Quantifying numbers' and 'Operating with decimals' sub elements of the Numeracy learning progression. Teachers will understand pedagogies that deepen student’s confidence in using decimals and consider classroom applications.
Session 1: Investigation of where students are required to use decimals in an NSW syllabus of participant choice. Participants will be supported in this process by considering occurrences of the numeracy general capability (if applicable) and verbs within the syllabus. Participants will consider how to use formative assessment to inform their knowledge of student’s current skills, knowledge and understanding of decimal place value and operating with decimals.
Session 2: Exploration of the connections between content identified in a syllabus and the 'Quantifying numbers' and 'Operating with decimals' sub elements of the Numeracy learning progression. Participants will explore the pedagogies that will best support student learning of decimal place value and operating with decimals
Session 3: Exploration of how the progressions can be used to monitor student growth in the progression of learning for decimal place value and operating with decimals and consider how the progressions support differentiation to cater for the diverse needs in classrooms.
Session 4: Consideration of next steps for learning based on the student growth they have observed. Participants will plan for how student learning of operating with percentages can be incorporated into existing teaching.
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