Knowing what to do

General principles for guided teaching and learning activities

Each activity is aligned to a step on one of the Reason Statistically progressions and is intended to strengthen the learners’ understandings of the concepts and skills associated with that step. The activities assume the learners understand the concepts and skills from earlier steps in the progression, so it is important that you check the learners have these understandings. Each teaching and learning activity includes the following components:

• A statement summarising the mathematical understandings that you will support the learners to develop in the activity.
• A list describing the teaching points covered in the activity.
• A list of resources or materials used in the activity. (These resources are readily available within adult learning settings and do not require the purchase of specialised materials.)
• A guided teaching and learning sequence that details the steps for you to use to develop the learners’ knowledge of the skills and concepts addressed. The sequence includes questions for you to pose to the learners. The questions are intended to help the learners clarify their understandings as they explain their thinking to others. The questions are also designed to help you scaffold the learners’ understanding of the concept or skill being explored.
• A follow-up activity for the learners to complete independently.