EDFX310 UNIT PLANNER

Topic: Worded Problems

Key Understandings:

Applying knowledge of division,

multiplication, fractions, addition
and subtraction to solve worded
problems
Developing use of multiple
strategies to solve worded problems
Recognising relevant and irrelevant
information in worded problems
Exploring structure and meaning of
worded problems

Year Level: Year 3/4

Term: 4

Week: 8 - 10

Date:

Key AusVELS documentation (taken directly from AusVELS documents):

Content strand(s):
Sub-strand(s):

Number and Algebra

Level descriptions:

Recognise and explain the connection between addition and subtraction

(ACMNA054)
Recall addition facts for single-digit numbers and related subtraction facts to
develop increasingly efficient mental strategies for computation (ACMNA055)
Recall multiplication facts of two, three, five and ten and related division facts
(ACMNA056)
Represent and solve problems involving multiplication using efficient mental
and written strategies and appropriate digital technologies (ACMNA057)
Key equipment / resources:
Worded problems
Whiteboard

Key skills to develop and practise

Multiple strategy use to solve problems

Using key information from a worded problem

Identifying necessary and unnecessary information in a worded

problem

Working collaboratively with others in solving worded problems

Key vocabulary:
Visuals
Multiplication
Repeated addition
Subtraction
Division
Part/whole
Method

Links to other contexts (if applicable, e.g., inquiry

Overview of assessment (teacher assessment, self

Key probing questions (focus questions that will be used to

assessment and peer assessment):

develop understanding to be used during the sequence of lessons):

unit focus, current events, literature, etc.)

Teacher Assessment
Use of multiple strategies
Success in implementing multiple strategies
Appropriate and relevant justification of
answers and method/s used to solve
Understanding of concepts involved in
addition, subtraction, multiplication and
division

What strategies did you use?

How did you find that out?
Can you explain how you worked that out?
What did you visualise in your mind when you
were working that out?
Is this the most efficient way you could solve this?

Learning
strategies/ skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1

Students
recognise the
connection
between
addition and
subtraction
and use this
knowledge to
solve worded
problems.
Students are
re-introduced
to worded
problems in
this lesson.

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

.
Re-introduce worded
problems
What are they?
What do you know about
worded problems?
When we look at a worded
problem, what are the
important parts of it that we
need to look for before we
solve it? (underline
important info)
What information do we
need to know before we
attempt to solve?
Looking at addition and
subtraction worded
problems
Class solves open ended
word problem together
Must use all possible
methods to answer each
problem
Emphasise strategies used
Language
Important key points

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

REFLECTION & MAKING

CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

Whole Class:
(Put into Ability Groups)

Share problems and

solutions

They have 40 minutes to

answer at least 4 of the
problems.

Focus:

Focus Group: (Brad,

Jack, Macey and
Charlotte)
Work with teacher on floor
Solve simple addition and
subtraction problems
Work through each one
together

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

What strategies did you

use?
How many ways did you
answer the problem?
Can you explain it to me?

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS

ASSESSMENT
STRATEGIES

- Enabling prompt
(to allow those experiencing
difficulty to engage in active
experiences related to the initial
goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Enabling:
Focus Group working
with teacher on low
level addition and
subtraction word
problems

Testing
Viewing
Visually
representing
Working
independently
Working to a
timetable

(should relate to objective.

Includes what the teacher will
listen for, observe, note or
analyse; what evidence of
learning will be collected and
what criteria will be used to
analyse the evidence)

Assessment
Strategies:

Extending:

Problems for
extension students
pose a challenge

Observation of the
use of skills and
appropriate
mathematical
language.
Questioning of
students during
discussion and
throughout lesson
Photography of
word problems and
working out done
by students

Assessment Criteria:

Strategies used by
students in solving
problems
Understanding of
the concept of
worded problems
and what they
involve

Session 2

Focus is on
identifying
relevant and
irrelevant
information in
a worded
problem.
Continue with
addition and
subtraction
problems

Shows class a lengthy

worded problem.
Can you identify the
information in this worded
problem that is the most
important?

Students are given multiple

worded problems that have
a significant amount of
unnecessary information
Need to identify what
information they need and
what they dont need

Enabling:

Extending:

What information is not

important?

Assessment Criteria:
Strategies used in
solving problems
Ability to identify
relevant and
irrelevant
information within
a worded problem.

How could we re-phrase

this problem?
Do we need to have so
much information in one
problem?

Session 3

Students
represent and
solve worded
problems
involving
multiplication
using efficient
mental and
written
strategies.

Assessment
Strategies:
Observation of the
use of skills and
appropriate
mathematical
language.
Questioning of
students during
discussion and
throughout lesson

Enabling:

Extending:

Assessment
Strategies:
Observation of the
use of skills and
appropriate
mathematical
language.
Questioning of
students during
discussion and
throughout lesson
Assessment Criteria:
Strategies used in
solving problems
Ability to identify
relevant and
irrelevant
information within
a worded problem

Session 4

Games/Activities:

Enabling:

Tuning In Game:

Students
represent and
solve worded
problems
involving
money using
efficient
mental and
written
strategies.

I have 6 coins in my pocket

and they all add up to
$6.50. What coins might I
have?
Students suggest
combinations
Add them together on the
board
What strategies did you
use.

1. Pot of Gold Money

Board Game
(Nicola, Lachlan,
Mia, Cooper, Tom)
Extending:
2. Shopping on a
Budget (Maya,
Daniel, Austin,
Spencer)
3. Property Project
(Ben, Ryan, Pat,
Bailey)
4. Money Track
Game (Matt,
Aidan, Emily, Lucy,
Michaela)
5. Shopping
Challenge (Is, Ash,
Cristian and Max)
Focus Group: (Macey,
Brad, Jack)
Provide each student
with a money wallet
(small bag with a zipper
or a zip lock bag with
play money).
Write an amount of
money on the
whiteboard. E.g.
$1.00/1 dollar.
Ask students to read
the amount of money
and use their play
money to show one way
of representing this
amount of money.
Ask student to
represent the same
amount of money in a

Assessment
Strategies:
Observation of the
use of skills and
appropriate
mathematical
language.
Questioning of
students during
discussion and
throughout lesson
Assessment Criteria:
Strategies used in
solving problems

different way. Use

questions to help them
such as if you didnt
have any gold coins
how else could you
represent this amount
of money?
As a class discuss the
multiple ways of
representing $1.00/1
dollar. Using your copy
of the play money glue
tac it to the whiteboard
or show it on the
smartboard so students
can see the different
ways an amount of
money can be
represented.
Repeat with other
money amounts
Play Piggy Bank
afterwards.
Session 5

Students
represent and
solve worded
problems
involving
division using
efficient
mental and
written
strategies.

Enabling:

Extending:

Assessment
Strategies:
Observation of the
use of skills and
appropriate
mathematical
language.
Questioning of
students during
discussion and
throughout lesson
Assessment of
work done by
students looking
at strategies used,
level of
understanding
displayed.
Assessment Criteria:
Strategies used in
solving problems

Session 6

Enabling:

Extending:

Understanding
displayed by
student through
justifications given
and strategies
used to solve
problems.

Assessment
Strategies:
Observation of the
use of skills and
appropriate
mathematical
language.
Questioning of
students during
discussion and
throughout lesson
Assessment Criteria:
Strategies used in
solving problems
Understanding
displayed by
student through
justifications given
and strategies
used to solve

Session 7

Enabling:

Extending:

Assessment
Strategies:
Observation of the
use of skills and
appropriate
mathematical
language.
Questioning of
students during
discussion and
throughout lesson
Assessment Criteria:
Strategies used in
solving problems

Understanding
displayed by
student through
justifications given
and strategies
used to solve