2/3H Maths

| Stage 1, Stage 2 | Mathematics

Term 2 2013
weeks

Duration: 9

Outcomes

MA1-1WM describes mathematical situations and methods using

MA2-1WM uses appropriate terminology to describe, and symbols to

everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM uses objects, diagrams and technology to explore

represent, mathematical ideas technology, to solve problems

MA2-2WM selects and uses appropriate mental or written strategies, or

mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how

MA2-3WM checks the accuracy of a statement and explains the reasoning

used

answers were obtained

MA1-6NA uses a range of mental strategies and concrete materials for

MA2-5NA uses mental and written strategies for addition and subtraction

involving two-, three-, four- and five-digit numbers

MA2-6NA uses mental and informal written strategies for multiplication and

multiplication and division

MA1-8NA creates, represents and continues a variety of patterns with

division

numbers and objects

MA1-13MG describes, compares and orders durations of events, and

MA2-9MG measures, records, compares and estimates lengths, distances and

reads half- and quarter-hour time

MA1-16MG represents and describes the positions of objects in everyday

perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures
MA2-13MG reads and records time in one-minute intervals and converts

situations and on maps

MA1-10MG measures, records, compares and estimates areas using

between hours, minutes and seconds

uniform informal units

MA2-17MG uses simple maps and grids to represent position and follow

routes, including using compass directions

MA2-10MG measures, records, compares and estimates areas using square

centimetres and square metres

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 1 - Area 2 Students: Compare and order several shapes and objects based on area using appropriate uniform informal units (ACMMG037)

Teaching, learning and assessment

Week 1 - 3 days
lesson 1 -informal units

Resources
yellow number tiles MAB ones MAB hundreds 2cm grid paper x28 cm grid on acetate x10 Work sheet of assorted rectangles x28 Area and perimeter sheet x11

What is area? Area is the amount of surface covered by a shape Y2: use yellow blocks, MAB units and hundreds to cover a book. What do they find out? Which is easier? Draw into scrap books. Y3: Draw 4 shapes in grid books by colouring adjoining squares. Count the area in squares. Compare the shapes they drew.
lesson 2 -visualising area units/square cm

draw the spatial structure (grid) of repeated units

covering a surface explain the structure of the unit tessellation in terms of rows and columns (Communicating)

compare and order the areas of two or more surfaces

that cannot be moved, or superimposed, by measuring in uniform informal units predict the larger of two or more areas and check by measuring (Reasoning)

Model how use blocks to measure area of two shapes. Estimate then measure to find which is larger. Repeat using acetate grids. Discuss how to count part squares. Y2- Provide an assortment of rectangles. Use acetate to find area of each rectangle. Paste in books from smallest area to largest Y3 -Kings bed activity . Make a rectangle using different units. Discuss need for standard units. introduce square centimetres (cm2). Measure area of rectangles in cm2
lesson 3

record comparisons of area informally using

drawings, numerals and words, and by referring to the uniform informal unit used

Stage 2 - Area 1 Students: Recognise and use formal units to measure and estimate the areas of rectangles

recognise the need for the square centimetre as a

formal unit to measure area

Y2- use MAB ones to make name. Draw onto grid paper and find out the area of their name Y3- Create a rectangle with paddle pop sticks. Count the sticks to find the perimeter "perimeter-easy to find-add up the lengths-around the outside" EXT: rectangles worksheet. Find the area and perimeter literacy link - WoW: find perimeter and area of spelling words

use a 10 cm 10 cm tile (or grid) to find the areas of

rectangles (including squares) that are less than, greater than or about the same as 100 square centimetres square centimetres

measure the areas of rectangles (including squares) in

use efficient strategies for counting large numbers of square centimetres, eg using strips of 10 or squares of 100 (Problem Solving)

record area in square centimetres using words and the

abbreviation for square centimetres (cm2), eg 55 square centimetres, 55 cm2

Stage 2 - Length 2

use the term 'perimeter' to describe the total distance

around a two-dimensional shape

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 2 - Position 1

Teaching, learning and assessment

Week 2

Resources

Students: Create and interpret simple grid maps to show position and pathways (ACMMG065)
describe the location of an object using more

than one descriptor, eg 'The book is on the third shelf and second from the left' simple maps

use given directions to follow routes on

use and follow positional and directional language (Communicating)

use grid references on maps to describe

position, eg 'The lion cage is at B3'

use grid references in games (Communicating)

Stage 1 - Position 2

Students: Interpret simple maps of familiar locations and identify the relative positions of key features
(ACMMG044)

interpret simple maps by identifying objects

in different locations, eg find a classroom on a school plan map photographs and drawings

describe the positions of objects in models, make simple models from memory,

photographs, drawings or descriptions, eg students make a model of their classroom

draw a sketch of a simple model use drawings to represent the positions of

objects along a path

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 1 - Multiplication and Division 2

Teaching, learning and assessment

Weeks 3-6

Resources

Students:
model division by sharing a collection of

objects into groups of a given size, and by arranging it into rows or columns of a given size in an array, eg determine the number of columns in an array when 20 objects are arranged into rows of four

describe the part left over when a collection cannot be distributed equally using the given group/row/column size, eg when 14 objects are arranged into rows of five, there are two rows of five and four objects left over (Communicating, Problem Solving, Reasoning)

Stage 2 - Multiplication and Division 1

Students:
recognise and use the symbols for multiplied

by (), divided by () and equals (=) groups or arrays, eg

link multiplication and division facts using

explain why a rectangular array can be read as a division in two ways by forming vertical or horizontal groups, eg 12 3 = 4 or 12 4 = 3 (Communicating, Reasoning)

Stage 1 - Multiplication and Division 2

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
use concrete materials to model

multiplication as equal 'groups' and by forming an array of equal 'rows' or equal

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 1 - Whole Numbers 2

Teaching, learning and assessment

Week 7

Resources

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)
count forwards and backwards by twos,

threes and fives from any starting point

count forwards and backwards by tens, on

and off the decade, with two- and three-digit numbers, eg 40, 30, 20, (on the decade); 427, 437, 447, (off the decade)
identify number sequences on number

charts
Stage 2 - Whole Numbers 1

record numbers of up to four digits using

place value, eg 5429 = 5000 + 400 + 20 + 9

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 1 - Time 1

Teaching, learning and assessment

Week 8
(ACMMG040)

Resources

Students: Name and order months and seasons

name and order the months of the year recall the number of days that there are in

each month

name and order the seasons, and name the

months for each season

describe the environmental characteristics of each season, eg 'Winter is cool and some trees lose their leaves' (Communicating)

Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
Stage 1 - Time 2

Students: Describe duration using months, weeks, days and hours (ACMMG021)
use a calendar to calculate the number of

months, weeks or days until an upcoming event

estimate and measure the duration of an

event using a repeated informal unit, eg the number of times you can clap your hands while the teacher writes your name

solve simple everyday problems about time and duration (Problem Solving)

compare and order the duration of events

measured using a repeated informal unit, eg 'It takes me ten claps to write my name but only two claps to say my name'

Stage 2 - Time 1

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Content
Stage 1 - Patterns and Algebra 2

Teaching, learning and assessment

Week 9

Resources

Students: Describe patterns with numbers and identify missing elements (ACMNA035)
describe a number pattern in words, eg 'It

goes up by threes'

determine a missing number in a number

pattern, eg 3, 7, 11, __, 19, 23, 27

describe how the missing number in a number pattern was determined (Communicating, Reasoning) check solutions when determining missing numbers in number patterns by repeating the process (Reasoning)

Solve problems by using number sentences for addition or subtraction (ACMNA036)

complete number sentences involving

one operation of addition or subtraction by calculating the missing number, eg find so that or

make connections between addition and related subtraction facts to at least 20 (Reasoning) describe how a missing number in a number sentence was calculated (Communicating, Reasoning)

Stage 2 - Patterns and Algebra 1

Students: Describe, continue and create number patterns resulting from performing addition or subtraction
(ACMNA060)

identify and describe patterns when counting

forwards or backwards by threes, fours,

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

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Evaluation

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Syllabus images and equations

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.