This weebly has been designed for year 3 students.

It is based on a learning trajectory on the mathematical concept of counting numbers up to 10 000. The aim of this lesson is to familiarize students with 5 digits numbers. By completing the four tasks students will have a better understanding of big numbers. This activity will be done in class, monitored by a teacher. All the answers will be send to the teachers e-mail that way the teacher will be able to observe students development and see if they have grasp the mathematical concepts. The activity will be divided in four 1 hour sessions. This activity does not have an assessment as such, as the assessment is the accumulation of the tasks.

EAL/D students might have trouble understanding some activities. Teacher will have to be aware of their weaknesses and help them through the tasks. Or have one of the A student to volunteer and work through the tasks with them once they have completed their activity. I also have incorporated Gardners test in the introduction to have a better idea of the way that my students learn. I believe it is essential to be aware of what types of intelligence students have to be able to provide different ways of learning that suits everyone. According to Gardner, humans display 8 different types of intelligence. Logical-Mathematical intelligence. Linguistic Intelligence. Spatial Intelligence. Musical Intelligence. Bodily- Kinesthetic Intelligence. Interpersonal Intelligence. Intrapersonal Intelligence. Naturalist Intelligence

The tasks include:

Introduction Gardner Test and forum. Task 1 Brainstorm, understanding why and in what situations we use numbers up to 10 000. Task 2 - Timetables, completing 100 timetables and completing mathematical activity. Task 3 place value, addition, subtraction, multiplication and division. Task 4 Word problems.

(I have allowed students to use a calculator for some activities).

Assumed Knowledge, according to the Australian Curriculum:

Students should be able to Recognize, model, represent and order numbers to at least 1000. (ACMNA027). Solve simple addition and subtraction problems using a range of efficient mental and written strategies. (ACMNA030) Recognize and represent multiplication as repeated addition, groups and arrays. (ACMNA031) Recognize and represent division as grouping into equal sets and solve simple problems using these representations. (ACMNA032)

Goals:
At the end of the activity students should have a good understanding of why and where we use 5 digits numbers. They should be able to recognize, model, represent and order numbers to at least 10 000. They should be able to write numbers in their numerical and worded forms. Solve mental addition, subtraction, multiplication and division. Solve word problems. Be able to use a calculator.

Cross-referencing tasks with Curriculum Outcomes and Proficiency Strands:

Lesson 1 Task 1 will assess students by giving them a better understanding of where and why we use 5 digits numbers in our world. This activity is related to real life situations. It is a great introduction as it allows students to think about the reasons why they have to learn about big numbers.

Understanding includes connecting number representations with number sequences. Recognize, model, represent and order numbers to at least 10 000 (ACMNA052):

Lesson 2 This activity has been designed to evaluate students prior knowledge. By doing the 100 timetables they will gain a better understanding of the route to take to arrive to the number 10 000. A basic 12 timetable has been provided to refresh memories. Students will be able to refer to the 100 timetables to complete the exercises.

Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly

Recognize, model, represent and order numbers to at least 10 000 (ACMNA052): Apply place value to partition, rearrange and regroup numbers to at least 10000 to assist calculations and solve problems (ACMNA053) Recognizing that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones (ACMNA053)

Lesson 3 This activity will reach the desire learning outcomes by providing students with a variety of exercises from order and place value, addition, subtraction, multiplication and division. Students are allowed to use calculator for some of the activities. All levels will be addressed in this activity. For that reason; some students might have difficulties completing the task. Teacher will assist students with difficulties and will let the A students help others once they have finished their activity.

Fluency includes recalling multiplication facts, using familiar metric units to order. Reasoning includes using generalizing from number properties and results of calculations Recognize, model, represent and order numbers to at least 10 000 (ACMNA052). Apply place value to partition, rearrange and regroup numbers to at least 10000 to assist calculations and solve problems (ACMNA053). Using a calculator to check the solution and reasonableness of the answer. (ACMNA057).

Lesson 4: Task 4 will reach the desire learning outcomes by having students solving word problems. Being year 3, they might not be familiar with this kind of activity, teacher will have to assist them and make sure they understand the questions. EAL/D students might encounter difficulties understanding the concepts; this activity can be done by groups of two to assist the ones that do not understand.

Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly Problem Solving includes formulating and modeling authentic situations involving planning methods of data collection and representation. Reproducing numbers in words using their numerical representations

and vice versa. (ACMNA052).

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

Writing simple word problems in numerical form and vice versa.

Curriculum Outcomes:

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

Reproducing numbers in words using their numerical representations and vice versa. (Task 4)

Apply place value to partition, rearrange and regroup numbers to at least 10000 to assist calculations and solve problems (ACMNA053):

Recognizing that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones. (Tasks 2)

Justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations. (Task 3)

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

. . .

Writing simple word problems in numerical form and vice versa. (Task 4) Using a calculator to check the solution and reasonableness of the answer (task 1-3 -4).

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082) (task 4)

Writing a word problem using a given number sentence Representing a word problem as a number sentence.

Proficiency Strands:

Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry. Fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions. Problem Solving includes formulating and modeling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns. Reasoning includes using generalizing from number properties and results of calculations, comparing angles, creating and interpreting variations in the results of data collections and data displays.

References:
Acara, 2014, Australian Curriculum Assessment and Reporting Authority, viewed 20 April 2014, <http://www.acara.edu.au/verve/_resources/Australian_Curriculum__Maths.pdf#search=proficiency%20strands> Howard Gardner, Hobbs Professor of Cognition and Education Harvard Graduate School of Education, 2014. Multiple Intelligences, viewed 20 April2014 < http://howardgardner.com/multiple-intelligences/> The Australian Curriculum, 2014, V6.0 Mathematics Foundation to Year 10 Curriculum by rows, viewed 20 April 2014, <http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10>