maths overview, term - the curriculum web viewsolve word problems by using number ... literacy...

MATHS OVERVIEW, TERM YEAR LEVEL CONTENT DESCRIPTORS ASSESSMENT

Year 4 Number & Algebra Investigation:DURATION 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 remainderACMNA077 Investigate equivalent fractions used in contextsACMNA078 Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number lineACMNA079 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 remainderACMNA083 Use equivalent number sentences involving addition and subtraction to find unknown quantities

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.

10 WeeksLINKS TO OTHER

LA’s

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 timeACMMG086 Use am and pm notation and solve simple time problemsACMMG087 Compare the areas of regular and irregular shapes by informal meansACMMG088 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 mapsACMMG091 Create symmetrical patterns, pictures and shapes with and without digital technologiesACMMG089 Compare angles and classify them as equal to, greater than or less than a right angle

Statistics & Probability DEVELOPING INQUIRING & REFLECTIVE LEARNERS

ACMSP092 Describe possible everyday events and order their chances of occurringACMSP093 Identify everyday events where one cannot happen if the other happensACMSP094 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

COMMUNITY CONTRIBURORLEADER AND COLLABORATOREFFECTIVE COMMUNICATORACTIVE INVESTIGATORDESIGNER AND CREATORQUALITY 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.

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 practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

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 values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning 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 creation2. 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

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 Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. 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.


2. current environmental issues

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 Personal and Social Competence Intercultural UnderstandingStudents 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?

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 self-confidence (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).

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 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORSNumber & Algebra

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

Measurement & Geometry

ACMMG084 ACMMG290 ACMMG085 ACMMG086 ACMMG087 ACMMG088 ACMMG090 ACMMG091 ACMMG089

Statistics & ProbabilityACMSP092 ACMSP093 ACMSP094 ACMSP095 ACMSP096 ACMSP097

CE SE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESUses appropriate terminology and symbols to describe and represent mathematical ideasSelects and uses appropriate mental, written or technological strategies to solve problemsCounts, records and uses numbers in mental and written strategies involving four operationsExplains the reasoning used to check accuracy of a statementCalculates volume, capacity and masses using formal unitsUses simple maps and plansPose and evaluate questions

Teacher Instruction Shared/Independent Practice

Assessment

Present task sheet and rubrics to class. Discuss.

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.

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.

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.

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.

Collect empty bottles, packets, jars and tins to demonstrate mass. Label these with appropriate unit of measurement and sort like containers.

Constructing multiplication grids.

Practice multiplication facts of 1, 2, 5,10’sPractice 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.

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 LANGUAGECalculate, discuss, multiply, classify,


visualize, compare, collect, decimal, litre, millilitre, convert, estimate, data

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURHands on pouring mL and L writing them down as 0.5L or 500mL, 0.75L or 750 mL

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

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.

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


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SE


Teacher Instruction Shared/Independent Practice AssessmentExplore 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)

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 whole class on their chosen graph.

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 operationsUse 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 for the bake sale.

MENTAL COMPUTATION“Mental Computations A Strategies Approach”, Alistair MacIntosh, Module 3, Activities 3.14, 3.21, 3.8.“Mental Computations A Strategies Approach”, Alistair MacIntosh, Module 2, Activities 2.4, 2.6, 2.5, 2.11, 2.7, 2.8, 2.12, 2.10Use “Go Figure” or any other suitable


mentals book and select a strategy/questions for each day.Recall number facts.Adding and subtracting using numberlines.

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.

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

MATHEMATICAL LANGUAGEGather, graph, compare, contrast, grams, kilograms, litres, millilitres, measure, multiply, construct, data

- GROUP ONE GROUP TWO GROUP THREE GROUP FOUROne group working on scootle activity- number pattern generator.

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

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.

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

RESOURCES Please see the Scootle Resources table at the end of this document 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 Times tables charts- individual and whole class.

REFLECTION


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SE


Teacher Instruction Shared/Independent Practice AssessmentTeach adding and subtracting using numbers with two decimal places. Model how to solve problems involving addition and subtraction with two decimal places.

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.

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.

Explore number patterns in the 7 times tables.

In small groups, students practice giving change and adding items together to work out totals.

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.

Practice multiplication facts of 7’s

Practice multiplication facts of 9’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.

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”.

MENTAL COMPUTATION“Mental Computations A Strategies Approach”, Alistair MacIntosh, Module 3, Activities 3.18, 3.16, 3.8.“Mental Computations A Strategies Approach”, Alistair MacIntosh, Module 4, Activities 4.1, 4.2, 4.3, 4.5, 4.7Use “Go Figure” or any other suitable mentals book and select a strategy/questions for each day.


Review multiplication facts.Adding and subtracting using numberlines.

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

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURPlay shop, adding amounts and giving change.

Students are to work on constructing spreadsheet in excel.

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

Number facts, games, tapes, CDs

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

Times tables charts- individual and whole class.

REFLECTION


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CE SE


Teacher Instruction Shared/Independent Practice AssessmentRevise 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.

How will items be grouped? Odd or even groups?

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.

Count money made at bake sale – grouping money according to money bagsIn groups, write directions to explain how to navigate from one location in the school to another.Practice multiplication facts of 3, 6’sCount back strategy with money when giving change.

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 this).

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

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.

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.

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

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

MENTAL COMPUTATION☐Rehearse☐Recall☐Refresh☐Refine☐Read☐Reason

MATHEMATICAL LANGUAGEGraph, cost, count, group, odd, even, sort, scale, key, ascending, descending


- GROUP ONE GROUP TWO GROUP THREE GROUP FOURPlay 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

Practice number facts on audiable resources.

RESOURCES Please see the Scootle Resources table at the end of this document A collection of prices for bake sale items – ideas- chart of prices Money bags Mental computation: A Strategies approach: Alistair McIntosh – Located on my classes – Module 3 Go figure Mental Level 5 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) Times tables charts- individual and whole class. Graph types displayed within the classroom –( May need to be created if you can not find appropriate examples)

REFLECTION


http://www.classhelper.org/crossword_generator.shtml

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CE SE IE


Teacher Instruction Shared/Independent Practice AssessmentWrite 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

Check number patterns for accuracy – indentify non-patternsInvestigate patterns in the environment both natural and manmade

Practice multiplication facts of 7’sPractice multiplication facts of 9’sTables assessmentInput and output machines featuring all four operations.

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

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

Self assessment in maths journal.

MENTAL COMPUTATION“Mental Computations A Strategies Approach”, Alistair MacIntosh, Module 3, Activities 3.6, 3.2,, 3.9, 3.1Use “Go Figure” or any other suitable mentals book and select a strategy/questions for each day.Refine multiplication facts by using audible resources.Adding and subtracting using numberlines.


Revision gamesMATHEMATICAL LANGUAGE

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

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURRevise 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 Please see the Scootle Resources table at the end of this document Graphing samples Excel Mental computation: A Strategies approach: Alistair McIntosh – Located on my classes – Module 3 Go figure Mental Level 5 Times tables charts- individual and whole class. 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


SCOOTLE RESOURCESWeek 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

TLF ID S2577 TLF ID L413 TLF ID L1927 TLF ID L1929 TLF ID L1928 TLF ID L6551 TLF ID L9919 TLF ID L9923This 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.

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.

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

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...

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 difficultyTLF 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 FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written,


dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials


Assessment Tasks- Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name: Year Level: 4

Name of Task: Teacher:

Type of Task: ☐ Oral ☐ Written ☐ Other

Task Conditions: ☐ Individual ☐ Pair ☐ Group Work☐ In Class ☐ Homework ☐ Other

Opportunities toAccess ☐ Books ☐ Notes ☐ Library ☐ TechnologyAssessed by ☐ Self ☐ Peer ☐ TeacherTask Description:

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:


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Criteria High Sound LowThe student work demonstrates evidence of:

Number & Alegbra Money Handling

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

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

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

Investigation

Conversion of Recipes Converts recipes to allow for an increased quantity accurately

Converts recipes to allow for an increased quantity.

Attempts to convert recipes to allow for an increased quantity.

Timetable

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

The timetable is well organised and easy to follow

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

The timetable is organised and can be followed

Is able to construct a timetable

Map

Map features: key labels title directions

are supported by additional information

Map features: key labels title direction

Some map feature are not present

Data collection (ie survey) Conducts surveys correctly, then classifies and organizes data

Conducts surveys correctly, classifies and begins to organize data

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)

maths overview, term - the curriculum web viewsolve word problems by using number ... literacy...

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