pialbastateschool.files.wordpress.com · Web viewUse large class learning clock to ‘talk to the time’ during the days and lessons (i.e. it is now 11:00 at 11:05 we will stop

PIALBA STATE SCHOOL: MATHEMATICS YEAR 3SEMESTER 1 UNIT 1 PLAN

Proficiency Strands

At this Year level:

• understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry

• fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions

• problem-solving includes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns

• reasoning includes using generalising from number properties and results of calculations, comparing angles and creating and interpreting variations in the results of data collections and data displays.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

1 D Show Me Term 1 Pre-Test

5 S Representing, adding and subtracting numbers

8 S Conducting a simple chance experiment

4 M/S Investigating and measuring length

9/10 D Show Me Term 1 Post-TestShow Me Term 2 Pre-Test

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: MathsYear Level Team: Year 3

Term 1: Semester 1Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

L2B U2BMEASUREMENT:

TimeONGOING LEARNING THROUGHOUT TERM

#Activities Clock Flower Display – display as a resource for students

to refer back to Use individual clocks to create and read times with 5

minutes intervals Relate digital time to analogue- minutes past then

minutes to, then half/quarter past and to Use large class learning clock to ‘talk to the time’ during

the days and lessons (i.e. it is now 11:00 at 11:05 we will stop – and move hands on the clock so students are able to anticipate the time to come)

Five Minute Word Problems Mixed Time Task Cards

#Open-ended Maddy started an activity at 12:20 and finished it at

12:30. What activity might she have done?

#NAPLAN Item Analysis – Use previous NAPLAN assessment booklets to analyse questions

o languageo conceptso reasonablenesso correct answers/incorrect answers

Do students identify the correct hands on a clock when reading time

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

.

U2BReading calendars

Linking months of the year to seasons

Expose to more technical or specific Maths vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Independent Work

Peer Instruction

Tiered tasks

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1/Mathematics_Library/index.html

Clock Flower Display Individual clocks Large class clock Mixed Time Task Cards Five Minute Word

Problems

Vocabulary:minute, hour, second, time, clock, analogue, digital, interval, half past, quarter past/to,

Walt: Say, read, write and show times to five minute intervals

Wilf: Show clock times

on analogue and digital clocks

Match analogue, digital and word representations

Tib: We need to be able to recognise times for daily events and on timetables.

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https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1




KLA: MathsYear Level Team: Year 3





Internal monitoring data

Formative (Feedback)



Resources

L2B U2BNUMBER AND PLACE

VALUE: 3-Digit Numbers

#Warm ups Ladders (use with 3 10-sided dice, promotes order of

numbers) Number Lines – roll dice and locate numbers on a

number line Four Square#Number Talks 180 + 27 = 362 + 80 =

#ActivitiesRepresent 3 digit numbers with concrete materials and explore the Base 10 system Work in pairs to represent three digit numbers:

o Use bead strings (multiple to make hundreds) MABs on Place Value Mats Matching cards (in C2C or create own) – match

symbols, words and pictures Use place value mats and number expanders to look at

different ways to partition numbers (i.e. 153 = 1H 5tens, 3 ones; or 15tens and 3 ones; or 153 ones etc)

Roll it, Make It, Expand It sheet (this can be differentiated to include non-standard partitioning using 20 sided dice)

PV 3-digit Number I Have Who Has Loop Cards (2-digit version provided for lower levels)

Create a ‘number poster’ – everything you know about the number to display in room

BUILDING FOR ASSESSMENT

Check that students have a clear

understanding of the Place Value

Parts of a Number actually mean.

Students should be able to partition

numbers in standard place

value parts, but also non-standard place

value parts also

Do students read and represent

numbers accurately

Check that students understand the

different between a digit and a number

L2B


Explicitly teach the vocabulary to ensure the students have the required prior knowledge.





Use technology to record students work;

U2B




Independent Work

Peer Instruction

Tiered tasks

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1/Mathematics_Library/index.html Ladders for Warm Up Four Square Mats dice (6-, 10- and 20- sided) Items suitable for counting

as collections i.e. MABs, bags of buttons, match sticks, bundling materials

Place value mats Number expanders Match 3-Digit

Representations Number Match Cards PV 3-Digit I Have, Who Has;

PV 2-Digit I Have, Who Has Hundreds, Tens and Ones

dice Magnetic MABs playing cards Real life applications –

football and cricket scores, weekly attendance etc.

Vocabulary:digit, base 10, number, place value, ones, tens, hundreds, standard partition, non-standard partition, number line, increments, benchmarks, value, more than, less than, smallest, biggest, least, most

Walt: Recognise, write, represent and order 3 digit numbers

Wilf: place value parts partitioning order of numbers matching

numbers, name, place value

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Lessons 19-23



(Feedback)



Resources

L2B U2BTib: 3 digit numbers exist all around us and we need to use these numbers in everyday life

Continued Number lines:

o whole class – methods for locating numbers on number lines. Use place value language, benchmarks, half and quarter benchmarks, increments etc

o Identify numbers that are more or less Place Value Counting:

o Explore counting patterns in 10s, 100s and 1000s starting at different points – i.e. 536: counting in 10s (536, 546, 556, etc and 53tens and 6ones, 54tens and 6ones, 55tens and 6ones)

Four square - represent with objects / pictures, place value partitions (expanded notation HTO)

Read and write numbers in digits and words up to 4-digit Order 4-digit numbers (smallest to biggest; least to most

and vice-versa) First to 1000 game – roll hundreds, tens, ones dice. Collect

MABs (& bundling sticks) and record on place value mat. Exchange / trade as required.

Make a 3-digit number (deal 3 cards), describe the place value of each digit – largest number wins. Order and position on number line.

Chalk number lines / laminated number lines (no numbers) experiment with benchmarks

Place Value MABs PPT – be explicit about digits in a number as opposed to the whole number

#Open Ended investigate ways to count 1000 objects How many ways can you partition 763?#NAPLAN Item Analysis – Use previous NAPLAN assessment booklets to analyse questions


As Above As Above Number lines (strips, laminated, chalk drawn, tape on the floor etc.)

Place Value MABs PPT Roll It, Make It, Expand it

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KLA: MathsYear Level Team: add teacher names






(Feedback)



Resources

L2B U2B

NUMBER AND PLACE VALUE: Addition and Subtraction

#Warm ups Fives#Number Talks 7 + 8 + 6 + 3 + 5 = 12 + 7 + 8 + 5 = #ActivitiesNumber Facts and Add strings of single digit numbers Recall Addition Number Facts:

o Play BANG! – create two lines of students; give first two students in line a number fact to answer. Both shout BANG! First to shout BANG! gets to answer first with correct answer. Student who wins stays, other student goes to the end of their line and the next person steps up.

o roll dice and add strings of numbers in small groups or pairs

Extended Facts:o Link basic number facts to extended facts

(80 + 60 = 8tens + 6tens.) Use Hundred Board and/or MABs and Place Value Mats

o Roll ten sided dice (or tens dice) – add as extended facts

Explore the inverse relationship between addition and subtraction:o Whole Class explicit teaching: Model with

materials - give the parts and the whole and manipulate to represent addition and subtraction situations. Write a number sentence to match each situation.

Check that students have a good foundational knowledge of basic number facts

Can students manipulate number sentences to represent an inverse?


Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Automaticity of Multiplication Facts through rhyme and song.





Independent Work

Peer Instruction

Tiered tasks


Playing cards Learning Object: Mini-

Beasts Mission ten-sided dice or tens dice 10 Frames counters MABs Place Value Mats Hundred Board

Vocabulary:addition, subtraction, together, sum, equation, number sentence, number story, strategy, compensate, split strategy, jump strategy, partition, number facts, extended facts, addend

Walt: Add strings of single digit

numbers. Wilf: Recall of number facts Understanding the

process of addition and subtraction

Tib: Being able to mentally add strings of numbers helps us to solve problems in our daily lives

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(Feedback)



Resources

L2B U2BContinued Learning Object: Mini-Beasts Mission Card game – draw cards (picture cards removed)

adding strings of numbers. First one to 100 wins (change the target number to differentiate for students)

Number lines: locate numbers on a number line represent number problems & explore

jump and split strategies

#Open-endedToby bought a new bike for $487.50. What combination of coins and notes could he have used?


o languageo concepts

o reasonableness

o correct answers/incorrect answers

As Above As Above

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(Feedback)



Resources

L2B U2B

NUMBER AND PLACE VALUE: Addition and

Subtraction

#Warm ups “HIT” the Number Change It Four Square#Number Talks 38+54 = 743+629=#ActivitiesAddition and Subtraction StrategiesJump Strategy: Demonstrate adding and subtracting number using a

hundred board and empty number line

Discuss that when we move down a row, we add 10; when we move up a row, we subtract 10. Give students hundred board and counters to practice adding and subtracting. Model how to use an empty number line to demonstrate the same process. Refer to as the Jump strategy

Number talks is a neat and simple way to see and understand students use and thinking around strategies for addition and subtraction

Students need to have a solid

understanding of place value to use efficient mental

strategies for addition and subtraction

check that students understand what a

‘jump’ means and/or represents









Independent Work

Peer Instruction

Tiered tasks

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1/Mathematics_Library/index.html ten-sided dice or tens dice four square mats calculators Mental Maths Adding and

Subtracting Sheets Video – Scan, Think, Do 10 Frames counters MABs Place Value Mats Slideshow: Addition or

Subtraction Four Square Mats

Sheet: 2-digit Addition Problems

Vocabulary addition, subtraction, together, sum, equation, number sentence, number story, strategy, compensate, split strategy, jump strategy, partition, number facts, extended facts, addend

Walt: Add and subtract 2-digit and 3 digit numbers using efficient mental strategiesWilf: Use Place Value

understanding to use and rearrange numbers to make computation easier

jump strategy split strategy compensate strategy

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(Feedback)



Resources

L2B U2B

Tib: We need to add numbers in real life when we don’t have a calculators – money, game scores

ContinuedSplit Strategy: Explain that when we use this strategy we partition

the numbers and add the place value parts

Compensate Strategy: Use 10 frames and counters to represent the idea of

‘moving parts’ of a number to make calculating easier. i.e. 9+5 =

rearrange the parts to show 10+4=14

• Practice compensate strategy with 2-digit numbers: adjust one number; add or subtract the parts; adjust the sum (or difference). i.e.

Present number sentences in a variety of ways with missing addends (i.e. 54+12= □; □= 54+12; 54+□=66; 12+□=66; 66-□=54 etc)

As Above As Above

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75 + 8A student might think:

75 + 10 – 285 – 2 = 83

36 + 9A student might think:

36 + 10 – 146 – 1 = 45





(Feedback)



Resources

L2B U2BContinued Practice Adding and Subtracting numbers using MABs

and Place Value Mats Slideshow: Addition or Subtraction Sheet: 2-digit Addition Problems Interpret & solve addition/subtraction word problems

(Mental Maths Adding and Subtracting sheets - this activity explore a large variety of ways that addition and subtraction can be worded in number stories. Could be very useful to build for NAPLAN) Students should be encouraged to Scan, Think,

Do when facing number stories and problems (see Scan Think Do Video); and should be encouraged to visualise a problem to identify if addition or subtraction are required.

Write number stories to match addition and subtraction situations.

4 square mats – related addition/ subtraction/ missing addend facts (introduce with flip blocks) then part-part-whole.

Use 1-100 grid outside to show add / subtract and different strategies

#Open Ended Choose 2 numbers that you find easy to add together.

Explain why it is easy. I am thinking of 2 numbers. The difference between

them is seven. (Extend – the numbers are 3 digit numbers) What could the two numbers be? Show how you need to use both addition and subtraction.

As Above As Above

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Internal monitoring data Formative (Feedback)



Resources

L2B U2B

MEASUREMENT: Length# Activities Measure lengths of objects using non-standard

units (blocks, paper clips, straws) Introduce and explicitly teach – 1 metre. Why

do we need a standard measure? Show a one metre rule.

Build block towers (or use other materials) that are ‘about’ a metre (estimate)

Create 1m paper strips or ribbon rulers – measure objects around school, compare to a metre

Chalk recording – metre intervals – to measure a set distance (eg 10 metres) – compare measurements and discuss methods for improving accuracy.

Ball throw / car distance – measure in m – estimate and check (arm spans, strides)

Identify objects and contexts suitable / not suitable for measuring in metres – and justify

#Open Ended Can you find an object in the classroom that is:

More than a metre? Less than a metre? About a metre?

GUIDED INQUIRY:Investigating and measuring length

Check that students understand the purpose of

standard units

Do students use correct measuring techniques to

measure accurately?



Use Concrete Materials (MABs, counters)

Small Group Instruction





Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independent


materials suitable as non-standard measurement units, including linking cubes, paperclips, straws, ice-cream sticks, lengths of string, wool

lengths of string, rope, ribbon and paper (5 or 6 lengths - each length 1-3 metres in length)

metre ruler or tape interlocking or uni-fix cubes

Guided Inquiry ResourcesSheets:

Investigating and Measuring Length

Data collection - What stopped in the mud?

Vehicle 1 Vehicle 1 (colour) Vehicle 2 Vehicle 2 (colour) Vehicle 3 Vehicle 3 (colour) Vehicle 4

Vocabulary metre, measure, metric, estimate, length, long, short (and their superlatives), compare, ________________________

Walt: Recognise the metre as a unit of length & measure length in metres

Wilf: an estimated

understanding of what 1metre looks like

correct measuring techniques

Tib: We need a common / standard way of measuring things

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(Feedback)



Resources

L2B U2BContinued



Guided InquiryInquiry Question:

‘What stopped in the mud?’

# ActivitiesFollow the Mathematical Inquiry Method outlined in the resource Investigating and Measuring Length Explore measurement concepts (Discover) Plan the collection of evidence (Devise) Collect and interpret evidence (Develop) Determine the best conclusion (Defend) Explore other (Diverge)

As Above As Above Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html

Vehicle 4 (colour) Vehicle 5 Vehicle 5 (colour) Muddy tracks materials suitable for use as

informal units for measuring length, e.g. ice-cream sticks, paperclips, connecting cubeslengths of ribbon or streamer tape, individually packaged in bags (of various lengths from less than a metre to three metres, enough for one per student)

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https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html



Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsWALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal

monitoring data Formative (Feedback)



Resources

L2B U2B

STATISTICS AND PROBABILITY: Data

#Warm ups

#Activities Leaning Object: Ways to Display Data. Create an anchor

chart to identify the different types of data displays shown Model to Students how to collect data and represent in a

graph. Use sheet: Favourite Ice-cream and Graph Maker Learning Object

Plan data investigations – pose question, make a prediction, collect, record and display data, construct a graph, ask and answer questions about the graph and make inferences to explain the data (also discuss ‘fair test’): Eg – What traffic passes our school? Is it different in the morning or the afternoon?

Fruit break choices, tuckshop, most popular TV show etc. Groups can pose own question and collect data.

Show prepared graphs – work in groups to ask and answer questions about the graph then create similar class graph & compare



Do students read the title to identify the purpose of a graph?

Do students collect and record data from observed events in a table or list?

Do students accurately construct a picture graph or column graph from collected data?









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


Learning Object: Ways to Display Data

Learning Object: Graph Maker

Favourite Ice-cream Flavour

Vocabulary data, collect, represent, questions, labels, title, picture graph, bar/column graph, fair test Walt: Collect, record, display and interpret data from tables, pictures and column graphs

Wilf: Pose personal

questions to investigate(favourite food,etc)

Construct picture and column graphs from data and use to interpret data

Tib:We need to understand how to collect and represent data, and use it to make decisions in our daily lives

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsWALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal monitoring data

Formative (Feedback)



Resources

L2B U2BSTATISTICS AND

PROBABILITY: Chance#Activities Video: What are the Chances? Identify and

discuss words used to describe chance. Bus stop activity – brainstorm scenarios with

different likelihoods Cut up brainstorm scenarios and mix together

for children to sort and order by likelihood Dice roll, colour dice or spinner, coin flip

(homework task), lucky sticks (include uneven outcomes)

Determine learning context – what is the chance of…

Online Spinner Have students compare data from the two experiments where:o the number spinner sections are the same

(e.g. three sections)o the distribution of the spinner sections are

equalo the total number of trials are the same (e.g.

50 trails).o Identify, describe and record the

similarities and variations in their groups’ two results. Discuss and see what could happen if the number of trials is increased to 1500 trials.

o

ASSESSMENT:Conducting a Simple Chance Experiment

Can students: identify possible

outcomes in spinner experiments?

recognise and describe variations in results?

conduct a simple experiment with spinners?









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1/Mathematics_Library/index.html Video: What are the

Chances? Poster paper and markers Dice, coins, counters Sheet – Fraction Spinner Sheet – Coloured Spinners

Vocabulary chance, conduct, probable, likely, unlikely, outcome, event, equal chance, data, certain, impossible, possible

Walt:Conduct a simple chance experiment

Wilf: Identify possible

outcomes Recognise and describe

results and variations

Tib:We need to recognise chance events in everyday life and understand the likelihood of various outcomes

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(Feedback)



Resources

L2B U2BContinued

Create a table to show possible outcomes and record investigations

Discuss outcomes and describe variations – offer possible explanation. How could we change the outcome?

#Open Ended Dominic says his spinner has less chance of landing

on green than red. What might his spinner look like?



As Above As Above

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(Feedback)



Resources

L2B U2B

NUMBER AND PLACE VALUE: Multiplication

#Warm ups

#Number Talks#Activities Create a ‘Ways to Show Multiplication’

anchor chart. Discuss with students

Use pegboards, egg cartons etc to represent multiplication facts

Explore 2s facts by relating to doubles strategy

Explore 10s facts using MAB10s and record (stamps) – explicitly link to place value (8 tens is the same as 80)

Explore the 1s and 0s facts by creating equal groups and arrays with counters. Have students explain what they notice












Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1/Mathematics_Library/index.html Multiplication Songs 2s, 5s

and 10s Poster paper and markers counters, dice, MABs, peg

boards, egg cartons, grid paper multiplication grid - Sheets swipe and wipes Identifying Related Facts

SheetLearning Object: Multiplication Grid

Vocabularymultiplication, arrays, number sentence, repeated addition, columns, rows, equal, groups, number facts, of

Walt: Identify, represent and solve multiplication problems in real life situations

Wilf: Recall 0s, 1s, 2s and 10s

facts using an efficient strategy (doubles and tens)

Represent with arrays and objects

Identify equivalent multiplication facts

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Lessons 12-16


Internal monitoring data Formative (Feedback)



Resources

L2B U2B

NUMBER AND PLACE VALUE: Multiplication

Continued

Arrays Game (Partners) – using Grid Paper and two 10 sided dice. Roll both dice and create an array to match(one dice being the number of rows the other being the number of columns), colouring it on the grip paper – a different colour for each person (

Colour and cut arrays out of grid paper – use to explore turnarounds (related multiplication facts)

Identifying Related Facts Sheet – roll two dice and use these numbers to fill in the sheet

Begin to record known number facts on a multiplication grid (use in swipe and wipes) (Learning Object: Multiplication Grid)

Represent and identify odd and even numbers

Relate to twos facts and doubles Multiplication Songs: 2s, 5s and 10s#Open Ended I have 30 desks in my classroom. How can I

arrange them so that every group has the same number of desks?



See Above See Above See Above

Vocabularymultiplication, arrays, number sentence, repeated addition, columns, rows, equal, groups, number facts, of

Tib: We need to use multiplication to work out how many items are needed in total for a group or task

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Assessment Task/s

Mathematics Year 3 Unit 1: Representing, adding and subtracting numbers.

Name: Date:

Purpose of assessment: To recognise, represent and order numbers, recognise the connection between addition and subtraction, and add and subtract numbers.

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The Gympie Town Pool is shutting down - this is what the community thinks should happen to redevelop that space.

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CMNA055

Q8) Complete these number sentences. Show how you solved.

8a) 48 + 29 = ____ 8b) 67 - 39 = ____

CMNA054

Q8c) Use an inverse operation to prove that each answer is correct.

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Mathematics Year 3 Unit 1 — Conduct a chance experiment

Today you will be investigating the chance of rolling numbers on a dice. You will be recording data from two separate dice-rolling

experiments. The first experiment you will do with your teacher and the second one you will do by yourself.

Q1) List all the possible outcomes of rolling the dice. ______________________________

Q2) Write the possible outcomes into the appropriate places in the two tables below.

Q3) As your teacher rolls the dice 20 times, use tally marks to record the results in the Experiment 1 table below.

Q4) Roll your own dice 20 times and use tally marks to record the results in Experiment 2 table below.

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Q5) What were some things that were the SAME in the two experiments?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Q6) What were some things that were DIFFERENT in the two experiments?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Q7) Why are the results different in each experiment?

___________________________________________________________________

___________________________________________________________________

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Q8) Use the data from Experiment 2 to complete this graph.

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Year 3 Unit 1Assessment task — Investigating and measuring length

Name Date

Task

During Semester 1, students complete two Mathematical guided inquiries. They are:

Investigating and measuring length. ‘What stopped in the mud?’ (Unit 1), which focuses on learning related to the sub-strand Using units of measurement

Investigating positions on maps. ‘How could you rearrange the classroom to make it work better?’ (Unit 2), which focuses on learning related to the sub-strand Location and transformation.

As a monitoring task, observe:

Mathematical guided inquiry

Link to relevant section of the Achievement standard

Quality of student learning:

What stopped in the mud?

Students measure objects using familiar metric units for length, mass and capacity.

Collect evidence that the student can: select appropriate units to measure

length and distance show a reasonable approximation of

one metre using a personal referent, e.g. stride, arms extended

identify and describe contexts for measuring where metre is useful

measure accurately with metres justify their answer.

As an assessment task, the inquiry and attached Guide to making judgments can be used to report student learning (in line with the Achievement standard) to parents. The specific aspect of the Achievement standard is:

measure objects using familiar metric units for length

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The two Mathematical guided inquiries identified can be used as tools to monitor or assess student understanding of Semester 1 work. Schools can choose to either:

• use both inquiries as assessment with the GTMJ attached

• choose to use one inquiry for monitoring and one for assessment, or

• use both inquiries as monitoring tasks.

Year 3 Mathematics: Unit 1 — Investigating and measuring length Name:

Purpose of assessment: To use simple strategies to reason and solve a measurement inquiry question.

Understanding and Fluency Problem solving and Reasoning

Use metric units for length.Connect and apply measurement understanding to the inquiry question.Use mathematical language and symbols.

Interpret, model and investigate measuring length.Explain and justify conclusions using mathematical evidence.

Accurately transfers knowledge of measurement understanding to measure length.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

Develops and applies methods to gather relevant evidence for a viable solution to a problem involving measuring length.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

A

Recalls and uses appropriate measurement understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.

Develops a method to gather evidence to support the solution to a problem involving measuring length.Explains mathematical thinking including choices made, strategies used and conclusions reached.

B

Applies measurement understanding and uses metric units to measure length.Uses appropriate mathematical language, materials and diagrams.

Chooses a known method to gather evidence to support the solution to a problem involving measuring length.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.

C

Uses a non-standard unit to measure length.Uses aspects of mathematical language, materials or diagrams.

Follows a given method to gather evidence.Makes statements about choices or strategies used, when prompted. D

Uses direct comparison to measure length.Uses everyday language. Makes isolated statements E

Feedback:

Australian Curriculum

Foundation to 6 Maths - Year 3

Year 3 Achievement Standard

By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.

Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.

Content Descriptions

Number and Algebra Measurement and Geometry Statistics and Probability

Number and place value

Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Recognise and explain the connection between addition and subtraction (ACMNA054)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)

Patterns and algebra

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

Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)

Tell time to the minute and investigate the relationship between units of time (ACMMG062)

Chance

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)

Data representation and interpretation

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

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 (ACMSP069)

Interpret and compare data displays (ACMSP070)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculum

Students require prior experience with: recognising increasing and decreasing number sequences involving 2s, 5s and 10s identifying the missing element in a number sequence counting to and from 1 000 performing simple addition and subtraction calculations using a range of strategies using informal units to measure and order shapes and objects telling time to the quarter hour using a calendar to identify the date and the months included in seasons representing multiplication by grouping into sets making sense of collected information describing outcomes for everyday events collecting data from relevant questions to create lists, tables and picture graphs.

Curriculum working towards

The teaching and learning in this unit work towards the following: recognising the connection between addition and subtraction counting to and from 10 000 recalling addition facts for single-digit numbers continuing number patterns involving addition and subtraction telling time to the nearest minute solving problems using efficient strategies for multiplication interpreting and comparing data displays recalling addition and multiplication facts for single-digit numbers conducting chance experiments and listing all possible outcomes carrying out simple data investigations for categorical variables

using metric units for length.

Curriculum Priorities - Pedagogy

Considerations

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp

Username: CCPYDM Password: Curriculum#1

Assessing student learning

Assessment name: Representing, adding and subtracting numbersAssessment description: Students recognise, represent and order numbers, recognise the connection between addition and subtraction, and add and subtract numbers.Assessment name: Conducting a simple chance experiment.Assessment description: Students collect and interpret data from simple chance experiments.Assessment name: Investigating and measuring lengthAssessment description: Students use simple strategies to reason and solve measurement inquiry questions.In this unit, assessment of student learning aligns to the following components of the Achievement standard.By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

recall of addition facts with single-digit numbers and related subtraction facts partition three-digit numbers into standard and non-standard place value parts add and subtract two-digit numbers represent multiplication with materials and drawings (including the use of arrays) solve multiplication problems measure with metres match analog and digital clock times to five-minute intervals list and sequence everyday events based on their likelihood conduct simple chance experiments and explain variations in results

FeedbackFeedback in this unit this may include:

efficient strategies for recalling number facts (addition/subtraction, multiplication/division) mental strategies for adding and subtracting two-digit and three-digit numbers informal written methods for addition and subtraction, multiplication representing multiplication data collection and displaying conducting chance experiments the appropriate use of chance terms standard and non-standard partitioning mental strategies for adding and subtracting two-digit and three-digit numbers

measuring with metres.

Year 3 Semester 1 Term 1 Mathematics Report Card Comment Bank

Assessment Task 1: Representing, adding and subtracting numbers

A B C D E1M3A1 1M3B1 1M3C1 1M3D1 1M3E1

Representing, adding and subtracting numbers

{Name} recognised a non-standard base 10 representation and represented the number in digits. {She,He} was able to identify the scale on a number line. {Name} interpreted word problems to calculate answers to addition and subtraction situations. {She,He} recorded efficient strategies used to calculate addition and subtraction and justified positioning of numbers using mathematical language.


{Name} recogniseed a base 10 representation of a three-digit number with an internal zero, and represented it in digital and in words. {She,He} interpreted word problems to calculate answers and was able to check answers with inverse equations. {Name} recorded strategies for calculations. {She,He} identified the number that is 5 less.


{Name} recognised a base 10 representation of a three-digit number and represented it in digits and in words. {She,He} was able to add 10 to a number. {Name} performed an addition and subtraction calculation and identified a number on a number line. {She,He} compared, ordered and sequenced three-digit numbers. {Name} is able to write an odd three digit number that is larger than 500. {She,He} represented addition and subtraction situations with number sentences


{Name} recognised a base 10 representation of a number and represented it with digits. {She,He} was able to write an odd three digit number.


{Name} wrote a three-digit number.

Assessment Task 2: Conducting a simple chance experiment.

A B C D E1M3A2 1M3B2 1M3C2 1M3D2 1M3E2

Conducting a simple chance experiment.

{Name} accurately represented collected data in graph with all labels and all data being accurate. {She,He} explained similarities and differences between sets of collected data, using chance language (e.g. outcomes, random, expected, actual, tally marks, data) {Name} explained why data from a chance experiment can differ, using chance language to justify an answer. (e.g. outcomes, random, chance).


{Name} accurately represented collected data in graph. (Any 2 labels and all data accurate) {She,He} explained similarities and differences between sets of collected data, using some chance language . {Name} explained why data from a chance experiment can differ, using some chance language to justify an answer.


{Name} listed all possible outcomes for rolling the dice. {She,He} collected data efficiently and accurately in a table. {She,He} represented collected data in a graph (1 label and all data accurate). {Name} stated a difference between sets of collected data and explained why data from a chance experiment can differ.


{Name} listed most outcomes for rolling the dice. {She,He} recorded data using inefficient methods (i.e. not grouping tally marks.) {Name} represented some data on a graph. {She,He} attempted to explain why data differs but does not use chance language.


With assistance, {Name} listed some possible outcomes for rolling a dice. {She,He} needed help to record data and to state differences/similarities.

Assessment Task 3: Investigating and measuring lengthA B C D E

1M3A3 1M3B3 1M3C3 1M3D3 1M3E3Investigating and measuring length

{Name} accurately transfered knowledge of measurement understanding to measure length. {She,He} consistently and clearly used appropriate mathematical language, materials and diagrams. {Name} developed and applied methods to gather relevant evidence for a viable solution to a problem involving measuring length. {She,He} represented and presented evidence logically. {Name} clearly explained mathematical thinking including choices made, strategies used and conclusions reached.

Investigating and measuring length

{Name} recalled and used appropriate measurement understanding connected to the inquiry question. {She,He} consistently used appropriate mathematical language, materials and diagrams. {Name} developed a method to gather evidence to support the solution to a problem involving measuring length. {She,He} explained mathematical thinking including choices made, strategies used and conclusions reached.


{Name} applied measurement understanding and uses metric units to measure length. {She,He} used appropriate mathematical language, materials and diagrams. {Name} chose a known method to gather evidence to support the solution to a problem involving measuring length. {She,He} represented and presented evidence. {Name} described mathematical thinking including strategies used and conclusions reached.


{Name} used a non-standard unit to measure length. {She,He} used aspects of mathematical language, materials or diagrams. {Name} followed a given method to gather evidence. {She,He} made statements about choices or strategies used, when prompted.


{Name} used direct comparison to measure length. {She,He} used everyday language. {Name} made isolated statements.

Maths Pre-ModerationYear 3: Unit 1 Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:

Number and place value - count to 1 000; investigate the 2s, 3s, 5s and 10s number sequences; identify odd and even numbers; represent three-digit numbers; compare and order three-digit numbers; partition numbers (standard and non-standard place value partitioning); recall addition facts and related subtraction facts; represent and solve addition problems; add two-digit, single-digit and three-digit numbers; subtract two-digit and three-digit numbers; represent multiplication; solve simple problems involving multiplication; recall multiplication number facts.

Using units of measurement - tell time to five-minute intervals; identify one metre as a standard metric unit; represent a metre; measure with metres.

Chance - conduct chance experiments; describe the outcomes of chance experiments; identify variations in the results of chance experiments.

Data representation and interpretation - collect simple data; record data in lists and tables; display data in a column graph; interpret and describe outcomes of data investigations.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Representing, adding and subtracting numbers Understanding Fluency Recognises and represents place value structure.

Problem Solving and Reasoning Compares, orders and sequences numbers.

Conducting a simple chance experiment.Understanding Fluency Conducts a simple chance experiment. Collects data and identifies possible outcomes.

Problem Solving and Reasoning Interprets and compares the data collected from two chance experiments.

Investigating and measuring length Understanding Fluency

Use metric units for length.

Connect and apply measurement understanding to the inquiry question. Use mathematical language and symbols.

Problem Solving and Reasoning

Interpret, model and investigate measuring length. Explain and justify conclusions using mathematical evidence.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 Mathematics unit. Were there any literacy / numeracy identified areas?

Scan and Assess

Prioritise

Develop and Plan

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback in this unit this may include:

efficient strategies for recalling number facts (addition/subtraction, multiplication/division) mental strategies for adding and subtracting two-digit and three-digit numbers informal written methods for addition and subtraction, multiplication representing multiplication data collection and displaying conducting chance experiments the appropriate use of chance terms standard and non-standard partitioning mental strategies for adding and subtracting two-digit and three-digit numbers

measuring with metres.

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Assessment Task 1: Unit 1 — Representing, adding and subtracting numbers • Recognises a base 10 representation of a three-digit number and represents it in digits and in words (Q1a, 1b, 2a, 2b)• Able to add 10 to a number (Q1c, 2c)• Perform an addition and subtraction calculations (Q8a, 8b)• Identifies a number on a number line (Q4a)• Compares, orders and sequences three-digit numbers. (Q6c)• Is able to write an odd three digit number that is larger than 500. (Q6a)• Represents addition and subtraction situations with number sentences (Q6b, 7)

Assessment Task 2: Unit 1 — Conducting a simple chance experiment.• Lists all possible outcomes for rolling the dice. Q1 • Collects data efficiently and accurately in a table. Q2, Q3 & Q4 • Represents collected data in graph (1 label and all data accurate). • States a difference between sets of collected data. Q5, Q6 • Explains why data from a chance experiment can differ. Q7

Assessment Task 3: Unit 1 — Investigating and measuring length • Applies measurement understanding and uses metric units to measure length.• Uses appropriate mathematical language, materials and diagrams.• Chooses a known method to gather evidence to support the solution to a problem involving measuring length.• Represents and presents evidence.• Describes mathematical thinking including strategies used and conclusions reached.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Assessment Task 1: Unit 1 — Representing, adding and subtracting numbers • Recognises a base 10 representation o a three-digit number with an internal zero, and represents it in digital and in

words. (Q2a, 2b)• Interprets word problems to calculate answers and is able to check answers with inverse equations. (Q8c)• Records strategies for calculations (Q6b, 7, 8a, 8b)• Identifies the number that is 5 less (Q4b)

Assessment Task 2: Unit 1 — Conducting a simple chance experiment.• Accurately represents collected data in graph. (Any 2 labels and all data accurate) Q8 • Explains similarities and differences between sets of collected data, using some chance language Q5, Q6 • Explains why data from a chance experiment can differ, using some chance language to justify answer. Q7

Assessment Task 3: Unit 1 — Investigating and measuring length • Recalls and uses appropriate measurement understanding connected to the inquiry question.• Consistently uses appropriate mathematical language, materials and diagrams.• Develops a method to gather evidence to support the solution to a problem involving measuring length.• Explains mathematical thinking including choices made, strategies used and conclusions reached.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Assessment Task 1: Unit 1 — Representing, adding and subtracting numbers • Recognises a non-standard base 10 representation and represents the number in digits (Q3).• Is able to identify the scale on a number line (Q4a, 5a)• Interprets word problems to calculate answers to addition and subtraction situations (Q6b, 7)• Records efficient strategies used to calculate addition and subtraction (Q6b, 7, 8a, 8b)• Justifies positioning of numbers using mathematical language (5b)

Assessment Task 2: Unit 1 — Conducting a simple chance experiment.• Accurately represents collected data in graph. (All labels and all data accurate) Q8 • Explains similarities and differences between sets of collected data, using chance language (e.g. outcomes, random, expected,

actual, tally marks, data) Q5, Q6 • Explains why data from a chance experiment can differ, using chance language to justify answer. (e.g. outcomes, random, chance)

Q7

Assessment Task 3: Unit 1 — Investigating and measuring length Accurately transfers knowledge of measurement understanding to measure length. Consistently and clearly uses appropriate mathematical language, materials and diagrams. Develops and applies methods to gather relevant evidence for a viable solution to a problem involving measuring length. Represents and presents evidence logically. Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Telling time to five-minute intervals Evidence of learningExample learning sequence

Establish learning context Represent five-minute intervals on an analog clock Tell time to five-minute intervals

Evidence of learningCan the student:

Tell the time to five-minute intervals on analog and digital clocks?

Match analog and digital clock times (five-minute intervals)?

Lesson 2Matching time representations Example learning sequence

Establish learning context Read and write times Show clock times


Read and write times to five-minute intervals? Match clock, word and numeral representations of

five-minute intervals?

Lesson 3Using the 2s, 3s, 5s and 10s counting sequences Example learning sequence

Establish learning context Represent counting patterns Record counting sequences Identify missing elements


Continue familiar number pattern sequences? Identify missing elements of the 2s, 3s, 5s and 10s

counting sequences (visual and oral)?

Lesson 4Identifying odd and even numbers Example learning sequence

Establish learning context Represent odd and even numbers Identify numbers as even or odd


Describe the conditions that make numbers odd or even?

Identify odd and even numbers?

Lesson 5Representing three-digit numbers Example learning sequence

Establish learning context Represent three-digit numbers Identify standard place value partitions Identify non-standard place value partitions


Represent three-digit numbers with materials, demonstrating the relative size of each place?

Identify the value of each digit in any three-digit number?

Lesson 6Comparing and ordering three-digit numbers Example learning sequence

Establish learning context Read and write three-digit numbers Order three-digit numbers Compare numbers


Compare and order numbers as ‘bigger than’ or ‘smaller than’ based on their place value and three-digit number understanding?

Compare and order three-digit numbers on a number line, showing relative position?

Teaching Sequence FeedbackLesson 7Representing place value parts Example learning sequence

Establish learning context Represent non-standard place value partitions Represent other non-standard partitions Represent three-digit numbers


Represent and describe place value partitions for the same number?

Record place value partitions (standard and non-standard) as number sentences?

Lesson 8Matching three-digit number representations Example learning sequence

Establish learning context Match visual representations to numerals Identify standard and non-standard partitions of

three-digit numbers


Match equivalent representations for the same three-digit number?

Read and write numerals and number names for three-digit numbers?

Partition three-digit numbers?

Lesson 9Counting collections Example learning sequence

Establish learning context Recall addition facts Extend addition facts Add strings of single-digit numbers


Apply efficient strategies to recall addition number facts?

Add strings of single-digit numbers efficiently?

Lesson 10Adding two-digit numbers Example learning sequence

Establish learning context Add two-digit numbers (Jump strategy) Solve addition word problems


Use an efficient mental strategy to add two-digit numbers?

Represent addition using a jump strategy? Represent addition using a split strategy?

Lesson 11Solving addition problems Example learning sequence

Establish learning context Add two-digit numbers Solve addition word problems Observe mental addition strategies


Use an efficient mental strategy to add two-digit numbers?

Apply efficient mental strategies to solve addition word problems

Lesson 15Adding two-digit and single-digit numbers Example learning sequenceExample learning sequence

Establish learning context Represent the compensate strategy

Add 8 or 9 using the compensate strategy

Evidence of learningEvidence of learningCan the student:

Add 8 or 9 to any two-digit number mentally? Represent and explain the strategy for adding two-

digit and single-digit numbers?

Lesson 16Subtracting two-digit and three-digit numbers (1)Example learning sequence

Establish learning context Add two-digit and three-digit numbers Subtract two-digit and three-digit numbers


Add two-digit and three-digit numbers mentally? Explain and justify their personal methods for

adding?

Teaching Sequence FeedbackLesson 17Subtracting two-digit and three-digit numbers (2)Example learning sequence

Establish learning context Subtract two-digit and three-digit numbers


Subtract two-digit and three-digit numbers using mental strategies?

Explain and justify their personal methods for subtracting?

Lesson 18Assessing student learning Example learning sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purpose:To recognise, represent and order numbers, recognise the connection between addition and subtraction, and add and subtract numbers.

Lesson 12Identifying one metre as a standard metric unit Example learning sequence

Establish learning context Compare the length of objects Measure length with non-standard units Identify the need for standard units to measure

length Recognise the metre as a standard unit


Explain the need for standard units? Identify metre lengths in the classroom and

school environments?

Lesson 13Representing one metre Example learning sequence

Establish learning context Compare one metre with familiar non-standard units Compare one metre with familiar non-standard units Establish a mental image of one metre


Describe one metre in terms of non-standard units (e.g. ‘A metre is 50 blocks long.’)?

Describe one metre in everyday terms, showing a reasonable approximation using a personal referent (e.g. stride, arms extended)?

Lesson 14Measuring with metres Example learning sequence

Estimate length with a mental image Measure length using metres Identify measurement principles


Identify objects as ‘more than’, ‘less than’ or ‘about’ one metre?

Measure efficiently and accurately with metres?

Lesson 29-32Investigating and measuring length Example learning sequence

Explore measurement concepts (Discover) Plan the collection of evidence (Devise) Collect and interpret evidence (Develop) Determine the best conclusion (Defend) Explore other (Diverge)


Select appropriate units to measure length and distance?

Measure accurately with metres? Identify and describe contexts for measuring where

metre is useful?

Teaching Sequence FeedbackLesson 22Collecting, displaying and interpreting data (1)Example learning sequence

Establish learning context Collect data from observing events Display data Interpret data


Collect and record data from observed events in a table or list?

Construct a picture graph or column graph from collected data?

Lesson 23Collecting, displaying and interpreting data (2)Example learning sequence

Establish learning context Collect data Display data Interpret data


Collect and record data from questions asked in a table or list?


Lesson 24Collecting, displaying and interpreting data (3)Example learning sequence

Establish learning context Collect data Display data Interpret data


Collect and record data from a personally conducted experiment in a table or list?


Lesson 25Describing chance events Example learning sequence

Establish learning context Identify everyday chance events List possible outcomes Conduct a simple chance experiment


Order everyday chance events based on the likelihood that they will occur?

List possible outcomes of a simple chance experiment?

Lesson 26Conducting a chance experiment (1)Example learning sequence

Establish learning context Identify possible outcomes Recognise variation in data Conduct a chance experiment with spinners


Identify possible outcomes in spinner experiments? Recognise and describe variations in results? Conduct a simple experiment with spinners?

Lessons 27Conducting a chance experiment (2)Example learning sequence

Establish learning context Recognise variation in data Conduct a chance experiment with dice


Identify possible outcomes in dice experiments? Recognise and describe variations in results? Conduct a simple experiment with dice?

Lesson 28Assessing student learningExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-EConduct the assessment

Assessment purposeTo collect and interpret data from simple chance experiments.

Teaching Sequence FeedbackLessons 19-20 Evidence of learning

Representing multiplication Example learning sequence

Establish learning context Recognise and represent multiplication Solve simple multiplication problems

Can the student: Identify multiplicative situations? Represent and record multiplicative situations? Solve multiplicative problems?

Lessons 21Recalling multiplication facts Example learning sequence

Establish learning context Consolidate ‘Use doubles’ strategy Consolidate ‘Use 10’ strategy Recall 1s multiplication facts Recall 0s multiplication facts Identify known multiplication facts on a

multiplication grid


Recall 0s, 1s, 2s and 10s multiplication facts using an efficient strategy?

Identify equivalent multiplication number facts? (e.g. 2 x 7 = 7 x 2)

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed MATHS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Maths Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation as well as the Show Me Tasks.

Scan and Assess

Act

Review

Prioritise

Review

Documents

pialbastateschool.files.wordpress.com · Web viewUse large class learning clock to ‘talk to the time’ during the days and lessons (i.e. it is now 11:00 at 11:05 we will stop