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Number & Algebra Terms 1-4: Addition and Subtraction 1 Terms 1-4 : Multiplication & Division 1 Terms 1 & 3: Patterns and Algebra 1 Terms 2 & 4: Fractions and Decimals 1
Measurement & Geometry Term 1: Length 1 / Time 1 / 2D 1 / Position 1 Term 2: Mass 1 / 3D 1 / Angles 1 Term 3: Volume and Capacity 1 / Time 1 / 2D 1 / Position 1 Term 4: Area 1 / 3D1 / Angles 1
Sharon Tooney
TERM 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Recognise, model, represent and order numbers to at least 10 000 represent numbers of up to four digits using objects, words, numerals and digital displays - make the largest and smallest number from four given digits identify the number before and after a given two-, threeor four-digit number - describe the number before as 'one less than' and the number after as 'one more than' a given number count forwards and backwards by tens and hundreds on and off the decade, eg 1220, 1230, 1240, (on the decade); 423, 323, 223, (off the decade) arrange numbers of up to four digits in ascending and descending order - use place value to compare and explain the relative size of four-digit numbers use the terms and symbols for 'is less than' and 'is greater than' to show the relationship between two numbers Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems apply an understanding of place value and the role of zero to read, write and order numbers of up to four digits - interpret four-digit numbers used in everyday contexts use place value to partition numbers of up to four digits, eg 3265 as 3 groups of one thousand, 2 groups of one hundred, 6 groups of ten and 5 ones state the 'place value' of digits in numbers of up to four digits, eg 'In the number 3426, the place value of the "4" is 400 or 4 hundreds' record numbers of up to four digits using place value, eg 5429 = 5000 + 400 + 20 + 9 partition numbers of up to four digits in non-standard forms, eg 3265 as 32 hundreds and 65 ones round numbers to the nearest ten, hundred or thousand
Background Information The place value of digits in various numerals should be investigated. Students should understand, for example, that the '5' in 35 represents 5 ones, but the '5' in 53 represents 50 or 5 tens. Language Students should be able to communicate using the following language: number before, number after, more than, greater than, less than, largest number, smallest number, ascending order, descending order, digit, zero, ones, groups of ten, tens, groups of one hundred, hundreds, groups of one thousand, thousands, place value, round to. The word 'and' is used between the hundreds and the tens when reading and writing a number in words, but not in other places, eg 3568 is read as 'three thousand, five hundred and sixtyeight'. The word 'round' has different meanings in different contexts, eg 'The plate is round', 'Round 23 to the nearest ten'.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Recognise, model, represent and order numbers to at least 10 000 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems
WEEK
ADJUSTMENTS
Support: Play as two teams before having the students play independently. Students record three numbers on a paper strip instead of five. Extension: When the answer has been calculated the student records the number sentence next to the answer. Extension: Students record the target number and the additions.
RESOURCES
Spinners, counters, paper strips, pencils
REG
Support: use transparent counters for students who still need to see the numbers.
4 Sharon Tooney
write the total for the double fact on the centre of the wheel and the doubles combination on one of the spokes. Have the students add one to one of the numbers and take away one from the other number so that the total remains the same. The students then record the new number sentence on the next spoke of the wheel. Continue adding and subtracting one from the number sentence until all the spokes are filled. On the second wheel ask the students to add ten to the centre number and determine the addition combinations using the first wheel to help them. Discuss the similarities between the two wheels. Variation: Ask the students to find partners who used the same number of spokes on the addition wheel and compare addition pairs. Singles or Doubles? Prepare two dice. one displaying numerals 1 6 and the other marked S, S, S, D, D, D. S means the number rolled on the other dice remains as a single number. D means the number rolled on the other dice is doubled. Each student takes a turn to roll the dice and keeps a tally of his or her score. The first player to reach 100 is the winner. Variation: Start with a score of 100 and subtract the rolled number. Even Stevens Prepare nine cardboard squares and write the number one on three cards, the number four on three cards and the number sixteen on the remaining three cards. Place the cards into a box with a lid. Instruct the students to write the even numbers to 62 on a piece of paper. Have one of the students take a turn to shake the box and then turn it up so the cards fall to the floor. The student then adds up any cards that have landed face-up and if the sum is on his or her paper, crosses it off. The first player to cross off ten different numerals wins. Variations: Have the students determine all of the numbers that can be created using the cards, prior to playing the game. Students construct bingo boards with some of the even numbers to fifty recorded on each students board. Engineers Dice Provide each group of students with five dice. To play the game a target number is selected by the group. The students then take turns to roll the dice in the following way: Roll all five dice. Choose two of the dice and nominate an operation (+ - x ) to carry out with the numbers rolled. Record the result. Discard these two dice. Roll the remaining three dice. Choose one number rolled, complete another operation (+ x ) with the chosen number and the first score. Discard that die. Roll the remaining two dice. Choose one number rolled and complete the same process as the step above using the current total. Roll the last die and complete the same process using the current total. After each player has had his or her turn, the students compare their totals to see who is closest to the target score.
Support: Provide concrete materials. Extension: work with dice that have values higher than 6. Support: Model building numbers to 10 and 20 and doubling . The first player to cross off 5 different numerals wins. Provide the students with a 100-chart. After the student has added the cards, s/he crosses off the number on the 100-chart.
Support: Provide concrete materials. Extension: Change the operations that can be used. For example, doubling plus one.
Sharon Tooney
Fancy Dice Provide each group with five dice. Each student takes it in turn to roll the dice and add the total. The student continues to roll the five dice and accumulate the total unless a two or a five is rolled. If so, any dice displaying a two or a five must be taken out for all subsequent throws for that player. The student throws the remaining dice again and keeps going until he or she has no dice left. If six is rolled on two of the dice, the player loses all of the score for that turn and it is the next players turn. If six is rolled on three dice, the player loses all of his or her score, returning to zero and it is the next players turn. The first player to reach 200 wins. Variation: Each player begins with a score of 200 and the total is subtracted from 100. The first player to reach zero is the winner. Counter Play Organise the students into pairs and provide each pair with a copy of Counter play BLM, seven counters of one colour, say red, and one counter of another colour, say blue, and paper and pencil for scoring. Have the students lay out the counters so that the blue counter is on the top left hand corner of the grid and the red counters are on all other squares except the bottom right-hand corner. This corner does not begin with a counter on it. The aim is for the students to move the blue counter to the opposite corner keeping to the following rules: All moves must be vertical or horizontal. Only one counter must be on a square at any time. Take it in turns to move a counter. A player can only move one space at each turn. A player cannot uncover the same number twice in a row. Players keep score by adding the number on the square the counter was moved from to their total. The player with the lowest score, when the blue counter is placed on the 6, wins. Revision and Assessment
Each student will need to keep his or her own accumulating total. Have each student demonstrate to the group how the addition or subtraction was calculated (support or extension should be provided at this point)
Extension: Have students record and explain their methods for adding.
10 ASSESSMENT OVERVIEW
Sharon Tooney
Counter Play
4 9 2
3 5 7
8 1 6
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Recall addition facts for single-digit numbers & related subtraction facts to develop increasingly efficient mental strategies for computation add 3 or more single-digit numbers model & apply the associative property of add to aid mental computation, eg 2 + 3 + 8 = 2 + 8 + 3 = 10 + 3 = 13 apply known single-digit add & sub facts to mental strategies for add & sub of 2, 3 & 4 digit numbers, including: the jump strategy on an empty number line, eg 823 + 56: 823 + 50 = 873, 873 + 6 = 879 the split strategy, eg 23 + 35: 20 + 30 + 3 + 5 = 58 the compensation strategy, eg 63 + 29: 63 + 30 = 93, subtract 1 to obtain 92 using patterns to extend number facts, eg 500 200: 5 2 = 3, so 500 200 = 300 bridging the decades, eg 34 + 26: 34 + 6 = 40, 40 + 20 = 60 changing the order of addends to form multiples of 10, eg 16 + 8 + 4: add 16 to 4 first using place value to partition numbers, eg 2500 + 670: 2500 + 600 + 70 = 3170 partitioning numbers in non-standard forms, eg 500 + 670: 670 = 500 + 170, so 500 + 670 = 500 + 500 + 170, which is 1000 + 170 = 1170 - choose & apply efficient strategies for add & sub - discuss & compare different methods of add & sub use concrete materials to model add & sub of 2 or more numbers, with & without trading, & record the method used select, use & record a variety of mental strategies to solve add & sub problems, including word problems, with numbers up to 4 digits - give a reasonable estimate for a problem, explain how the estimate was obtained, & check the solution use the = sign to record equivalent number sentences involving add & sub & so to mean is the same as, rather than to mean to perform an operation, eg 32 13 = 30 11 - check given number sentences to determine if they are true/ false & explain why, eg 'Is 39 12 = 15 + 11 true? Why/not?' Recognise & explain connection between addition & subtraction demonstrate how add & sub are inverse operations explain & check solutions to problems, including using inverse operation Represent money values in multiple ways & count the change required for simple transactions to the nearest five cents calculate equivalent amounts of money using different denominations perform simple calculations with money, including finding change, & round to the nearest 5c calculate mentally to give change
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Background Information An inverse operation is an operation that reverses the effect of the original operation. Addition and subtraction are inverse operations; multiplication and division are inverse operations. In Stage 2, it is important that students apply and extend their repertoire of mental strategies for addition and subtraction. The use of concrete materials to model the addition and subtraction of two or more numbers, with and without trading, is intended to provide a foundation for the introduction of the formal algorithm in Addition and Subtraction 2. One-cent and two-cent coins were withdrawn by the Australian Government in 1990. Prices can still be expressed in one-cent increments, but the final bill is rounded to the nearest five cents (except for electronic transactions), eg $5.36, $5.37 round to $5.35 $5.38, $5.39, $5.41, $5.42 round to $5.40 $5.43, $5.44 round to $5.45. Language Students should be able to communicate using the following language: plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal to, is the same as, number sentence, empty number line, strategy, digit, estimate, round to. Students need to understand the different uses for the = sign, eg 4 + 1 = 5, where the = sign indicates that the right side of the number sentence contains 'the answer' and should be read to mean 'equals', compared to a statement of equality such as 4 + 1 = 3 + 2, where the = sign should be read to mean 'is the same as'.
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Recall addition facts for singledigit numbers & related subtraction facts to develop increasingly efficient mental strategies for computation Recognise & explain connection between addition & subtraction Represent money values in multiple ways & count the change required for simple transactions to the nearest five cents
WEEK
ADJUSTMENTS
Increase/decrease the number of dice used according to ability.
RESOURCES
Base 10 materials, dice, paper and pencils
REG
Increase/decrease the total number when questioning, according to ability. Provide concrete materials for those students who need support.
Support: provide number expanders for students to place cards onto and start from a number lower than 500. Extension: start from a higher number and subtract/add larger numbers
Sharon Tooney
Estimating Addition of Three-Digit Numbers The teacher briefly displays the numbers 314, 311, 310, 316, 312 on cards, then turns the cards over so that the numbers cannot be seen. Students are asked to estimate the total and give their reasons. The teacher reveals the numbers one at a time so that the students can find the total. The task could be repeated with other three-digit numbers and with four-digit numbers. Revision and Assessment
Increase/decrease the value of the numbers shown on cards according to ability. This may require grouping students.
Number cards
10 ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Recall multiplication facts of two, three, five and ten and related division facts count by 2s, 3s, 5s or 10s using skip counting use mental strategies to recall multiplication facts for multiples of 2, 3, 5 & 10 - relate 'doubling' to multiplication facts for multiples of 2, eg Double 3 is 6 recognise & use the symbols for multiplied by (), divided by () & equals (=) link multiplication & division facts using groups / arrays, eg - explain why a rectangular array can be read as a division in 2 ways by forming vertical or horizontal groups, eg 12 3 = 4
or 12 4 = 3
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Background Information In Stage 2, the emphasis in multiplication and division is on students developing mental strategies and using their own (informal) methods for recording their strategies. Comparing their own method of solution with the methods of other students will lead to the identification of efficient mental and written strategies. One problem may have several acceptable methods of solution. Students could extend their recall of number facts beyond the multiplication facts to 10 10 by also memorising multiples of numbers such as 11, 12, 15, 20 and 25. An inverse operation is an operation that reverses the effect of the original operation. Addition and subtraction are inverse operations; multiplication and division are inverse operations. The use of digital technologies includes the use of calculators. Language Students should be able to communicate using the following language: group, row, column, horizontal, vertical, array, multiply, multiplied by, multiplication, multiplication facts, double, shared between, divide, divided by, division, equals, strategy, digit, number chart. When beginning to build and read multiplication facts aloud, it is best to use a language pattern of words that relates back to concrete materials such as arrays. As students become more confident with recalling multiplication facts, they may use less language. For example, 'five rows (or groups) of three' becomes 'five threes' with the 'rows of' or 'groups of' implied. This then leads to 'one three is three', 'two threes are six', 'three threes are nine', and so on.
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
model & apply the commutative property of multiplication, eg 5 8 = 8 5 Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies use mental strategies to multiply a 1-digit number by a multiple of 10, including: repeated addition, eg 3 20: 20 + 20 + 20 = 60 using place value concepts,eg 3 20: 3 2 tens = 6 tens =
60
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- apply the inverse relationship of multiplication & division to justify answers, eg 12 3 is 4 because 4 3 = 12 select, use & record a variety of mental strategies, & appropriate digital technologies, to solve simple multiplication problems - pose multiplication problems & apply appropriate strategies to solve them - explain how an answer was obtained & compare their own method of solution with the methods of other students - explain problem-solving strategies using language, actions, materials & drawings - describe methods used in solving multiplication problems
Sharon Tooney
CONTENT
Recall multiplication facts of two, three, five and ten and related division facts Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies
WEEK
ADJUSTMENTS
Support: provide multiplication tables as a reference
RESOURCES
Multiplication tables, 100s charts, pencils
REG
Support: provide counters for students to model different combinations. Extension: work with larger numbers Support: concrete materials Extension: start with a larger number
Multiples Students take turns in throwing a die and moving a counter along a hundreds chart the number of spaces indicated on the die. If the counter lands on a multiple of 3 they jump forward to the next multiple of 3. If they land on a multiple of 5 they jump backwards to the previous multiple of 5. Two counters may land on the same square. The winner is the first player to reach or pass 100. Possible questions include: - which numbers are multiples of 3 and 5? Variation: The pair of multiples could be changed, or the sum of two dice could be used to indicate the number of squares the counter moves.
Sharon Tooney
10 ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Model and represent unit fractions, including , , and their multiples, to a complete whole (ACMNA058) model fractions with denominators of 2, 3, 4, 5 and 8 of whole objects, shapes and collections using concrete materials and diagrams recognise that as the number of parts that a whole is divided into becomes larger, the size of each part becomes smaller recognise that fractions are used to describe one or more parts of a whole where the parts are equal name fractions up to one whole interpret the denominator as the number of equal parts a whole has been divided into interpret the numerator as the number of equal fractional parts use the terms 'fraction', 'denominator' and 'numerator' appropriately when referring to fractions Count by quarters, halves and thirds, including with mixed numerals; locate and represent these fractions on a number line (ACMNA078) identify and describe 'mixed numerals' as having a wholenumber part and a fractional part rename , , , and as 1 count by halves, thirds and quarters place halves, quarters, eighths and thirds on number lines between 0 and 1 place halves, thirds and quarters on number lines that extend beyond 1 compare unit fractions using diagrams and number lines and by referring to the denominator recognise and explain the relationship between the value of a unit fraction and its denominator
In Stage 2 Fractions and Decimals 1, fractions with denominators of 2, 3, 4, 5 and 8 are studied. Denominators of 6, 10 and 100 are introduced in Stage 2 Fractions and Decimals 2. Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection of objects; to denote numbers (eg is midway between 0 and 1 on the number line); and as operators related to division (eg dividing a number in half). A unit fraction is any proper fraction in which the numerator is 1, eg , , , ,................... Three Models of Fractions Continuous model, linear uses one-directional cuts or folds that compare fractional parts based on length. Cuts or folds may be either vertical or horizontal. This model was introduced in Stage 1.
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General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Continuous model, area uses multi-directional cuts or folds to compare fractional parts to the whole. This model should be introduced once students have an understanding of the concept of area in Stage 2. Discrete model uses separate items in collections to represent parts of the whole group. This model was introduced in Stage 1.
Language
Students should be able to communicate using the following language: whole, part, equal parts, half, quarter, eighth, third, fifth, one-third, one-fifth, fraction, denominator, numerator, mixed numeral, whole number, fractional part, number line. When expressing fractions in English, the numerator is said first, followed by the denominator. However, in many Asian languages (eg Chinese, Japanese), the opposite is the case: the denominator is said before the numerator.
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Model and represent unit fractions, including , , and their multiples, to a complete whole Count by quarters, halves and thirds, including with mixed numerals; locate and represent these fractions on a number line
WEEK
ADJUSTMENTS
Support as needed for students experiencing difficulty, especially with fine motor skills of folding. Extend activity by requiring students to explain the difficulties experienced in obtaining an equal share and how these were overcome. Support: provide circle cut outs for students experiencing difficulty tracing.
RESOURCES
Paper rectangles to represent lamingtons, paper and pencils, whiteboard and markers
REG
Support: provide circle quarters for students who are unable to do task independently. Extension: examine whether the size of circle quarters impacts results Peer tutoring, grouping strategies.
Give pairs of students cardboard sectors representing slices of cake and ask them to work out the age of the person having the birthday. From the cardboard model of a cake you can create pieces with 2 candles, 3 candles, 4 candles, 6 candles or 8 candles depending upon
Sharon Tooney
which multiples you wish to work with, or how many times you require students to repeat the unit. Provide opportunities for students to report on their solution methods. How many people could have a piece of cake the same size as the one you have?
10 ASSESSMENT OVERVIEW
Sharon Tooney
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA STAGE: ES1 S1 STRAND: S2 S3 MEASUREMENT AND GEOMETRY KEY CONSIDERATIONS
Background Information In Stage 2, students should appreciate that formal units allow for easier and more accurate communication of measures. Students are introduced to the kilogram and gram. They should develop an understanding of the size of these units, and use them to measure and estimate. Language Students should be able to communicate using the following language: mass, more than, less than, about the same as, pan balance, (level) balance, measure, estimate, kilogram. 'Hefting' is testing the weight of an object by lifting and balancing it. Where possible, students can compare the weights of two objects by using their bodies to balance each object, eg holding one object in each hand. As the terms 'weigh' and 'weight' are common in everyday usage, they can be accepted in student language should they arise. Weight is a force that changes with gravity, while mass remains constant.
TERM: 1 2
WEEK: 1 2
10
SUBSTRAND: Mass 1
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM checks the accuracy of a statement and explains the reasoning used MA2-3WM measures, records, compares and estimates the masses of objects using kilograms and grams MA2-12MG
OVERVIEW
Measure, order and compare objects using familiar metric units of mass (ACMMG061) recognise the need for a formal unit to measure mass use the kilogram as a unit to measure mass, using a pan balance associate kilogram measures with familiar objects, eg a standard pack of flour has a mass of 1 kg, a litre of milk has a mass of approximately 1 kg (Reasoning) recognise that objects with a mass of one kilogram can be a variety of shapes and sizes (Reasoning) record masses using the abbreviation for kilograms (kg) use hefting to identify objects that have a mass of 'more than', 'less than' and 'about the same as' one kilogram discuss strategies used to estimate mass, eg by referring to a known mass (Communicating, Problem Solving) compare and order two or more objects by mass measured to the nearest kilogram estimate the number of similar objects that have a total mass of one kilogram and check by measuring explain why two students may obtain different measures for the same mass (Communicating, Reasoning)
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Measure, order and compare objects using familiar metric units of mass
WEEK
ADJUSTMENTS
Peer tutor grouping strategies.
RESOURCES
Scales, 1 kilogram weights, pencil cases, paper and pencils
REG
3 4
1kg mass, samples of food/materials in 1kg packages, scales or equal arm balances, different items to weigh Playdough, plasticine, scales, paper and pencils scales, items to weigh, paper and pencils
By The Cupful Students measure and compare the mass of cupfuls of different materials. Students estimate first by hefting, and then measure the cupfuls to find the heaviest cupful and the lightest cupful. Students order and record their measurements to the nearest 10grams. Make 50 Grams Students estimate how many of each object is needed to make a mass of 50grams. Students select objects, record their estimate, then measure and record the actual number of objects needed to make a mass of 50grams. Materials to weigh can include, blocks, dice and counters from the classroom, as well as small food items, and household items including nails, bolts and batteries.
Support: Having a metre ruler available as a visual support may assist students to estimate distance. Extension: students predict then measure, using a 2kg shot. Peer tutor grouping strategies. Extension: students graph the results Individual support as required.
Fabric, string, sand, tape measure, 1m rulers, scales, paper and pencils
Cups, different materials to compare, scales, pencils and paper Objects to weigh, scales pencils and paper.
Sharon Tooney
Massive Model Students work in pairs to make a model from 1 centimetre interlocking cubes. Students estimate the mass of their model before measuring and recording. Students combine with another two pairs of students, to estimate measure and record the combined mass of the models. Pass The Parcel Students sit in a whole-class circle and pass around 4 or 5 closed containers that contain small items to music. When the music stops, the students holding the containers write their estimate of the mass of the container and its contents on the board. After several estimates for different objects have been recorded, students weigh the items to determine who had the closest estimate. Revision and Assessment
Support: Access to labelled masses may assist students to estimate containers, by hefting s known mass and container.
Items in closed containers, music, scales, known masses, whiteboard and markers.
10 ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
S2
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
SUBSTRAND: Angles 1
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM identifies, describes, compares and classifies angles MA216MG
OVERVIEW
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064) identify 'angles' with two arms in practical situations, eg the angle between the arms of a clock identify the 'arms' and 'vertex' of an angle describe informally an angle as the 'amount of turning' between two arms recognise that the length of the arms does not affect the size of the angle (Reasoning) compare angles directly by placing one angle on top of another and aligning one arm identify 'perpendicular' lines in pictures, designs and the environment use the term 'right angle' to describe the angle formed when perpendicular lines meet describe examples of right angles in the environment (Communicating, Problem Solving) identify right angles in two-dimensional shapes and three-dimensional objects (Communicating)
Background Information In Stage 2, students need informal experiences of creating, identifying and describing a range of angles. This will lead to an appreciation of the need for a formal unit to measure angles. Paper folding is a quick and simple means of generating a wide range of angles for comparison and copying.
The arms of the angles above are different lengths. However, the angles are the same size, as the amount of turning between the arms is the same. Students may mistakenly judge one angle to be greater in size than another on the basis of the length of the arms of the angles in the diagram. Language Students should be able to communicate using the following language: angle, amount of turning, arm, vertex, perpendicular, right angle.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Identify angles as measures of turn and compare angle sizes in everyday situations
WEEK
ADJUSTMENTS
Extension: students work in pairs to make and describe patterns with pattern blocks. Student A makes a pattern without Student B seeing it. Student A describes the pattern and Student B makes the pattern by following their partners directions.
RESOURCES
Pattern blocks, paper and pencils.
REG
Extension: explore which corners combine to make another pattern block corner. For example, two triangle corners make a hexagon corner.
Sharon Tooney
Hexagon (yellow) Square (orange) Triangle (green) Fat rhombus (blue) Thin rhombus (brown or white) Trapezium (red)
3 corners 4 corners 6 corners 6 small corners 3 large corners 12 corners 6 small corners 3 large corners
Square Corners Students look for right angles in their classroom. They make drawings of the angles and use different methods to measure and compare the angle of the object and the drawn angle. Discuss what an angle is. Use the bent straw to show that an angle has two lines and a point. Explain that the mathematical terms are arm and vertex. - What angles can you see in this classroom? Introduce the term right angle or square angle. Students find examples of right angles in the classroom. - What does it mean to say that a corner is square? Discuss which pattern block has right angles. - What does it have to do with squares? Demonstrate how to bend a straw into a right angle by folding the straw over one corner of a square pattern block. - How could we check if this angle really is a right angle? Select one of the suggested examples of a right angle and use the straw to demonstrate that the angle is the same size. If possible, check by holding the pattern block against the angle. Draw the object and model how to use the bent straw to compare the drawn and the actual angle. Have your students work in pairs to: search for objects or locations that have right angles in the classroom make a sketch of the object and mark the angle(s) in colour use the bent straw and the square pattern block to check that the drawn angle is the correct size. Discuss and list the different examples of right angles that students have measured. - How many right angles do you think there would be in this room? Acute and Obtuse Angles Students look for acute and obtuse angles in the classroom. They make drawings of the angles, compare the angles with the corners of pattern blocks, and classify the angles according to size. Revise previous work with right angles, and discuss the terminology used to describe angles. - Find some angles in this classroom that are not right angles. Introduce the terms acute and obtuse and discuss their relationship to the right-angle.
Variation: Find right angles in the playground and check the size using the drinking straw angle tester or the square pattern block.
Extension: Look for reflex angles (angles greater than two right angles) in the classroom. Find examples in the classroom and ask students to describe these. Examples may include the
Sharon Tooney
Extension: Look for reflex angles (angles larger than two right angles) and straight angles (180) on the geometrical patterns.
Lead students in a discussion of the angles they identified. Ask several students to draw their angles on the board, and describe the angle using the terminology arms and vertex. - Draw one of your angles on the chalkboard. - How do you know that it is the right size? - What can you tell us about your angle? Revision and Assessment
10 Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
Pentagram
Finding angles in the pentagram Find and label an acute angle and an obtuse angle. Copy these angles in the space below, and label each one. Check that your angles are the correct size. Use coloured pencils to mark the angles that are the same size. Count and record your total number of angles.
Sharon Tooney
Octagon
Finding angles in the octagon Find and label an acute angle, an obtuse angle and a right angle. Copy these angles in the space below, and label each one. Check that your angles are the correct size. Use coloured pencils to mark the angles that are the same size. Count and record your total number of angles.
Sharon Tooney
STAGE: ES1 S1
S2
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
Background Information
WEEK: 1 2
10
SUBSTRAND: 3D 1
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM checks the accuracy of a statement and explains the reasoning used MA2-3WM makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG
OVERVIEW
Make models of three-dimensional objects and describe key features (ACMMG063) identify and name three-dimensional objects as prisms (including cubes), pyramids, cylinders, cones and spheres recognise and describe the use of three-dimensional objects in a variety of contexts, eg buildings, packaging (Communicating) describe and compare curved surfaces and flat surfaces of cylinders, cones and spheres, and faces, edges and vertices of prisms (including cubes) and pyramids describe similarities and differences between prisms (including cubes), pyramids, cylinders, cones and spheres (Communicating) use a variety of materials to make models of prisms (including cubes), pyramids, cylinders, cones and spheres, given a three-dimensional object, picture or photograph to view deconstruct everyday packages that are prisms (including cubes) to create nets, eg cut up tissue boxes recognise that a net requires each face to be connected to at least one other face (Reasoning) investigate, make and identify the variety of nets that can be used to create a particular prism, such as the variety of nets that can be used to make a cube, eg
The formal names for particular prisms and pyramids are not introduced in Stage 2. Prisms and pyramids are to be treated as classes for the grouping of all prisms and all pyramids. Names for particular prisms and pyramids are introduced in Stage 3.
Language
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Students should be able to communicate using the following language: object, two-dimensional shape (2D shape), threedimensional object (3D object), cone, cube, cylinder, prism, pyramid, sphere, surface, flat surface, curved surface, face, edge, vertex (vertices), net. In geometry, the term 'face' refers to a flat surface with only straight edges, as in prisms and pyramids, eg a cube has six faces. Curved surfaces, such as those found in cylinders, cones and spheres, are not classified as 'faces'. Similarly, flat surfaces with curved boundaries, such as the circular surfaces of cylinders and cones, are not 'faces'. The term 'shape' refers to a two-dimensional figure. The term 'object' refers to a three dimensional figure.
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
distinguish between (flat) nets, which are 'twodimensional', and objects created from nets, which are 'three-dimensional' (Communicating, Reasoning)
Sharon Tooney
CONTENT
Make models of threedimensional objects and describe key features
WEEK
ADJUSTMENTS
Questioning techniques
RESOURCES
3D shapes, chart paper and textas
REG
Extension: If you were going to add the following shape into your categories, where would it go? Give reasons for your answers.
Extension: If you were going to add the following shape into your categories, where would it go? Give reasons for your answer.
Pyramids
What properties have been used to group the families of shapes above? Examining Nets Using the properties that students have assigned to 3D shapes in previous lessons, have them examine a variety of 3D nets and predict which 3D shapes they will make. Provide both BLM of nets and flattened out everyday items, such as, cereal boxes etc for students to identify. After predictions have been made, create the 3D shapes using the nets and check predictions. Discuss what properties of 3D shapes assisted the students in accurately identifying 3D shapes from the nets.
Sharon Tooney
7-8
10 ASSESSMENT OVERVIEW
Planning To Build With 3D Shapes Discuss with students the concept of building a model with 3D shapes and engage with wooden blocks to make generalisations about the appropriateness of different solids as building blocks. Examine aspects of stability, ability to attach to other solids and the problem of gaps. Using the generalisations made, have the students identify which solids they would select to build with and give reasons why. Have students draw a plan of an object (eg, a rocket, castle, skyscraper, etc) they could build using 3D shapes. Their plan should include an illustration of what they are building and the number of shapes per solid they will need to complete their construction. Building With 3D Shapes Using the plan that students created in the previous lesson, instruct them that they are going to construct the object from their plan. To do so, firstly they must identify the solids required (size and number) and select the appropriate nets for their construction. After creating the required number of solids using the nets provided by the teacher (a variety of different sizes of each net should be made available), students need to construct their object. When complete students should write a report on the construction process, including: - Problems encountered and how these were overcome. - Changes that needed to be made to the original plan. - Suitability of chosen 3D shapes. - What would they do the same/differently next time? Revision Assessment
Support: photograph model and allow student to count objects from concrete model
Support: prepared solids for students who have difficulty constructing these on their own.
Plan from previous lesson, nets, scissors, glue, tape, paper and pencils
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
SUBSTRAND: Chance 1
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM checks the accuracy of a statement and explains the reasoning used MA2-3WM describes and compares chance events in social and experimental contexts MA2-19SP
OVERVIEW
Conduct chance experiments, identify and describe possible outcomes, and recognise variation in results (ACMSP067) use the term 'outcome' to describe any possible result of a chance experiment predict and list all possible outcomes in a chance experiment, eg list the outcomes when three pegs are randomly selected from a bag containing an equal number of pegs of two colours predict and record all possible combinations in a chance situation, eg list all possible outfits when choosing from three different T-shirts and two different pairs of shorts predict the number of times each outcome should occur in a chance experiment involving a set number of trials, carry out the experiment, and compare the predicted and actual results keep a tally and graph the results of a chance experiment (Communicating) explain any differences between expected results and actual results in a chance experiment (Communicating, Reasoning) make statements that acknowledge 'randomness' in a situation, eg 'The spinner could stop on any colour' (Communicating, Reasoning) repeat a chance experiment several times and discuss why the results vary (Communicating)
Language Students should be able to communicate using the following language: chance, experiment, outcome, random, trials, tally, expected results, actual results.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Conduct chance experiments, identify and describe possible outcomes, and recognise variation in results
WEEK
ADJUSTMENTS
Questioning techniques
RESOURCES
Coins, paper and pencils
REG
Extension: Students devise their own rating scale using the language of chance.
Variety of games
Sharon Tooney
10 ASSESSMENT OVERVIEW
discuss whether their predictions were supported by their experiment and explain the differences between expected results and actual results in this simple chance experiment. Possible questions include: - how can we change the labels on the die so that the orange is most likely to be rolled? The labels are then changed accordingly, and the die rolled a number of times to compare the results with the students predictions. Students are encouraged to make other suggestions about altering the labels to change the outcomes and these suggestions are tested. Revision Assessment
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney