Download pdf - Five Two Mathematics Sarah Mason, Ann-Marie Sterjovski ... · - fibonacci sequences - pascal numbers - multiple stages/rules - converting between number types Application: Extension:

2018SEM2ELSPMATHEMATICSYR5

*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.

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Whatisitthatwewantourstudentstoknow,understand,doandcommunicateKUDCO?

YearLevel:Five Semester:Two Subject:Mathematics TeamMembers:SarahMason,Ann-MarieSterjovski,NathanWelsh

EssentialLearningWhatistheessentiallearning?Describeinstudentfriendlyvocabulary.

Example-RigorWhatdoesproficientstudentworklooklike?Provideanexampleand/ordescription.

PriorSkillsNeededWhatpriorknowledge,skillsand/orvocabularyareneededforastudenttomasterthisessentiallearning?

CommonAssessmentsWhatassessment/swillbeusedtomeasurestudentmastery?

Whentaught?Whenwillthisessentiallearningbetaught?

Extension/applicationSkillsWhatwillwedowhenstudentshavealreadylearnedthisessentiallearning?

FourOperations:Icansolveproblemsinvolvingallfouroperations,usingthemostefficientmentalorwrittenstrategy.LearningTargets:(80%oftheEssentialLearning)● Icansolveopenandclosed

wordedproblems.● Icansolveproblems

involvingrenamingorremainders.

● Iusementalstrategiesto

solvebasicproblems.● Iuseestimationtopredict

andcheckmyanswer.SupportiveVocab:

Usemyknowledgeoffactors,multiplesandprimenumberswhenproblemsolvingDeterminewhetherawordedproblemrequiresaddition,subtraction,multiplicationordivision,usingvocabulary,wordcluesandcontextUseanefficientandaccuratestrategyforeachoperation:ADDITION(3-digit+3-digit):algorithm,expanded,splitSUBTRACTION(3-digit-3digit):algorithm,expanded,splitMULTIPLICATION(3-digitx1digit):algorithm,grid,split/v,lattice

Usetimestablesandknownfactstoanswermultiplicationanddivisionequationsinvolving1digitx1digitupto10x10.Useestimationasastrategytobothpredictmyanswerandcheckthereasonablenessofmyanswerforalloperations.Explainallfouroperationsas‘Part-Part-Whole’ExpandandrenamenumberstoshowtheplacevaluepartsReadandrepresentnumbersupto5digitsApplybasicstrategiestosolveaddition(2digit+2digit)/subtraction(2digit-2digit)

Exittickets(e.g.modifiedACARAexamples)WorksamplesQuickchecks

Every2weeksReportingendofterm4

Application:-Errorsofreasoning-ReallifeproblemapplicationExtension:Solvefouroperationproblems

- 3digits- Decimal

numbersConvertremaindersintodecimals

- Shortdivision- Fraction

conversion- Calculator

BODMAS

Compare,order,addand



ReasonablenessEstimateRoundingMostEfficientSolveFourOperations

DIVISION(3-digit÷1-digit):WhatIAlreadyKnow,ShortIcanusedigitaltechnologytocheckmyanswers

andmultiplication(2digitx1or2digit)/division(2digit÷1digit)

subtractintegers(e.g.numberline-positiveandnegativenumbers)

FractionsIcancompare,orderandrepresentfractions,andsolvesimpleadditionandsubtractionoffractionswiththesamedenominator.LearningTargets:-Icanaddandsubtractfractionswiththesamedenominator-Icanread,writeandrepresentarangeofunitfractionsincludingalltypesofmodels(includingsixthseighths)-Icanusemypriorknowledgeofhalves&wholestomakereasonableestimationsGuaranteedVocab:DenominatorSupportiveVocab:Numerator,denominator,proper,fractionsgreaterthanone(improper)andmixedfractions,convert,fraction

IunderstandthatIusethenumeratoranddenominatortodetermineafraction’ssizeIcanrecordandmodelarangeoffractions-usingallfractionmodels(linear,area,collectionsanddrawings)Icanorderandlocateunitfractions(e.g.1/4,1/3,1/2,1/5,etc.)onanumberlineAdd&subtractfractions,withthesamedenominatorApplyaboverigortosolvingreallife/wordedscenarios

Wholenumberdoubledigitaddition&subtractionMultiplicationfactsupto10x10Year4:-countbyquarters,halves,thirds-locatefractionsonnumberline-countbyunitfractionsincludingmixednumbers-recognisecommonequivalentfractionsinfamiliarcontexts-knowledgeofarea,length&quantitymodelsYear3:-Icanfindasimplefractionofanarea,lengthandquantity.-Icanrecordafractionasanumeratoranddenominator.-Icanreadanduseafractionwall.

CFAhttp://mobile.abc.net.au/news/2017-06-27/census-australia-as-100-people/8634318?pfmredir=sm2017Ausas100people(estmatingpercentages)

Term3Week1-8(Major)

Application:-Toidentifyerrorsofreasoning-Solvesimplereallife/wordedscenariosinvolvingfractionsExtension:-Comparefractionswithrelateddenominatorsonanumberline-Connectionsbetweenequivalentfractions,decimalsandpercentages-Solveproblemsinvolvingadditionandsubtractionoffractionswiththesameorrelateddenominators-Findasimplefractionofaquantitywheretheresultisawholenumber,



models(linear/area/collection),sixths,sevenths,eighths&ninthsNumberPatternsIcandescribe,continueandcreatepatternsinvolvingdecimals,fractionsandwholenumbers,resultingfromaddition&subtractionLearningTarget:-Icancreateavarietyofpatternsforwholenumbers,decimalsorfractions-Icancontinueanumberpatternforwholenumbers,decimalsorfractions-Icandescribeanumberpatternforwholenumbers,decimalsorfractionsGuaranteedVocab:-SupportiveVocab:patterns,decimals,fractionsandwholenumbers,increasing,decreasing,estimate&check,identifiedrule.

Icandescribeandcreatepatterns,usingmyknowledgeofnumberandrelationshipsbetweennumbers.-increasing(addition/skipcounting)-decreasing(subtraction/skipcountingback)lookfordifferencesbetweentheseriesofnumbersIcanusetheproblemsolvingstrategiestoestimate&check:-estimate-check-drawatable-workbackwardsIcancontinuepatternsusingnumberlines,diagrams.

WholenumberadditionandsubtractionSimplefactorsandmultiples(skipcounting,repeatedaddition/subtraction)KnowledgeofcommonfractionsanddecimalsAddition&subtractionoffractionsPatternscanappearinmanywaysForexample:

Shapepatterns

CFAasdeterminedbytheteam.(ACARAexamples)forexampleevidenceofacontinuingpatternthatisconsistentlyaddingorsubtractingthesamenumber.Beginwithaspecificnumberorcountbyaspecificnumber.

Term3Week7-10(Minor)

Icanapplymyknowledgetosolvingpatternsthatinvolve:-multiplication-patternsofmultiples-squarenumbers-triangularnumbers-fibonaccisequences-pascalnumbers-multiplestages/rules-convertingbetweennumbertypesApplication:Extension:

Findingunknownquantitiesinanumbersentence-Icanusemyknowledgeof

Studentsuseinverseoperationseg‘3forfree’withadd/subandmult/divtobalanceanequation.

Masteryoffouroperationswithuptodoubledigits

Examplesofquestiontypes:

BODMASexamplesandmodellingofthistypeofmorecomplexoperations,



equivalentnumbersentencestosolveunknownquantities.LearningTarget:-Icanbalancenumbersentenceswith2ormoreparts-Icanusemyunderstandingofinverserelationshipstosolveunknownproblems-IcanuseestimationasastrategyGuaranteedVocab:EquivalentnumbersentenceSupportiveVocab:unknownquantities,balancenumbersentences,inverserelationships,3forfree,fouroperations.

Eg:12×7=3×☐20÷4=15÷☐

or

4+12-6=20-☐AcaraSample:

FUSEexample/onlinetasks:http://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=eb034ad8-5461-4850-bf86-31a30a373dc9&SearchScope=All

Fluencyofmultiplicationfactsupto10x10Knowledgeofandprioruseof‘3forfree’ie:Iknowthat6x4=24thereforeIalsoknowthat:4x6=2424÷6=424÷4=6UnderstandingthattheEqualssignmeanstheybalanceoneachside.‘fulcrum’

99/__=1x11___x2=___/2Openended:usingathinkboardwithananswerinthemiddleand4differentequationsaroundit.Makeanumbersentencethatfits:__/(dividedsymbol)__=__/__

wherethereislargevarietyofoperationsonbothsidesofthe=sign4+(3+3)x5=10x☐Letteredalgebra,eg.6�=18Whatisthevalueot‘�’?Findmissing‘addends’orparts

- Inverse- Algebraic- Re-order

Application:Extension:

FinancialPlans:Icancreateasimplefinancialplanknowingthatfinancialliteracyisimportanttooperatingintherealworld.

LearningTargets:-Icandevelopandexplaina

Icanlinkmoneytodecimalknowledge.Iknowwhatafinancialplanisandwhatagivenbudgetmeans.Iknowtoitemiseonmyplanandidentifyexactquantitiesandcosts.

Icanwriteamountsofmoneycorrectly.Icanroundmoneyofftoestimateatotal.Icancalculatechangetothenearest5c

**afewsessionstorevise4operationsofwholenumber(ordecimals)??

Application:Extension:Addandsubtractdecimalmoneyamounts



financialplanrelevanttoreallifescenariosinvolvingmoney.-IcaninterpretandusefinancialvocabularyGuaranteedVocab:BudgetSupportiveVocab:financialplan,runningtotal,subtotal,cumulative,itemise,money,decimalknowledge,calculate,quantitiesandcosts,dollars,cents.

Icanusedigitaltechnologiestodeterminetherealcostofonlineitems-researchpricingIcankeeparunning-totalorsub-totalPotentialTask:Youhavebeengiven$150.00fortheweek.Usingthesupermarketcatalogue,createmealsfortheweek.Youmusthavebreakfast,lunchanddinnerfor7days.Showallworkingout.

CalculatepercentagediscountswithandwithoutdigitaltechnologyConversionbetweencurrenciesbymultiplyingwholenumbersanddecimals

LocationandMappingIcandescribelocationsandroutesusinggridsystems,directionallanguageandlandmarks.LearningTarget:-Icanusedigitaltechnology,includingGooglemaps,tosolvereallifemappingactivities.

Icanread/interpretagridreferencesystem(quadrant1only)-understandthatgridsystemsvary.ie:Spaceslabelled

Familiaritywithdirectionallanguage,suchas:Left,Right,StraightAhead,North,South,East,West.Abilitytoreadabasicgrid:A1,B2,C2,etc…Onagridreferencesystem,IknowthatIreadthex-axiscoordinatebeforethey-axis

CFAasdeterminedbytheteam.(ACARAexamples).

Application:Extension:



-Icangiveandfollowdirectionsusingformaldirectionallanguage.-Icancreateamapofabasiclocation,usingagridreferencesystem(Quadrant1only)-IcanuseagridreferencesystemtoidentifythelocationoflandmarksorobjectsanddescriberoutesGuaranteedVocab:SupportiveVocab:

Lineslabelled

Icanusecoordinatepairstodescribelocationonamapandprovidedirections.WhendescribingarouteIcangivestepbystepdirections,includinguseof:Streetnames,directiontravelled(NESW),whichwaytoturn,Iusespecificdirectionallanguage:North,North-West/East,East,WestorSouth-East/WestIcanuseestimation:EstimatedistancetravelledANDestimateroughpositionIcanusemultimodalresources:GoogleMaps,VicRoads/Melways,Compass,IllustratedMapwithscale,

Understandingthat‘leftandright’issubjective,dependingonviewpointorwhoisgivingtheinstruction.



Ipad/iPhone,GPS(NavMan,TomTom)

TimeCompare12-and24-hourtimesystemsandconvertbetweenthemGuaranteedVocab:24hourtimeSupportiveVocab:

Whenweread24hourtimewedon’tuseamandpm.Convertbetween12and24hourtime,e.g.1pmis1300hours.

I understand that 12pm is in the afternoon. I can count on by hours and minutes (to a multiple of 5) eg. 3 o’clock to 3:15 = 15 minutes I can calculate elapsed time. eg. I began an activity at 11:00am. It finished at 3pm. How long did it take? (11:15am to 3:00pm) I can convert between units of time. eg. I know that 2 days is 48 hours.

Measure,calculateandcompareelapsedtimeInterpretandusetimetablesApplication:Extension:

DataInquiryandRepresentationIcanaskquestions,constructappropriatedisplaysofdataandcompareandinterpretresults.LearningTargets:

Icanfollowaninquiryprocessfordatacollection&representation,ie:

Experienceofcollectingdatainavarietyofways:-creatingandcarryingoutasurvey-observations-tablesandtallychartsKnowledgeofreadingandcreatingthefollowinggraphs:Columngraphs

http://mobile.abc.net.au/news/2017-06-27/census-australia-as-100-people/8634318?pfmredir=sm2017Ausas100people(datacollection)

Createandinterpretgraphswithtwoormoredatasets-Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables



-Icancompareandinterpretarangeofgraphsanddatasetsanddrawconclusivestatementsaboutthedata-Icanconstructarangeofgraphsaccurately,withallnecessarylabelsandkeys-Icanselectanappropriatetypeofgraphtorepresentmydata-IcandesignandcarryoutapurposefuldatainquiryGuaranteedVocab:SupportiveVocab:

DataCollection:Icandesignasurvey,thathasaspecificpurpose.IunderstandthedifferencebetweenqualitativeandquantitativedataIcancollectdatainanorganisedmanner(tables,charts,talliesetc)DataRepresentation:Icanconstructavarietyofgraphs,manuallyandbyusingtechnology(ie:GoogleSheets/Excel):Column,dotplotsandtablesIknowthatcertaingraphsare

BargraphsPictographs

Knowledgeofthefollowingvocabulary:axis,catagories,labels,title,scale,intervals

DrawingadditionalconclusionsfromthedataApplication:Extension:



moreefficientatrepresentingcertaindatasets-IchoosemygraphtypeinaccordancewiththisunderstandingIcancorrectlyselectanefficientscale/intervalformygraphIcanconstructneatandaccurategraphs,thatarecorrectlylabelled&clearlyrepresentmydataDataInterpretation/Analysis:Icaninterpretavarietyofgraphtypes:Icanclearobservationsaboutadataset/graphicaldisplayIcanmakestatementsanddrawconclusionsaboutadataset/graphicaldisplay

ProbabilityIcanlistoutcomesofchanceexperimentsinvolvingequallylikelyoutcomesandrepresentprobabilitiesofthoseoutcomes.LearningTarget:-Icanrepresenttheprobabilityofanoutcomeoccurringusingfractionsorvocabulary

CHANCE=VerbalvocabularydescriptionofthelikelihoodofaneventoccurringPROBABILITY=formalcalculationusingnumbers(incfractions)Icandetermineallthepossibleoutcomesforanexperimentandselectthebeststrategytolistpossibleoutcomes:TableOrganised&systematiclist

Definitionofindependent&dependentevents(Year4EL)“Chancehasnomemory”Identifyeverydayeventswhereoneeventcannothappeniftheotherhappens-dependentSimple/CommonfractionsChanceVocab:Improbable,Probably,definitely,possible,

CFAasdeterminedbytheteam.(ACARAexamples)Designanexperiment,determineallthepossibilities,collectdataanddisplay.UseVandeWallefor

Application:Extension:Ican:-representprobabilitiesassimpleratiosandpercentages-specify,listandcommunicateprobabilitiesofeventsusingfractions,



-IunderstandthatallpossibleoutcomesaddtooneGuaranteedVocab:SupportiveVocab:

Icanrepresentpossibleoutcomesusingvocabulary,fractionsAcara:

impossible,likely,unlikelyetc.

pre-assses/postquestions

decimalsandpercentages-Icanbasemyprobabilitypredictionsonpreviousevents(dependentandindependent)Teachingun-predictability??UnderstandingoftheLawoflargenumbersv.Lawofsmallnumbers.Studentsunderstandthatthemoreyoutestsomethingthemorereliabletheoutcome/datawillbe,ie:morereliableinpredictingoutcomeIcansystematicallymakeapredictionre:outcomebasedontheoriginalprobabilityoftheeventoccurringIcanreadjustmyprediction,dependingontheinitialresultTwotypes:Wherelikelihoodofanoutcomeisknown(ie:diceroll)-outcomescanbeproventheoretically



Wherelikelihoodofaneventoccurringisn’tobservable-ie:nottheoreticallyproven(butcanbepredictedthroughempiricaldataorbackgrounddatafrompriorexp)

Icandescribe,continueandcreatepatternsresultingfromthefouroperationsanddecimalsandfractions.LearningTarget:

- increasing- decreasing- fractions- decimals- wholenumbers- Icanuse

estimationasastrategy

Icandescribepatterns.Icancontinuepatternsusingthenumberlines,diagrams.Tocreatepatternsinavarietyofwaysusingknowledgeofnumberrelationships.Icanusetheproblemsolvingstrategies-Toworkingbackwardstosolveproblems.GuessandChecketc...

AddingandsubtractingSimplefactorsandmultiples(skipcounting,repeatedaddition/subtraction)PatternscanappearinmanywaysForexample:

CFAasdeterminedbytheteam.(ACARAexamples)forexampleevidenceofacontinuingpatternthatisconsistentlyaddingorsubtractingthesamenumber.PretestandposttesttodeterminedifferentiationBeginwithaspecificnumberorcountbyaspecificnumber.Lotsofvariationintheappearanceofthepatterns.

TermFour,Week1-5

Ican:-createasequence

involvingwholenumbers,

decimalsandfractions

-describeasequence

involvingwholenumbers,

decimalsandfractionsand

explainmyreasoningand

understanding

-continuenumberpatternsusingfractions,decimalsandwholenumbers.(R)

Icanmakeconnections Iunderstandconnections Whatisafraction? Envision Term1: Icansolveavarietyof



betweenfractions,decimalsandpercentages.LearningTargets:Icanvisualisethesizeofadecimal,fractionandapercentagetoassistmetoseetherelationshipbetweenthese.Icantransfermyknowledgeofthisrelationshiptoconvertavarietyofdifferenttypesofnumbersintodifferentmodes.

betweententhsandhundredthsanddecimalnumbers.Iunderstandthathundredthsandpercentagesaredirectlyrelated.Icanjustifythroughreasoning,howtheFractionDecimalPercentageareconnected

Whatisadecimal?Whatisapercentage?Howcantheyrelate?Whatdoestherelationshiplooklike?

Numberline-Putatleastfourfractionsonanumberlinewiththeirrelateddecimalandpercentage.

Week8-9Term2:week1-2

differentwordedproblemsForexample:Youaregiventhefraction,findthepercentage.Or,Youaregiventhedecimal,findthefraction.Multistepproblems=reasoning.Makeconnectionsusingmorecomplexfractions-e.g.⅜=37.5



Icanusemyknowledgeofequivalentnumbersentencestosolveunknownproblems.LearningTarget:- Icanuseestimationas

astrategy- Icanusemy

understandingofinverserelationshipstosolveunknownproblems

2lotsofanumberisequalto4lotsof6.Solvesnumbersentencessuchas(12×7)=3×☐&3÷4=15÷☐Icanshowhownumbersentencesbalance.

Fourproficienciesof

operations.Equalmeanstheybalanceon

eachside.‘fulcrum’

PretestandposttesttodeterminedifferentiationExamplesofquestiontypes:99/__=1x11___x2=___/2Openended:usingathinkboardwithananswerinthemiddleand4differentequationsaroundit.Makeanumbersentencethatfits:__/(dividedsymbol)__=__/__

TermFour,Week6,7,9,10

BODMASexamplesandmodellingofthistypeofmorecomplexoperations,wherethereislargevarietyofoperationsonbothsidesofthe=sign



FinancialPlans:Icancreateasimplefinancialplanknowingthatfinancialliteracyisimportanttooperatingintherealworld.

LearningTargets:IcanusethefourMathsproficienciestodevelopafinancialplantoassistmeinreallifedealingsinvolvingmoney.Icanbreakaproblemintosegmentstoenablemetocalculateananswerwithaccuracy.Icancompletemycalculationsinaneatandorganisedmannertoassistwithaccuracy.

Youhavebeengiven$150.00fortheweek.Usingthesupermarketcatalogue,createmealsfortheweek.Youmusthavebreakfast,lunchanddinnerfor7days.Showallworkingout.Process:● Icanidentifyandlist

appropriateitems.● Icandeterminetheexact

costofoneoftheseitems.● Icanusequantities

appropriatetotheplan,andknowhowtomultiply.

● Icanshowasubtotal.● Icanaddorsubtracta

runningtotal.

Iknowwhatafinancialplanis.Iknowhowtoaccessdigitaltechnologiestodeterminetherealcostofonlineitems.Icanbuyitemsforonemeal.Icanbuyitemsformealsforaday.Icanaddandsubtractmoney(decimalknowledge).Icancalculatechangetothenearest5cIcanwriteamountsofmoneycorrectly.Icanroundmoneyofftoestimateatotal.

CFA’sdesignedbytheteamthathavebeenbrokendownintosegmentsofunderstanding.UseofMicrosoftExceltodevelopatableusingtherigor.egWhatisafinancialplan?Whatwouldyouhaveforlunch?Howmuchwoulditcost?etc

Term2Week6-11

Icancreatemorecomplexfinancialplans,involvinggross,netandpercentage.UseformulasinMicrosoftExcel.

Icanusemovementvocabularytodescribetranslations,reflectionsandrotationsof2Dshapes.LEARNINGTARGETSIknowwhateachoftheabovewordsmeanand

Icandescribe,drawanddemonstratehowtoREFLECT,TRANSLATEandROTATE2DimensionalShapes.

Flips/ReflectSlides/TranslateTurns(basic)/Rotation

Symbolsandshapelineandrotationalsymmetryworksample.

Term1week7-8

360degreesunderstandingsusingcirclesetc



howtodemonstratemyunderstandingofeach.Icanuseconcretematerialsaswellasdrawingtoolstodemonstratemyunderstanding.Icanidentifylineandrotationalsymmetryofashape.

Icanidentify,understandanddrawlinesymmetry.Icanidentifyandexplainrotationalsymmetryandstatetheorder.Icanmanuallycut,foldandturn(rotational)shapestojustifymyanswers.

degreesangles

Symbolsandshapelineandrotationalsymmetryworksample.

Term2week6-7

Usingmorecomplexshapes.Usingshapesthathaveirregularrotationalsymmetry.

Icanusegridsandmultimodaldevicestoenlargefamiliartwo-dimensionalshapes.LEARNINGTARGETSIcanunderstandhowgridsworkandhowtheycanhelpenlargeshapes.Icanmakeagridtoshowmyunderstandingofgridsandproduceanenlargedtask.

Icanrepresentenlargedshapesusingmultimodalmethods.Computerprogramsforreasoningandunderstanding:-googlesketchDifferentsizedgrids/scales

Ratio2Dshapessimplesymmetry

Worksampleusingsmallerandlargergridsandboxes.

Term2week8

Icanusegridstoenlargesimpledrawings.



IcancompletethisenlarginginaneatandorganisedmannerIcanuseagridreferencesystemtodescribelocations.Describeroutesusinglandmarksanddirectionallanguage.LearningTarget:- Icanuseestimationas

astrategy- Forexample:“Ithink

thatisaboutNorthWest”

- Icangiveandfollowdirectionsusingformaldirectionallanguage.

- IcanuseGooglemapstosolvereallifemappingactivities.

Tousemapsandgridstodescribeandinterpretroutesandlocations.Use:Streetnames,directiontravelled(NESW),whichwaytoturn,Icanusemultimodalresources:GoogleMaps,VicRoads/Melways,Compass,IllustratedMapwithscale,Ipad/iPhone,GPS(NavMan,TomTom)Icandescribethestepbystepdirections.Icanusemorespecificvocabulary:NorthNorthEast,NorthNorthWest,SouthSouthEast,SouthSouthWest.EstimatedistancetravelledANDestimatethedistance‘asthecrowflies’.

North,East,SouthWest.Howtoreadagrid:A1,B2,C2,etc…LeftandRightissubjective.

CFAasdeterminedbytheteam.(ACARAexamples)Designaroutearoundthecity.(Asperourcityexcursion)Displayitusingdirectionallanguage.Alsoshowthesamerouteongooglemaps.

TermThree,Week5-8

IcanreadandinterpretmorecomplexmapsandgridsbeyondthecoreEssentialLearning.Icandesignmorecomplexmapsandplandirectionsfortheseanddirectotherstofollowtheseinstructions.

Icanaskquestions,constructappropriate

IunderstandthepurposeofasurveyandhowtographdatasothatitisEASIERto

Limityouroptions.Quantitativenotqualitative.

CFAsurveytheclasswithanoriginalquestion,

Term2weeks9,10,11

Sidebysidecolumngraphsfor2categoricalvariables.



displaysofdataandinterpretresults.Icanread,interpretandconstructavarietyofgraphs.Theseinclude:BargraphsHistogramPiegraphsLinegraphs

interpretthanjustnumbers.Icancalibrateandunderstandthecalibrationsofagraph.Icaninterpretandconstructavarietyofcolumns,dot,tables,pie,bar,line,

HowtousearulerandBasicMicrosoftExceltocreateaneffectiveGraphDisplay.

collectandcollatedataandproduceahighlevelgraphanddiscusstheresults.Eithercolumngraphorapicturegraphwherethepicisworthmorethan1sample.

(ConceptImmigration)

Linegraphswithmorecomplexinformation.

Icanlistoutcomesofchanceexperimentsinvolvingequallylikelyoutcomesandrepresentprobabilitiesofthoseoutcomes.LearningTarget:- Icanuseestimationas

astrategy- Icansystematically

deducetheprobabilityofanoutcomebyusingthemostappropriatestrategy

- fractions/partofawhole/percentages

- 0to1- Icanconductchance

experimentsandinvestigatetheprobabilityinvolvedin

Beforeusinganystatistics,determinetheprobabilityvariations.Icandeterminethepossibleresultsandselectthebeststrategytolistpossibleoutcomes:TreeDiagramTableOrganised&systematiclistIcanrepresentthestatistics/datausingfractions,decimalsandpercentages.Icanusetheoutcomestodeterminetoprobability/chance.Tounderstandthatthe

Chancehasnomemory,iftheeventkeepsreturningtotheinitial.IdentifyeverydayeventswhereoneeventcannothappeniftheotherhappensSimple/CommonfractionsProbabilitylines(rangingfromzerotoone)ChanceLanguage:Improbable,Probably,definitely,possible,impossible,likely,unlikelyetc.

CFAasdeterminedbytheteam.(ACARAexamples)Designanexperiment,determineallthepossibilities,collectdataanddisplay.

TermThreeWeek9,10TermFourWeek1,2,3,

Ican:-representprobabilitiesassimpleratiosandfractions-specify,listandcommunicateprobabilitiesofeventsusingfractions,decimalsandpercentages



them. probabilityofaneventisanumberbetween0and1thatisameasureofthechancethatagiveneventwilloccur.Aprobabilityof0indicatesimpossibilityandthatof1indicatescertainty.Aprobabilityof½indicatesanevenchanceoftheeventoccurring