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YEAR THREE

WEEKLY ROUTINE

Monday Tuesday Wednesday Thursday Friday

Whole Number 1

Terms 1-4

Number & Algebra

Terms 1-4: Addition and Subtraction 1

Terms 1-4 : Multiplication & Division 1

Terms 1 & 3: Patterns and Algebra 1

Terms 2 & 4: Fractions and Decimals 1

Statistics & Probability

Terms 1 & 3: Data 1

Terms 2 & 4: Chance 1

Measurement & Geometry

Term 1: Length 1 / Time 1 / 2D 1 / Position 1

Term 2: Mass 1 / 3D 1 / Angles 1

Term 3: Volume and Capacity 1 / Time 1 / 2D 1 / Position 1

Term 4: Area 1 / 3D1 / Angles 1

Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE

NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &

PROBABILITY

TERM

Whole

Number

Addition &

Subtraction

Multiplication

& Division

Fractions &

Decimals

Patterns

& Algebra

Length Area Volume &

Capacity

Mass Time 3D 2D Angles Position Data Chance

K 1

2

3

4

Yr 1 1

2

3

4

Yr 2 1

2

3

4

Yr 3 1

2

3

4

Yr 4 1

2

3

4

Yr 5 1

2

3

4

Yr 6 1

2

3

4

NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

NUMBER AND ALGEBRA

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Number 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

selects and uses appropriate mental or written strategies,

or technology, to solve problems MA2-2WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

applies place value to order, read and represent numbers

of up to five digits MA2-4NA

Background Information

The place value of digits in various numerals should be

investigated. Students should understand, for example, that

the '5' in 35 represents 5 ones, but the '5' in 53 represents 50

or 5 tens.

Language

Students should be able to communicate using the following

language: number before, number after, more than, greater

than, less than, largest number, smallest number, ascending

order, descending order, digit, zero, ones, groups of ten,

tens, groups of one hundred, hundreds, groups of one

thousand, thousands, place value, round to.

The word 'and' is used between the hundreds and the tens

when reading and writing a number in words, but not in

other places, eg 3568 is read as 'three thousand, five

hundred and sixtyeight'.

The word 'round' has different meanings in different

contexts, eg 'The plate is round', 'Round 23 to the nearest

ten'.

Recognise, model, represent and order numbers to at least

10 000

represent numbers of up to four digits using objects,

words, numerals and digital displays

- make the largest and smallest number from four given

digits

identify the number before and after a given two-, three-

or four-digit number

- describe the number before as 'one less than' and the

number after as 'one more than' a given number

count forwards and backwards by tens and hundreds on

and off the decade, eg 1220, 1230, 1240, (on the decade);

423, 323, 223, (off the decade)

arrange numbers of up to four digits in ascending and

descending order

- use place value to compare and explain the relative size of

four-digit numbers

use the terms and symbols for 'is less than' and 'is greater

than' to show the relationship between two numbers

Apply place value to partition, rearrange and regroup

numbers to at least 10 000 to assist calculations and solve

problems

apply an understanding of place value and the role of zero

to read, write and order numbers of up to four digits

- interpret four-digit numbers used in everyday contexts

use place value to partition numbers of up to four digits, eg

3265 as 3 groups of one thousand, 2 groups of one hundred,

6 groups of ten and 5 ones

state the 'place value' of digits in numbers of up to four

digits, eg 'In the number 3426, the place value of the "4" is

400 or 4 hundreds'

record numbers of up to four digits using place value, eg

5429 = 5000 + 400 + 20 + 9

partition numbers of up to four digits in non-standard

forms, eg 3265 as 32 hundreds and 65 ones

round numbers to the nearest ten, hundred or thousand

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Recognise,

model, represent

and order

numbers to at

least 10 000

Apply place

value to

partition,

rearrange and

regroup numbers

to at least 10 000

to assist

calculations and

solve problems

1

Spin, Double and Flip

Prepare a spinner displaying numerals one to ten and a flip counter. To make the flip

counter, on one side of a counter write +1 and on the other side write -1. Provide the

students with a strip of paper to record five numbers in the range 1 21. Students take

turns to spin a number on the spinner. They then double the number to find the answer. If

the student has this number on their paper strip they may cross it off. If the doubled

number is one more or one less than a number on their paper strip, the student may

choose to toss the flip counter. The winner is the first person to cross off all five numbers.

Variations

All students in the group may cross off the answer if they have it on their paper strip.

Ask the students to write the five numerals vertically down a piece of paper.

Support: Play as two teams

before having the students

play independently.

Students record three

numbers on a paper strip

instead of five.

Extension: When the answer

has been calculated the

student records the

number sentence next to

the answer.

Spinners, counters,

paper strips, pencils

2

Addition Star

Prepare a copy of Addition star BLM for each pair of students. The students will also need a

counter and two dice. The students roll the dice and use the numbers that are rolled to

indicate the target number. Eg, if a 5 and a 3 are rolled the students may choose to make

the target number 53 or 35. Once the target number has been decided, the first player rolls

one of the dice again and places the counter on the corresponding numeral on the star. If a

six is rolled, the player may place the counter on any of the numerals. The second player

then moves the counter along any line to add another number to the tally. If a player is able

to add a number that bridges the total to the next decade, they have another turn. For

example, student A starts at five. Student B moves to one and states the total, Six!.

Player A moves the counter to four and states the total, Ten! I made it to the decade so I

have another turn! The game continues until one player reaches the target number.

Variation

Start at the target number and subtract from the tally on each move. If a player moves

down to the next decade, they have another turn.

Extension: Students record

the target number and the

additions.

Addition star BLM,

dice, counters

3

Brainy Fish

Prepare a baseboard using Brainy fish BLM and a spinner displaying the following

instructions: Double it, Double it plus one, Double it take away one, How many more

to make 10? (Brainy fish spinner). Organise the students into groups or pairs and provide

them with a fish baseboard, a die and a supply of counters. Each student will need his or

her own colour counters. Have the students take turns to firstly roll the die, then spin the

instruction spinner. After following the instructions on the spinner, the student determines

the answer and places his or her counter onto a corresponding numeral on the baseboard.

More than one counter may be placed on a numeral. The activity continues until one

student is able to place three counters in a row.

Support: use transparent

counters for students who

still need to see the

numbers.

Brainy fish BLM,

spinner, dice,

counters

4

Addition Wheel Pairs

Provide the students with a copy of the addition wheel worksheet. Ask the students to

nominate a double fact they know where the answer is bigger than ten. The students then

Support: Provide concrete

materials. Work with

doubles to ten.

Addition wheel BLM

Sharon Tooney

write the total for the double fact on the centre of the wheel and the doubles combination

on one of the spokes. Have the students add one to one of the numbers and take away one

from the other number so that the total remains the same. The students then record the

new number sentence on the next spoke of the wheel. Continue adding and subtracting

one from the number sentence until all the spokes are filled. On the second wheel ask the

students to add ten to the centre number and determine the addition combinations using

the first wheel to help them. Discuss the similarities between the two wheels.

Variation:

Ask the students to find partners who used the same number of spokes on the addition

wheel and compare addition pairs.

Extension: increase the

difficulty of the doubles and

add-ons

5

Singles or Doubles?

Prepare two dice. one displaying numerals 1 6 and the other marked S, S, S, D, D, D. S

means the number rolled on the other dice remains as a single number. D means the

number rolled on the other dice is doubled. Each student takes a turn to roll the dice and

keeps a tally of his or her score. The first player to reach 100 is the winner.

Variation:

Start with a score of 100 and subtract the rolled number.

Support: Provide concrete

materials.

Extension: work with dice

that have values higher than

6.

Dice, paper and

pencils

6

Even Stevens

Prepare nine cardboard squares and write the number one on three cards, the number

four on three cards and the number sixteen on the remaining three cards. Place the

cards into a box with a lid. Instruct the students to write the even numbers to 62 on a piece

of paper. Have one of the students take a turn to shake the box and then turn it up so the

cards fall to the floor. The student then adds up any cards that have landed face-up and if

the sum is on his or her paper, crosses it off. The first player to cross off ten different

numerals wins.

Variations:

Have the students determine all of the numbers that can be created using the cards, prior

to playing the game.

Students construct bingo boards with some of the even numbers to fifty recorded on each

students board.

Support: Model building

numbers to 10 and 20 and

doubling .

The first player to cross off 5

different numerals wins.

Provide the students with a

100-chart. After the student

has added the cards, s/he

crosses off the number on

the 100-chart.

Cardboard squares,

box with a lid, paper

and pencils

7

Engineers Dice

Provide each group of students with five dice. To play the game a target number is selected

by the group. The students then take turns to roll the dice in the following way:

Roll all five dice. Choose two of the dice and nominate an operation (+ - x ) to carry out

with the numbers rolled. Record the result. Discard these two dice.

Roll the remaining three dice. Choose one number rolled, complete another operation (+ -

x ) with the chosen number and the first score. Discard that die.

Roll the remaining two dice. Choose one number rolled and complete the same process

as the step above using the current total.

Roll the last die and complete the same process using the current total.

After each player has had his or her turn, the students compare their totals to see who is

closest to the target score.

Support: Provide concrete

materials.

Extension: Change the

operations that can be used.

For example, doubling plus

one.

Sets of die, paper and

pencils

Sharon Tooney

8

Fancy Dice

Provide each group with five dice. Each student takes it in turn to roll the dice and add the

total. The student continues to roll the five dice and accumulate the total unless a two or

a five is rolled. If so, any dice displaying a two or a five must be taken out for all

subsequent throws for that player. The student throws the remaining dice again and keeps

going until he or she has no dice left. If six is rolled on two of the dice, the player loses all

of the score for that turn and it is the next players turn. If six is rolled on three dice, the

player loses all of his or her score, returning to zero and it is the next players turn. The first

player to reach 200 wins.

Variation:

Each player begins with a score of 200 and the total is subtracted from 100. The first player

to reach zero is the winner.

Each student will need to

keep his or her own

accumulating total. Have

each student demonstrate

to the group how the

addition or subtraction was

calculated (support or

extension should be

provided at this point)

Sets of die, paper and

pencils

9

Counter Play

Organise the students into pairs and provide each pair with a copy of Counter play BLM,

seven counters of one colour, say red, and one counter of another colour, say blue, and

paper and pencil for scoring. Have the students lay out the counters so that the blue

counter is on the top left hand corner of the grid and the red counters are on all other

squares except the bottom right-hand corner. This corner does not begin with a counter on

it. The aim is for the students to move the blue counter to the opposite corner keeping to

the following rules:

All moves must be vertical or horizontal.

Only one counter must be on a square at any time.

Take it in turns to move a counter.

A player can only move one space at each turn.

A player cannot uncover the same number twice in a row.

Players keep score by adding the number on the square the counter was moved from to

their total. The player with the lowest score, when the blue counter is placed on the 6,

wins.

Extension: Have students

record and explain their

methods for adding.

Counter play BLM,

counters, paper and

pencils

10

Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Counter Play

4

3

8

9

5

1

2

7

6

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

NUMBER AND ALGEBRA

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Addition and Subtraction 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

selects and uses appropriate mental or written strategies,

or technology, to solve problems MA2-2WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

uses mental and written strategies for addition and

subtraction involving two-, three-, four and five-digit

numbers MA2-5NA

Background Information

An inverse operation is an operation that reverses the effect

of the original operation. Addition and subtraction are

inverse operations; multiplication and division are inverse

operations.

In Stage 2, it is important that students apply and extend

their repertoire of mental strategies for addition and

subtraction. The use of concrete materials to model the

addition and subtraction of two or more numbers, with and

without trading, is intended to provide a foundation for the

introduction of the formal algorithm in Addition and

Subtraction 2.

One-cent and two-cent coins were withdrawn by the

Australian Government in 1990. Prices can still be expressed

in one-cent increments, but the final bill is rounded to the

nearest five cents (except for electronic transactions), eg

$5.36, $5.37 round to $5.35

$5.38, $5.39, $5.41, $5.42 round to $5.40

$5.43, $5.44 round to $5.45.

Language

Students should be able to communicate using the following

language: plus, add, addition, minus, the difference

between, subtract, subtraction, equals, is equal to, is the

same as, number sentence, empty number line, strategy,

digit, estimate, round to.

Students need to understand the different uses for the =

sign, eg 4 + 1 = 5, where the = sign indicates that the right

side of the number sentence contains 'the answer' and

should be read to mean 'equals', compared to a statement of

equality such as 4 + 1 = 3 + 2, where the = sign should be

read to mean 'is the same as'.

Recall addition facts for single-digit numbers & related subtraction facts to

develop increasingly efficient mental strategies for computation

add 3 or more single-digit numbers

model & apply the associative property of add to aid mental computation,

eg 2 + 3 + 8 = 2 + 8 + 3 = 10 + 3 = 13

apply known single-digit add & sub facts to mental strategies for add &

sub of 2, 3 & 4 digit numbers, including:

the jump strategy on an empty number line, eg 823 + 56: 823 + 50 =

873, 873 + 6 = 879

the split strategy, eg 23 + 35: 20 + 30 + 3 + 5 = 58

the compensation strategy, eg 63 + 29: 63 + 30 = 93, subtract 1 to

obtain 92

using patterns to extend number facts, eg 500 200: 5 2 = 3, so 500

200 = 300

bridging the decades, eg 34 + 26: 34 + 6 = 40, 40 + 20 = 60

changing the order of addends to form multiples of 10, eg 16 + 8 + 4:

add 16 to 4 first

using place value to partition numbers, eg 2500 + 670: 2500 + 600 + 70

= 3170

partitioning numbers in non-standard forms, eg 500 + 670: 670 = 500 +

170, so 500 + 670 = 500 + 500 + 170, which is 1000 + 170 = 1170

- choose & apply efficient strategies for add & sub

- discuss & compare different methods of add & sub

use concrete materials to model add & sub of 2 or more numbers, with &

without trading, & record the method used

select, use & record a variety of mental strategies to solve add & sub

problems, including word problems, with numbers up to 4 digits

- give a reasonable estimate for a problem, explain how the estimate was

obtained, & check the solution

use the = sign to record equivalent number sentences involving add & sub

& so to mean is the same as, rather than to mean to perform an operation,

eg 32 13 = 30 11

- check given number sentences to determine if they are true/ false &

explain why, eg 'Is 39 12 = 15 + 11 true? Why/not?'

Recognise & explain connection between addition & subtraction

demonstrate how add & sub are inverse operations

explain & check solutions to problems, including using inverse operation

Represent money values in multiple ways & count the change required for

simple transactions to the nearest five cents

calculate equivalent amounts of money using different denominations

perform simple calculations with money, including finding change, &

round to the nearest 5c

calculate mentally to give change

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Recall addition

facts for single-

digit numbers &

related

subtraction facts

to develop

increasingly

efficient mental

strategies for

computation

Recognise &

explain

connection

between

addition &

subtraction

Represent money

values in

multiple ways &

count the change

required for

simple

transactions to

the nearest five

cents

1

Base 10 Material

Students use 2, 3 or 4 dice to generate a two-, three- or four digit number and then

represent this number using Base 10 material. Students then generate a second, smaller

number by rolling one less die. Students represent this number using Base 10 material,

then add the two numbers and show the result using Base 10 material. Students repeat this

process, subtracting the second number from the first. Students record their solutions.

Increase/decrease the

number of dice used

according to ability.

Base 10 materials,

dice, paper and

pencils

2

Linking 3

Students record sixteen different numbers between 1 and 50

in a 4 4 grid eg.

19 28 17 13

2 18 41 5

16 1 38 49

15 26 40 7

Students link and add three numbers vertically or horizontally.

Possible questions include:

- can you find links that have a total of more than 50?

- can you find links that have a total of less than 50?

- how many links can you find that have a total that is a multiple of 10?

- what is the smallest/largest total you can find?

- can you find ten even/odd totals?

Increase/decrease the total

number when questioning,

according to ability.

Provide concrete materials

for those students who

need support.

4x4 grids and pencils

3

Estimating Differences

The teacher shows a card with the subtraction of a pair of two-digit numbers eg 78 32.

Students estimate whether the difference between the numbers is closer to 10, 20, 30, 40

or 50 and give reasons why. The teacher shows other cards eg 51 18, 60 29, 43 25, 33

25. Students estimate the differences and discuss their strategies. They are asked to think

about rounding numbers on purpose. For example for 51 18, students may round 51

down to 50 and 18 up to 20.

Increase/decrease the

complexity of subtraction

algorithm.

Subtraction pair

cards

4

Trading Games

The trading games Win 500 or Lose 500 can be adapted for Stage 2 by adding and

subtracting two-digit numbers using, recording and evaluating mental strategies. Students

are given a pack of playing cards with the tens and the picture cards removed. The Aces are

retained and represent 1 and the Jokers are retained and represents 0. Students flip two

cards and assign place values to the numbers turned over. Students play Win 5000/50 000

and Lose 5000/50 000 to add and subtract three-digit and four-digit numbers. Students

estimate their answer and then use formal written algorithms. Students could use a

calculator to check their answer. Students are encouraged to pose problems, including

money problems, using their numbers.

Support: provide number

expanders for students to

place cards onto and start

from a number lower than

500.

Extension: start from a

higher number and

subtract/add larger

numbers

Playing cards,

calculators, paper

and pencils.

Sharon Tooney

5

Estimating Addition of Three-Digit Numbers

The teacher briefly displays the numbers 314, 311, 310, 316, 312 on cards, then turns the

cards over so that the numbers cannot be seen. Students are asked to estimate the total

and give their reasons. The teacher reveals the numbers one at a time so that the students

can find the total. The task could be repeated with other three-digit numbers and with

four-digit numbers.

Increase/decrease the value

of the numbers shown on

cards according to ability.

This may require grouping

students.

Number cards

10

Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

NUMBER AND ALGEBRA

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Multiplication and Division 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

selects and uses appropriate mental or written strategies,

or technology, to solve problems MA2-2WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

uses mental and informal written strategies for

multiplication and division MA2-6NA

Background Information

In Stage 2, the emphasis in multiplication and division is on

students developing mental strategies and using their own

(informal) methods for recording their strategies. Comparing

their own method of solution with the methods of other

students will lead to the identification of efficient mental and

written strategies. One problem may have several acceptable

methods of solution.

Students could extend their recall of number facts beyond

the multiplication facts to 10 10 by also memorising

multiples of numbers such as 11, 12, 15, 20 and 25.

An inverse operation is an operation that reverses the effect

of the original operation. Addition and subtraction are

inverse operations; multiplication and division are inverse

operations.

The use of digital technologies includes the use of

calculators.

Language

Students should be able to communicate using the following

language: group, row, column, horizontal, vertical, array,

multiply, multiplied by, multiplication, multiplication facts,

double, shared between, divide, divided by, division, equals,

strategy, digit, number chart.

When beginning to build and read multiplication facts aloud,

it is best to use a language pattern of words that relates back

to concrete materials such as arrays. As students become

more confident with recalling multiplication facts, they may

use less language. For example, 'five rows (or groups) of

three' becomes 'five threes' with the 'rows of' or 'groups of'

implied. This then leads to 'one three is three', 'two threes

are six', 'three threes are nine', and so on.

Recall multiplication facts of two, three, five and ten and

related division facts

count by 2s, 3s, 5s or 10s using skip counting

use mental strategies to recall multiplication facts for

multiples of 2, 3, 5 & 10

- relate 'doubling' to multiplication facts for multiples of 2, eg

Double 3 is 6

recognise & use the symbols for multiplied by (), divided

by () & equals (=)

link multiplication & division facts using groups / arrays, eg

- explain why a rectangular array can be read as a division in

2 ways by forming vertical or horizontal groups, eg 12 3 = 4

or 12 4 = 3

model & apply the commutative property of multiplication,

eg 5 8 = 8 5

Represent and solve problems involving multiplication using

efficient mental and written strategies and appropriate

digital technologies

use mental strategies to multiply a 1-digit number by a

multiple of 10, including:

repeated addition, eg 3 20: 20 + 20 + 20 = 60

using place value concepts,eg 3 20: 3 2 tens = 6 tens =

60

factorising the multiple of 10, eg 3 20: 3 2 10 = 6 10

= 60

- apply the inverse relationship of multiplication & division to

justify answers, eg 12 3 is 4 because 4 3 = 12

select, use & record a variety of mental strategies, &

appropriate digital technologies, to solve simple

multiplication problems

- pose multiplication problems & apply appropriate

strategies to solve them

- explain how an answer was obtained & compare their own

method of solution with the methods of other students

- explain problem-solving strategies using language, actions,

materials & drawings

- describe methods used in solving multiplication problems

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Recall

multiplication

facts of two,

three, five and

ten and related

division facts

Represent and

solve problems

involving

multiplication

using efficient

mental and

written strategies

and appropriate

digital

technologies

5

Patterns

Students investigate patterns in the multiplication grid. Students discuss these patterns and

record their observations. For example, students compare the multiplication facts for 3 and

the multiplication facts for 6. They then investigate the multiplication facts for 9. Students

colour multiples on a hundreds chart and are encouraged to describe the patterns created.

Support: provide

multiplication tables as a

reference

Multiplication tables,

100s charts, pencils

6

Chocolate Boxes

The teacher poses the problem: Imagine you had the job of designing a chocolate box.

There are to be 48 chocolates in the box. The box can be one or two layers high. How many

ways could you arrange the chocolates in the box? Students draw or make models of their

solutions and discuss these in terms of multiplication and division facts.

Support: provide counters

for students to model

different combinations.

Extension: work with larger

numbers

Paper and pencils

7

Doubles

Students work in small groups. A student chooses a small whole number and the next

student doubles it. They take turns to keep doubling the number. A student checks the

results with a calculator. In the next round they start with a different number.

Possible questions include:

- what did you notice?

- did the pattern help you with your calculations?

Support: concrete materials

Extension: start with a larger

number

Calculators, paper

and pencils

8

Sequences of Multiples

Students record sequences of multiples and look for patterns. Students are asked if they

can find patterns in the sequences of the numbers in the ones column. Students plot

these on a circle with the points 0 to 9 marked on the circumference, joining the numbers

in order. eg the multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, 40 etc and so the pattern

for the digits in the ones column is 4, 8, 2, 6, 0, 4, 8, 2, 6, 0,

Support: provide prepared

circles with markers around

circumference

Paper and pencils

9

Multiples

Students take turns in throwing a die and moving a counter along a hundreds chart the

number of spaces indicated on the die. If the counter lands on a multiple of 3 they jump

forward to the next multiple of 3. If they land on a multiple of 5 they jump backwards to

the previous multiple of 5. Two counters may land on the same square. The winner is the

first player to reach or pass 100.

Possible questions include:

- which numbers are multiples of 3 and 5?

Variation: The pair of multiples could be changed, or the sum of two dice could be used to

indicate the number of squares the counter moves.

Support: tables charts to use

as a reference

Dice, hundreds

charts, counters

Sharon Tooney

10

Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

NUMBER AND ALGEBRA

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Fractions and Decimals 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

represents, models and compares commonly used fractions

and decimals MA2-7NA

Background Information

In Stage 2 Fractions and Decimals 1, fractions with denominators of

2, 3, 4, 5 and 8 are studied. Denominators of 6, 10 and 100 are

introduced in Stage 2 Fractions and Decimals 2.

Fractions are used in different ways: to describe equal parts of a

whole; to describe equal parts of a collection of objects; to denote

numbers (eg is midway between 0 and 1 on the number line); and

as operators related to division (eg dividing a number in half).

A unit fraction is any proper fraction in which the numerator is 1, eg

, , , ,...................

Three Models of Fractions

Continuous model, linear uses one-directional cuts or folds that

compare fractional parts based on length. Cuts or folds may be

either vertical or horizontal. This model was introduced in Stage 1.

Continuous model, area uses multi-directional cuts or folds to

compare fractional parts to the whole. This model should be

introduced once students have an understanding of the concept of

area in Stage 2.

Discrete model uses separate items in collections to represent

parts of the whole group. This model was introduced in Stage 1.

Language

Students should be able to communicate using the following

language: whole, part, equal parts, half, quarter, eighth, third, fifth,

one-third, one-fifth, fraction, denominator, numerator, mixed

numeral, whole number, fractional part, number line.

When expressing fractions in English, the numerator is said first,

followed by the denominator. However, in many Asian languages

(eg Chinese, Japanese), the opposite is the case: the denominator is

said before the numerator.

Model and represent unit fractions, including , , and

their multiples, to a complete whole (ACMNA058)

model fractions with denominators of 2, 3, 4, 5 and 8 of

whole objects, shapes and collections using concrete

materials and diagrams

recognise that as the number of parts that a whole is

divided into becomes larger, the size of each part

becomes smaller

recognise that fractions are used to describe one or

more parts of a whole where the parts are equal

name fractions up to one whole

interpret the denominator as the number of equal parts a

whole has been divided into

interpret the numerator as the number of equal fractional

parts

use the terms 'fraction', 'denominator' and 'numerator'

appropriately when referring to fractions

Count by quarters, halves and thirds, including with mixed

numerals; locate and represent these fractions on a number

line (ACMNA078)

identify and describe 'mixed numerals' as having a whole-

number part and a fractional part

rename , , , and as 1

count by halves, thirds and quarters

place halves, quarters, eighths and thirds on number lines

between 0 and 1

place halves, thirds and quarters on number lines that

extend beyond 1

compare unit fractions using diagrams and number lines

and by referring to the denominator

recognise and explain the relationship between the

value of a unit fraction and its denominator

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Model and

represent unit

fractions,

including , ,

and their

multiples, to a

complete whole

Count by

quarters, halves

and thirds,

including with

mixed numerals;

locate and

represent these

fractions on a

number line

4

Fold, Open and Draw

Teacher poses the question to the students to examine as a whole class: If we wanted to

share a lamington bar fairly between Chris and Elaine, how could we do it? Draw a rectangle

on the board and invite students to draw a line to show where they would cut the

lamington to make it fair. Discuss the accuracy of the cut and emphasis that adjustments are

important in establishing equal parts.

Pose the problem for students to work on themselves: If Chris and Elaine wanted to share

the lamington equally with Fiona, can you use another piece of paper to show how this could

be done? Allow students time to engage with the problem, and reinforce that multiple

adjustments to create a fair share may be necessary. Have students draw and explain how

they shared the lamington.

Support as needed for

students experiencing

difficulty, especially with

fine motor skills of folding.

Extend activity by requiring

students to explain the

difficulties experienced in

obtaining an equal share

and how these were

overcome.

Paper rectangles to

represent

lamingtons, paper

and pencils,

whiteboard and

markers

5

A Piece Of Cake (Forming an Image of Thirds)

Have students trace a large circle to represent the top view of a cake. Tell the students that

you want them to establish where to cut the cake to share it equally between three people.

Have them use popsticks or pencils to represent cut lines, to allow for multiple adjustments.

Have students record how they went about dividing the circle (cake) equally, making links

between division as sharing and fractions.

Ensure students understand that the fractions they have created are known as thirds and

are represented numerically as .

Support: provide circle cut

outs for students

experiencing difficulty

tracing.

Paper and pencils,

popsticks, circle

cut-outs

6

How Many Pikelets? (Part-whole Models Beyond One)

In this activity the teacher wants the students to focus on forming wholes from fractional

parts.

Show the students a set of 24 quarter circles. As a class count the quarter circles and then

put them away. Ask the students to work out how many circles they can make with 24

quarter circles. Have students record how they arrived at the answer, using diagrams and

written explanations, using the term quarter and/or the numerical representation of a

quarter ( ).

Support: provide circle

quarters for students who

are unable to do task

independently.

Extension: examine whether

the size of circle quarters

impacts results

24 quarter circles

(all the same size),

paper and pencils

7

A Birthday Secret (Recreating the Whole From a Part)

In this activity, students focus on reconstructing a circle from a single piece of the circle.

Show the 3-dimensional model of a slice of birthday cake. Explain that the mark on the cake

is where a candle was and that the candles were equally spaced around the cake. How old

was the person having the birthday? How could you work it out?

Give pairs of students cardboard sectors representing slices of cake and ask them to work

out the age of the person having the birthday. From the cardboard model of a cake you can

create pieces with 2 candles, 3 candles, 4 candles, 6 candles or 8 candles depending upon

Peer tutoring, grouping

strategies.

Birthday secret

BLM, 3D model of

slice of cake,

pencils and rulers

Sharon Tooney

which multiples you wish to work with, or how many times you require students to repeat

the unit.

Provide opportunities for students to report on their solution methods. How many people

could have a piece of cake the same size as the one you have?

10

Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

A Birthday Secret Template

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

MEASUREMENT AND GEOMETRY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Mass 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

measures, records, compares and estimates the masses of

objects using kilograms and grams MA2-12MG

Background Information

In Stage 2, students should appreciate that formal units

allow for easier and more accurate communication of

measures. Students are introduced to the kilogram and

gram. They should develop an understanding of the size of

these units, and use them to measure and estimate.

Language

Students should be able to communicate using the following

language: mass, more than, less than, about the same as,

pan balance, (level) balance, measure, estimate, kilogram.

'Hefting' is testing the weight of an object by lifting and

balancing it. Where possible, students can compare the

weights of two objects by using their bodies to balance each

object, eg holding one object in each hand.

As the terms 'weigh' and 'weight' are common in everyday

usage, they can be accepted in student language should they

arise. Weight is a force that changes with gravity, while mass

remains constant.

Measure, order and compare objects using familiar metric

units of mass (ACMMG061)

recognise the need for a formal unit to measure mass

use the kilogram as a unit to measure mass, using a pan

balance

associate kilogram measures with familiar objects, eg a

standard pack of flour has a mass of 1 kg, a litre of milk

has a mass of approximately 1 kg (Reasoning)

recognise that objects with a mass of one kilogram can

be a variety of shapes and sizes (Reasoning)

record masses using the abbreviation for kilograms (kg)

use hefting to identify objects that have a mass of 'more

than', 'less than' and 'about the same as' one kilogram

discuss strategies used to estimate mass, eg by referring

to a known mass (Communicating, Problem Solving)

compare and order two or more objects by mass measured

to the nearest kilogram

estimate the number of similar objects that have a total

mass of one kilogram and check by measuring

explain why two students may obtain different

measures for the same mass (Communicating,

Reasoning)

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Measure, order

and compare

objects using

familiar metric

units of mass

1

On The Case

Organise students into groups and provide each group with a kilogram weight. Students

heft the weight to support their concept of a mass of 1 kilogram. Students heft their pencil

cases, and sort the cases from lightest to heaviest. Students discuss which pencil cases

would make a combined mass of about 1 kilogram. Weight the predict combinations and

record the results stating if the mass of the pencil cases was less than 1 kilogram, equal to 1

kilogram or more than 1 kilogram.

Peer tutor grouping

strategies.

Scales, 1 kilogram

weights, pencil cases,

paper and pencils

2

Make a Kilo

Students examine a number of small items and estimate how many of each item will

measure 1 kilogram. Students are given a limited range of items so that results can be

compared and checked easily. Students record their estimates and results using the

abbreviation kg.

Individual support as

required.

1kg mass, samples of

food/materials in 1kg

packages, scales or

equal arm balances,

different items to

weigh

3

Kilogram Ball

Pairs of students make a 1 kilogram ball of playdough or plasticine. As they build the ball,

the students keep weighing to make an accurate mass of 1 kilogram. Record the process.

Peer tutor grouping

strategies.

Playdough, plasticine,

scales, paper and

pencils

4

Treasure Hunt

Students find items in the classroom or playground that have a mass of about 1 kilogram.

Students record items which are estimated to be 1 kilogram, then measure and record the

mass as 1 kilogram, more than 1 kilogram, less than 1 kilogram. Ensure that a range of items

that have a mass of about 1 kilogram are available before commencing the activity.

Individual support as

required.

scales, items to

weigh, paper and

pencils

5

Make a Shot Putt

Students make a 1 kilogram shot by putting sand in a piece of fabric or old pillow case and

tying firmly with a piece of string.

Students putt the 1 kilogram shot and estimate then measure the distance thrown.

Support: Having a metre

ruler available as a visual

support may assist students

to estimate distance.

Extension: students predict

then measure, using a 2kg

shot.

Fabric, string, sand,

tape measure, 1m

rulers, scales, paper

and pencils

6

By The Cupful

Students measure and compare the mass of cupfuls of different materials. Students

estimate first by hefting, and then measure the cupfuls to find the heaviest cupful and the

lightest cupful. Students order and record their measurements to the nearest 10grams.

Peer tutor grouping

strategies.

Extension: students graph

the results

Cups, different

materials to

compare, scales,

pencils and paper

7

Make 50 Grams

Students estimate how many of each object is needed to make a mass of 50grams. Students

select objects, record their estimate, then measure and record the actual number of objects

needed to make a mass of 50grams. Materials to weigh can include, blocks, dice and

counters from the classroom, as well as small food items, and household items including

nails, bolts and batteries.

Individual support as

required.

Objects to weigh,

scales pencils and

paper.

Sharon Tooney

8

Massive Model

Students work in pairs to make a model from 1 centimetre interlocking cubes. Students

estimate the mass of their model before measuring and recording. Students combine with

another two pairs of students, to estimate measure and record the combined mass of the

models.

Peer tutor grouping

strategies.

Interlocking cubes,

scales, paper and

pencils.

9

Pass The Parcel

Students sit in a whole-class circle and pass around 4 or 5 closed containers that contain

small items to music. When the music stops, the students holding the containers write their

estimate of the mass of the container and its contents on the board. After several estimates

for different objects have been recorded, students weigh the items to determine who had

the closest estimate.

Support: Access to labelled

masses may assist students

to estimate containers, by

hefting s known mass and

container.

Items in closed

containers, music,

scales, known

masses, whiteboard

and markers.

10

Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

MEASUREMENT AND GEOMETRY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Angles 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

identifies, describes, compares and classifies angles MA2-

16MG

Background Information

In Stage 2, students need informal experiences of creating,

identifying and describing a range of angles. This will lead to

an appreciation of the need for a formal unit to measure

angles.

Paper folding is a quick and simple means of generating a

wide range of angles for comparison and copying.

The arms of the angles above are different lengths. However,

the angles are the same size, as the amount of turning

between the arms is the same. Students may mistakenly

judge one angle to be greater in size than another on the

basis of the length of the arms of the angles in the diagram.

Language

Students should be able to communicate using the following

language: angle, amount of turning, arm, vertex,

perpendicular, right angle.

Identify angles as measures of turn and compare angle sizes

in everyday situations (ACMMG064)

identify 'angles' with two arms in practical situations, eg

the angle between the arms of a clock

identify the 'arms' and 'vertex' of an angle

describe informally an angle as the 'amount of turning'

between two arms

recognise that the length of the arms does not affect the

size of the angle (Reasoning)

compare angles directly by placing one angle on top of

another and aligning one arm

identify 'perpendicular' lines in pictures, designs and the

environment

use the term 'right angle' to describe the angle formed

when perpendicular lines meet

describe examples of right angles in the environment

(Communicating, Problem Solving)

identify right angles in two-dimensional shapes and

three-dimensional objects (Communicating)

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Identify angles

as measures of

turn and

compare angle

sizes in everyday

situations

1

Pattern Blocks

Distribute pattern blocks so that each group has a large number. Ask the students what

they notice about the blocks, in terms of colours and shapes. Possible questions:

- What is the same about these shapes?

- What is the same about the red blocks?

- What are these different shapes called?

Have students in their groups make their own patterns with the pattern blocks, describe

their favourite pattern to the group and make a coloured drawing of their favourite pattern.

Discuss the patterns the students have made:

- How are these patterns different?

- How are the patterns similar?

- Why do we call them patterns?

- Tell us why you like this pattern?

Guide students to see that patterns always involve some regular repetition of colours

and/or shapes. Discuss the way the pattern blocks fit together. Guide students to see that

the blocks all have the same edge-length or multiples of that edge-length, and that the

corners fit together in a special way.

Extension: students work in

pairs to make and describe

patterns with pattern

blocks. Student A makes a

pattern without Student B

seeing it. Student A

describes the pattern and

Student B makes the

pattern by following their

partners directions.

Pattern blocks, paper

and pencils.

2

Windmill Patterns

Students make windmill patterns by fitting pattern blocks of the same colour around a

point. They use the patterns to compare the size of the pattern block corners.

Put a number of pattern blocks on an overhead projector. Place them together so they form

a pattern.

- How would you describe my pattern?

Make sure the students understand that the blocks fit together around a point. Separate

the blocks and point to the pattern of lines made by joins between the blocks.

- What do you notice about the lines in the middle of the pattern?

Decide on a name for such patterns

Have students work individually to make their own windmill patterns using different pattern

block corners, draw their windmill patterns, label each drawing to state the number and

type of block used (eg. 8 of the small red corners)

Discuss the different windmill patterns the students have made. Make a table summarising

the relationship between the pattern block corner used and the number of pieces needed.

From the table, identify block corners that are the same size. Check by placing one corner

on top of another. Introduce the mathematical word for corner as angle. Discuss why some

patterns use more blocks than others. Fewer blocks are needed when the angles which are

placed around the central point are larger.

Extension: explore which

corners combine to make

another pattern block

corner. For example, two

triangle corners make a

hexagon corner.

Pattern blocks,

overhead projector,

paper and pencils

Sharon Tooney

Hexagon (yellow) 3 corners

Square (orange) 4 corners

Triangle (green) 6 corners

Fat rhombus (blue) 6 small corners

3 large corners

Thin rhombus (brown or white) 12 corners

Trapezium (red) 6 small corners

3 large corners

3

Square Corners

Students look for right angles in their classroom. They make drawings of the angles and use

different methods to measure and compare the angle of the object and the drawn angle.

Discuss what an angle is. Use the bent straw to show that an angle has two lines and a

point. Explain that the mathematical terms are arm and vertex.

- What angles can you see in this classroom?

Introduce the term right angle or square angle. Students find examples of right angles in

the classroom.

- What does it mean to say that a corner is square?

Discuss which pattern block has right angles.

- What does it have to do with squares?

Demonstrate how to bend a straw into a right angle by folding the straw over one corner of

a square pattern block.

- How could we check if this angle really is a right angle?

Select one of the suggested examples of a right angle and use the straw to demonstrate

that the angle is the same size. If possible, check by holding the pattern block against the

angle. Draw the object and model how to use the bent straw to compare the drawn and the

actual angle.

Have your students work in pairs to:

search for objects or locations that have right angles in the classroom

make a sketch of the object and mark the angle(s) in colour

use the bent straw and the square pattern block to check that the drawn angle is the

correct size.

Discuss and list the different examples of right angles that students have measured.

- How many right angles do you think there would be in this room?

Variation: Find right angles

in the playground and check

the size using the drinking

straw angle tester or the

square pattern block.

Pattern blocks, bent

straws, coloured

pencils, pencils and

paper.

4

Acute and Obtuse Angles

Students look for acute and obtuse angles in the classroom. They make drawings of the

angles, compare the angles with the corners of pattern blocks, and classify the angles

according to size.

Revise previous work with right angles, and discuss the terminology used to describe angles.

- Find some angles in this classroom that are not right angles.

Introduce the terms acute and obtuse and discuss their relationship to the right-angle.

Extension: Look for reflex

angles (angles greater than

two right angles) in the

classroom. Find examples in

the classroom and ask

students to describe these.

Examples may include the

Pattern blocks, bent

straws, pencils and

paper.

Sharon Tooney

- Can you explain what acute and obtuse angles are?

Ask students to identify acute and obtuse angles in the classroom, and list several of these.

- Where can you see acute and obtuse angles in the room?

Select one example of an acute angle. Demonstrate how to use a bent straw to measure

and draw the angle on the board. Use the straw to compare the size of the drawn angle

with the angle on the object.

- How do you know the angles are the same size?

Find a pattern block that has an angle about the same size, and label the angle drawing with

the pattern block colour or shape.

- Can you suggest a pattern block angle which is about the same size as our drawn angle?

Have your students work in pairs to:

look for acute and obtuse angles in the classroom

use the bent straw to measure the angle

draw and label the angle and use the bent straw to measure the correct size

find a pattern block that has an angle about the same size as the angle drawn

order the angles from smallest to largest by numbering them.

Discuss different examples of angles that students have measured and list them under the

headings acute and obtuse. Write the size of the angle in terms of the pattern blocks, e.g.

the same as a small red corner

- What is the difference between obtuse and acute angles?

- How would you describe an acute angle to your friend?

- Which pattern blocks have obtuse angles?

angle outside the corner of

a desk or book.

5

Angles in Geometrical Patterns

Students find and label acute, obtuse and right angles in a pentagram or octagon pattern.

Students draw and measure the angles.

Revise the terms right, acute and obtuse angles.

- What types of angles have we been talking about?

- What are the differences between these angles?

Ask a student to use a bent straw to demonstrate the mathematical terms arm, vertex and

angle. Introduce the pentagram or octagon worksheet and discuss the instructions.

- What kinds of angles can you see in this pentagram? Why do you think it is called a

pentagram?

Ask your students to mark the angles on their worksheets. Remind students to copy each angle as

accurately as possible by using the bent straw to measure and compare the two angles.

Lead students in a discussion of the angles they identified. Ask several students to draw

their angles on the board, and describe the angle using the terminology arms and vertex.

- Draw one of your angles on the chalkboard.

- How do you know that it is the right size?

- What can you tell us about your angle?

Extension: Look for reflex

angles (angles larger than

two right angles) and

straight angles (180) on the

geometrical patterns.

Bent straws,

geometric pattern

activity sheets,

coloured pencils

10

Revision and Assessment

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

Pentagram

Finding angles in the pentagram

Find and label an acute angle and an obtuse angle.

Copy these angles in the space below, and label each one. Check that your angles are the

correct size.

Use coloured pencils to mark the angles that are the same size. Count and record your total

number of angles.

Sharon Tooney

Octagon

Finding angles in the octagon

Find and label an acute angle, an obtuse angle and a right angle.

Copy these angles in the space below, and label each one. Check that your angles are the

correct size.

Use coloured pencils to mark the angles that are the same size. Count and record your total

number of angles.

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

MEASUREMENT AND GEOMETRY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 3D 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

makes, compares, sketches and names three-dimensional

objects, including prisms, pyramids, cylinders, cones and

spheres, and describes their features MA2-14MG

Background Information

The formal names for particular prisms and pyramids are not

introduced in Stage 2. Prisms and pyramids are to be treated

as classes for the grouping of all prisms and all pyramids.

Names for particular prisms and pyramids are introduced in

Stage 3.

Language

Students should be able to communicate using the following

language: object, two-dimensional shape (2D shape), three-

dimensional object (3D object), cone, cube, cylinder, prism,

pyramid, sphere, surface, flat surface, curved surface, face,

edge, vertex (vertices), net.

In geometry, the term 'face' refers to a flat surface with only

straight edges, as in prisms and pyramids, eg a cube has six

faces. Curved surfaces, such as those found in cylinders,

cones and spheres, are not classified as 'faces'. Similarly, flat

surfaces with curved boundaries, such as the circular

surfaces of cylinders and cones, are not 'faces'.

The term 'shape' refers to a two-dimensional figure. The

term 'object' refers to a three dimensional figure.

Make models of three-dimensional objects and describe key

features (ACMMG063)

identify and name three-dimensional objects as prisms

(including cubes), pyramids, cylinders, cones and spheres

recognise and describe the use of three-dimensional

objects in a variety of contexts, eg buildings, packaging

(Communicating)

describe and compare curved surfaces and flat surfaces of

cylinders, cones and spheres, and faces, edges and vertices

of prisms (including cubes) and pyramids

describe similarities and differences between prisms

(including cubes), pyramids, cylinders, cones and

spheres (Communicating)

use a variety of materials to make models of prisms

(including cubes), pyramids, cylinders, cones and spheres,

given a three-dimensional object, picture or photograph to

view

deconstruct everyday packages that are prisms (including

cubes) to create nets, eg cut up tissue boxes

recognise that a net requires each face to be connected

to at least one other face (Reasoning)

investigate, make and identify the variety of nets that

can be used to create a particular prism, such as the

variety of nets that can be used to make a cube, eg

distinguish between (flat) nets, which are 'two-

dimensional', and objects created from nets, which are

'three-dimensional' (Communicating, Reasoning)

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Make models of

three-

dimensional

objects and

describe key

features

2

Parts of a 3D Shape

Identify and define parts of a 3D shape:

Faces: flat surfaces or curved surfaces

Edges: ridge where two faces meet

Vertices: where three or more faces meet to form a corner

Examine the number of faces and what shape they are, number of edges and number of

vertices of: cube, rectangular prism, triangular prism, square based pyramid, triangle based

pyramid, sphere, cone and cylinder. Create a chart.

Possible questions:

- Which shapes have 8 corners?

- Which shapes have two or more faces that are the same?

- Which shapes have all their edges the same length?

Questioning techniques 3D shapes, chart

paper and textas

3

Classify 3D Shapes Into Families

3D shapes have families just like 2D shapes. Have students examine a variety of 3D shapes.

Ask students to group them together if they are similar. Students should describe and draw

the groupings they have made.

Possible questions:

- What properties did you use to group your shapes?

- Why did you choose those properties?

Extension: If you were going

to add the following shape

into your categories, where

would it go? Give reasons

for your answers.

3D shapes, paper and

pencils

4

3D Families

The following 3D shapes have been classified into families according to their properties.

Look at the groups and try to work out what properties have been used to group them.

Prisms Spheres Cylinders Cones

Pyramids

What properties have been used to group the families of shapes above?

Extension: If you were going

to add the following shape

into your categories, where

would it go? Give reasons

for your answer.

3D shapes, paper and

pencils

5

Examining Nets

Using the properties that students have assigned to 3D shapes in previous lessons, have

them examine a variety of 3D nets and predict which 3D shapes they will make. Provide

both BLM of nets and flattened out everyday items, such as, cereal boxes etc for students

to identify.

After predictions have been made, create the 3D shapes using the nets and check

predictions. Discuss what properties of 3D shapes assisted the students in accurately

identifying 3D shapes from the nets.

Questioning techniques,

individual support as

required.

3D nets both BLM

and real life

examples

Sharon Tooney

6

Planning To Build With 3D Shapes

Discuss with students the concept of building a model with 3D shapes and engage with

wooden blocks to make generalisations about the appropriateness of different solids as

building blocks. Examine aspects of stability, ability to attach to other solids and the

problem of gaps.

Using the generalisations made, have the students identify which solids they would select

to build with and give reasons why.

Have students draw a plan of an object (eg, a rocket, castle, skyscraper, etc) they could

build using 3D shapes. Their plan should include an illustration of what they are building

and the number of shapes per solid they will need to complete their construction.

Support: photograph model

and allow student to count

objects from concrete

model

Blocks, paper and

pencils

7-8

Building With 3D Shapes

Using the plan that students created in the previous lesson, instruct them that they are

going to construct the object from their plan. To do so, firstly they must identify the solids

required (size and number) and select the appropriate nets for their construction.

After creating the required number of solids using the nets provided by the teacher (a

variety of different sizes of each net should be made available), students need to construct

their object.

When complete students should write a report on the construction process, including:

- Problems encountered and how these were overcome.

- Changes that needed to be made to the original plan.

- Suitability of chosen 3D shapes.

- What would they do the same/differently next time?

Support: prepared solids for

students who have difficulty

constructing these on their

own.

Plan from previous

lesson, nets, scissors,

glue, tape, paper and

pencils

10

Revision

Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE:

ES1 S1 S2 S3

STRAND:

STATISTICS AND PROBABILITY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Chance 1 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

describes and compares chance events in social and

experimental contexts MA2-19SP

Background Information

Random generators include coins, dice and spinners.

Language

Students should be able to communicate using the following

language: chance, experiment, outcome, random, trials,

tally, expected results, actual results.

Conduct chance experiments, identify and describe possible

outcomes, and recognise variation in results (ACMSP067)

use the term 'outcome' to describe any possible result of a

chance experiment

predict and list all possible outcomes in a chance

experiment, eg list the outcomes when three pegs are

randomly selected from a bag containing an equal number of

pegs of two colours

predict and record all possible combinations in a chance

situation, eg list all possible outfits when choosing from

three different T-shirts and two different pairs of shorts

predict the number of times each outcome should occur in

a chance experiment involving a set number of trials, carry

out the experiment, and compare the predicted and actual

results

keep a tally and graph the results of a chance

experiment (Communicating)

explain any differences between expected results and

actual results in a chance experiment (Communicating,

Reasoning)

make statements that acknowledge 'randomness' in a

situation, eg 'The spinner could stop on any colour'

(Communicating, Reasoning)

repeat a chance experiment several times and discuss

why the results vary (Communicating)

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG

Conduct chance

experiments,

identify and

describe possible

outcomes, and

recognise

variation in

results

1

Expected Result

Students are asked to predict the result of 10 tosses of a coin. Possible questions include:

- what outcomes can occur when the coin is tossed once?

- what is the likelihood of tossing tails on any one toss?

- how many heads and tails do you expect there to be?

- did the expected result and the actual result match?

- did tossing tails on the previous toss increase the likelihood of tossing tails on the next

toss? Why?

- which outcome, heads or tails, is more likely?

Students are encouraged to suggest how the experiment could be improved and

implement their plan. This activity could be extended to tossing two coins.

Questioning techniques Coins, paper and

pencils

2

Certain, Uncertain

The teacher writes headings Certain and Uncertain on a sheet of paper. In pairs, students

are asked to list under the headings things that they think are sure to happen (certain) at

school on the day and then things that they think are not sure to happen (uncertain) at

school on the same day. Students discuss their findings.

Variation:

Extend the activity to include other categories using the language of chance eg impossible,

uncertain, certain.

Extension: Students devise

their own rating scale using

the language of chance.

Chart paper,

markers, paper and

pencils

3

Pegs

In groups, students are given a bucket of pegs. The bucket could have 10 blue and 10

yellow pegs. Students are asked to sort and count the pegs and then return them to the

bucket. Students are asked to predict all possible combinations of pegs if two pegs are

randomly taken from the bucket. They select one possible combination and, without

looking, take two pegs out of the bucket. They see if the actual result matches their

predicted result and discuss. Students repeat the selection several times returning the pegs

to the bucket after recording their selection. They write a description of the activity

explaining their observations.

Peer tutor grouping

techniques.

Bucket of pegs, paper

and pencils

4

Fair Game?

Students play games such as Snakes and Ladders, Heads Down/Thumbs Up, or outdoor

games such as Statues. Students are asked if they think the game played is a fair game or

not. Students are encouraged to justify their answers and to associate the idea of fairness

with the idea that everyone has an equal chance to win. This activity could be extended to

playing a game designed to be obviously unfair in order to stimulate discussion.

Peer tutor grouping

techniques.

Variety of games

5

Tossed Fruit Salad

The teacher labels a large die with three faces displaying an apple, two faces displaying a

banana and one face displaying an orange, and shows the die to the class. Students are

asked to order the fruits from least likely to most likely to be rolled.

After a number of rolls, the students compare the results with their predictions. Students

Questioning techniques.

Support: visual

representations for ordering

Large dice, paper and

pencils

Sharon Tooney

discuss whether their predictions were supported by their experiment and explain the

differences between expected results and actual results in this simple chance experiment.

Possible questions include:

- how can we change the labels on the die so that the orange is most likely to be rolled?

The labels are then changed accordingly, and the die rolled a number of times to compare

the results with the students predictions. Students are encouraged to make other

suggestions about altering the labels to change the outcomes and these suggestions are

tested.

10

Revision

Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sharon Tooney

Sharon Tooney

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