Curriculum Mathematics Year: Stage 2, Year 3 Teacher’s Signature:

Topic Subtraction Date: 5/11/2018 Time: Afternoon (45 mins)

Learning Intention: Outcome(s) Prior knowledge

MA2-6NA Uses mental and written strategies for addition and
(WALT) We are learning to solve four-digit subtraction with trading subtraction involving two-, three-, four- and five-digit numbers - One-, two- and three-digit
subtraction facts with
trading
MA2-2WM Selects and uses appropriate mental or written
Success criteria: - Group work/ Collaboration
strategies, or technology, to solve problems
(WILF) What I am looking for is a demonstrated ability to, using written strategies,
solve four- digit subtraction with trading

Time Teaching strategies Learning strategies Grouping Space Resources

Introduction
Teacher introduces the lesson of
5 mins subtraction, gauging and Teacher and students interactively Whole class Students sitting on floor Whiteboard (1)
recapitulating student knowledge discuss and explore subtraction in front of teacher
and comprehension of two- and facts with trading.
three- digit subtraction facts with
trading. Teacher introduces and
models trading strategies with four-
digit subtraction facts on
whiteboard.
Body
Teacher introduces game of
“Biggest and Smallest: Students utilise written strategies to Student pairs spread “Biggest and Smallest: Subtraction”
20 mins Subtraction” to students. Using solve 4-digit subtraction facts Student pairs around classroom floor game worksheet (1 per student)
written strategies, students compete within game play. and/or desk space
to create and solve 4-digit Dice (1 per student pair)
subtraction facts. Teacher moves
around room to monitor and assess
student comprehension.
AFL
Closure
Students complete “Subtraction to Students are encouraged to utilise N/A – Individually Students sitting at their Student Workbook: Maths Plus –
9999” unit in their workbooks. written strategies (trading) to solve engaged desks Australian Curriculum Edition: Year 3
20 mins Teacher moves around room to 4-digit subtraction facts in their (Page 136).
monitor and assess comprehension. workbooks.
Workbooks are marked and revised
as a class (Teacher facilitated).
AOL
Differentiation: Summative Evaluation

Emergent: Emergent learners to focus on two- and three-digit subtraction facts (with or
without trading – dependent on ability)

Advanced: Advanced learners could explore five and six-digit subtraction facts with
trading during game play

Teaching notes Follow up

AAL: Assessment as Learning
AFL: Assessment for Learning
AOL: Assessment of Learning

 Name:_____________

BIGGEST & SMALLEST

SUBTRACTION
Roll a dice 3 times. Write the biggest and smallest numbers you can make
with the 3 digits. Subtract to find the difference.
Digit 1 Digit 2 Digit 3 Highest # Lowest # Subtract
3 11
421
1 4 2 421 124 -124
287
 Name:_____________

BIGGEST & SMALLEST

SUBTRACTION
Roll a dice 4 times. Write the biggest and smallest numbers you can make
with the 4 digits. Subtract to find the difference.
Digit 1 Digit 2 Digit 3 Digit 4 Highest # Lowest # Subtract
2
4,321
1 4 2 3 4,321 1,234 -1,234
3 0 8 7

1
Digit 1 Digit 2 Digit 3 Digit 4 Digit 5 Highest # Lowest # Subtract

5 15 14
6 6 7 3 5 76653 35667 76653
35667
40986


Curriculum Mathematics Year: Stage 2, Year 3 Teacher’s Signature:

Topic Decimals Date: 7/11/2018 Time: Afternoon (45 mins)

Learning Intention: Outcome(s) Prior knowledge

MA2-7NA Represents, models and compares commonly used - Whole numbers
(WALT) We are learning to identify, compare, add, subtract and sequence decimal fractions and decimals
numbers up to two decimal places
MA2-2WM Uses appropriate terminology to describe, and
symbols to represent, mathematical ideas
Success criteria:

(WILF) What I am looking for is a demonstrated ability to add, subtract and sequence
decimal numbers up to two decimal places

Time Teaching strategies Learning strategies Grouping Space Resources

Introduction
Teacher opens discussion on
10 mins fractions and their relationship to Teacher and students interactively Whole class Students sitting on floor Whiteboard (1)
decimals, gauging student discuss and explore decimals and in front of teacher
knowledge and comprehension. fractions, and their association to Class sized hundreds chart
Teacher introduces and models whole numbers.
fractions and decimals on the
whiteboard and hundreds chart.
Body
Teacher introduces “Menu Math”
activity/worksheets to students who Using provided worksheets, N/A – Individually Students sitting at their “Menu Math” worksheets (one per
15 mins “order” food and add, subtract and students identify, compare, add and engaged desks student)
compare costs to the nearest cent subtract decimal numbers up to two
(two decimal places). Teacher decimal places.
moves around room to monitor and
assess student comprehension.
AFL
 Closure
Students complete “Decimals” unit
in their workbooks. Teacher moves
20 mins around room to monitor and assess
comprehension. Workbooks are
marked and revised as a class
(Teacher facilitated).
AOL
Using diagrams and number lines N/A – Individually Students sitting at their Student Workbook: Maths Plus –
from their workbook questions, engaged desks Australian Curriculum Edition: Year 3
students identify, compare and (Page 140).
sequence decimals of up to two
decimal places.

Differentiation: Summative Evaluation

Emergent: Emergent learners to focus on decimal numbers up to one decimal place (0.1
– 0.5)

Advanced: Advanced learners to round menu prices to the nearest Australian cent (5, 10,
20, 50)

Teaching notes Follow up

AAL: Assessment as Learning
AFL: Assessment for Learning
AOL: Assessment of Learning

 3.00 1.00

2.50 1.00

1.00 2.00

3.50 1.00

2.00 2.50

1.50 3.00

1.00 1.50

3.00 1.50

0.50 2.00

2.00 2.50

1.50 3.00

1.00 2.50

NAME:

You and a friend have decided to order your lunch. Using the menu above, please
pick out four items you would like to eat.

My meal is:

QUESTIONS

1. What was the total cost of your meal?

2. If you paid with a $10 note, how much change would you get for from your
whole meal?
3. Compared to your neighbour, who had the most expensive meal? What was
the difference?
4. What is the sum of the two meals?
5. If you wanted to divide the cost evenly, how much would you each pay?
6. If you paid with $15, how much change would you get for from whole
If you paid with a $20 note, how much change would you get for from whole
meal?

 4.00 0.80

2.15 0.95

1.50 1.85

4.75 1.60

1.90 2.55

0.75 1.15

0.90 0.90

1.75 4.45

0.95 4.10

1.10 1.70

0.90 1.65

0.75 1.00

NAME:

You and a friend have decided to order your lunch. Using the menu above, please
pick out four items you would like to eat.

My meal is:

QUESTIONS

1. What was the total cost of your meal?

2. If you paid with a $10 note, how much change would you get for from your
whole meal?
3. Compared to your neighbour, who had the most expensive meal? What was
the difference?
4. What is the sum of the two meals?
5. If you wanted to divide the cost evenly, how much would you each pay?
6. If you paid with a $20 note, how much change would you get for from whole
meal?

NAME:

You and a friend have decided to order your lunch. Using the menu above, please
pick out four items you would like to eat.

My meal is:

QUESTIONS

1. What was the total cost of your meal?

2. If you paid with a $20
$10 note, how much change would you get for from your
whole meal?
3. Compared to your neighbour, who had the most expensive meal? What was
the difference?
4. What is the sum of the two meals?
5. If you wanted to divide the cost evenly, how much would you each pay?
6. If you paid with a $50
$20 note, how much change would you get for from whole
meal?