Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

Rationale

Deep knowledge or understandings

General capabilities Literacy Numeracy ICT competence Critical and creative thinking Personal and social capability Intercultural understanding

The focus of term 4 will be number, money maths and measurement

The focus areas chosen this term are a continuation from last term and reflect formal and in formal assessment as well as the wishes of the parents and community for students to learn essential life skills. Outside of school the children have limited exposure to mathematics it is therefore crucial that the basic skills of number, money and measurement are explicitly taught to give Rawa students every opportunity to develop confidence with mathematics. Last term we touched on measurement and used informal units to measure length and weight. This term we will explore measurement in the forms of telling time to the quarter of an hour, calendars and Comparing and ordering several shapes and objects based on length and weight using informal and formal units of measure. Our second focus area is money/ financial maths. Children will have opportunities to Count and order small collections of Australian coins and notes according to their value. Having a deep understanding of money is crucial to becoming a numerate adult. Formal and informal assessment shows that the children are becoming increasingly more confident with money as the year progresses. We will therefore continue to have money as a key focus and offer lots of hands on learning experience to enable children to count collections of coins and notes. Thirdly we will explore numbers in their oral and written form. This aims to consolidate the childrens understanding of the connection between the number names, numerals and quantity. This will be our focus after formal assessment and informal observations that the children have good recall of numbers when counting in order from one but poor understanding of the numbers value. The children struggle to count from any number, complete basic addition/subtraction, recall basic facts and order numbers from smallest to largest if not all the numbers are there. These skills will be our focus as they are fundamental to being numerate.

Number and place value Understands the connection between the oral, written and numerate form. Understand that the position of numerals affects the size of the numbers. There are different ways of counting that can make it quicker/easier (counting in tens) Doubles to 20 To develop a deep knowledge of the number system to confidently say and write numbers, skip count, complete simple addition and subtraction and use numbers in day to day life Money/ financial maths Understand you can skip count coins and notes to make counting money easier Developing the knowledge to confidently use money in day to day life. Measurement Understand that the clock, days of the week and months of the year are all measures of time. Understand how to measure and compare objects using informal units of measure. Developing a deep knowledge of the time and calendar system to confidently measure time. Children will also start developing an understanding of how to informally measure objects.

Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

Planning Considerations/student context Students exposure to number, money, clocks and calendars outside of school is minimal. To overcome this the classroom is rich with numbers, calendars and clocks. By referring to these throughout the day the children will become more confident and value mathematics. Children also use money everyday in the classroom through our behaviour management program. Children have the opportunity to earn money to either save or spend in the school shop. The learning centres in the room offer hands on learning opportunities to expose the children to number further. To account for a multi-age/year group, learning opportunities from a range of curriculum content descriptors and achievement standards across the years is known and taken into consideration when planning and teaching. Children are working between years one and four of the curriculum with most children working at a year two level. A combination of whole class and small group explicit teaching and open ended learning experience ensures all children have opportunities to excel and meet their personal goals.

Relevant prior curriculum

Informal and formal assessment has shown that students have a developing understanding of the number system, measurement of time through clocks and calendars and financial maths. This term aims to consolidate and deepen childrens knowledge. Children have had little formal exposure to measuring objects.

Planning is a guide. Focus areas will be consistent while content will be dependent on who is in camp. Resources Australian curriculum and links AICS Numeracy portal and activities booklets Maths materials in resource room Maths books in resource room Interactive Whiteboard Resources Ipads Origo Education pack Paul Swan resources Fundamentals Department of Education NSW Number charts

Assessment Saying and writing numbers to 999 and beyond Skip counting like coins and notes/ combinations of coins and notes Write numbers to ones and tens from any point Friends of 10 + and Doubles to 20 Telling time to the quarter of an hour Using informal and formal units of measure to compare objects

Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

Curriculum content descriptors Year 1 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Count collections to 100 by partitioning numbers using place value (ACMNA014) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Year 2 Year 3 Year 4 Investigate and use the properties of odd and even numbers (ACMNA071) Recognise, represent and order numbers to at least tens of thousands (ACMNA072) Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074) Recall multiplication facts up to 10 10 and related division facts (ACMNA075) Number and place value Recognise, model, represent and order Investigate the conditions required for a numbers to at least 1000 (ACMNA027) number to be odd or even and identify odd and even numbers (ACMNA051) Investigate number sequences, initially those increasing and decreasing by Recognise, model, represent and order twos, threes, fives and ten from any numbers to at least 10 000 (ACMNA052) starting point, then moving to other sequences. (ACMNA026) Apply place value to partition, rearrange and regroup numbers to at least 10 000 Explore the connection between to assist calculations and solve problems addition and subtraction (ACMNA029) (ACMNA053) Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031) 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 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) Money and financial mathematics Count and order small collections of Represent money values in multiple ways Australian coins and notes according to and count the change required for simple their value (ACMNA034) transactions to the nearest five cents

Recognise, describe and order Australian coins according to their value (ACMNA017)

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital

Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

(ACMNA059) Patterns and algebra Describe patterns with numbers and Describe, continue, and create number identify missing elements (ACMNA035) patterns resulting from performing addition or subtraction (ACMNA060) technologies (ACMNA080)

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

Explore and describe number patterns resulting from performing multiplication (ACMNA081) Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082) Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) Tell time to the half-hour (ACMMG020) Describe duration using months, weeks, days and hours (ACMMG021)

Using units of measurement Compare and order several shapes and Measure, order and compare objects objects based on length, area, volume using familiar metric units of length, mass and capacity using appropriate uniform and capacity (ACMMG061) informal units (ACMMG037) Tell time to the minute and investigate Tell time to the quarter-hour, using the the relationship between units of time language of 'past' and 'to' (ACMMG039) (ACMMG062) Name and order months and seasons (ACMMG040) Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) Compare objects using familiar metric units of area and volume (ACMMG290) Convert between units of time (ACMMG085) Use am and pm notation and solve simple time problems (ACMMG086)

Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

Location and transformation

N/A

Term Teaching Sequence Wk Focus 1

Refresh the routine/ how to work mathematically

2
Oral counting Basic facts

3
Measure using informal and formal units language weight and length doubles Count by 5s Double shuffle

4
Measure using formal units/ languageweight, length and time

5
Measure using formal units/ language weight, length and time

6
Measure using formal units/ language time and calendar

7
Measure using formal units/ language -time and calendar

8
Finishing

Warm ups
Skip counting in 5s, 2s and 10s Doubles Months of the year

Counting by 5s Doubles shuffle

Counting by 5s Doubles shuffle

Count by 5s forwards/backwards and from different points Months of the year shuffle game

Count by 5s forwards/backwards and from different points Months of the year 5s shuffle game

count by 5s forwards/backwards and from different points months of the year doubles shuffle

Count by 5s forwards/backwards and from different points Months of the year shuffle

Count by 5s forwards/backwards and from different points Doubles shuffle

Money Money station- will explore even share and counting collections including coins and notes. Identify who has the most and use language to explain why. Children will practice skip counting coins and notes. Children will use addition and subtraction strategies to determine who has the most through play.

Counting collections of coins and notes.

Adding different notes 10,20,50. Focus on starting with the biggest number and bridging to 100

Adding different notes 10,20,50. Focus on starting with the biggest number and bridging to 100

Skip count coins and notes together.

Skip count coins and notes together.

Skip count coins and notes together. Subtraction with moneyShopping with a budget. Using subtraction.

Skip count coins and notes together. Subtraction with moneyShopping with a budget. Using subtraction.

Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

Measurement length, weight and time.
Learning centres around the room include length time and weight. This gives children an opportunity to explore and extend their understanding of each weeks content independently throughout the term. Reflect on last terms learning. Focus on weight. Look at comparing and ordering items according to their weight. Predict which item is heavier. Refresh measuring sticks form last term by reading the class measurement book. Children can draw shapes/pictures and measure how tall each picture is using their measuring sticks. Refresh months of the year. Including their names, order and numerate form. Introduce formal units of weight. Use the blue weights to measure how heavy other objects are. Cook blueberry muffins using scales to measure ingredients. Use measuring sticks to measure objects around the room for their measuring books on ipads. Introduce the term metre and what it means in relation to cm Make 1 metre measuring sticks with cm marks on them. Use them to measure objects around school. Record on their maths ipad book. Continue to focus on measuring using 1m measuring sticks. Use chalk to draw pictures and measure them. record on ipad. Choose the area which needs developing further to focus on for the week. Informally teach time by draw attention to the clock at Oclock, quarter to, quart past and half past during the day. Informally teach time by draw attention to the clock at Oclock, quarter to, quart past and half past during the day. Informal investigations into weight and length during learning centres time. Informally teach time by draw attention to the clock at Oclock, quarter to, quart past and half past during the day.

Informally teach time by draw attention to the clock at Oclock and half past during the day.

Informally teach time by draw attention to the clock at Oclock and half past during the day.

Informally teach time by draw attention to the clock at Oclock and half past during the day.

Time- explore quarter to and quarter past when telling the time. Start by looking at halves by dividing pictures in half. Then divide into quarters. Use a one handed clock to show half past, quarter to and quarter past.

Look at the relationship between the oral time and what it looks like on the clock through bingo and memory games.

Informally teach time by draw attention to the clock at Oclock, quarter to, quart past and half past during the day.

Informally teach time by draw attention to the clock at Oclock and half past during the day.

Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

Number
Magic number activities to develop problem solving skills and confidence with different operations. What are doubles again? Introduce magic number. Explore making the same total using different numbers. Support with blocks. Focus on addition Introduce magic number. Explore making the same total using different numbers. Support with blocks. Focus on addition and subtraction Identify +/- 1 or +/- 5, 10 etc Basic +/- facts focus on which one is more/less. Introduce dice game form portal (fill five) Number lines Focus on increasing tens in the hundreds Ect 109 to 110 119 to 120 Magic numberexplore how different children work out. Identify friends of ten and bridge to ten method. Magic number work independently to solve using a variety of techniques to produce as many answers as possible. Support children to increase confidence to use more than one technique. Basic +/- facts focus on which one is more/less. Dice game form portal (fill five) Number lines Skip counting in the hundreds Magic number work independently to solve using a variety of techniques to produce as many answers as possible. Support children to increase confidence to use more than one technique. Basic +/- facts focus on which one is more/less. Dice game form portal (fill five) Magic number work independently to solve using a variety of techniques to produce as many answers as possible. Support children to increase confidence to use more than one technique. Basic +/- facts focus on which one is more/less. Dice game form portal (fill five) Number lines Skip counting in the hundreds Magic number work independently to solve using a variety of techniques to produce as many answers as possible. Support children to increase confidence to use more than one technique.

Number lines counting forwards backwards and skip counting. Individual numbers for each child

Number lines Focus on increasing tens in the hundreds Ect 109 to 110 119 to 120

Number lines Focus on increasing tens in the hundreds Ect 109 to 110 119 to 120

Basic +/- facts focus on which one is more/less. Dice game form portal (fill five)

Number lines Skip counting in the hundreds

Number lines Focus on increasing tens in the hundreds Ect 109 to 110 119 to 120

Number lines Skip counting in the hundreds

Assessment

Oral counting

Informal assessment includingobservations class maths books and mini book reflections linked learning centres

Informal assessment including-observations class maths books and mini book reflections linked learning centres

Informal assessment including-observations class maths books and mini book reflections linked learning centres

Targeting maths assessments Telling time to the quarter of an hour Measuring using cm and m.

AICS portal assessments More than less than basic facts. Backwards and forwards counting by tens and ones Write and say numbers

Term evaluation against the Achievement Standards Kindergarten Foundation Year Year 1 Year 2

Term Evaluation against the Proficiency Strands Understanding Fluency

Rawa Community School Upper Primary Numeracy Plan, Term 4, 2013

ProblemSolving Reasoning