Term 1 - Curriculum Team News

MATHS OVERVIEW, TERM

YEAR LEVEL

Year 4

DURATION

10 Weeks

LINKS TO OTHER

LA’s

CONTENT DESCRIPTORS

Number & Algebra

 ACMNA071 Investigate and use the properties of odd and even numbers

ACMNA072 Recognise, represent and order numbers to at least tens of thousands

 ACMNA073 Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems

 ACMNA074 Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9

 ACMNA075 Recall multiplication facts up to 10 × 10 and related division facts

ACMNA076 Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder

ACMNA077 Investigate equivalent fractions used in contexts

ACMNA078 Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line

ACMNA079 Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation

 ACMNA080 Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies

 ACMNA081 Explore and describe number patterns resulting from performing multiplication

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

ACMNA083 Use equivalent number sentences involving addition and subtraction to find unknown quantities

Measurement & Geometry

 ACMMG084 Use scaled instruments to measure and compare lengths, masses, capacities and temperatures

 ACMMG290 Compare objects using familiar metric units of area and volume

ACMMG085 Convert between units of time

ACMMG086 Use am and pm notation and solve simple time problems

ACMMG087 Compare the areas of regular and irregular shapes by informal means

ACMMG088 Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies )

ACMMG090 Use simple scales, legends and directions to interpret information contained in basic maps

ACMMG091 Create symmetrical patterns, pictures and shapes with and without digital technologies

ACMMG089 Compare angles and classify them as equal to, greater than or less than a right angle

Statistics & Probability

ACMSP092 Describe possible everyday events and order their chances of occurring

ACMSP093 Identify everyday events where one cannot happen if the other happens

ACMSP094 Identify events where the chance of one will not be affected by the occurrence of the other

 ACMSP095 Select and trial methods for data collection, including survey questions and recording sheets

 ACMSP096 Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values



ACMSP097 Evaluate the effectiveness of different displays in illustrating data features including variability

ASSESSMENT

Investigation:

Students must keep track of their reasoning and any working in their maths journal which will be assessed.

Students decide on the best method of collecting data for their bake sale.

Students carry out their data collection independently and then present the data in front of the class in oral form.

DEVELOPING INQUIRING & REFLECTIVE

LEARNERS

COMMUNITY CONTRIBUROR

LEADER AND COLLABORATOR

EFFECTIVE COMMUNICATOR

ACTIVE INVESTIGATOR

DESIGNER AND CREATOR

QUALITY PRODUCER

Diocese of Cairns, Catholic Education Services

CROSS CURRICULAR PRIORITIES

Catholic Ethos

Aboriginal and Torres Strait Islander

Histories and Cultures

Asia and Australia’s Engagement with

Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Sustainability Education

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to

Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the

Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1.

traditional knowledge and practices

2.

culture and natural heritage

3.

spirituality and to critically examine and/or challenge:

1.

social constructs

2.

prejudice and racism

Social Emotional Learning

This perspective requires students to develop skills, knowledge and understandings related to Asia and

Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1.

Understand ‘Asia’

2.

Develop informed attitudes and values

3.

Know about contemporary and traditional

Asia

4.

Connect Australia and Asia

5.

Communicate effectively with people of the

Asian region both within and outside

Australia confidently

Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1.

the gift of creation

2.

an attitude of responsible stewardship and to critically examine and/or challenge:

1.

the impact of human interaction with the natural, built and social environment

2.

current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:

1.

Self Awareness

2.

Social Awareness

3.

Responsible Decision Making

4.

Self-Management

5.

Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


GENERAL CAPABILITIES

Literacy Numeracy

Information and

Communication Technology

Critical and Creative

Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to:

 interpret, analyse, evaluate, respond to and construct increasingly complex texts

(Comprehension and composition)

 understand, use, write and produce different types of text (Texts)

 manage and produce grammatical patterns and structures in texts

(Grammar)

 make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary

(Vocabulary)

 use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to:

 Calculation and number



Patterns and relationships



Proportional reasoning

 Spatial reasoning

 Statistical literacy



Measurement.

Students develop ICT competence when they learn to:



Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems



Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

 Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context

(purpose, audience and technology)

 Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed



Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.

As they develop critical and creative thinking students learn to:

 pose insightful and purposeful questions

 apply logic and strategies to uncover meaning and make reasoned judgments

 think beyond the immediate situation to consider the ‘big picture’ before focussing on the detail

 suspend judgment about a situation to consider alternative pathways

 reflect on thinking, actions and processes

 generate and develop ideas and possibilities

 analyse information logically and make reasoned judgments

 evaluate ideas and create solutions and draw conclusions

 assess the feasibility, possible risks and benefits in the implementation of their ideas

 transfer their knowledge to new situations


Ethical Behaviour

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles.

This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to:

 recognise that everyday life involves consideration of competing values, rights, interests and social norms

 identify and investigate moral dimensions in issues

 develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles

 explore questions such as: o What is the meaning of right and wrong and can I be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o

What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?

Personal and Social Competence

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively.

This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to:

 recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and selfconfidence (Self-awareness)

 manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

 perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

 form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Intercultural Understanding

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to:

 identify increasingly sophisticated characteristics of their own cultures and the cultures of others

 recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures

 consider what it might be like to ‘walk in another’s shoes’

 compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these

 reflect on how intercultural encounters have affected their thoughts, feelings and actions

 accept that there are different ways of seeing the world and live with that diversity

 stand between cultures to facilitate understanding

 take responsibility for developing and improving relationships between people from different cultures in

Australia and in the wider world

 contribute to and benefit from reconciliation between

Indigenous and non-Indigenous Australians.


Week: 1

KEY CONCEPTS

2

Uses appropriate terminology and symbols to describe and represent mathematical ideas

Selects and uses appropriate mental, written or technological strategies to solve problems

Counts, records and uses numbers in mental and written strategies involving four operations

Explains the reasoning used to check accuracy of a statement

Calculates volume, capacity and masses using formal units

Uses simple maps and plans

Pose and evaluate questions

MENTAL COMPUTATION

“Mental Computation s A Strategies

Approach”, Alistair MacIntosh, Module 3,

Activities 3.1, 3.2, 3.6, 3.12.

Use “Go Figure” or any other suitable mentals book and select a strategy/questions for each day.

Rehearse number facts.

Adding and subtracting using numberlines.

MATHEMATICAL LANGUAGE

3 4 5 6 7 8 9 10

Strand:

Number & Algebra

Measurement &

Geometry

Statistics & Probability

ACMNA071 ACMNA072 ACMNA073 ACMNA074 ACMNA075 ACMNA076 ACMNA077 ACMNA078 ACMNA079 ACMNA080 ACMNA081 ACMNA082 ACMNA083

ACMMG084

ACMSP092

ACMMG290 ACMMG085

ACMSP093

CONTENT DESCRIPTORS

ACMMG086

ACMSP094


ACMSP095

ACMMG090

ACMSP096


ACMSP097

CE SE

Teacher Instruction

Question students about why we are learning these particular number facts.

As a class brainstorm strategies that could be employed to learn number facts.

Revise multiplying whole numbers.

LEARNING AND TEACHING ACTIVITIES

Present task sheet and rubrics to class. Discuss.

Shared/Independent

Practice

As a whole class complete a KWHL: What

I know? Want to know?

How I will learn?

Learning on the

Interactive White board.

Alternatively use butchers paper/ cardboard. Begin preparation for adapting recipes by investigating measurement. Work through examples as a class using IWB or white board. Revise multiplication of simple fraction (1/2, 1/3 and

1/4) to assist with this

Explore number patterns involving 3 and 6’s.

Revise the terms millilitre and litre.

Use containers filled will coloured liquid show various amounts in litres and milliliters. Record amounts in written form using the correct abbreviations.

Collect empty bottles, packets, jars and tins to demonstrate mass.

Label these with appropriate unit of measurement and sort like containers.

Constructing multiplication grids.

Demonstrate the process for converting litres to millilitres and vice versa using decimal notation.

Teach surveys, tables and votes in relation to data collection using examples appropriate fro the students in the class.

Assessment

Practice multiplication facts of 1, 2,

5,10’s

Practice multiplication facts of 3, 6’s

–What strategies students could employ to learn number facts?

Students are to practice adapting recipes to accommodate increased amounts of baked goods using the knowledge they gained about multiplying both whole numbers and simple fractions.

Given various containers, students are to estimate different quantities before using measuring jugs to fill the containers with the correct amount. Consider how far they were from estimating the correct level.

Use a table to convert litres to millilitres and vice versa using decimal notation.

Practice writing survey questions, tabulating data and voting.


Calculate, discuss, multiply, classify, visualize, compare, collect, decimal, litre, millilitre, convert, estimate, data

- GROUP ONE

Hands on pouring mL and L writing them down as 0.5L or 500mL, 0.75L or 750 mL

GROUP TWO

Weigh different objects and write them down as 0.5kg or 500g, 0.75kg or 750g

GROUP THREE

Collect information in a table on who has brothers and sisters, who has to walk to school, catch a bus or comes in a car to school.

GROUP FOUR

Search for recipes on internet, books, interview teachers or Teacher assistants or other available adults for their favourite recipe.

RESOURCES



Please see the Scootle Resources table at the end of this document



KWHL Chart



Cardboard



Times tables charts- individual and whole class.



Empty bottles, jars and tins



Variety of media sources filled with recipes



Mental computation: A Strategies approach: Alistair McIntosh – Located on my classes – Module 3

 Go figure Mental Level 5

 Maths plus 5 Page 105 (Example)



Table of conversion pages



Tables and surveys: data collection pages



Decimal notation pages

REFLECTION


Week: 1 2 3 4

Teacher Instruction

5

Explore number patterns using all four operations to 10000. Teach how to generate a rule to explain each pattern.

Revise the concept of a gram and a kilogram.

Demonstrate the process for converting grams to kilograms and vice versa using decimal notation.

Understand that the prefix kilo means

1000.

Reading digital and analogue scales:

Discuss and compare them.

Expose children to various types of graphs

(some digital also).

Teach column, picture and line graphs to the class using simple relatable examples

(ie faourites, heights etc)

6 7 8 9 10

Strand: CONTENT DESCRIPTORS

Number & Algebra

Measurement &

Geometry



ACMMG084

ACMSP092


ACMSP093

ACMMG086

ACMSP094


ACMSP095

ACMMG090

ACMSP096


ACMSP097

SE

KEY CONCEPTS








MENTAL COMPUTATION

“Mental Computations A Strategies


Activities 3.14, 3.21, 3.8.



Activities 2.4, 2.6, 2.5, 2.11, 2.7, 2.8, 2.12,

2.10


Shared/Independent Practice

Students are to devise their own number patterns then challenge their classmates to find the rule and continue the patterns.

Students are then to share the rules they used with the rest of the class.

Using various items and substances, practice weighing different quantities using various different scales.

Compare grams to kilograms, millilitres to litres.

Compare items of the same mass. ie 1 kg of sand vs kg of material. Discuss observable differences.

Classify items according to the unit of measurement that would be used when recording their mass.

Divide class into three groups, giving each group a specific type of graph. (tables, column, picture graphs, line graphs)

Students are to become experts on their particular graph style and report back to

Assessment

Practice multiplication facts of 4’s – What strategies students could employ to learn number facts? – Explore number patterns in the 4 times tables.

Practice multiplication facts of 8’s –What strategies students could employ to learn number facts? Explore number patterns in the 8 times tables.

Complete number patterns using all four operations

Use a table to convert grams to kilograms and vice versa using decimal notation.

Select and complete an appropriate BLM or online activity to reinforce the concepts that have been learned in relation to kg, g, L and mL.

Whole class is to complete a PMI (Plus,

Minus, Interesting) on the various types of data display. Use the PMI to decide on what type of display would be most appropriate



Recall number facts.



Gather, graph, compare, contrast, grams, kilograms, litres, millilitres, measure, multiply, construct, data whole class on their chosen graph.

Students are to work in small groups to construct graphs using data supplied by the teacher and appropriate for their ability level. Each group will construct a line, column and picture graph using a single set of data so that they can compare and contrast them effectively.

- GROUP ONE

One group working on scootle activity- number pattern generator.

GROUP TWO

Conduct a survey or give information to make a graph in column, picture, line graphs. All 3 must be made and labelled.

GROUP THREE

Problem solving involving all four operations may have two decimals for addition and subtraction. Use problem solving cards available from CES. Be selective on the variety of problems offered.

RESOURCES








Time tables charts

Scales

 Variety of samples of kg, g, mL, L’s

 Water play box

 Graph samples



PMI Chart



Survey samples



Survey questions





Mental computation: A Strategies approach: Alistair McIntosh – Located on my classes – Module 3 and



Go figure Mental Level 5


REFLECTION

Diocese of Cairns, Catholic Education Services for the bake sale.

Students are to independently answer questions based on graphs supplied by the teacher (There are plenty of BLMs available for this).

GROUP FOUR

Compare grams to kilograms make a conversion chart. Use decimal and wholes


Week: 1 2 3 4 5 6 7 8 9 10


Number & Algebra

Measurement &

Geometry



ACMMG084

ACMSP092


ACMSP093

ACMMG086

ACMSP094


ACMSP095

ACMMG090

ACMSP096


ACMSP097

SE

KEY CONCEPTS








MENTAL COMPUTATION



Activities 3.18, 3.16, 3.8.



Activities 4.1, 4.2, 4.3, 4.5, 4.7

Use “Go Figure” or any other suitable mentals book and select a

Teacher Instruction

Teach adding and subtracting using numbers with two decimal places. Model how to solve problems involving addition and subtraction with two decimal places.



Explore number patterns in the 7 times tables.

In small groups, students practice giving change and adding items together to work out totals. Revise how to find the difference between two values using number to two decimal places.

This will assist students when comparing prices before shopping for their bake sale.

Work in small groups to construct a fair schedule for doing jobs (ie, bins, tuckshop, message etc) in the classroom. Present the schedule to the class. Discuss which group had the best schedule and why.

Teach count back strategy for giving change.

Teach the method for calculating “best buys” based on cost per gram, kilogram, millilitre or litre.

Teach timetables with a focus on timetable reading and excel writing of timetables.

Students will be taught to use excel to construct spreadsheets and then read and interpret them.

Practice multiplication facts of 7’s


Solve problems involving addition and subtraction with two decimal places. Board work or BLM.

Practise calculating best buys (ie: 1kg bag of flour v’s 2kg)

Use excel to construct a timetable for their ideal school day.

Assessment

Use survey information to estimate number of each baked good needed.

Poster making on googledoc.edu to promote bake sale around school

A newsletter advert to promote

BAKE SALE with reasons for sale and some of the mathematics covered in unit.

Read recipes, and adapt them to required number of baked goods.

Use rounding where needed.

Cooking – Construct schedules and timetables for cooking – Parents/ volunteers – students.

Write shopping lists after using the supermarket websites (i.e. www.woolworthsonline.com.au and www.colesonline.com.au) to research the “best buys”.


strategy/questions for each day.

Review multiplication facts.



Survey, adapt, timetable, schedule, round, list, estimate, predict, formulate, grams, kilograms, litres, millilitres, measure, fair

- GROUP ONE GROUP TWO GROUP THREE

Play shop, adding amounts and giving change.

Students are to work on constructing spreadsheet in excel.

Make “dream” shopping lists using catalogues and calculate totals.

RESOURCES

 Please see the Scootle Resources table at the end of this document

 Estimation samples



Poster paper, pens, etc



Recipes



Timetable samples



Time on computer to learn excel to graph accurately.



Rounding samples



Shopping lists



Advertisement in newsletter??



Mental computation: A Strategies approach: Alistair McIntosh – Located on my classes – Module 3 and 4

 Go figure Mental Level 5

 Maths Plus 5 Page 143, 53, 121 (examples)



Addition and subtraction examples with two decimal place



Count on Strategy examples dealing with money



Play Shop: Till, Shop items, catalogues, play money,



Access to computers to access coles, Woolworths on line.



Variety of recipes


REFLECTION


GROUP FOUR

Number facts, games, tapes, CDs

Week: 1 2 3 4

Teacher Instruction

5

Revise count back strategy with money when giving change.

Addition and subtraction to 10000 –

Revise regrouping. Use this to solve problems.

Place value: Work through the value of numbers to 10000 and to two decimal places. Use number expanders to assist.

Work on problems involving place value, ordering number from largest to smallest and vice versa.

Teach scales and legends in relation to basic maps. Teach the method for reading a map. Apply this knowledge to a map of the school.

6 7 8 9 10


Number & Algebra

Measurement &

Geometry



ACMMG084

ACMSP092


ACMSP093

ACMMG086

ACMSP094


ACMSP095

ACMMG090

ACMSP096


ACMSP097

CE SE

KEY CONCEPTS








MENTAL COMPUTATION

☐ Rehearse

☐ Recall

☐ Refresh

☐ Refine

☐ Read

☐ Reason




How will items be grouped? Odd or even groups?

Assessment

Students must keep track of their reasoning and any working in their maths journal which will be assessed.

Baking!-What number patterns were discovered whilst baking goods. (ie: trays hold 6 x 12 biscuits each tray, each batch of biscuits makes 90 biscuits)

Count back strategy with money when giving change.

Students are to decide on pricing from their bake sale: How much for a cake? How many biscuits for $1? How many pieces on a plate and for how much? They are to record their prices in their maths journal and include reasons for the choices that they made.

Count money made at bake sale – grouping money according to money bags

In groups, write directions to explain how to navigate from one location in the school to another.

Practice multiplication facts of 3, 6’s

Count back strategy with money when giving change.

Use the knowledge that they have gained to construct a basic map showing where the bake sale will be held and how it will be set up. They will need to consider the amount of space needed, access to facilities and the ease of traffic flow. They will need to record reasons for their choices in their maths journal.

Practice multiplication facts of 4, 8 ’s

Addition and subtraction to 10000 including problem solving (there are many

BLMs and activities that could be used for

Graph best sales items using a digital tool and a type of graph that they have deemed to be most suitable.


Graph, cost, count, group, odd, even, sort, scale, key, ascending, descending

- GROUP ONE this).

GROUP TWO GROUP THREE

Play shop using the count back strategy to give change from $5, $10, $2, $3, $4 as this will be the amounts children will have to purchase items from their stalls.

Even have 50c or $1

Draw a treasure map using scales, legends and giving directions to find a freddo somewhere in the school.

Addition and subtraction BLM ensureing that there is some trading. This maybe in the form of a puzzle from. www.classhelper.org/crossword_generator.shtml

RESOURCES






A collection of prices for bake sale items – ideas- chart of prices



Money bags









Addition and subtraction to 10000 problem solving from a variety of BLM’s



Scales and legend pages

 Map of school with a legend and scale

 Map of school without legend and scale



Graph paper



Audible resources for number facts – cd’s , cassettes ( this may be available with your school library)






Graph types displayed within the classroom –( May need to be created if you can not find appropriate examples)

REFLECTION

Money raised to be advertised in newsletter with photos of BAKE SALE and a small blurb.

GROUP FOUR

Practice number facts on audiable resources.


Week: 1 2 3 4

Teacher Instruction

5

Write out some of the totals raised by different sale products in words highlighting values of numbers, ask students to add different sale products together and write out the totals in words

Summarise learnings from term, write explanations of learnings

Revise input and output machines featuring all four operations.

Print out some of the students graph displays and display them around the room. Have questions for the students to answer based on the graphs

6 7 8 9 10


Number & Algebra

Measurement &

Geometry



ACMMG084

ACMSP092


ACMSP093

ACMMG086

ACMSP094


ACMSP095

ACMMG090

ACMSP096


ACMSP097

CE SE IE

KEY CONCEPTS








MENTAL COMPUTATION



Activities 3.6, 3.2,, 3.9, 3.1


Refine multiplication facts by using audible resources.



Check number patterns for accuracy – indentify non-patterns

Investigate patterns in the environment both natural and manmade

Assessment

Students to propose their own questions that might match the data displayed. These are to be “sticky noted” onto the graphs



Tables assessment

Input and output machines featuring all four operations.

Students evaluate the effectiveness of the different data displays, commenting on features and readability.

Self assessment in maths journal.



Revision games


Total, value, profit, data, display, add, subtract,

- GROUP ONE GROUP TWO GROUP THREE GROUP FOUR

Revise mL and L by measuring new items to show set measures.

Revise kg and g by measuring new items to show set measures.

Graph own results of profit and expenses. Scootle activity.

RESOURCES






Graphing samples



Excel












Number expanders

 Number lines – string, floor , interactive white board,



Graphs of students product sales with questions linked to each graph on card board to allow students to pin them on the correct graph

Students comment banks for evaluation of effectiveness of peers data displays

REFLECTION


Week 1 Week 2

TLF ID S2577

This teacher resource describes an activity in which students collect, present and interpret data on an organised list. After the class has played three different games that explore spatial concepts and reasoning strategies, students work out their preferred game by creating an organised list. The resource includes instructions to the teacher, suggestions for observing, questioning, reflecting on and varying the activity, a list of maths outcomes, games posters and activity boards.

Week 3 Week 4

TLF ID L413

Boost the sales of a soft drink company. Survey people aged under 16.

Choose ingredients for a new soft drink to fit in with survey results. Get feedback from a taste test. Design labelling for a new soft drink can to fit in with market research results. Make a promotional sign that will appeal to the target audience. Check a graph to compare sales figures of the new soft drink against other soft drinks. This learning object is the first in a series of three objects that progressively increase in difficulty.

SCOOTLE RESOURCES

Week 5 Week 6

TLF ID L1927 TLF ID L1929

TLF ID L1927 Buy supplies online for a school canteen. Purchase given amounts of items such as muffins or bread rolls. Notice that the unit price of the items remains the same regardless of the quantity purchased.

Perform basic calculations to work out how many packs you will need.

For example, in order to purchase 80 bread rolls (available in packs of 10), how many packs will you need to buy? Or, to purchase 60 fruit bars

(available in packs of 12), how many packs will you need to buy? Calculate total costs. Complete the shopping list and calculate the total cost. This learning object is the first in a series of eight objects that progressively increase in difficulty.

TLF ID L1929 Buy supplies online for a school canteen. Purchase given amounts of items such as bottles of orange juice and cheese sticks. For each item on the shopping list, check the prices and package sizes of two traders. Perform basic calculations to select the cheaper deal for each item. Compare the total cost of the items from each trader. This learning object is the fifth in a series of eight objects that progressively increase in difficulty

Week 7 Week 8

TLF ID L1928 TLF ID L6551

TLF ID L1928 Buy supplies online for a school canteen. Purchase given amounts of items such as bottles of orange juice and boxes of sultanas.

Notice that the unit prices are different for packs of different sizes.

Perform basic calculations to work out how many packs you will need, and which available pack size will be the cheapest. For example, in order to purchase 144 boxes of sultanas

(available in packs of 6 for $2.40, packs of 18 for $6.75 or packs of 36 for $13.80), how many packs will you need and which will be the cheapest option? Complete the shopping list and calculate the total cost. This learning object is the third in a series of eight objects that progressively increase in difficulty.

TLF ID L6551 Find an addition or subtraction pattern relating to four numbers on a grid. Predict the next three numbers in the pattern. For example, predict the next three numbers in the following sequence:

60, 53, 46, 39...

Week 9 Week 10

TLF ID L9919 TLF ID L9923

TLF ID L9919 Test your ability to turn a word problem into an equation.

Solve the equation without a calculator. Use a multiplier tool to show your thinking when solving the equation. Choose which strategy you used to solve the problem. View and print a report of your results. This assessment object is the second in a series of two objects that progressively increase in difficulty

TLF ID L9923 Test your ability to turn a word problem into an equation such as 7 x 13. Solve the equation without a calculator. Use a multiplier tool to show your thinking when solving the equation.

Choose which strategy you used to solve the problem.

View and print a report of your results. This assessment object is the first in a series of two objects that progressively increase in difficulty.


CLASSROOM ACCOMMODATIONS

Seat near teacher

Assign student to low- distraction area

Seat near positive peer models

Use support groups / cooperative learning

Use rows instead of tables

Use learning centre

Use of time-out

Stand near student when giving instruction

Arrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS

Adjust work load, reduce assignments or give alternative assignments

Use visual aids with oral presentation

Teacher gives student outlines or study guides

Ensure regular lesson revisits/reviews

Highlight instructions (marker or highlighter tape)

Give clear behavioural objectives

Ask student to repeat instructions for clarification and understanding

Use high- impact game-like materials

Call on student often

Acknowledgment effort put forth

Give reminders for student to stay on task, monitor student is on task/topic

Use large type/font and dark ink

Keep page format simple

Use visual prompts

Divide page into clearly marked sections

Remove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES

Reduce number of items

Practice completely similar questions

Arrange for oral testing

Have support staff administer test

Permit student to type or use word processing

Adjust grading criteria based on individual

Adjusted grading option

FOR WHOM

FOR WHOM

FOR WHOM


NOTE TAKING STRATEGIES

Provide student the means to record

Arrange for note taker e.g. Aide

Give student a copy of notes

Provide time for periodic review of student’s notes

(written, dictated, word processed)

ORGANISATIONAL STRATEGIES

Use calendar to plan assignments

Use of assignment notebook or work checklist especially diary

Daily schedule

Give time top organise desk during class

AM check-in to organise for the day

Lunch-time check-in to organise for PM

PM check-out to organise for homework

Arrange a duplicate set of classroom material for use at home

Develop parent/school contract

Training in time management

SUPPORT SERVICES

Peer tutoring

Cross-age tutoring

Student buddy

Work with school officer

Meet with staff during available times

Teach student to monitor own behaviour

Implement behaviour contract/reward

Self advocacy/communication skill training

Conflict resolution strategies

Other _____________________

FOR WHOM

FOR WHOM

FOR WHOM

Adapted with permission from Positive Partnerships PD Facilitators Guide

Module 5 Support materials


Assessment Tasks-

Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name:

Name of Task:

Type of Task: ☐ Oral

Task Conditions:

☐ Individual

☐ In Class

Opportunities to

Access

Assessed by

Task Description:

☐

Books

☐

Self

Year Level: 4

Teacher:

☐ Written

☐ Pair

☐ Homework

☐

Notes

☐

Peer

☐ Other

☐ Group Work

☐ Other

☐

Library

☐

Teacher

☐

Technology

You are to plan and manage a bake sale. The bake sale will cater to the students, parents and staff of your school. The bake sale will be held to raise much-needed funds for Project Compassion.

Task Procedure

Research:

Before planning your bake sale, you must first complete some important research. You must find out what types of baked goods will be likely to sell well at the bake sale. If you know what people want to buy, it will help you to maximise your profits. Think carefully about the best way to gather this information. This research must be presented orally to the teacher and your class.

Planning:

Once you have completed your research, you must use the information to:


1.

Decide on the types of baked goods that you will bake for your bake sale.

2.

Decide on the quantities of each item that you will bake.

3.

Use a variety of resources to source the recipes needed.

4.

Adjust the recipes that you are going use to accommodate the greater quantities of items needed. For example, if a recipe makes 20 cakes and you want to bake 100, how will you need to change to recipe to make this possible?

5.

Use the supermarket websites (i.e. www.woolworthsonline.com.au and www.colesonline.com.au) to research the “best buys”.

6.

Shop!

7.

Bake!

You must keep records in your learning journals regarding the decisions that you make and give reasons for these. Think about interesting ways that you can record this process. Be creative!

You will need to make plan, which will be handed in to the teacher, for the day of the bake sale. There are many different things that you will need to consider:



What jobs will need to be done and who will do them?



Where will you set up?



How will you set up? Construct a simple map or plan(with or without digital technology)



What equipment will you need?



How will you handle the money?



Will you need a float?

You will also need to price the goods that are to be sold. You need to make sure that the price of the goods, covers the cost of the ingredients purchased. You must ensure that you make a profit from the sale of each item. For example, if you spent $12.50 on the ingredients to make 10 cupcakes and you sell the cupcakes for $1.00 each, you haven’t covered your costs and will lose money instead of earning it. Also, think very carefully about the way that you price the goods to make giving change simple.

Advertising:

There are many other things to think about as well. You must advertise your bake sale. Think carefully about how you will do this successfully.


One suggestion is to create posters using docs.google.com or another digital tool.

Profit or Loss?

After the bake sale you will need to count the money. Use graphing tools to see which items were bestsellers. How much profit did you make?

Remember to subtract your expenses when calculating your profit.

Reflection:

Once all of the bake goods are sold and all of the money has been totaled, you will need to spend some time reflecting on your experience. Think about the things that you did well and consider what you could have done to improve. These reflections will be presented to the teacher in your learning journals.

You will have access to a variety of resources, including computer, the IWB and the library. You will also be able to use class work and notes to assist you.


CRITERIA SHEET TITLE

Signed: Date:

Criteria High

The student work demonstrates evidence of:

Number & Alegbra

Investigation

Sound

Money Handling

Conversion of Recipes

Timetable

Map

Data collection (ie survey)

 Confidently uses a range of strategies to efficiently calculate change to the nearest five cents



Accurately and promptly adds multiple sums of money without the use of a calculator



Uses a range of mental strategies to add sums of money accurtately



Converts recipes to allow for an increased quantity accurately

 Is able to construct a timetable that takes all jobs and workers into account accurately.



The timetable is well organised and easy to follow

Map features:

 key

 labels

 title

 directions are supported by additional information



Conducts surveys correctly, then classifies and organizes data

 Uses the count back strategy to calculate change to the nearest five cents



Adds multiple sums of money without the use of a calculator

 Uses a mental strategy to add sums of money



Converts recipes to allow for an increased quantity.

 Is able to construct a timetable that takes most jobs and all workers into account.



The timetable is organised and can be followed

Map features:

 key

 labels

 title

 direction

Conducts surveys correctly, classifies and begins to organize data


Insert logo

Low

 Unable to use the count back strategy to calculate change to the nearest five cents



Relies on a calculator or pencil and paper to add sums of money

 Unable to use a mental strategy to add sums of money



Attempts to convert recipes to allow for an increased quantity.

 Is able to construct a timetable

 Some map feature are not present



Attempts to conduct a survey and organise the data

Communication Maths Journal



Communicates reasoning effectively (logically, neatly, coherently)

Communicates reasoning 

Attempts to communicate reasoning effectively (somewhat disorganised or illogically sequenced)


Term 1 - Curriculum Team News

MATHS OVERVIEW, TERM

CROSS CURRICULAR PRIORITIES

GENERAL CAPABILITIES

Assessment Tasks-

CRITERIA SHEET TITLE

Criteria High

Sound

Low

Related documents

Products

Support

Term 1 - Curriculum Team News

MATHS OVERVIEW, TERM

CROSS CURRICULAR PRIORITIES

GENERAL CAPABILITIES

Assessment Tasks-

CRITERIA SHEET TITLE

Criteria High

Sound

Low

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib