MATHS OVERVIEW, TERM 1 - General Web viewmake appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary ... CE SE IE. KEY CONCEPTS. LEARNING

MATHS OVERVIEW, TERM 1 YEAR LEVEL CONTENT DESCRIPTORS ASSESSMENT

Year 3 Number & Algebra InvestigationDURATION ACMNA051 Investigate the conditions required for a number to be odd or even and identify odd and even numbers

ACMNA052 Recognise, model, represent and order numbers to at least 10 000ACMNA053 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problemsACMNA054 Recognise and explain the connection between addition and subtraction

ACMNA055 Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computationACMNA056 Recall multiplication facts of two, three, five and ten and related division factsACMNA058 Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

ACMNA059 Represent money values in multiple ways and count the change required for simple transactions to the nearest five centsACMNA060 Describe, continue, and create number patterns resulting from performing addition or subtraction

ASSESSMENT ONE:

Using the Year 2 survey data, students record and represent data in a meaningful and efficient way independently and report findings to class.

ASSESSMENT TWO: Interpreting data displays. Using their data displays of the Year 2 results, students answer questions provided on the Assessment Sheet.

ASSESSMENT THREE:

Given the total money made from the Year 2 students, and the initial cost of the purchase of the pizzas, students independently work out the profit made from their “Project Pizza Lunch”. Students will be required to explain and justify their thinking.

10 WeeksLINKS TO OTHER LA’s

Measurement & GeometryACMNA059 Represent money values in multiple ways and count the change required for simple transactions to the nearest five centsACMNA060 Describe, continue, and create number patterns resulting from performing addition or subtractionACMMG061 Measure, order and compare objects using familiar metric units of length, mass and capacityACMMG062 Tell time to the minute and investigate the relationship between units of timeACMMG063 Make models of three-dimensional objects and describe key featuresACMMG066 Identify symmetry in the environmentACMMG064 Identify angles as measures of turn and compare angle sizes in everyday situations

Statistics & Probability DEVELOPING INQUIRING & REFLECTIVE LEARNERSACMSP067 Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

ACMSP068 Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording

ACMSP069 Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies

ACMSP070 Interpret and compare data displays

COMMUNITY CONTRIBURORLEADER AND COLLABORATOREFFECTIVE COMMUNICATORACTIVE INVESTIGATORDESIGNER AND CREATORQUALITY PRODUCER

Diocese of Cairns, Catholic Education Services

CROSS CURRICULAR PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


2. current environmental issues

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their


ideas transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


Week: 1 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORSNumber & Algebra ACMNA051 ACMNA052 ACMNA053 ACMNA054 ACMNA055 ACMNA056 ACMNA057 ACMNA058 ACMNA059 ACMNA060

Measurement & Geometry ACMMG061 ACMMG062 ACMMG063 ACMMG065 ACMMG066 ACMMG064

Statistics & Probability ACMSP067 ACMSP068 ACMSP069 ACMSP070

CE SE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESUse mental strategies for problem solving Teacher Instruction Shared/Independent Practice Assessment

Introduce the unit Project Pizza to the class to be held in Week 9 to raise money for a charity/community organisation/own school (teacher might know of a need within the school community that would appreciate a donation).

Students decide upon a year level to sell pizza to, e.g., Year 2. Brainstorm (by creating a mind map) elements of organizing a fundraiser, e.g, providing adequate food, budgeting, number of guests etc. After creating the mind map discuss the elements that need to be addressed first.

Students to create posters/flyers on Pizza Party, including date and time.

As a class observe the Learning Object “Skateboard Survey”. Using the “FISH” strategy, consider the need to cater to guests’ tastes in Pizza toppings.

Address the question: “How will we find out what pizzas Grade Two like?”

Lead the discussion by asking students how to ask Year 2 students, when is appropriate? How do we collect the information? (This could be recorded on a class wiki or butcher’s paper in a rotational learning episode.) see groups

NB: Depending on the students’ understanding and familiarity of the “FISH” Strategy, explicit teaching may need to be undertaken and/or revised.

Record learning from these Learning Experiences in the Class Journal.

MENTAL COMPUTATION☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGEFundraiser, investigation, budget, questions, survey, plan, proposal,

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus Looking at info on charities Focus voting on who to choose and why Focus Brainstorm ‘how’ survey Focus Brainstorm ‘how’ record


RESOURCESCommunity organization pamphlets/websites, LO: Skateboard Survey (Search Resources on myclasses), FISH strategy resource package, Class journal, Poster paper

Butcher’s paper/wiki

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESUse mental strategies for problem solving Teacher Instruction Shared/Independent Practice Assessment

Continue working on the questions from the previous week using the “FISH Strategy”.

Discuss: Where do we complete the survey? What will we do with the information? (This could be recorded on a class wiki or butcher’s paper in a rotational learning episode.)

Refine the question and narrow the focus of the question, e.g., “Which is the most popular pizza?” to “Which is the most popular pizza among the students in the class?”

As a class create the survey sheet which is to be completed by the Year 2 Teachers in the following week.


ObservationalMENTAL COMPUTATION

☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGEPopular, among, survey, refine, narrow.

RESOURCESButcher’s paper/wiki FISH KIT Strategy Class journal Blank survey sheet template

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESUse mental, written or calculator methods to solve problems

Teacher Instruction Shared/Independent Practice Assessment Teacher to model how to collect and record data about a

chosen topic e.g., class eye colour. Teacher to model a simple column graph, picture graph and a graph on a hundreds grid mat

Explore meaningful and efficient ways to record the data, and representing and reporting the results of investigations. Using the Learning Object: “Graph Investigator – Getting to School” model various ways to organize the information (Picture graph, column graph, pie graph etc). Draw attention to important aspects of graphs e.g., using a key, numbering the y-axis in various ways, titles, labeling each axis etc.


Using the survey sheet used for the Year 2’s, conduct a survey within the class on their favourite pizza.


MATHEMATICAL LANGUAGECollect, record, interpret, data, column graph, pie graph, picture graph, symbol, x axis, y axis, key, title, labels, conduct, rows, columns, represent, display, table.

RESOURCESLearning Object: Graph Investigator – Getting to School, Hundreds grid mat, Picture symbols – different eye colours, Flashcards with different labels with generic language

Poster paper to make different graphs to display in classroom, Survey sheet, Class journal – record picture of graphs

REFLECTION

Week: 1 2 3 4 5 6 7 8 9 10





CE SE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIES

• Use appropriate terminology and symbols to describe and represent mathematical ideas•Select effective datad collection methods and constructs, compare and interpret data displays

Teacher Instruction Shared/Independent Practice Assessment Year 2 Teachers to return

completed class pizza surveys. Enlarge the results of the Year 2 surveys and display to class.

In groups, children record and organize data from own class survey into either a simple column graph, picture graph or a graph on a hundreds grid mat.


Teacher to record students’ contributions, understanding and use of mathematical language


MATHEMATICAL LANGUAGECollect, record, data, column graph, pie graph, picture graph, symbol, x axis, y axis, key, title, labels, conduct, rows, columns, represent, display, results, table.

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus Class survey Focus Class survey Focus Class survey Focus Class survey

RESOURCESBlank checklist to record student’s contributions, Hundred grid mat, Blank paper for picture graph symbols, Flashcards displayed in classroom,Enlarged copy of Year 2 survey results

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIES•Use appropriate terminology and symbols to describe and represent mathematical ideas•Select effective data collection methods and constructs, compare and interpret data displays

Teacher Instruction Shared/Independent Practice Assessment Reflection: Refer to class journal.

Class to discuss learning experiences to date, focusing on graphs.

ASSESSMENT ONE: Using the Year 2 survey data, students record and represent data in a meaningful and efficient way independently.


MATHEMATICAL LANGUAGECollect, record, data, column graph, pie graph, picture graph, symbol, x axis, y axis, key, title, labels, conduct, rows, columns, represent, display, results, table.

RESOURCESAssessment Sheet One and/or grid sheet for each student – only if they wish to use it to display their information, Flashcards displayed in classroom, Class journal

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE


Shared/Independent Practice Assessment Negotiate Class Journal entries

Record learning from these Learning Experiences in the Class Journal

ASSESSMENT TWO: Interpreting data displays

Using their data displays of the Year 2 results, students answer the following questions on the assessment sheet provided:

1. How many students voted for…?

2. How many students voted altogether?

3. Which pizza is the most/least popular?

4. How many more student voted for … than …?

5. How many fewer students voted for … than …?

6. If two more students voted for … how many more students voted for … now?

7. What data is this graph not giving us about our surveyed students?

8. Design some questions to ask another student about your graph. Have an answer sheet.


MATHEMATICAL LANGUAGECollect, record, data, column graph, pie graph, picture graph, symbol, x axis, y axis, key, title, labels, conduct, rows, columns, represent, display, results, table, vote, fewer, most, popular, interpret.

RESOURCESAssessment Sheet Two for each student: Interpreting data displays, Class journal

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE


Teacher Instruction Shared/Independent Practice AssessmentTeacher to inform class the cost

of a mini pizza e.g., $2 per mini pizza. Explain to the students that we have to sell the pizzas at a cost that will enable us to cover the cost of the pizza to the school and make a reasonable profit to donate to charities, whilst still making the pizzas affordable to the customers. Define concept of “profit” using a Frayer Concept Model.

Students to brainstorm how this can be achieved. Using teacher’s discretion (considering location of school, Socio-economic stats of school etc) determine a suitable selling price for each mini pizza.


Using the Notebook provided (or hard copy) and play money, students to:

o Choose different combinations of coins to make a given amount of money

o Choose different combinations of notes to make a given amount of money

o Recognise the symbols for dollars and cents

o Use addition and subtraction to assist with calculation of money

o Count using coins and notes and making the connections to the counting sequence.

o Investigate equivalent value using coins of the different denominations solve money problems when change is required.


MATHEMATICAL LANGUAGEprofit, donate, affordable, customers, price, combination, amount, symbols, dollars, cents, coins, notes, change, represent, addition, add, subtraction, take away, subtract, difference, equivalent, denominations, equal, worth, price, swap, exchange, trade, expensive, cheap, price tag, charge, buy, sell, bought, sold, total.

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus See Assessment Focus See Assessment Focus See Assessment Focus See Assessment

RESOURCESFrayer Concept Model for each student, Play money, Notebook Project Pizza interactive whiteboard activity, Class journal, Ideal Resourcse – Money CD Rom available in all


Catholic schools, Targeting Maths CD ROM 3 – money activities

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE


Teacher Instruction Shared/Independent Practice Assessment Continue representing and investigating

money concepts from previous week.

With teacher direction, class will determine the estimated profit of the lunch based on the Year 2 data and pizza-selling price. This can be done using different strategies e.g., number line, written algorithms, counting on etc.

Students brainstorm the potential variables that may change the outcomes of the predicted profit e.g., absent students, students forgetting money, etc.

Inform Year 2 class of the cost of the pizzas and reminder of “Project Pizza Day”. (Teachers may like to enlist the help of Year 7 students/school officer/parents etc).


Work on Pizza Project


MATHEMATICAL LANGUAGEprofit, donate, affordable, customers, price, combination, amount, symbols, dollars, cents, coins, notes, change, represent, addition, add, subtraction, take away, subtract, difference, equivalent, denominations, equal, worth, price, swap, exchange, trade, expensive, cheap, price tag, charge, buy, sell, bought, sold, total, estimate, variables, predicted.

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus see shared practice Focus see shared practice Focus see shared practice Focus see shared practice

RESOURCESPlay money, Notebook Project Pizza interactive whiteboard activity, Ideal Resourcse – Money CD Rom available in all Catholic schools, Targeting Maths CD ROM 3 – money


activities, Class journal, Number line for each student, Paper for Year 2 reminder

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE


Teacher Instruction Shared/Independent Practice AssessmentProject Pizza Lunch Day” Money to be collected and counted in

various ways e.g., in groups of $1, $5, $10 etc.


ASSESSMENT: Given the total money made from the Year 2 students, and the initial cost of the purchase of the pizzas, students independently work out the profit made.

Students will be required to explain their thinking by completing the assessment sheet provided.

Students can use the “FISH” Strategy, drawing diagrams, writing notes etc. to assist with this assessment.


MATHEMATICAL LANGUAGEcollect, count, group, various, change, sort, total, add, profit, selling price, cost, price, purchase, calculate, record, justify.

RESOURCESProfit Assessment sheet for each student, Float to collect money and use as change, Clear money bags used to collect and group money, FISH cards

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




CE SE IE


Teacher Instruction Shared/Independent Practice AssessmentAssessment Interview Decide on how to inform the chosen

charity/school/community organization of money raised and donate on behalf of Year 3 students.

Complete class journalPublish news of project in school

newsletter

Interview Students to reflect on learning experiences.

Using the reflection sheet, read the questions to students. You modify or add additional questions to elicit understanding.


MATHEMATICAL LANGUAGEreflection, investigation, thoughts, feelings

RESOURCESProfit Assessment sheet for each student

REFLECTION


CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written,


dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials


Assessment Tasks- Making a Graph Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name: Year Level:

Name of Task: Teacher:

Type of Task: ☐ Oral ☐ Written ☐ Other

Task Conditions: ☐ Individual ☐ Pair ☐ Group Work☐ In Class ☐ Homework ☐ Other

Opportunities toAccess ☐ Books ☐ Notes ☐ Library ☐ TechnologyAssessed by ☐ Self ☐ Peer ☐ TeacherTask Description:

You will use the data collected from the Year 2 Survey to record and represent data in a meaningful and efficient way for others to easily understand.You will be provided with: Grid Paper, Blank paper, ruler, colours.Task Procedure

(You will)1. Use the data from the Year 2 survey on pizza toppings and display the results in a way that you have learnt

about in class.2. Record the data on the display.3. Label the display.4. Present the display in a way that easy for people to understand.


Assessment Sheet: Checklist

Assessment Tasks- Interpret a Data Display Logo




Name of Task: Teacher:




Using the data display you created based on the Year 2 Survey results, examine the data and analyse the results so that we can prepare for our Project Pizza Lunch.Task Procedure

(You will)1. Use the data display you created based on the Year 2 Survey results to examine the following:

o How many students voted for…?o How many students voted altogether?o Which pizza is the most/least popular?


o How many more student voted for … than …?o How many fewer students voted for … than …?o If two more students voted for … how many more students voted for … now?o What data is this graph not giving us about our surveyed students?o Design some questions for you to ask another student about your graph. Provide the answers.

Assessment Sheet: Profit

Assessment Tasks- Interpret a Data Display Logo




Name of Task: Profit Teacher:




Given the total money made from the Year 2 students, and the cost of the purchase of the pizzas, you will work out the profit made. You will be required to explain your thinking by completing the assessment sheet given to you by your teacher.Task Procedure


(You will)1. Using the Assessment Sheet your teacher has given you with the ‘Total cost of pizza” and the “Total amount

made at pizza lunch” work out the total amount that we will donate to our charity/cause using the FISH strategy.2. Determine:

i. What am I asked to find?ii. What information do I already have?iii. What strategies and skills do I have to solve/do this task?iv. How reasonable is my solution? How do I know?

3. Show your answer using at least 3 different coin and/note combinations as you can.4. Explain your thinking by drawing a diagram, using a number line, using a number sentence.

Assessment Sheet: Profit


Documents

MATHS OVERVIEW, TERM 1 - General Web viewmake appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary ... CE SE IE. KEY CONCEPTS. LEARNING