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OneSchoolUnit Plan

Name: Unit 2 - Mathematics Year 3 (V8)Duration: 8 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: Mathematics

Unit Plan

In this unit 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:

Number and place value - compare and order three-digit numbers, partition three-digit numbers into place value parts, investigate 1 000, count to and beyond 1 000, use place value to add and subtract numbers, recall addition number facts, add and subtract three-digit numbers, add and subtract numbers eight and nine, solve addition and subtraction word problems, double and halve multiples of ten.

Fractions and decimals - describe fractions as equal portions or shares; represent halves, quarters and eighths of shapes and collections; represent thirds of shapes and collections.

Money and financial mathematics - count collections of coins and notes, make and match equivalent combinations, calculate change from simple transactions, solve a range of simple problems involving money.

Patterns and algebra - infer pattern rules from familiar number patterns, identify and continue additive number patterns, identify missing elements in number patterns.

Shape - identify and describe the features of familiar three-dimensional objects, make models of three-dimensinoal objects. Location and transformation - represent positions on a simple grid map, show full, half and quarter turns on a grid map, describe positions in relation to key

features, represent movement and pathways on a simple grid map. Geometric reasoning - identify angles in the environment, construct angles with materials, compare the size of familiar angles in everyday situations.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Misunderstandings and misconceptions

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 57

Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)

Year: 3Learning Areas/Subjects: Mathematics

Duration: 8 Weeks

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.




Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Adding, subtracting and partitioning numbers (Yr 03)Students recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.

Short answer questions

Mathematics Unscheduled

Classifying numbers as odd or even and continuing number patterns (Yr 03)Students identify odd and even numbers, justify why a number is odd or even, and to identify, continue and describe number patterns.

Monitoring Mathematics Unscheduled

Investigating positions on maps (Yr 03)Students use simple strategies to reason and solve a location inquiry question.

Assignment/Project Mathematics Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Shape Number and place value Patterns and algebra Fractions and decimals and

Number and place value Location and transformation Number and place value Geometric reasoning Money and financial

mathematics

Resources Attachments Plan Resource Bank

Assessment Assignment/Project - Investigating

positions on maps (Yr 03) Monitoring - Classifying numbers as

odd or even and continuing number patterns (Yr 03)

Short answer questions - Adding, subtracting and partitioning numbers (Yr 03)




Duration: 8 Weeks

Australian Curriculum

Mathematics - Year 3

Year 3 Achievement StandardBy the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.

Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.




Duration: 8 Weeks

Content Descriptions

Measurement and Geometry Number and Algebra

Shape

Make models of three-dimensional objects and describe key features (ACMMG063)

Geometric reasoning

Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

Location and transformation

Create and interpret simple grid maps to show position and pathways (ACMMG065)

Money and financial mathematics

Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

Number and place value

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

Recognise and explain the connection between addition and subtraction (ACMNA054)

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

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

Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)

Patterns and algebra

Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

recognising increasing and decreasing number sequences involving 2s, 3s and 5s identifying the missing element in a number sequence recognising the features of three-dimensional objects performing simple addition and subtraction calculations using a range of strategies dividing collections and shapes into halves, quarters and eighths drawing two-dimensional shapes representing multiplication and division by grouping into sets associating collections of Australian coins with their value interpreting simple maps of familiar locations counting to and from 1 000.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

solving problems using efficient strategies for multiplication representing money values in various ways matching positions on maps with given information recognising angles in real situations counting to and from 10 000 recalling multiplication facts for single-digit numbers correctly counting out change from financial transactions.




Duration: 8 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Investigating with ICT Creating with ICT Communicating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

For further information, refer to refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support . https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp:

Username: CCPYDM Password: Curriculum#1




Duration: 8 Weeks

Assessing student learningAssessment name: Adding, subtracting and partitioning numbersAssessment description: Students recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.Assessment name: Investigating positions on mapsAssessment description: Students use simple strategies to reason and solve a location inquiry question.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Monitoring taskMonitoring name: Classifying numbers as odd or even and continuing number patternsMonitoring description: Students identify odd and even numbers, justify why a number is odd or even, and identify, continue and describe number patterns.Specific monitoring opportunities in this unit may include observations, consultations and samples of students work, for example:

partition three-digit numbers for the purpose of adding, subtracting and multiplying represent three-digit numbers identify place value parts compare standard and non-standard place value parts represent multiplication problems with materials represent fractional parts of shapes and collections (halves, quarters, eighths, thirds) solve simple number problems involving fractions count collections of coins and notes calculate change from simple transactions describe rules for number patterns identify missing elements in number sequences identify rules for number patterns make models of three-dimensional objects describe the features of three-dimensional objects create and follow pathways on simple grid maps identify angles in real situations compare angles using simple tools.




Duration: 8 Weeks

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

three-dimensional objects and their features making models of three-dimensional objects standard and non-standard place value partitioning involving three-digit numbers efficient strategies for recalling multiplication number facts describing number patterns identifying missing elements within familiar number sequences representing fractional parts of shapes and collections solving simple problems involving fractions. representing place value parts comparing and ordering numbers strategies for solving addition and subtraction problems counting collections of coins and notes calculating change representing locations and pathways on grid maps identifying angles in real situations describing and comparing angles.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Shape Lesson 1: Identifying features of three-dimensional objects and describing prisms Lesson 2: Making models of 3D objects Lesson 3: Constructing models of 3D objects

5 Lessons Number and place value Lesson 4: Comparing, ordering and partitioning three-digit numbers Lesson 5: Using place value in addition and subtraction Lesson 6: Adding and subtracting three digit numbers Lesson 7: Adding and subtracting numbers eight and nine Lesson 8: Solving addition and subtraction word problems

4 Lessons Patterns and algebra Lesson 9: Describing additive number patterns Lesson 10: Investigating additive number patterns Lesson 11: Investigating odd and even numbers Lesson 12: Identifying and continuing number patterns

6 Lessons Fractions and decimals and Number and place value Lesson 13: Representing unit fractions Lesson 14: Representing fractions of a collection Lesson 15: Representing thirds Lesson 16: Representing thirds of a collection Lesson 17: Partitioning three-digit numbers and representing 1 000 Lesson 18: Assessing student learning

4 Lessons Location and transformation Lessons 19-22: Investigating positions on maps




Duration: 8 Weeks

2 Lessons Number and place value Lesson 23: Doubling and halving multiples of ten Lesson 24: Practising multiplication facts

4 Lessons Geometric reasoning Lesson 25: Identifying angles in the environment Lesson 26: Constructing angles Lesson 27: Comparing angles Lesson 28: Extending understanding of angles

4 Lessons Money and financial mathematics Lesson 29: Counting money Lesson 30: Making equivalent money combinations Lesson 31: Calculating change Lesson 32: Solving simple money problems

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Shape Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify features of three-dimensional objects, describe prisms and construct models of three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Identifying features of three- dimensional objects and describing prisms

Lesson objectivesStudents will:

Identify and describe the face, edge and corner features of three-dimensional objects.

Sort and compare three-dimensional objects by looking at their features.

Describe the common features of prisms. Identify three-dimensional objects that are prisms.

Evidence of learningCan the student:

Identify similarities and differences between three-dimensional objects?

Describe three-dimensional objects and 'like groups' of three-dimensional objects using appropriate geometric terms?

Make a model of a prism and explain the features that make it a prism?

Example learning sequence Establish learning context Name familiar three-dimensional objects Identify the features of three-dimensional objects Sort three-dimensional objects Describe the features of prisms Identify prisms Make a model of a prism

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Identifying features of three-dimensional objects Sheet - Three-dimensional objects Supporting learning resource - Monitoring audit - by the end of Year 3 modelling material (e.g. reusable modelling clay, connecting blocks) models of three-dimensional objects (e.g. cone, cube, cylinder, pyramid, sphere,

rectangular prism) or objects to represent these models Learning object - 3D shapes from different views Sheet - 3D name cards 'feely' bag or box Magazines

Helpful information Video - Prisms https://learningplace.eq.edu.au/cx/resources/items/524e45aa-329a-44a3-

bc76-22e9fd30685d/0/Prism.mp4 Website - Mathematics library

https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html

Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html

Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1

Attachments Lesson plan




Duration: 8 Weeks

Teaching Sequence




Lesson 2

Making models of 3D objects


Make solid models of three-dimensional objects. Describe the features of three-dimensional objects.


Make solid models of three-dimensional objects? Identify and label faces, edges and corners?

Example learning sequence Establish learning context Make models of three-dimensional objects Name and describe three-dimensional objects

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Making solid models of 3D objects Sheet - Playdough recipe modelling materials (reusable modelling clay, playdough, modelling clay, connecting

blocks) digital camera (optional)

Helpful information Text - Department of Education Western Australia (2013), First Steps in

Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1





Duration: 8 Weeks

Teaching Sequence




Lesson 3

Constructing models of 3D objects


Construct skeletal models of three-dimensional objects. Describe the features of three-dimensional objects.


Construct skeletal models of three-dimensional objects? Identify faces of skeletal models? Identify and label edges and corners?

Example learning sequence Establish learning context Describe skeletal models Construct skeletal models of three-dimensional objects Name and describe three-dimensional objects

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Constructing models of 3D objects grid mat drinking straws, pipe cleaners and/or toothpicks elastic (2 m lengths tied in a loop) - at least four lengths reusable modelling clay or modelling clay


Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1





Duration: 8 Weeks

Teaching Sequence

Topic Number and place value Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will compare, order and partition three- digit numbers, use place value in addition and subtraction, solve addition and subtraction word problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 4

Comparing, ordering and partitioning three-digit numbers


Compare three-digit numbers. Order three-digit numbers. Identify standard and non-standard place value parts. Round three-digit numbers to the nearest ten and nearest

hundred.Evidence of learningCan the student:

Describe three-digit numbers as 'greater than' and 'less than'? Arrange three-digit numbers in order of 'least, middle, greatest'

and 'greatest, middle, least'? Record the result of place value partitioning with drawings and

simple number sentences? Explain personal methods for rounding three-digit numbers?

Example learning sequence Establish learning context Compare three-digit numbers Order three-digit numbers Represent place value parts Round three-digit numbers

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Partitioning three-digit numbers 1 Sheet - Match three-digit representations Sheet - Number match cards (Note: to cut out) Sheet - 0 to 9 digit cards 10 sided dice (0 to 9) Learning object - Number expander Sheet - Number expander (HTO) Sheet - Partitioning game Sheet - Expand your mind bingo Sheet - Partitioning game: three-digit number cards base 10 materials place value chart place value beads counters

Helpful information Supporting learning resource - Partitioning - What is it?

https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc





Duration: 8 Weeks

Teaching Sequence




Lesson 5

Using place value in addition and subtraction


Describe how partitioning into place value parts can help to solve addition and subtraction problems.

Use rounding to determine a reasonable answer.Evidence of learningCan the student:

Represent addition and subtraction problems with base 10 materials?

Identify place value parts that make addition and subtraction easier?

Example learning sequence Establish learning context Represent addition and subtraction Add and subtract using place value parts

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Using place value in addition and subtraction Learning object - MAB: base 10 Sheet - Place value chart (HTO) MAB base 10 materials

Helpful information Supporting learning resource - Partitioning - What is it?

https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc

Supporting learning resource - Number facts: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx

Supporting learning resource - Mental strategies: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 6

Adding and subtracting three digit numbers


Recall addition and subtraction number facts. Add and subtract with multiples of 10 and 100. Add and subtract two-digit and three-digit numbers. Describe and record personal methods for adding and subtracting.


Use a range of strategies to recall addition number facts to 9 + 9? Use a variety of strategies to add and subtract efficiently? Record methods for adding and subtracting with informal jottings

and recordings?Example learning sequence

Establish learning context Recall addition and subtraction number facts Add and subtract with multiples of 10 and 100 Add three-digit numbers Subtract three-digit numbers Add three two-digit numbers

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Adding and subtracting three-digit numbers Learning object - Double dice Learning object - Tens dice Sheet - Addition grid Sheet - 0 to 9 digit cards Sheet - Absent numbers bead strings (20-string) addition bingo cards Sheet - Tenpin bowling scores base 10 materials two-digit number cards Find and prepare 'hot potato' sheets, showing two-digit and three-digit addition and

subtraction problems.Helpful information

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1, 2, 4 and 5

Supporting learning resource - Number facts: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx

Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc


Lesson 7 Lesson objectivesStudents will:

Resources Supporting learning resource - Mathematics tool kit Years 3-6




Duration: 8 Weeks

Teaching Sequence




Adding and subtracting numbers eight and nine

Use a compensate strategy to add eight and nine to two-digit and three-digit numbers.

Use a compensate strategy to subtract eight and nine from a two-digit number.

Describe and record personal methods for adding and subtracting.Evidence of learningCan the student:

Represent and explain a compensate strategy?Example learning sequence

Establish learning context Add eight and nine using a compensate strategy Subtract eight or nine using a compensate strategy

Supporting learning resource - Adding and subtracting numbers eight and nine Learning object - Add 9 and 19 with Undercover Cat MAB base 10 materials bundled base 10 materials

Helpful information Supporting learning resource - Mental strategies: Addition and subtraction

https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx


Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684212&stream_asset=true Calculate, Key understandings 4 and 5





Duration: 8 Weeks

Teaching Sequence




Lesson 8

Solving addition and subtraction word problems


Use part-part-whole thinking to interpret and solve addition and subtraction problems.

Apply a range of strategies to add and subtract.Evidence of learningCan the student:

Identify values within an addition or subtraction problem as 'parts' or 'the whole'?

Choose the appropriate operation for solving a given problem?Example learning sequence

Establish learning context Interpret word problems Solve word problems Write word problems

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Solving addition and subtraction word problems Sheet - Addition and subtraction problems base 10 materials (MAB, bead strings, bean sticks)

Helpful information Supporting learning resource - Part-part-whole reasoning: Addition and subtraction

https://learningplace.eq.edu.au/cx/resources/items/34ae4a5d-2d85-4f1a-a1bd-fc730c4343f4/0/Mth_Y03_U3_SLR_PartPartWholeReasoning.docx






Duration: 8 Weeks

Teaching Sequence

Topic Patterns and algebra Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, continue and create additive number patterns.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 9

Describing additive number patterns


Identify rules in number patterns involving a recurring increment. Use pattern rules to continue number sequences and identify

missing elements.Evidence of learningCan the student:

Describe pattern rules involving patterns with a recurring increment?

Use materials to represent and continue number patterns?Example learning sequence

Establish learning context Describe number patterns Identify the recurring increment in a number pattern Identify missing elements

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Describing additive number patterns Learning object - Hundred board and calcuklator combo Calculators

Helpful information Learning object - Hundred board

http://learningplace.eq.edu.au/cx/resources/items/45dc336e-bfb3-6650-8f97-a5ba35215b15/0/ViewIMS.jsp





Duration: 8 Weeks

Teaching Sequence




Lesson 10

Investigating additive number patterns


Identify rules in number patterns. Apply pattern rules to continue number sequences and identify

missing elements.Evidence of learningCan the student:

Describe pattern rules in terms of starting number and change? Use materials and tools to represent and determine missing

elements in number sequences?Example learning sequence

Establish learning context Describe number patterns Identify pattern rules Identify missing elements

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Investigating additive number patterns calculators counters or linking cubes paper for folding







Duration: 8 Weeks

Teaching Sequence




Lesson 11

Investigating odd and even numbers


Describe the conditions for a number to be odd or even. Identify odd and even numbers. Describe pattern rules for even and odd number sequences.


Describe collections as odd or even? Sort numbers into collections of odd and even numbers?

Example learning sequence Establish learning context Represent even and odd numbers Describe odd and even counting sequences Identify odd and even numbers

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Investigating odd and even numbers Sheet - Ten frame counters (20 per student) bundling materials (e.g. ice-cream sticks, connecting blocks) messy box (container/s containing counting items such as paperclips, blocks, pegs) sets of number cards dice







Duration: 8 Weeks

Teaching Sequence




Lesson 12

Identifying and continuing number patterns


Identify odd and even numbers. Justify why a number is odd or even. Identify, continue and describe number patterns.


Use materials to show why a number is odd or even? Use pattern rules to continue number sequences?

Example learning sequence Establish learning context Classify numbers as either odd or even (Monitoring task) Continue number patterns involving addition and subtraction

(Monitoring task)

Resources Monitoring task - Classifying numbers as odd or even and continuing number

patterns Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Monitoring audit - by the end of Year 3


Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1





Duration: 8 Weeks

Teaching Sequence

Topic Fractions and decimals and Number and place value Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will model and represent unit fractions and represent and partition three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 13

Representing unit fractions


Describe fractions as equal-sized parts of one whole. Represent halves, fourths and eighths of a whole shape or object.


Partition a range of models into halves, quarters and eighths? Describe the fractional relationship between parts and one whole?

Example learning sequence Establish learning context Identify models of fractions Partition and identify halves Describe the relationship between halves, quarters and eighths

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing unit fractions Sheet - Fraction extraction game board Sheet - Blank dice counters paper squares rectangle paper strips

Helpful information Learning object - Geoboard http://learningplace.eq.edu.au/cx/resources/items/f25af64c-

62cb-8251-d5b6-43d44631d6f5/0/ViewIMS.jsp Text - Department of Education Western Australia (2013), First Steps in

Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1





Duration: 8 Weeks

Teaching Sequence




Lesson 14

Representing fractions of a collection


Represent fractions using linear materials and recognise key equivalent fractions.

Share collections equally to solve simple problems (halves, quarters and eighths).


Use a range of models and materials to compare the size of fractions?

Share collections equally to represent halves, quarters and eighths?

Example learning sequence Establish learning context Represent fractional parts Compare halves, quarters and eighths Share collections to solve simple problems

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing fractions of a collection Sheet - Fraction extraction game board Sheet - Fraction extraction: Greater than/less than cards rectangular strips of paper counters or joining cubes items to partition

Helpful information Learning object - Geoboard http://learningplace.eq.edu.au/cx/resources/items/f25af64c-

62cb-8251-d5b6-43d44631d6f5/0/ViewIMS.jsp Text - Department of Education Western Australia (2013), First Steps in

Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1





Duration: 8 Weeks

Teaching Sequence




Lesson 15

Representing thirds


Investigate and represent thirds using a range of models and materials.

Describe the fractional relationship between parts and the whole.Evidence of learningCan the student:

Represent thirds using a range of materials and models? Name and record thirds of a whole?

Example learning sequence Establish learning context Investigate thirds Represent fractional parts

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing thirds chart of flags of the world (or use online pictures of flags) objects that can be partitioned into thirds (e.g. a slice of bread, a chocolate bar, a

piece of celery) A4 paper



Sheet - Folding thirds from a circle https://learningplace.eq.edu.au/cx/resources/items/3457a49e-0126-4d05-a7f6-189142ed431c/0/Mth_Y03_U3_SH_FoldThirdsCircle.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 16

Representing thirds of a collection


Share collections into thirds. Solve simple problems involving thirds.


Partition a continuous quantity of set objects into equal parts? Compare halves, quarters, eighths and thirds using a range of

models and materials?Example learning sequence

Establish learning context Share collections to represent thirds Compare thirds with other fractions

Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing thirds of a collection Sheet - Fraction extraction game board Sheet - Fraction extraction: Matching cards counters rectangular strips of paper modelling material materials for sharing (counters, joining cubes, ice-cream sticks)







Duration: 8 Weeks

Teaching Sequence




Lesson 17

Partitioning three-digit numbers and representing 1 000


Partition three-digit numbers in a variety of ways. Identify and describe standard and non-standard place value

parts. Count beyond 1 000 in multiples of one, 10 and 100.


Partition three-digit numbers using materials and visual models? Record place value parts in a number sentence? Describe how partitioning can assist mental computation? Count beyond 1 000 in multiples of one, 10 and 100?

Example learning sequence Establish learning context Represent place value parts Round three-digit numbers Use place value parts for adding and subtracting Represent 1 000 Represent counting sequences involving 1 000

Resources Supporting learning resource - Partitioning three-digit numbers 2 Learning object - Number expander Sheet - Partitioning game Sheet - Number expander (HTO) Sheet - Arrow cards Sheet - Expand your mind bingo! Game 2 Sheet - Number Detective vs The Number Dodger Learning object - MAB: base 10 Learning object - Number line Supporting learning resource - Mathematics tool kit Years 3-6


Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4-6

Supporting learning resource - Partitioning - What is it? https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc





Duration: 8 Weeks

Teaching Sequence




Lesson 18

Assessing student learning

Assessment purposeTo recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.Example learning sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Adding, subtracting and partitioning numbers Assessment task - Adding, subtracting and partitioning numbers: Teaching notes Assessment task - Adding, subtracting and partitioning numbers: Model response Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive

number facts) (slideshow) Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive

number facts) - Model response (slideshow)





Duration: 8 Weeks

Teaching Sequence

Topic Location and transformation Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create and interpret simple grid maps to show position and pathways.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 19-22

Investigating positions on maps


Match and represent positions and pathways.


Match positions on simple maps from given information?

Represent positions and pathways on simple grid maps?

Example learning sequence Establish learning context Explore the language and tools for

representing position and pathways (Discover)

Plan how to explore the MGI question (Devise)

Follow plan to represent the positions and pathways in a game (Develop)

Explain and determine the success of the representation (Defend)

Explore further questions for mapping grids (Diverge)

Resources Assessment task - Investigating positions on maps Supporting learning resource - Investigating positions on maps Sheet - Sunny Park School evacuation plan Sheet - Paragon Island Website - Map-tastic https://learningplace.eq.edu.au/cx/resources/items/b1af59f2-4ac8-773a-6789-2ce551aed000/0/

index.html Learning object - Position: describing positions (TLF 85112)

https://learningplace.eq.edu.au/cx/resources/items/2773fec9-b806-b791-da88-4a268a5652bc/0/viewIMS.jsp © 2011, Alan McSeveny www.mathsbuilder.com.au

Learning object - The sunken treasure Learning object - Dance moves Sheet - Unlabelled grid counters traditional game (this could be a board game, social game or sporting activity) list of items to locate in a simple scavenger hunt equipment and materials for planning games grid paper or grid overlays Maths mat Supporting learning resource - Evidence cycle Supporting learning resource - Guided inquiry poster Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Learning object - Position: describing positions (TLF S5112)

https://learningplace.eq.edu.au/cx/resources/items/2773fec9-b806-b791-da88-4a268a5652bc/0/viewIMS.jsp © 2011, Alan McSeveny www.mathsbuilder.com.au

Supporting learning resource - Yulunga: Traditional Indigenous Games (ASC) https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga (Note: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.)

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent location, Key understandings 1-3

Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx

Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx

Video - What is a mathematical guided inquiry? https://learningplace.eq.edu.au/cx/resources/items/80ba6d23-8db5-41ca-b520-ba1bf926b872/1/Mth_Y3_U2_ILM16_Dig_What_is_a_guided_inquiry_3-4.mp4


Teaching Sequence


Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will double and halve multiples of ten and practise multiplication facts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 23

Doubling and halving multiples of ten


Double two-digit and three-digit multiples of 10. Halve two-digit and three-digit multiples of 10.


Use materials to represent multiplication and division with multiples of 10 (doubling and halving)?

Solve multiplication and division problems involving two-digit and three-digit multiples of 10 (doubling and halving)?

Example learning sequence Establish learning context

Resources Supporting learning resource - Doubling multiples of 10 Learning object - MAB: base 10 Sheet - Place value chart MAB base 10 materials dice bean bags calculators Learning object - Mini-beasts mission Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Supporting learning resource - Number facts: Multiplication and division

https://learningplace.eq.edu.au/cx/resources/items/89bc859b-fb4e-491d-a462-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Multiply and divide two-digit and three-digit multiples of 10 by two Solve multiplication and division problems

ce73e3fa9a67/0/Mth_Y03_U4_SLR_NumberFacts_MultiplicationAndDivision.docx Supporting learning resource - Mental strategies: Multiplication and division

https://learningplace.eq.edu.au/cx/resources/items/76c77be1-a474-4705-9a1c-16dcfafbc226/0/Mth_Y06_U2_SLR_MultDiv.docx






Duration: 8 Weeks

Teaching Sequence




Lesson 24

Practising multiplication facts


Recall familiar multiplication facts: 2s, 5s, 10s, 1s and 0s.Evidence of learningCan the student:

Recall familiar facts using an efficient thinking strategy? Describe related multiplication facts?

Example learning sequence Establish learning context Recall facts from known strategies

Resources Supporting learning resource - Practising multiplication facts Learning object - Multiplication grid Learning object - Down the river Learning object - Tren's alien pet shop playing cards counters paper grid paper calculators dice with the numbers 0, 1, 2, 2, 5, 10 Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Supporting learning resource - Number facts: Multiplication and division

https://learningplace.eq.edu.au/cx/resources/items/89bc859b-fb4e-491d-a462-ce73e3fa9a67/0/Mth_Y03_U4_SLR_NumberFacts_MultiplicationAndDivision.docx

Supporting learning resource - Mental strategies: Multiplication and division https://learningplace.eq.edu.au/cx/resources/items/76c77be1-a474-4705-9a1c-16dcfafbc226/0/Mth_Y06_U2_SLR_MultDiv.docx

Learning object - Maths - sing it! https://learningplace.eq.edu.au/cx/resources/items/c29ba0ab-b340-010c-02ae-f7e9e51badba/0/viewIMS.jsp






Duration: 8 Weeks

Teaching Sequence

Topic Geometric reasoning Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify angles in the environment, construct and compare angles.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 25

Identifying angles in the environment


Describe angles as the amount of turn between two lines. Locate angles in the environment.


Represent angles with materials? Describe an angle as the amount of turn from one line to a second

line?Example learning sequence

Establish learning context Establish a definition of 'angle' Represent angles Locate angles in the environment

Resources Supporting learning resource - Identifying angles in the environment two-dimensional shapes (e.g. square, rectangle, triangle, hexagon) camera marker or cone (e.g. witch's hat) everyday objects and shapes (examples of angles) Supporting learning resource - Mathematics tool kit Years 3-6





Duration: 8 Weeks

Teaching Sequence




Lesson 26

Constructing angles


Use materials and tools to construct angles. Identify and describe 'square corner angles'.


Construct different angles with materials and tools? Identify 'square corner angles'? Describe 'square corner angles' as angles with a quarter turn?

Example learning sequence Establish learning context Construct angles Identify 'square angles' (right angles)

Resources Supporting learning resource - Constructing angles Learning object - Geoboard Learning object - Angles (3) Sheet - Tangles the angle bear geoboards and rubber bands analog clock paper circles cardboard strips split pins construction material (reusable model construction systems, geostrips or similar) 6 mm nuts and bolts (optional) ice-cream sticks (optional) drill and drill-bit (optional) Supporting learning resource - Mathematics tool kit Years 3-6





Duration: 8 Weeks

Teaching Sequence




Lesson 27

Comparing angles


Compare familiar angles in the environment. Describe angles in general terms: 'larger', 'smaller', 'same size'.


Make direct angle comparisons by overlaying shapes? Make indirect comparisons of angles by using a self-made angle

tester?Example learning sequence

Establish learning context Compare angles of familiar shapes Compare angles in the environment

Resources Supporting learning resource - Comparing angles collection of two-dimensional shapes (paper cut-outs, attribute blocks or similar) angle testers cameras scrap paper Supporting learning resource - Mathematics tool kit Years 3-6


Lesson 28

Extending understanding of angles


Compare angles of familiar shapes and objects. Describe angles as 'right angle', 'larger than a right angle', 'smaller

than a right angle'.Evidence of learningCan the student:

Make indirect comparisons of angles by using a self-made angle tester?

Identify 'right angles' and angles that are 'smaller than a right angle' and 'larger than a right angle'?

Example learning sequence Establish learning context Represent angles Extend understanding of angle comparisons Identify angles using simple tools

Resources Supporting learning resource - Extending understanding of angles Learning object - Geoboard magazines and newspapers cardboard strips split pins construction material (reusable model construction systems, geo strips or similar) Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Mathematics tool kit Years 3-6





Duration: 8 Weeks




Duration: 8 Weeks

Teaching Sequence

Topic Money and financial mathematics Topic Duration 4 Lessons



Lesson 29

Counting money


Describe the features of Australian coins and notes. Count collections of coins and notes.


Order coins and notes according to their value? Describe strategies for counting collections of coins and notes?

Example learning sequence Establish learning context Identify features of Australian coins and notes Explore coins and notes from other countries Count collections of coins and notes Write money amounts

Resources Supporting learning resource - Counting money Learning object - $5 and $10 notes Learning object - $20, $50 and $100 notes Sheet - Coin combinations to remember Sheet - Money exchange game Sheet - Money bingo gameboards Sheet - Money bingo cards imitation coins and notes, money dice (marked 5c, 10c, 10c, 20c, 20c, 50c) Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Website - Royal Australian Mint (Australian Government) http://www.ramint.gov.au/ Sheet - Counting coins https://learningplace.eq.edu.au/cx/resources/items/e911459d-3167-

4540-8615-a9bb7d752061/0/Mth_Y02_U4_SH_InfoSheetCountCoin.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 30

Making equivalent money combinations


Represent money amounts in different ways.Evidence of learningCan the student:

Make money amounts to match a value or price? Match equivalent collections of coins and notes?

Example learning sequence Establish learning context Make combinations with coins Make combinations with coins and notes Match representations

Resources Supporting learning resource - Making equivalent money combinations Learning object - $5 and $10 notes Learning object - $20, $50 and $100 notes Sheet - Common coin combinations Sheet - Dollar and cent amounts Sheet - Equivalent money cards (Note: to cut out) Sheet - Ways with money imitation coins and notes Supporting learning resource - Mathematics tool kit Years 3-6


Lesson 31

Calculating change


Identify situations that require change. Describe strategies for calculating change.


Tender appropriate coins and notes in shopping situations? Identify situations of 'too much' and 'not enough' to buy an item? Describe personal methods for calculating change from simple

transactions?Example learning sequence

Establish learning context Buy goods Give change Calculate change

Resources Supporting learning resource - Calculating change Learning object - Australian money: Correct money and change Sheet - Using coins and notes imitation coins and notes everyday items labelled with price tags Supporting learning resource - Mathematics tool kit Years 3-6


Lesson 32 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence




Solving simple money problems

Students will: Solve simple problems involving money.


Calculate change from simple transactions? Calculate totals by adding the price of two items?

Example learning sequence Establish learning context Calculate change Calculate totals

Supporting learning resource - Solving simple money problems Sheet - Goods for sale imitation coins and notes everyday items labelled with price tags Supporting learning resource - Mathematics tool kit Years 3-6





Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Shape Lesson plan - Mth_Y03_U2_LP01.docx

Lesson plan - Mth_Y03_U2_LP02.docx


Sequence - Number and place value Lesson plan - Mth_Y03_U2_LP04.docx





Sequence - Patterns and algebra Lesson plan - Mth_Y03_U2_LP09.docx




Sequence - Fractions and decimals and Number and place value



Lesson plan - Mth_Y03_U2_LP15.docx Lesson plan - Mth_Y03_U2_LP16.docx




Duration: 8 Weeks




Sequence - Location and transformation Lesson plan - Mth_Y03_U2_LP19-22.docx

Sequence - Number and place value Lesson plan - Mth_Y03_U2_LP23.docx


Sequence - Geometric reasoning Lesson plan - Mth_Y03_U2_LP25.docx




Sequence - Money and financial mathematics





Sequence 10 sided dice (0 to 9)

6 mm nuts and bolts (optional)

A4 paper

addition bingo cards




Duration: 8 Weeks


analog clock

angle testers

base 10 materials

bead strings (20-string)

bean bags

bundled base 10 materials

bundling materials (e.g. ice-cream sticks, connecting blocks)

calculators

cameras

cardboard strips

chart of flags of the world (or use online pictures of flags)

collection of two-dimensional shapes (paper cut-outs, attribute blocks or similar)

construction material (reusable model construction systems, geo strips or similar)

counters

counters (20 per student)

counters (20 per student) counters or joining cubes

dice

dice with the numbers 0, 1, 2, 2, 5, 10




Duration: 8 Weeks


digital camera (optional)

drill and drill-bit (optional)

drinking straws, pipe cleaners and/or toothpicks

elastic (2 m lengths tied in a loop) - at least four lengths

equipment and materials for planning games

everyday items labelled with price tags

everyday objects and shapes (examples of angles)

'feely' bag or box

Find and prepare 'hot potato' sheets, showing two-digit and three-digit addition and subtraction problems

geoboards and rubber bands

grid mat

grid paper

grid paper or grid overlays

ice-cream sticks (optional)

imitation coins and notes

imitation coins and notes, money dice (marked 5c, 10c, 10c, 20c, 20c, 50c)

items to partition

Learning object - $20, $50 and $100 notes




Duration: 8 Weeks


Learning object - $5 and $10 notes

Learning object - 3D shapes from different views

Learning object - Add 9 and 19 with Undercover Cat

Learning object - Angles (3)

Learning object - Australian money: Correct money and change

Learning object - Dance moves

Learning object - Double dice

Learning object - Down the river

Learning object - Geoboard

Learning object - Hundred board http://learningplace.eq.edu.au/cx/resources/items/45dc336e-bfb3-6650-8f97-a5ba35215b15/0/ViewIMS.jsp

Learning object - Hundred board and calculator combo

Learning object - MAB: base 10

Learning object - Maths - sing it! https://learningplace.eq.edu.au/cx/resources/items/c29ba0ab-b340-010c-02ae-f7e9e51badba/0/viewIMS.jsp

Learning object - Mini-beasts mission

Learning object - Multiplication grid

Learning object - Number expander Learning object - Number line




Duration: 8 Weeks


Learning object - Position: describing positions (TLF S5112) https://learningplace.eq.edu.au/cx/resources/items/2773fec9-b806-b791-da88-4a268a5652bc/0/viewIMS.jsp © 2011, Alan McSeveny www.mathsbuilder.com.au

Learning object - Tens dice

Learning object - The sunken treasure

Learning object - Tren's alien pet shop

list of items to locate in a simple scavenger hunt

MAB base 10 materials

magazines

magazines and newspapers

marker or cone (e.g. witch's hat)

materials for sharing (counters, joining cubes, ice-cream sticks)

Maths mat

messy box (container/s containing counting items such as paperclips, blocks, pegs)

modelling materials (reusable modelling clay, playdough, modelling clay, connecting blocks)

models of three-dimensional objects (e.g. cone, cube, cylinder, pyramid, sphere, rectangular prism) or objects to represent these models

Monitoring task - Classifying numbers as odd or even and continuing number patterns

objects that can be partitioned into thirds (e.g. a slice of bread, a chocolate bar, a piece of celery)

paper

paper circles




Duration: 8 Weeks


paper for folding

paper squares

place value beads

place value chart

playing cards

rectangular strips of paper

reusable modelling clay or modelling clay

Scrap paper

sets of number cards

Sheet - 0 to 9 digit cards

Sheet - 3D name cards

Sheet - Absent numbers

Sheet - Addition grid

Sheet - Arrow cards

Sheet - Blank dice

Sheet - Coin combinations to remember

Sheet - Common coin combinations Sheet - Counting coins https://learningplace.eq.edu.au/cx/resources/items/e911459d-3167-4540-8615-a9bb7d752061/0/Mth_Y02_U4_SH_InfoSheetCountCoin.docx




Duration: 8 Weeks


Sheet - Dollar and cent amounts

Sheet - Equivalent money cards

Sheet - Expand your mind bingo

Sheet - Expand your mind bingo! Game 2 Sheet - Folding thirds from a circle https://learningplace.eq.edu.au/cx/resources/items/3457a49e-0126-4d05-a7f6-189142ed431c/0/Mth_Y03_U3_SH_FoldThirdsCircle.docx

Sheet - Fraction extraction game board

Sheet - Fraction extraction: Greater than/less than cards

Sheet - Fraction extraction: Matching cards

Sheet - Goods for sale

Sheet - Match three-digit representations

Sheet - Money bingo cards

Sheet - Money bingo gameboards

Sheet - Money exchange game

Sheet - Number Detective vs The Number Dodger

Sheet - Number expander (HTO)

Sheet - Number match cards

Sheet - Paragon Island Sheet - Partitioning game




Duration: 8 Weeks


Sheet - Partitioning game: three-digit number cards

Sheet - Place value chart

Sheet - Place value chart (HTO)

Sheet - Playdough recipe

Sheet - Sunny Park School evacuation plan

Sheet - Tangles the angle bear

Sheet - Ten frame

Sheet - Tenpin bowling scores

Sheet - Three-dimensional objects

Sheet - Unlabelled grid

Sheet - Using coins and notes

split pins

Supporting learning resource - Adding and subtracting numbers eight and nine

Supporting learning resource - Adding and subtracting three-digit numbers

Supporting learning resource - Calculating change

Supporting learning resource - Comparing angles Supporting learning resource - Constructing angles




Duration: 8 Weeks


Supporting learning resource - Constructing models of 3D objects

Supporting learning resource - Counting money

Supporting learning resource - Describing additive number patterns

Supporting learning resource - Doubling multiples of 10

Supporting learning resource - Evidence cycle

Supporting learning resource - Extending understanding of angles Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx

Supporting learning resource - Guided inquiry poster Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx

Supporting learning resource - Identifying angles in the environment

Supporting learning resource - Identifying features of three-dimensional objects

Supporting learning resource - Investigating additive number patterns

Supporting learning resource - Investigating odd and even numbers

Supporting learning resource - Investigating positions on maps

Supporting learning resource - Making equivalent money combinations

Supporting learning resource - Making solid models of 3D objects Supporting learning resource - Mathematics tool kit Years 3-6




Duration: 8 Weeks


Supporting learning resource - Mental strategies: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx

Supporting learning resource - Mental strategies: Multiplication and division https://learningplace.eq.edu.au/cx/resources/items/76c77be1-a474-4705-9a1c-16dcfafbc226/0/Mth_Y06_U2_SLR_MultDiv.docx

Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Number facts: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx

Supporting learning resource - Number facts: Multiplication and division https://learningplace.eq.edu.au/cx/resources/items/89bc859b-fb4e-491d-a462-ce73e3fa9a67/0/Mth_Y03_U4_SLR_NumberFacts_MultiplicationAndDivision.docx

Supporting learning resource - Part-part-whole reasoning: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/34ae4a5d-2d85-4f1a-a1bd-fc730c4343f4/0/Mth_Y03_U3_SLR_PartPartWholeReasoning.docx

Supporting learning resource - Partitioning - What is it? https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc

Supporting learning resource - Partitioning three-digit numbers 1

Supporting learning resource - Partitioning three-digit numbers 2

Supporting learning resource - Practising multiplication facts

Supporting learning resource - Representing fractions of a collection

Supporting learning resource - Representing thirds

Supporting learning resource - Representing thirds of a collection

Supporting learning resource - Representing unit fractions

Supporting learning resource - Solving simple money problems Supporting learning resource - Using place value in addition and subtraction




Duration: 8 Weeks



Supporting learning resource - Yulunga: Traditional Indigenous Games (ASC) https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4-6Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1, 2, 4 and 5Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent location, Key understandings 1-3Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1

traditional game (this could be a board game, social game or sporting activity)

two-digit number cards

two-dimensional shapes (e.g. square, rectangle, triangle, hexagon)

Video - Prisms https://learningplace.eq.edu.au/cx/resources/items/524e45aa-329a-44a3-bc76-22e9fd30685d/0/Prism.mp4

Video - What is a mathematical guided inquiry? https://learningplace.eq.edu.au/cx/resources/items/80ba6d23-8db5-41ca-b520-ba1bf926b872/1/Mth_Y3_U2_ILM16_Dig_What_is_a_guided_inquiry_3-4.mp4

Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html

Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html

Website - Map-tastic https://learningplace.eq.edu.au/cx/resources/items/b1af59f2-4ac8-773a-6789-2ce551aed000/0/index.html

Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html




Duration: 8 Weeks


Website - Royal Australian Mint (Australian Government) http://www.ramint.gov.au/

Assessment Planner - Adding, subtracting and partitioning numbers

Assessment task - Mth_Y03_U2_AT_Number.docx

Assessment task - Mth_Y03_U2_AT_MR_Number_Ans.docx

Assessment task - Mth_Y03_U2_SS_AT_AdditiveFacts.pptx

Assessment task - Mth_Y03_U2_SS_AT_AdditiveFacts_Answers.pptx

Assessment task – Mth_Y03_U2_AT_TN_Number.docx

Assessment Planner - Classifying numbers as odd or even and continuing number patterns

Assessment task - Mth_Y03_U2_ MT_NumberPatterns.docx

Assessment Planner - Investigating positions on maps Assessment task - Mth_Y03_U2_AT_MathGuidedInquiries.docx

Assessment Assessment task - Adding, subtracting and partitioning numbers

Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive number facts) - Model response (slideshow)

Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive number facts) (slideshow)

Assessment task - Adding, subtracting and partitioning numbers: Model response

Assessment task - Adding, subtracting and partitioning numbers: Teaching notes

Assessment task - Investigating positions on maps




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Adding, subtracting and partitioning numbers (Yr 03)Type Short answer questions

Date

Description Students recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.

Learning Area Mathematics

Understanding and fluency Problem solving and reasoning

Recall addition facts and related subtraction facts.Recognise equivalent representations for the same number.

Partition, regroup and rearrange numbers to solve problems.

A ◄ Writes 34 tens as an equivalent value. ◄ Partitions and regroups numbers to solve all problems and clearly explains thinking.

B ◄ Represents three-digit number 952 on a number expander and identifies the digit in the hundreds place. ◄

Partitions and regroups numbers to determine the total number of cartons or the number that is the total number of cartons left in the van and records thinking.

C ◄Recalls addition and subtraction number facts.Represents 952 on a number expander.Counts forwards and backwards by 10 involving three digit numbers.

◄Explains how Dale changed the value of the number 796 to 806.Correctly calculates the total number of egg cartons or the number that is the total number of cartons left in the van.

D ◄ Reads a three-digit number and identifies the digit in the hundreds place. ◄ Identifies the total number of cartons delivered to all three shops.

E ◄ Recalls an addition or subtraction number fact. ◄ Writes a number or number sentence.




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Investigating positions on maps (Yr 03)Type Assignment/Project

Date

Description Students use simple strategies to reason and solve a location inquiry question.

Learning Area Mathematics

Understanding and fluency Problem solving and reasoning

Match positions on simple grid maps with given information.Connect and apply location understanding to the inquiry question.Use mathematical language and symbols.

Interpret, model and investigate matching positions on a map with given information.Explain and justify conclusions using mathematical evidence.

A ◄

Accurately transfers knowledge of location understanding to show position and pathways on simple grid maps.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

◄

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

B ◄Recalls and uses appropriate location understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.

◄Develops a method to gather evidence to support a conclusion.Explains mathematical thinking including choices made, strategies used and conclusions reached.

C ◄Uses and applies location understanding to match positions on simple grid maps.Uses appropriate mathematical language, materials and diagrams.

◄

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

D ◄Follows a direction on a simple grid map.Uses aspects of mathematical language, materials or diagrams.

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

E ◄Locates a symbol on a map.Uses everyday language to describe location.

◄ Makes isolated statements.




Duration: 8 Weeks




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

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The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

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