## The teacher resources (lesson plans)

The teacher resources for Prep (Foundation) to Year 9 were developed in collaboration with the Queensland Department of Education and Training to provide models that support aspects of the Australian Curriculum content descriptors and cross-curriculum priorities (in particular, embedding Aboriginal and Torres Strait Islander histories and culture).

The teacher resources may be used as lesson plans and follow the **Reality–Abstraction–Mathematics–Reflection (RAMR)** framework, which is designed to develop the proficiencies—understanding, fluency, problem solving and reasoning—to assist students to work mathematically.

While the resources have been written using the RAMR cycle headings, not every aspect of RAMR needs to be covered within one lesson. The content of each teacher resource may require more than one lesson to complete.

To download the resources, simply click on the title of the teacher resource then save the PDF document to your computer.

Please refer to this page’s submenu (left-hand side of this page) for the listed teacher resources for Prep to Year 9.

### The RAMR cycle

The RAMR cycle is the teaching cycle at the heart of YuMi Deadly Maths. It advocates using four components as a cycle for planning and teaching mathematics lessons. It proposes:

- working from reality and local culture (prior experience and everyday kinaesthetic activities)
- abstracting mathematics ideas from everyday instances to mathematical forms through an active pedagogy (kinaesthetic, physical, virtual, pictorial, language and symbolic representations, i.e. body → hand → mind)
- consolidating the new ideas as mathematics through practice and connections
- reflecting these ideas back to reality through a focus on applications, problem solving, flexibility, reversing and generalising.

A more detailed description of the four components of the RAMR cycle is provided in the table below.

**Reality**

Local knowledge | Prior experience | Kinaesthetic |
---|---|---|

Identify local student cultural-environmental knowledge and interests that can be used to introduce the idea. | Ensure existing knowledge prerequisite to the idea is known. | Construct kinaesthetic activities, based on local context, that introduce the idea. |

**Abstraction**

Representation | Body-hand-mind | Creativity |
---|---|---|

Develop a sequence of representational activities (physical to virtual to pictorial materials to language to symbols) that develop meaning for the mathematical idea. | Develop two-way connections between reality, representational activities, and mental models through body → hand → mind activities. | Allow opportunities to create own representations, including language and symbols. |

**Mathematics**

Language/symbols | Practice | Connections |
---|---|---|

Enable students to appropriate and understand the formal language and symbols for the mathematical idea. | Facilitate students’ practice to become familiar with all aspects of the idea. | Construct activities to connect the idea to other mathematical ideas. |

**Reflection**

Validation | Applications/problems | Extension |
---|---|---|

Facilitate reflection of the new idea in terms of reality to enable students to validate and justify their new knowledge. | Set problems that apply the idea back to reality. | Organise activities so that students can extend the idea (use reflective strategies – flexibility, reversing, generalising, and changing parameters). |

In YuMi Deadly Maths, the process of planning and teaching mathematics lessons is based around the RAMR cycle. By breaking instruction down into the four parts and taking account of the pedagogical approaches described above, the cycle leads to a structured instructional sequence for teaching a mathematics idea.

The first two components of the cycle (reality and abstraction) develop the mathematics idea, while the second two components (mathematics and reflection) reconnect it to the world and extend it. For example, whole-number place value built around the pattern of threes where hundreds-tens-ones applies to ones, thousands, millions, and so on, can be easily extended to metrics by considering the ones to be millimetres, the thousands to be metres and the millions to be kilometres.

### Training in YuMi Deadly Maths

Training in YuMi Deadly Maths will enable your school to use a pedagogy that will enhance student learning outcomes in mathematics. Schools with strong practice in YuMi Deadly Maths can be contacted or visited to see YuMi Deadly Maths in action. For further information, contact:

YuMi Deadly Centre, 07 3138 0035, ydc@qut.edu.au

Ms Gillian Farrington, 07 3138 0062, gh.farrington@qut.edu.au.