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Pialba State School Year 4 Maths Unit 3 Term 3

Proficiency Strands:

Four Pillars overarching Unit

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Whole class – explicit instructionSmall group activitiesPeer tutoringSelf and Peer verbal assessment

IPADsLearning objects – through IWB or IPADs/computersUse of Microsoft Excel where appropriate

ClassroomOutside areas (chalk representations and sketching of symmetry)

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

At this year level: understanding includes making connections between representations of numbers, partitioning and

combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times and describing properties of symmetrical shapes

fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations and collecting and recording data

problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns

reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.

Assessment – Diagnostic (D), Monitoring (M), Summative (S)

Week D -M - S Assessment Title

1 D Show Me Term 3 Pre-Test

M Symmetry

S Recognising and Locating Fractions

S Comparing Areas and Using Measurements

M /S Guided Inquiry – Investigating Mass

9 D Show Me Term 3 Post-Test

10 D Show Me Term 4 Pre-Test

Collaboration Creativity Critical Thinking Citizenship Character Communication

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: MathsYear Level Team: add teacher names

Term 3: Semester 2Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 15 - 16

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

L2B U2B

NUMBER AND PLACE VALUE: Money

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Warm Ups:

“Show Me”– Term 3 – Diagnostic assessment

Observe students manipulating concrete materials and

Spend a short time at the start of each lesson revising concepts, facts or skills and

Expose to more technical or specific Maths vocabulary.

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/3/

Maths Vocabulary

https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/3/Mathematics_Library/Number_Algebra.html


Activities: How to round money Think/pair/share

discussions about what you know about why and how money is rounded. Explicit lesson on how to calculate amounts of money using rounding and how this skill can help.

Calculating Change Whole class lesson using numberline to demonstrate change is the difference between the cost and the amount you pay for an item with.

Creating A Budget Discuss what a budget is (whole class or in small group) Joint construction of a class budget

Open Ended Problems:

communicating understandings

Give one-on-one or small group feedback during small group activities

enhancing understanding and fluency.

Allow 'wait time' for the student to process information.Peer Tutoring

Problems using only whole dollars for amounts of money and calculating change

Break tasks into smaller, achievable steps

Plan for visual supports to instruction.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Tiered tasks

Tiered tasksMore complex problems using amounts of money and calculating change

Mathematics_Library/Number_Algebra.html

C2C Slideshow lesson 1 – How much Change Do You Get Back?

C2C Worksheet lesson 1 – Using Notes and Coins

Whiteboards for calculations of change/amounts

C2C Slideshow Lesson 2 – Zoo Animals – Calculating Change

C2C Worksheet lesson 3 – Shop Til You Drop

C2C Lesson 3 – Lazy Money – Game for Math Rotations

Monopoly

Walt: Represent and use money

Wilf: Rounding amounts of money; calculating money spent and change needed. Using a range methods

Tib: We use money every day in our daily lives and know how to represent and calculate money amounts.






Lessons 15 - 16





Resources

L2B U2B

LOCATION AND TRANSFORMATION:

Symmetry

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing

MONITORING TASK: Identifying and Creating

Symmetrical Patterns

Spend a short time at the start of each lesson

Expose to more technical or specific Maths

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/




understanding and fluency.

Warm Ups:

Activities: What is symmetry? Game Yes or No –

display both regular and irregular shapes – students identify whether the shapes are symmetrical or not

Creating our own symmetrical pattern Create symmetrical patterns on grid paper. Partners create symmetrical patterns on pavement with chalk.

Lines of Symmetry Whole class then individual identifying lines of symmetry. Include the word ‘exactly” (Assessment Question 1) Symmetry walk – students go on a ‘hunt’ around the school or classroom for objects with lines of symmetry and sketch these.


Peer assessment – students discuss with each other if their shape is symmetrical and justify how they know (prove it)

revising concepts, facts or skills and enhancing understanding and fluency.


Include regular shapes to begin with in order to identify lines of symmetry

Less options when finding lines of symmetry



vocabulary.



Tiered tasks

More complex and irregular shapes included Open ended tasks (eg Create a shape with as many lines of symmetry as possible)

cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/3/Mathematics_Library/Number_Algebra.html

Whiteboards to identify lines of symmetry.

Symmetry art – symmetry portraits or alphabet symmetry

Symmetry shapes with lego blocks

C2C Lesson 4 – Learning object Geoboard

Maths Vocabulary

Walt: Identify and create symmetrical patterns

Wilf: Correct lines of symmetry are used in various designs and shapes.

Tib: Symmetry is used in designs in everyday life and jobs.






Lessons 15 - 16

Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

L2B U2BNUMBER AND PLACE

VALUE:Fractions

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and

ASSESSMENT Recognising and

Locating Fractions

Spend a short time at the start of each lesson

Expose to more technical or specific Maths

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/




https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiEsaGWt5PcAhUBHpQKHcF0AEoQjRx6BAgBEAU&url=https://www.onlinemathlearning.com/symmetry-grade1.html&psig=AOvVaw0_3pIF1Qm9aYBF4x5nWuY3&ust=1531274216604709

enhancing understanding and fluency.

Warm Ups:

Activities: Review of fractions and mixed numbers

Brainstorm what we already know about fractions KWL Chart or pictorial representation.

Different ways we can represent a fraction and mixed number Include ‘bar’ or fraction strips, numberlines and collections. Small group activities with one fraction (eg One Third) How many different ways can we represent one third?

Equivalent fractions Investigate the vocab “equivalent” Through whole class discussion, use the word equivalent in as many contexts as possible. Cut and paste match in small groups for maths rotations. Create a collage using different sized fraction pieces (see resources)

Using fractions in everyday life Solve a variety of authentic fraction problems. Include collections. Drama with whole class and collections, acting out authentic problems


revising concepts, facts or skills and enhancing understanding and fluency.


Simplified fractions (only halves to begin with)



vocabulary.



Tiered tasks

More complicated fractions and mixed numbers to compare for equivalence

resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/3/Mathematics_Library/Number_Algebra.html

Fraction Bingo Game where students listen for the missing fraction from their fraction numberlines (see Andrew)

Who has more? Chocolate bar game asking students what size piece they would like to be offered (using fractions) Students may say or write their answers,

Maths Vocabulary

Walt: Show fractions in

different ways (number lines, diagrams and collections).

Solve real life problems involving fractions.

Identify equivalent fractions

Wilf: Equal parts of a whole The understanding that

mixed number are a combination of whole numbers and fractions

Tib: We use fractions in daily activities such as cooking and measurement








Lessons 15 - 16





Resources

L2B U2B

MEASUREMENT:Length, Mass, Capacity, Area,

Temperature


Warm Ups:

Activities: What are some formal instruments we

ASSESSMENT: Comparing Areas and Using Measurements

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Allow 'wait time' for the


Extend with students choice of extra study – ensure one-to-one conferences to allow student to

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/3/Mathematics_Library/Number_Algebra.html

Measuring Length from Informal Places – Worksheet (see attached)

Different sized measuring jugs

Maths Vocabulary

Walt: Identify the difference




between length, mass, capacity and area.

Use formal measures and units to measure these.

Wilf: Use of appropriate

language for each form of measurement

Apply measurement using formal instruments correctly

Tib: Measuring is something that is used in our everyday lives. Measuring with formal measures ensures everything is measured consistently.

use to measure with? Relate specifically to length (assessment). Whole class discussion comparing informal measures and why we need formal measures. Compare the length of the classroom between teacher and student. Why are they different??

Using centimetres to measure length Investigate measuring with centimetres and a ruler. Activities beginning at different points on the ruler. What do the benchmarks on the ruler mean? Measure different items such as lolly snakes, shoelaces and compare.

What is Area? Whole class discussion about what area means. Relate to real world occupations and who would need a firm understanding of area. Measure different spaces with 1m² (constructed with newspaper) Compare to 1cm². Measure different areas using grid papers and practise writing formal measure correctly.

Capacity and Volume Model how and why capacity and volume are different. Present different real life objects where capacity is evident (milk bottles, petrol, drink bottles etc) Review through a quiz or trivia how many millilitres are in a litre. Small group activities measuring capacity with containers with benchmarks. Practise reading these benchmarks and estimating capacity

Mass Form a concept / mind map of mass and what it is. Review formal measures of mass (grams, kilograms and tonnes) and relate to real life items. Categorise items into GRAMS, KILOGRAMS or TONNES to identify the most appropriate measures for a variety of objects. Compare weights of everyday objects and balance them –

student to process information.

Peer Tutoring

Simplify content to cm, cm², mL and kg

Peer tutoringModified requirements

Scaled measures to be mostly whole numbers (include half measures if appropriate)



share their work.


Tiered tasks

Open ended tasks with area – Construct an irregular shape that has an area of 23 cm²

Peer tutoringInclude scaled measures of both whole and parts of whole numbers to be read. Encourage to write in decimal format

with varying benchmarks Measurement wall (displaying

pictures and representations of length, mass, capacity, area and temperature)

Balance Scales with real life objects

Supermarket catalogues (to compare weights)

Everyday items that include mass, volume etc to compare

making them equivalent – using both grams and kilograms interchangeably

Reading Temperature scales Watch weather forecast from local TV news. Whole class discussion about how temperature is measured formally. Practice reading temperature from thermometers. Compare temperatures.







Lessons 15 - 16





Resources

L2B U2BNUMBER AND PLACE VALUE: Addition and Subtraction


Warm Ups:

Activities: Partitioning Partition two three and four

digit numbers. Explicitly model to whole

Feedback – whole class and individual – during number talks to eliminate misconceptions

Monitor understandings through discussions


Allow 'wait time' for the student to




Place Value Shoot Out – C2C lesson 7 Developing and applying a written place value strategy for addition learning resource with game instructions

Mathematics Vocabulary:

Walt: Create and use a written strategy for adding and




subtracting

Wilf: Using my knowledge of place value to estimate and calculate addition and subtraction problems

Tib: We need to use addition and subtraction all the time in our everyday lives.

class then small group partitioning, using number expanders and expanded notation on whiteboards. Game “I have, who has” using partitioning.

How does partitioning help us to add and subtract ? Beginning with *Number talks. Whole class discussion about why place value assists us with calculations. Model how partitioning can assist with adding and subtracting calculations. Create number wall with these demonstrated for display (see resource)

Using written strategies with real life word problems. Individual students can create their own word problem and give to a partner to solve, using a written strategy discussed.


process information. Use equations of smaller value and no regrouping

Peer tutoring

Visuals to assist with place value understanding

Allow use of unifix or MABs as concrete materials




Tiered tasks Peer tutoring

Use equations including regrouping and up to five and six digits. Place Value Chart – C2C lesson

7 worksheet

Scan Think Do C2C lesson 7 – video resource






Lessons 15 - 16





Resources

L2B U2B

NUMBER AND PLACE VALUE:Multiplication and Division


Warm Ups:

Activities:

Review of partitioning Elbow partners can remind each other of what

Feedback – whole class and individual – during number talks to eliminate misconceptions

Monitor understandings through discussions


Allow 'wait time' for the student to process information.




C2C lesson 10 Supporting learning resource - Applying place value when multiplying

Maths Vocabulary

Walt: Create and use a written strategy for multiplication and division




Wilf: Using my knowledge of place value to estimate and calculate multiplication and division problems

Tib: We need to use multiplication and division all the time in our everyday lives.

partitioning is. Number talk with a multiplication number sentence. How does partitioning help me to multiply and divide? Beginning with *Number talks. Whole class discussion about why place value assists us with calculations. Model how partitioning can assist with multiplying and dividing. Add to the number wall with these demonstrated for display (see resource) Students can manipulate MABs and take photos to represent a multiplication or division number sentence (see resources) Create related facts charts to assist with larger number calculations.

Using written strategies with real life word problems. Individual students can create their own word problem and give to a partner to solve, using a written strategy discussed.


Use equations of smaller value and no regrouping

Peer tutoring

Visuals to assist with place value understanding

Allow use of unifix or MABs as concrete materials




Tiered tasks

Peer tutoring

Use equations including regrouping and up to five and six digits.

Is it reasonable? Use an estimation table first (with rounding and related facts) to estimate number sentences.

MABs or unifix IPADs

Assessment Tasks:

MathematicsMonitoring task — Identifying and creating symmetrical patterns Year 4 Unit 3

Name Date

1. Which flag has exactly two lines of symmetry?

2. Circle the objects where the dashed line indicates a line of symmetry.

3. Make a symmetrical pattern using the shape and the line of symmetry below.

4. Create a symmetrical design using three two-dimensional regular shapes. Use three colours in your design.

5.Show

the lines of symmetry on your design.

Year 4 Unit 3Assessment task — Recognising and locating fractions

Name Date

Task

1) a) Show the following fractions in the boxes below.

Two Sixths

One Third

b) Tell me what you know about these two fractions.

2) Use the boxes below to show the fractions on the right.

223

134

3) On the number line show 434 .

4) Count on the number line in thirds to show 113 .

5) Draw a straight line from the fraction in column A to match the equivalent fraction in column B.

Column A Column B48

210

15

14

28

12

6) a) Place each of the fractions and mixed numbers in the correct position on the number line.

22/3 1/5 11/2

2/3

b) Circle the smallest fraction

c) Explain how you know this

7) Ethan was helping his mother make a cake. He could only find a 14 measuring cup. How many of these would

he need to measure 312 cups of flour?

Show your thinking:

8) Julie had some fruit in her fridge. She was having three friends over and needed to share the fruit so that each of her friends and Julie get an equal share.

Work out and record the amount of fruit each of the 4 people receives on their plate.

Fruit in the fridge Show your thinking:

a.

4 pears

b.

½ pomegranate

c.

12 plums

d.

1½ guavas

e.

5 bananas

Year 4 Mathematics: Unit 3 — Recognising and locating fractions Name:

Purpose of assessment: To locate familiar fractions on a number line and recognise common equivalent fractions in familiar contexts.

a) Understanding and Fluencyb) Problem-solving and Reasoningc)

Locate and represent familiar fractions on a number line.Identify equivalent fractions in familiar contexts.

Solve problems involving halves, quarters, thirds and mixed numbers.Explain the thinking used.

Explain the comparison of unit fractions. Q6c Solves a complex problem using equivalence of fractions with related denominators by dividing the whole and the parts. Q8b 8d A

Accurately locates a range of fractions on a number line. Q6a Compare fractions to find the smallest. Q6b

Solve the problem using the equivalence of fractions with related denominators by dividing the whole. Q8 e B

Locates and represents familiar fractions on a number line. Q3, Q4, Recognise common equivalent fractions. Q1a, Q5Represents mixed numbers as visual models Q2

Solves problems involving equivalent fractions. Q7, Q8a,cAccurately explains the thinking used. Q1b C

Creates an unclear representation of mixed numbers as visual models Q2 Attempts to solve problems by applying knowledge of fractions and equivalent fractions D

Improper representations of fractions (eg unequal parts)Q1a, Q2 E

Feedback:

MODIFIEDYear 4 Unit 3

Assessment task — Comparing areas and using measurements

Name Date

Task

1. List three items that could be used to measure length formally.

____________________ ____________________ ____________________

A B

2. Estimate the area of hexagon A. ____________________

3. Estimate the area of hexagon B. ____________________

4. Which hexagon is the easier to get the most accurate measure of area. Why?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________

5. Ken and Jack wanted to check if their model canoes were the same length.

a) Use a ruler to measure each canoe and record each length in the space provided.

b) Circle the longer canoe.

6. Max wanted to measure the length of his pen.

All he could find was a broken ruler.

Max lined up the ruler and the pen like this.

a) How long is his pen? cm.

b) Explain how you worked this out.

________________________________

________________________________

________________________________

________________________________

7. a) Mark in the scale on each 1 Litre jug.

b) Shade the measuring jugs to show 500 mL of milk in each jug.

c) Explain why you chose those benchmarks.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________

8.

a) What could you place on the opposite side of the scales to make them balance? List an everyday object that you could use.

_________________________________________________________________________________________

________________________________________________________

b) What would its weight be in grams? _________________________________________

9. a) Mark the correct temperature on the thermometers below:

4 °C 32 °C

b) List an everyday item that is stored at 4 °C

10. Gary, the greedy goat, was given the choice of either paddock A or B. Gary loved to eat as much grass as he could.

a) Which paddock would Gary choose?

b)Why would Gary choose this paddock?

11. a) Each square is equal to one square metre. Draw a new paddock for Gary that has a total area of 27 square metres. b) Draw in the grass and soil. The paddock must have twice as much grass as soil.

Year 4 Mathematics: Unit 3 — Comparing areas and using measurements Name:

Purpose of assessment: To compare areas of regular and irregular shapes using informal units. To use scaled instruments to measure temperature, mass, capacity and length. To recall multiplication and division facts.

c) Understanding and Fluency d) Problem-solving and Reasoninge)

Compare the areas of regular and irregular shapes by informal means.Compare objects using familiar metric units of length and area. Use scaled instruments

to record temperature and mass.

Compare measurements to solve problems.Explain thinking using mathematical reasoning.

Accurately marks both scales to show capacity measurements. Q7a, Accurately represents 500ml on both jugs Q7bAccurately lists both everyday objects Q9b

Accurately marks grass and soil. Q11bExplains effective use of accurate benchmarks to mark the measuring jug. Q7c A

Accurately converts kilograms to grams Q8b Accurately estimates the area of hexagon B Q3Correctly lists one everyday object Q9b

Explains how the position of a grid in relation to a shape assists to calculate area. Q4Explains how to use a broken ruler accurately Q6b

B

Measures and compares lengths using scaled instruments. Q5 6aLists an appropriate everyday object that weighs 1.5kg. Q8aRecords temperature on scaled instruments. Q9aAccurately estimates the area of hexagon A Q2

Compares two paddocks and chooses greater area. Explains thinking using mathematical reasoning. Q10a, 10b Accurately draws a paddock with the correct area. Q11a

C

Lists three items that could be used to measure length formally. Q1 Chooses a paddock and explains thinking using everyday language. Q10a, 10b D

Lists an item that could be used to measure length formally. Q1 Inaccurately draws a shape to represent an area. Q11a E

Feedback:

Year 4 Unit 3Assessment task — Investigating mass

Name Date

Task

During Semester 2, students complete two mathematical guided inquiries. They are:

Assessment task — Investigating mass. ‘How big is a kilogram?’ (Unit 3), which focuses on learning related to the sub-strand ‘Using units of measurement’.

Assessment task — Investigating time. ‘How long does it take to read a book?’ (Unit 4), which focuses on learning related to the sub-strand ‘Using units of measurement’.

As a monitoring task observe:

Mathematical guided inquiry

Link to relevant section of the achievement standard

Quality of student learning:

How big is a kilogram?

Students use scaled instruments to measure temperatures, lengths, shapes and objects.

Collect evidence that the student can:

demonstrate an understanding of mass

choose a method to measure mass

explain how they measured to find a kilogram

justify their conclusion.

As an assessment task, the Mathematical guided inquiry and the attached Guide to making judgments can be used to report student learning (in line with the achievement standard) to parents. The specific aspects of the achievement standard are:

use scaled instruments to measure temperatures, lengths, shapes and objects.

The two Mathematical guided inquiries identified can be used as tools to monitor or assess student understanding of Semester 2 work.Schools can choose to:

use both inquiries as assessment choose to use one inquiry for monitoring and one for

assessment, or use both inquiries as monitoring tasks.

Year 4 Mathematics: Unit 3 — Investigating mass Name:

Purpose of assessment: To use simple strategies to reason and solve a measurement inquiry question.

f) Understanding and Fluency g) Problem-solving and Reasoningh)

Perform calculations involving masses.Connect and apply measurement understanding to the inquiry question.Use mathematical language and symbols.

Interpret, model and investigate measuring masses.Explain and justify conclusions using mathematical evidence.

Accurately transfers knowledge of measurement to masses of a kilogram.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

Develops and applies methods to gather relevant evidence for a viable how big is a kilogram.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

A

Recalls and uses appropriate measurement understanding of grams and kilograms.Consistently uses appropriate mathematical language, materials and diagrams.

Develops a method to gather evidence to support how big is a kilogram.Explains mathematical thinking including choices made, strategies used and conclusions reached.

B

Uses and applies measurement understanding to calculate masses up to a kilogram.Uses appropriate mathematical language, materials and diagrams.

Chooses a known method to gather evidence to support how big is a kilogram.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.

C

Recognises items with a mass of approximately one kilogram.Uses aspects of mathematical language, materials or diagrams.

Follows a given method to gather evidence.Makes statements about choices or strategies used when prompted. D

Identifies an item as light or heavy.Uses everyday language. Makes isolated statements. E

Feedback:

Year 4 Semester 2 Term 3 Mathematics Report Card Comment BankAssessment Task 1: Recognising and locating fractions

A B C D E2M4A1 2M4B1 2M4C1 2M4D1 2M4E1

{Name} located and accurately ordered a range of mixed numbers and improper fractions on a number line. {She,He} showed thinking used to solve multi-step fraction problems.

{Name} converted between mixed numbers and equivalent fractions in a familiar context. {She,He} added mixed numbers to solve problems.

{Name} located and represented familiar fractions on a number line. {She,He} matched equivalent fractions. {Name} solved problems involving halves, quarters, thirds and mixed numbers. {Name} explained the thinking used.

{Name} represented mixed numbers as visual models. {She,He} solved a problem using partitioning.

{Name} represented simple fractions. {She,He} partitions a collection.

Assessment Task 2: Comparing areas and using measurementsA B C D E

2M4A2 2M4B2 2M4C2 2M4D2 2M4E2{Name} interpreted a scaled instrument to fill in missing weight measurements. {She,He} drew an area to correctly meet specific criteria.

{Name} marked the scale to show and compare capacity measurements. {She,He} solved length and capacity problems using scaled instruments. {Name} explained which jug has the greater capacity.

{Name} measured and compared lengths using scaled instruments.{She,He} recorded temperature and mass on scaled instruments. {Name} created an irregular shape with a smaller area than another shape. {Name} recalled 2s, 3s, 4s, 5s, 6s, 8s, 9s and 10s multiplication and division facts fluently. {She,He} compared two paddocks and chose greater area. {Name} explained thinking using mathematical reasoning.

{Name} ordered areas from smallest to largest through visual comparison. {She,He} recalled some 2s, 3s, 4s, 5s, 6s, 8s, 9s and 10s multiplication and division facts. {Name} chose a paddock and explained thinking using everyday language.

{Name} listed an item that could be used to measure length informally. {She,He} recalled a 2s, 3s, 4s, 5s, 6s, 8s, 9s or 10s multiplication or division fact. {Name} drew a shape to represent an area.

Assessment Task 3: Investigating MassA B C D E

2M4A3 2M4B3 2M4C3 2M4D3 2M4E3{Name} accurately transferred knowledge of measurement to masses of a kilogram. {She,He} consistently and clearly used appropriate mathematical language, materials and diagrams. {Name} developed and applied methods to gather relevant evidence for a viable how big is a kilogram.{She,He} represented and presented evidence logically. {Name} clearly explained mathematical thinking including choices made, strategies used and conclusions reached.

{Name} recalled and used appropriate measurement understanding of grams and kilograms. {She,He} consistently used appropriate mathematical language, materials and diagrams. {Name} developed a method to gather evidence to support how big is a kilogram.{She,He} explained mathematical thinking including choices made, strategies used and conclusions reached.

{Name} used and applied measurement understanding to calculate masses up to a kilogram.{She,He} used appropriate mathematical language, materials and diagrams. {Name} chose a known method to gather evidence to support how big is a kilogram. {She,He} represented and presented evidence.{Name} described mathematical thinking including strategies used and conclusions reached.

{Name} recognised items with a mass of approximately one kilogram. {She,He} used aspects of mathematical language, materials or diagrams. {Name} followed a given method to gather evidence. {She,He} made statements about choices or strategies used when prompted.

{Name} identified an item as light or heavy. {She,He} used everyday language. {Name} made isolated statements.

Maths Pre-ModerationYear: 4 Unit 3 Semester 2 Title: Mathematics

Curriculum Intent for the Unit (see unit /task description) In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations. Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:

Learning opportunities support students to: Money and financial mathematics - represent, calculate and round amounts of money required for purchases and change. Number and place value - interpret number representations; sequence number values; apply number concepts and place

value understanding to the calculation of addition, subtraction, multiplication and division; develop fluency with multiplication fact families, apply mental and written computation strategies, recall multiplication and division facts and apply place value to partition and regroup numbers to assist calculations.

Fractions and decimals - partition to create fraction families; identify, model and represent equivalent fractions; count by fractions; solve simple calculations involving fractions with like denominators, model and represent tenths and hundredths, make links between fractions and decimals, count by decimals, compare and sequence decimals.

Location and transformation - investigate different types of symmetry; analyse and create symmetrical designs. Using units of measurement - use scaled instruments to measure and compare length, mass, capacity and temperature,

measure areas using informal units and investigate standard units of measurement. Shape - compare the areas of regular and irregular shapes using informal units of area measurement. Patterns and algebra - use equivalent addition and subtraction number sentences to find unknown quantities.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness. Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 Term 2 Maths unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to / in this unit this may include:

efficiency of strategies used for calculating multiplication and division problems fluency of recall of multiplication facts to 10 x 10 and related division facts fraction understanding and representations understanding and application of different strategies for calculating change understanding of the relationships between standard units of measurement for length, mass and capacity.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)Understanding & Fluency

Locates and represents familiar fractions on a number line. Matches equivalent fractions. Measures and compares lengths using scaled instruments. Records temperature and mass on scaled instruments. Creates an irregular shape with a smaller area than another shape. Recalls 2s, 3s, 4s, 5s, 6s, 8s, 9s and 10s multiplication and division facts fluently

Problem solving & Reasoning Solves problems involving halves, quarters, thirds and mixed numbers. Explains the thinking used. Compares two paddocks and chooses greater area. Explains thinking using mathematical reasoning.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)Understanding & Fluency

Converts between mixed numbers and equivalent fractions in a familiar context Marks the scale to show and compare capacity measurements.

Problem solving & Reasoning Adds mixed numbers to solve problems. Solves length and capacity problems using scaled instruments. Explains which jug has the greater capacity.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)Understanding & Fluency

Locates and accurately orders a range of mixed numbers and improper fractions on a number line. Interprets a scaled instrument to fill in missing weight measurements.

Problem solving & Reasoning Shows thinking used to solve multi-step fraction problems. Draws an area to correctly meet specific criteria.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Representing and rounding amounts of moneyExample learning sequence

Establish learning context Represent amounts of money Round to the nearest dollar and cent

Evidence of learningCan the student:

Round money amounts and estimate total costs?

Apply an efficient method to add money amounts?

Lesson 2Calculating change given using a range of methodsExample learning sequence

Establish learning context Calculate change by counting Calculate change using other methods


Round money amounts and estimate total costs?

Calculate change given from a transaction? Apply an efficient method to add and subtract

money amounts?Lesson 3Calculating spending and changeExample learning sequence

Establish learning context Calculate a spending plan


Organise and calculate a budget? Spend within a budget?

Lesson 4Creating a symmetrical designExample learning sequence

Establish learning context Investigate symmetry Investigate symmetry in other cultures Investigate flip and turn Create symmetrical patterns


Identify lines of symmetry in shapes, patterns and objects?

Use flip and turn to create symmetrical patterns?

Identify lines of symmetry in patterns and transfer to their own design?

Lesson 5Creating digital symmetrical designsExample learning sequence

Establish learning context Investigate symmetry using digital Use flip and turn to create digital symmetry


Use flip and turn to create a symmetrical pattern?

Identify lines of symmetry in shapes and patterns?

Lesson 6Identifying, interpreting and representing numbersExample learning sequence

Establish learning context Investigate the place value system Represent and compare whole numbers Model representations of number values Identify numbers from representations

standard and non-standard partitioning


Name whole numbers up to seven digits? Sequence whole numbers in ascending or

descending order? Model and represent five- and six-digit

numbers using a variety of representations? Identify partitioned whole numbers by

combining their parts?

Teaching Sequence FeedbackLesson 7Developing and applying a written strategy for additionExample learning sequence

Establish learning context Apply place value to solve addition problems Apply computation strategies to calculate

addition Solve addition problems based on authentic

contexts


Partition numbers using standard place value components?

Apply place value to partition, rearrange and regroup numbers?

Apply a range of mental computation strategies to calculate addition?

Apply a written place value strategy to calculate addition?

Estimate and calculate with whole numbers? Comprehend word problems?

Lesson 8Developing and applying a written strategy for subtractionExample learning sequence

Establish learning context Apply place value to solve subtraction

problems Solve subtraction problems based on

authentic contexts


Partition numbers using standard place value components?

Apply a range of mental computation strategies to calculate subtraction?

Apply a written place value strategy to calculate subtraction?

Estimate and calculate with whole numbers? Comprehend word problems?

Lesson 9Investigating and extending fact families for multiplicationExample learning sequence

Establish learning context Investigate patterns from multiples Investigate relationships in multiplication and

division Investigate the 8s fact family and related facts


Fluently recall multiplication facts? Apply understanding of multiples to complete

number sequences? Recall 8s multiplication facts? Apply relationships to recall extended and

related facts?

Lesson 10Applying place value when multiplyingExample learning sequence

Establish learning context Apply mental and written strategies to

multiply


Apply place value understandings to solve multiplication?

Apply a range of mental and written strategies to solve multiplication calculations?

Lesson 11Applying place value to divisionExample learning sequence

Establish learning context Apply mental and written strategies to

division


Apply place value understandings to solve division?

Apply a range of mental and written strategies to solve calculations?

Lesson 12Calculating multiplicationExample learning sequence

Establish learning context Complete number sequences Apply computation strategies to calculate

multiplication


Recall multiplication facts to 10 x 10? Identify multiples? Complete number patterns? Calculate solutions to multiplication problems

using number sentences and a range of strategies?

Teaching Sequence FeedbackLesson 13Calculating divisionExample learning sequence

Establish learning context Investigate number patterns Apply computation strategies to calculate

division


Recall division facts? Complete number patterns? Calculate solutions to division problems using

number sentences and a range of strategies? Recognise and use patterns and relationships

to solve unknowns?Lesson 14Partitioning to investigate fractionsExample learning sequence

Establish learning context Investigate fractions in the fifths family Investigate equivalent fractions to one whole


Model and represent fifths and tenths using a range of materials, diagrams and symbols?

Identify fractions equivalent to one whole?

Lesson 15Converting fractionsExample learning sequence

Establish learning context Convert fractions Practise converting fractions


Apply partitioning to accurately represent fractions on number lines?

Convert fractions from improper to mixed numbers?

Count by fractions and mixed numbers along number lines?

Lesson 16Investigating equivalent fractionsExample learning sequence

Establish learning context Investigate equivalent fractions Practise calculating equivalent fractions in

context


Apply partitioning to represent equivalent fractions on number lines?

Convert between pictorial representations, improper fractions and mixed numbers?

Identify equivalent fractions for mixed numbers?

Lesson 17Applying fractional knowledge to solve problemsExample learning sequence

Establish learning context Compare fractions Apply fraction knowledge


Compare and order fractions in relation to benchmark numbers?

Use modelling or diagrams to solve fractions problems?

Lesson 18Assessing student learningExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards Conduct the assessment

Assessment purposeTo locate familiar fractions on a number line and recognise common equivalent fractions in familiar contexts.

Teaching Sequence FeedbackLesson 19Extending the place value system to decimalsExample learning sequence

Establish learning context Extend the place value system to decimals Read, write and represent decimals


Identify 'numbers between numbers'? Model tenths and hundredths? Recognise tenths and hundredths as parts of one? Read, write and represent decimal numbers?

Lesson 20Making connections between fractions and decimalsExample learning sequence

Establish learning context Identify and represent decimal numbers Count by decimals


Read and identify decimal numbers (to hundredths)?

Represent decimals using materials? Match decimals with fractions? Recognise relationships between whole numbers

and decimal numbers?Lesson 21Investigating equivalence between fractions and decimalsExample learning sequence

Establish learning context Compare and sequence decimals Investigate equivalence between fractions and

decimal representations


Identify the larger or smaller number including those with decimals to tenths?

Recognise, represent and order sets of decimal numbers (to tenths)?

Identify fractions equivalent to tenths and represent those fractions as decimals?

Read and name decimals?Lesson 22Using equivalence to find unknownsExample learning sequence

Establish learning context Investigate equivalence Apply equivalence to addition problems Apply equivalence to subtraction problems


Identify equivalence? Apply equivalence understanding to find unknown

quantities? Recognise symbols for equivalence and non-

equivalence?

Lesson 23Measuring length using scaled instrumentsExample learning sequence

Establish learning context Explore units for length measurement of length Estimate lengths and distances Measure lengths and distances using scale

instruments


Apply estimation strategies to estimate lengths and distances?

Measure lengths and distance using scaled instruments?

Lesson 24Measuring mass using scaled instrumentsExample learning sequence

Establish learning context Identify units of mass measurement Create an instrument for measuring mass Measure mass using scaled instruments


Measure and compare mass using informal and formal instruments?

Identify differences in informal and formal measuring instruments?

Lesson 25Measuring capacityExample learning sequence

Establish learning context Identify the difference between capacity and

volume Investigate capacity through informal units


Measure capacity using a variety of containers? Read graduated scales?

Teaching Sequence FeedbackLesson 26Reading graduated scales (length, mass, temperature and capacity)Example learning sequence

Establish learning context Compare between grams and kilograms, litres

and millilitres Use scaled instruments and formal units to

measure mass and capacity Investigate and read measurements of

temperature


Read a scale accurately? Convert between grams and kilograms

accurately? Read temperatures? Order amounts of capacity accurately? Convert between litres and millilitres

accurately?

Lesson 27Measuring and comparing areas of regular shapesExample learning sequence

Establish learning context Compare regular and irregular shapes Investigate and compare area Construct quadrilaterals using given

parameters Investigate area


Understand the concept of area? Measure area using informal units?

Lesson 28Measuring the area of irregular shapesExample learning sequence

Establish learning context Investigate and construct compound shapes


Measure area using squares and half squares? Construct and deconstruct compound shapes?

Lesson 29Assessing student learningExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards Conduct the assessment

Assessment purposeTo compare areas of regular and irregular shapes using informal units. To use scaled instruments to measure temperature, mass, capacity and length. To recall multiplication and division facts.

Lessons 30-32Investigating massExample learning sequence

Establish learning context Identify the information required (Discover) Plan how to explore the MGI question

(Devise) Follow plans (Develop) Explain (Defend) Explore further questions (Diverge)


Discuss and demonstrate their understanding of the size of a kilogram in relationship to the objects measured?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed MATHS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Maths Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation as well as the Show Me Tasks.

Scan and Assess

Act

Review

Prioritise

Review

Maths Assessment Resource

Name: _______________________________ Date: ________

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