Mathematics Term 4
Overview
Standards
2.2.4
3.2.1
Background Knowledge
Students are familiar with all strands of the mathematics curriculum. During Term 3 students have
learnt about probability, decimals, rounding off, sequencing, square root, long addition, long
division, grids, directions, time, surveys, graphs and the calculator. Students are developing their
knowledge, skills and understanding through inquiry, application of various strategies, reasoning
and reflection.
Several students (ML, SD, JL, LO and BS) have little difficulty with new Mathematics concepts
and have consistently scored very highly on the pretests. They will be doing the extension work
that is planned in this unit.
Two others (MD, LH) will be working on modified work that the STLA and I developed for this unit.
Standard
2.2.2
Term 4
Students will build on their existing knowledge on the above areas and consolidate on what they
have learnt previously. Students are continuing the use of the strategy ‘Concept of the Day’ to
understand mathematical concepts during maths groups. In term 3, students will work on
expanded notation, percentages, trading, problem solving, prisms & pyramids, area, length and
Standards
2.2.5
6.2.4
graph making & drawing. It is important for students to continue to use previous number and
geometrical knowledge in order to complete these learning activities.
The various mathematical concepts are conveyed through using concrete material, visual
material, hands-on activities and constructive competition. I have found that these strategies are
particularly helpful for this age group and suit the learning needs of all students. These strategies
also help consolidate the mathematical thinking behind the operations and help students avoid
relying on one strategy exclusively. This unit of work is integrated and consolidated with the year
4 Signpost maths textbooks.
Structure of Term 4:
Students will learn about all strands of the syllabus in this sequence:
1. Number A & B
2. Patterns and Algebra A & B
3. Space and Geometry
All within a working
4. Measurement
mathematically
5. Data and Problem Solving
6. Calculator
context
Standards
1.2.2
2.2.3
Resources
Weeks 3 – 4
Weeks 1-2
Weeks 5 – 6

Base-10 blocks

Base-10 blocks

Coloured paper

OHP sheet for grids

Butcher’s paper

Grid paper

A dark bag &

Permanent markers

Various plastic containers

Play dough
counters/smarties
Weeks 7 – 8
Weeks 9 - 10

School clock

Calculators

Grid paper

Assessment paper

String and rulers

Graph paper
Standard
4.2.5
Resources for Extension Worksheets:
 Grinham .J, Tertini, J. & Toohey.A. (2000). Targeting Maths: Middle Primary- Measurement.
NSW: Blake Education.
 Grinham .J, (2000). Targeting Maths: Middle Primary- Operations and Number Patterns.
NSW: Blake Education.
 Turner. G. (2004). Targeting Maths: Student Assessment Portfolio – Year 5. NSW: Pascal
Press.
 Hurley. R. (2004). Targeting Maths: Student Assessment Portfolio – Year 4. NSW: Pascal
Press.
 Montgomery. P & Robinson. I. (1994). Rigby Maths 2000- Core Book 4. Victoria: Rigby
Heinemann.
Evaluation focus:
 Did students participate in class discussions? Were students actively engaged in
mathematical talk? Did students work well in group and pair activities?
Weeks: 1-2
Outcomes & Indicators:
NS2.1a – counts, compares and orders whole numbers up to 9999 and represents them in
symbols and words, stating the place value of any digit
 Students are able to identify the place value of every digit through converting to expanded
notation
 Students identifies difference between expanded notation & exponential formula
NS2.2 – models, compares and orders tenths and hundredths using concrete materials and
calculators
 Students understands the relationship between percentages, decimals and fractions by
representing the same idea in three different ways
 Uses base-10 flats and longs to compare different percentages, decimals and fractions
NS2.4b – approximates, calculates and represents solutions to multiplication and division
problems by using a variety of informal strategies
 Students move decimal points to different positions when multiplied by 10, 100 or 1000.
WM2.5- compares own method of solution to problem with those of others
 Work independently to solve problems and in pairs compare solutions
Standards
1.2.1
1.2.3
Learning Experiences/Main Concepts:
Number and Patterns & Algebra: A
Concrete Understanding
Focus: Expanded Notation
 Discuss the significance of expanded notation;
explain that it is a form of understanding place value.
 Jointly work through some examples on the board.
E.g. Expand ‘ 7483’ = 7000+400+80+3’. Then, work
on converting expanded notations back to a whole
number. EXTENSION: Distinguish between
exponential formula & expanded notation. Extension
Sheet 1.
 Various numbers will be presented on an overhead
and in groups, students will use base-10 units, longs
and blocks to represent the value of each number
shown.
Concrete Understanding
Focus: Percentages
 Discuss how percentages, fractions and decimals are
related. Define the word ‘percentage’ – out of 100.
 Use printed empty flats on OHP sheet to colour
various portions. Students take turns calling out the
percentage coloured and uncoloured.
 In pairs, one student writes out various percentages
out on paper & the other student collect the
necessary base-10 units/longs. Compare solutions to
problems.
 EXTENSION: if 25 out of 100 students are boys, how
can this be displayed in percentages, fractions and
decimals? 25%, 25/100, 0.25.
Concept of the
Day
Each digit of a
number has a
particular value;
expanded
notation
demonstrates our
understanding of
the number given.
Concept of the
Day
‘Percent’ = out of
100. 100% = 1
whole. 1 coloured
square of a whole
flat = 0.01.
Consolidation
Complete 1:30,
1.33.
Standards
3.2.1
3.2.2
3.2.3
3.2.4
Consolidation
Complete 1.31,
1.32, 1.34
Standard
4.2.5
Achievement of the Standards
This term’s Mathematics consolidates and builds on the knowledge and skills that the students
have already acquired and follows on from the work the students have done this year. The
resources I selected helped develop the concepts by providing many opportunities for hands-on
activities and mathematical exploration.
In this unit of work I demonstrate that I develop my programs and lesson plans that are consistent
with the syllabus documents and I am able to devise units of work that are content-based. This
program reflects syllabus outcomes and structured and focussed planning. The program
demonstrates that I am aware of the learning needs of my students and I plan teaching and
learning that takes into account what they already know and what they need to learn. In addition,
this program demonstrates that I cater for different learning needs within the class eg extension
work and remedial work.
This unit also demonstrates my understanding of the pedagogy of Mathematics and how I
implement a wide range of teaching and learning strategies that are appropriate both for the
content and for the developmental level of the students. I also allow for whole class, small group,
pair and individual work and incorporate practical activities and skills practice.
In addition, this unit demonstrates that I plan and implement appropriate teaching and learning
activities which are age and developmentally appropriate. I work collaboratively with external
support (STLA).