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OneSchoolUnit Plan

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

Year Level: Year 3

Applicable LearningAreas/Subjects: Mathematics

Unit Plan

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:

Number and place value - count and sequences beyond 1 000, represent, combine and partition three-digit and four-digit numbers flexibly, use place value to add (written strategy), represent multiplication as arrays and repeated addition, identify part-part-whole relationships in multiplication and division situations, add and subtract two-digit numbers and three-digit numbers, recall multiplication number facts, identify related division number facts, make models and use number sentences that represent problem situations, recall addition and subtraction facts, identify and describe the relationship between addition and subtraction, choose appropriate mental strategies to add and subtract.

Money and financial mathematics - represent money amounts in different ways, compare values, count collections of coins and notes accurately and efficiently, choose appropriate coins and notes for shopping situations, calculate change and simple totals,

Fractions and decimals - represent and compare unit fractions, represent and compare unit fractions of shapes and collections, represent familiar unit fractions symbolically, solve simple problems involving, halves, thirds, quarters and eighths.

Patterns and algebra - identify number patterns to 10 000, connect number representations with number patterns, use number properties to continue number patterns, identify pattern rules to find missing elements in patterns.

Location and transformation - describe and identify examples of symmetry in the environment, fold shapes and images to show symmetry, classify shapes as symmetrical and non- symmetrical.

Units of measurement - use familiar metric units to order, compare and measure objects, and measure and record using metric units, explain measurement choices, measure length using part units and centimetres, represent time to the minute on digital and analog clocks, telling time to five minutes and minute, transfer knowledge of time to real-life contexts.

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

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 53

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

Year: 3Learning Areas/Subjects: Mathematics

Duration: 8 Weeks

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

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%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.




Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Investigating the relationship between units of time (Yr 03)Students use simple strategies to reason and solve a measurement inquiry question.

Written Mathematics Unscheduled

Measuring length, mass and capacity using metric units. (Yr 03)Students use metric units to measure and compare length, mass and capacity.

Short answer questions

Mathematics Unscheduled

Money (eAssessment) (optional) (Yr 03)Students represent money values in various ways and correctly count change from financial transactions.



Patterning and connecting addition and subtraction (Yr 03)Students classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.



Representing multiplication (Yr 03)Students represent multiplication and solve multiplication problems using a range of strategies.

Assignment/Project Mathematics Unscheduled

Telling time to the nearest minute (Yr 03)Students tell time to the nearest minute and solve problems involving time.






Duration: 8 Weeks

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Number and place value Money and financial

mathematics Fractions and decimals Number and place value Location and transformation /

Using units of measurement Patterns and algebra / Number

and place value Using units of measurement

Resources Attachments Plan Resource Bank

Assessment Assignment/Project - Representing

multiplication (Yr 03) Short answer questions - Measuring

length, mass and capacity using metric units. (Yr 03)

Short answer questions - Money (eAssessment) (optional) (Yr 03)

Short answer questions - Patterning and connecting addition and subtraction (Yr 03)

Short answer questions - Telling time to the nearest minute (Yr 03)

Written - Investigating the relationship between units of time (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.

Content Descriptions

Measurement and Geometry Number and Algebra

Location and transformation

Identify symmetry in the environment (ACMMG066)

Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)

Tell time to the minute and investigate the relationship between units of time (ACMMG062)

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)




Duration: 8 Weeks

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:

representing multiplication and division by grouping into sets associating collections of Australian coins with their value identifying the missing element in a number sequence explaining the effects of one-step transformations counting to and from 1 000 performing simple addition and subtraction calculations using a range of strategies dividing collections and shapes into halves quarters and eighths ordering objects, using informal units telling time to the quarter hour drawing two-dimensional shapes.

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

recognising the connection between addition and subtraction solving problems using efficient strategies for multiplication modelling and representing unit fractions representing money values in various ways identifying symmetry in the environment counting to and from 10 000 classifying numbers as either odd or even recalling addition facts for single-digit numbers correctly counting out change from financial transactions continuing number patterns involving addition and subtraction using metric units for length, mass and capacity telling time to the nearest minute.




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-awareness Self-management Social management

For further information, 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

Assessing student learning




Duration: 8 Weeks

Assessment name: Money (eAssessment) (Optional)Assessment description: Students represent money values in various ways and correctly count change from financial transactions.Assessment name: Representing multiplicationAssessment description: Students represent multiplication and solve multiplication problems using a range of strategies.Assessment name: Measuring length, mass and capacity using metric unitsAssessment description: Students use metric units to measure and compare length, mass and capacity.Assessment name: Patterning and connecting addition and subtractionAssessment description: Students classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.Assessment name: Investigating the relationship between units of timeAssessment description: Students use simple strategies to reason and solve a measurement inquiry question.Assessment name: Telling time to the nearest minuteAssessment description: Students tell time to the nearest minute and solve problems involving time.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.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

Count, compare and order numbers beyond 1 000. Represent numbers in different ways, using a variety of materials and visual models. Apply and explain strategies for recalling addition and subtraction number facts. Add and subtract with mental and written strategies. Compare numbers on a number line. Recall multiplication number facts. Represent unit fractions with materials and visual models. Label unit fractions, using symbolic recordings. Count and compare collections of coins and notes. Solve problems involving totals and change. Represent number patterns. Identify, describe and apply pattern rules to continue sequences. Measure length using standard metric units (metre, centimetre, kilogram, gram, millilitre, litre). Show and read times to the nearest minute.




Duration: 8 Weeks

Measure, compare and order objects according to their length, mass and capacity using metric units. Solve problems involving time. Represent symmetry with different materials and visual tools.

FeedbackFeedback in this unit this may include:

partitioning numbers into place value parts counting collections of coins and notes calculating totals and required change from simple transactions dividing shapes and collections into halves, thirds, quarters and eighths recalling multiplication number facts finding examples of symmetry in the environment measuring length, mass and capacity using standard metric units counting sequences beyond 1 000 representing number patterns using place value to add and subtract recalling addition and subtraction number facts telling time to the nearest minute.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Number and place value Lesson 1: Sequencing and representing four-digit numbers Lesson 2: Partitioning four-digit numbers Lesson 3: Using place value to add (written strategy)

4 Lessons Money and financial mathematics Lesson 4: Representing and matching money amounts Lesson 5: Calculating change Lesson 6: Adding totals Lesson 7: Assessing student learning

3 Lessons Fractions and decimals Lesson 8: Representing and comparing unit fractions Lesson 9: Using symbols to represent fractions (shapes) Lesson 10: Using symbols to represent fractions (collections)

4 Lessons Number and place value Lesson 11: Representing multiplication Lesson 12: Connecting multiplication and division Lessons 13-14: Assessing student learning

8 Lessons Location and transformation / Using units of measurement Lesson 15: Describing and identifying symmetry in the environment Lesson 16: Investigating symmetry Lesson 17: Measuring length using standard metric units (metres and centimetres) Lesson 18: Measuring mass using standard metric units (kilograms) Lesson 19: Measuring mass using standard metric units (grams) Lesson 20: Measuring capacity using standard metric units (litres) Lesson 21: Measuring capacity using standard metric units (millilitres) Lesson 22: Assessing student learning




Duration: 8 Weeks

4 Lessons Patterns and algebra / Number and place value Lesson 23: Identifying number patterns to 10 000 Lesson 24: Adding and subtracting two-digit and three-digit numbers Lesson 25: Using a written place-value strategy to add and subtract Lesson 26: Assessing student learning

6 Lessons Using units of measurement Lessons 27-28: Investigating the relationship between units of time Lesson 29: Telling time to five minutes Lesson 30: Telling time to the minute Lesson 31: Solving simple time problems Lesson 32: Assessing student learning

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Number and place value 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 sequence, represent and partition four- 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.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Sequencing and representing four-digit numbers

Lesson objectivesStudents will:

Continue familiar counting sequences beyond 1 000. Represent four-digit numbers with materials.

Evidence of learningCan the student:

Count accurately using four-digit numbers? Order three-digit and four-digit numbers on number lines? Identify standard place value parts in four-digit numbers? Compare and describe numbers as 'larger/greater than' or

'smaller/less than'?Example learning sequence

Establish learning context Count beyond 1 000 Count in multiples of 2, 5 and 10 Compare, order and sequence four-digit numbers Represent four-digit numbers with materials Read and write four-digit numbers

Resources Supporting learning resource - Sequencing and representing four-digit numbers Learning object - Number line Sheet - Blank number grid Learning object - MAB: base 10 Sheet - Arrow cards maths mat and number cards (bridging 1 000) foam cup odometers base 10 materials number cards Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information 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: 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, 5 and 6

Attachments Lesson plan

Lesson 2 Lesson objectivesStudents will:

Resources Supporting learning resource - Partitioning four-digit numbers




Duration: 8 Weeks

Teaching Sequence




Partitioning four-digit numbers

Partition four-digit numbers into place value parts.Evidence of learningCan the student:

Identify standard place value parts? Identify non-standard place value parts?

Example learning sequence Establish learning context Identify standard place value parts Represent non-standard place value parts Investigate - How many ways?

Learning object - MAB: base 10 Learning object - Number expander Sheet - Arrow cards Sheet - Number expander: Thousands Sheet - Place value chart (HTO) base 10 materials (e.g. MAB base 10) Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information 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, 5 and 6


Lesson 3

Using place value to add (written strategy)


Add two-digit numbers using a written strategy.Evidence of learningCan the student:

Partition numbers into place value parts to make calculation more efficient?

Determine if the sum of an addition problem is reasonable?Example learning sequence

Establish learning context Add multiples of ten Add two-digit numbers Apply a written strategy

Resources Supporting learning resource - Using place value to add (written strategy) Supporting learning resource - Mathematics tool kit Years 3-6 base 10 materials, e.g. bundled base 10 materials or MAB base 10

Helpful information Supporting learning resource - Scan think do model

https://learningplace.eq.edu.au/cx/resources/items/66a31ddb-8796-42a5-aa31-bd17064ba19c/0/Mth_Y02_Y2_SLR_ScanThinkDoModel.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

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

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesoid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4, 5 and 6





Duration: 8 Weeks

Teaching Sequence

Topic Money and financial mathematics 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 represent money amounts, calculate change and add totals.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

Representing and matching money amounts


Count and compare money combinations (coins and notes). Read and write money amounts. Select appropriate coins and notes to match shopping situations.


Count collections of coins and notes accurately and efficiently? Match different money amounts, including concrete and pictorial

representations of coins and notes and written forms? Identify the most appropriate single coin or note to make a

purchase? Select the minimum number of coins and notes to match a

purchase price?Example learning sequence

Establish learning context Compare values Count combinations of coins and notes Read and write money amounts Select coins and notes to make a purchase Solve simple problems

Resources Supporting learning resource - Representing money amounts iceblock sticks or straws sticky notes imitation money (coins and notes) catalogues (print or online) pictures/display of coin combinations labelled A, B and C (two with the same value) Learning object - Australian money: Correct money and change Supporting learning resource - Mathematics tool kit Years 3-6


Lesson 5

Calculating change


Use a range of strategies to calculate change.Evidence of learningCan the student:

Interpret shopping situations in part-part-whole terms? Choose an appropriate strategy to calculate change?

Example learning sequence

Resources Supporting learning resource - Calculating change Sheet - Part-part-whole models imitation money 'goods for sale' cards Supporting learning resource - Mathematics tool kit Years 3-6 Learning object - Australian money: Correct money and change




Duration: 8 Weeks

Teaching Sequence

Topic Money and financial mathematics 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 represent money amounts, calculate change and add totals.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 Establish learning context Interpret shopping situations involving change Represent shopping problems involving change Calculate change


Lesson 6

Adding totals


Use a range of strategies to calculate simple totals.Evidence of learningCan the student:

Interpret shopping situations in part-part-whole terms? Choose an appropriate strategy to calculate totals?

Example learning sequence Establish learning context Interpret shopping situations involving totals Represent shopping problems involving totals and change Calculate totals and change

Resources Supporting learning resource - Adding totals imitation coins and notes tuckshop menus Supporting learning resource - Mathematics tool kit Years 3-6


Lesson 7


Assessment purposeTo represent money values in various ways and correctly count change from financial transactions.Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Money (eAssessment) Learning object - eAssessment: Money Year 3





Duration: 8 Weeks

Teaching Sequence

Topic Fractions and decimals 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 represent and compare unit fractions and use symbols to represent fractions of shapes and collections.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 8

Representing and comparing unit fractions


Represent fractions with a range of materials and shapes. Compare familiar unit fractions.


Fold familiar 2D shapes to represent halves, quarters, eighths and thirds?

Order fractional parts of the same whole shape according to their size?

Example learning sequence Establish learning context Represent unit fractions Describe unit fractions Compare unit fractions

Resources Supporting learning resource - Representing and comparing unit fractions Sheet - Folding thirds from a circle Sheet - Fraction relationships Sheet - Fraction extraction 2 comparing fraction cards Sheet - Fraction extraction 2 Gameboard paper rectangles, circles, triangles and squares Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Learning object - Fraction pieces (TLF L3520)

https://learningplace.eq.edu.au/cx/resources/items/35cbb1f3-6d93-585a-262d-a140931ae74c/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)

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 understandings 1, 2 and 3


Lesson 9

Using symbols to represent fractions (shapes)


Divide shapes into halves, thirds, quarters and eighths. Represent familiar unit fractions with symbols.


Label familiar unit fractions as ½, ¼, ⅛, ⅓? Explain the significance of each digit in the symbolic recording of a

unit fraction?

Resources Supporting learning resource - Using symbols to represent fractions (shapes) A4 paper or origami paper Sheet - Fraction extraction 2 matching fraction cards Sheet - Fraction extraction 2 Gameboard Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Learning object - Fractions: parts of a whole (TLF L3524)

https://learningplace.eq.edu.au/cx/resources/items/37fcaf85-97f7-5ce3-0efa-51e4f4a07ba8/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)




Duration: 8 Weeks

Teaching Sequence

Topic Fractions and decimals 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 represent and compare unit fractions and use symbols to represent fractions of shapes and collections.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.


Example learning sequence Establish learning context Identify ½ in everyday situations Describe unit fractions Label unit fractions

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 understandings 1, 2 and 3


Lesson 10

Using symbols to represent fractions (collections)


Partition collections into halves, thirds, quarters and eighths. Represent familiar unit fractions with symbols.


Label familiar unit fractions as ½, ¼, ⅛, ⅓? Explain the significance of each digit in the symbolic recording of a

unit fraction?Example learning sequence

Establish learning context Describe unit fractions Label unit fractions Investigate fractions

Resources Supporting learning resource - Using symbols to represent fractions (collections) resealable bags containing 24 items suitable for counting and sharing, e.g. blocks,

counters digital camera thin cardboard sticky notes rectangular strips Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Learning object - Fraction pieces (TLF L3520)

https://learningplace.eq.edu.au/cx/resources/items/35cbb1f3-6d93-585a-262d-a140931ae74c/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)

Learning object - Fractions: parts of a whole (TLF L3524) https://learningplace.eq.edu.au/cx/resources/items/37fcaf85-97f7-5ce3-0efa-51e4f4a07ba8/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)

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 understandings 1, 2 and 3





Duration: 8 Weeks

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 represent multiplication in different ways and solve multiplication 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 11

Representing multiplication


Represent multiplication in different ways.Evidence of learningCan the student:

Represent multiplication as repeated addition or a collection? Represent multiplication as arrays?

Example learning sequence Establish learning context Show multiplication as repeated addition Show multiplication as arrays Identify 'whole-parts' relationships Investigate multiplication situations

Resources Supporting learning resource - Representing multiplication pictures of everyday arrays, e.g. blocks of chocolate counters (or similar) materials for representing multiplication situations paper Supporting learning resource - Mathematics tool kit Years 3-6

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 3 and 5


Lesson 12

Connecting multiplication and division


Represent multiplication and division situations. Show how multiplication and division are connected.


Describe multiplication and division situations in whole-parts terms?

Identify related multiplication and division facts?Example learning sequence

Establish learning context Interpret multiplication and division situations Represent multiplication and division situations Identify related number facts

Resources Supporting learning resource - Connecting multiplication and division materials suitable for representing multiplication situations, e.g. counters, blocks Supporting learning resource - Mathematics tool kit Years 3-6


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 3 and 5





Duration: 8 Weeks

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 represent multiplication in different ways and solve multiplication 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.


Lessons 13-14


Assessment purposeTo represent multiplication and solve multiplication problems using a range of strategies.Example assessment sequence



Resources Assessment task - Representing multiplication Assessment task - Representing multiplication: Preparation (slideshow) Assessment task - Representing multiplication: Model response Assessment task - Representing multiplication: Student resource Assessment task - Representing multiplication: Teaching notes





Duration: 8 Weeks

Teaching Sequence

Topic Location and transformation / Using units of measurement Topic Duration 8 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, identify and investigate symmetry. Students will use metric units to measure length, mass and capacity.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 15

Describing and identifying symmetry in the environment


Identify and describe symmetry in 2D shapes, images and the environment.


Identify symmetry by folding and cutting shapes? Describe shapes that are symmetrical and non-symmetrical? Explain why some shapes and objects are symmetrical or non-

symmetrical?Example learning sequence

Establish learning context Recognise symmetry Identify symmetry in 2D shapes Create symmetrical shapes Identify symmetry in the environment

Resources Supporting learning resource - Describing and identifying symmetry in the

environment Sheet - 2D shapes (use the one-sided print option) Sheet - Symmetry cards Learning object - Symmetry digital cameras large picture/photograph of a face coloured A4 paper handheld mirrors Supporting learning resource - Mathematics tool kit Years 3-6


Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 4





Duration: 8 Weeks

Teaching Sequence




Lesson 16

Investigating symmetry


Demonstrate their ability to recognise symmetry in everyday shapes and objects.


Classify shapes and objects as symmetrical or non-symmetrical? Maintain symmetry in 2D shape designs?

Example learning sequence Establish learning context Classify shapes in the environment Make a symmetry shape

Resources Supporting learning resource - Investigating symmetry prepared sheet with images depicting familiar shapes and objects in the school

grounds paper prepared 'background' coloured pencils Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Mathematics tool kit Years 3-6


Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 4


Lesson 17

Measuring length using standard metric units (metres and centimetres)


Measure using metres. Use centimetres as a unit for measuring length. Describe situations when measuring with centimetres is

appropriate. Identify that 100 cm = 1 m.


Show a reasonable approximation of one metre using a personal referent (e.g. stride, arms extended)?

Measure efficiently and accurately with metres and centimetres?

Resources Supporting learning resource - Measuring with standard metric units (metres and

centimetres) ribbon or string reusable adhesive metre rulers classroom objects (less than 30 cm in length) centimetre blocks (e.g. MAB ones) metre lengths of string centimetre strips of string or drinking straw strips of cm grid paper Supporting learning resource - Mathematics tool kit Years 3-6




Duration: 8 Weeks

Teaching Sequence




Example learning sequence Establish learning context Compare objects with a standard unit (metre) Measure length using metres Establish the need for part units Measure length using part units (half a metre) Identify centimetre as a standard metric unit Identify contexts to use centimetres to measure length Measure using centimetres

Helpful information Supporting learning resource – Length

https://learningplace.eq.edu.au/cx/resources/items/fc256bb4-c062-43a7-a22d-672a61f80826/0/Mth_Y02_U1_SH_Length.docx

Supporting learning resource - Using personal referents https://learningplace.eq.edu.au/cx/resources/items/57307317-2db8-4a45-8afe-1d691df18b57/0/Mth_Y03_U1_SH_UsiPerRef.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure


Lesson 18

Measuring mass using standard metric units (kilograms)


Establish an understanding of one kilogram. Measure the mass of familiar objects using kilograms.


Identify familiar objects that are more than, less than and about one kilogram?

Use weighing scales to measure an object's mass to the nearest kilogram?

Example learning sequence Establish learning context Identify kilogram as a standard metric unit Connect one kilogram with familiar non-standard units Describe objects as having a mass of more than or less than one

kilogram Measure the mass of familiar objects using kilograms

Resources Supporting learning resource - Measuring mass with standard metric units

(kilograms) materials suitable for use as informal units to measure mass, e.g. marbles, blocks balance scales one-kilogram weights food cans shopping catalogues metric weighing scales for measuring mass Supporting learning resource - Mathematics tool kit Years 3-6


Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure





Duration: 8 Weeks

Teaching Sequence




Lesson 19

Measuring mass using standard metric units (grams)


Measure objects less than 1 kg using grams. Identify that 1 000 g = 1 kg. Use grams to measure, compare and order objects.


Measure objects less than 1 kg? Explain that 1 000 g = 1 kg? Record measurements using the abbreviation for grams (i.e. g)? Use grams to measure, compare and order objects?

Example learning sequence Establish learning context Identify gram as a standard metric unit Identify contexts to use grams to measure mass Measure using grams

Resources Supporting learning resource - Measuring mass with standard metric units (grams) balance scales kitchen scales a variety of weights, e.g. 50 g, 100 g, 250 g, 500 g, 1 kg shopping catalogues a variety of objects less than 1 kg Supporting learning resource - Mathematics tool kit Years 3-6




Lesson 20

Measuring capacity using standard metric units (litres)


Establish a mental image of one litre. Measure the capacity of everyday containers using litres.


Identify containers that hold more than, less than and about one litre?

Compare one litre to familiar non-standard units?Example learning sequence

Establish learning context Identify litre as a standard metric unit Connect one litre with familiar non-standard units

Resources Supporting learning resource - Measuring capacity with standard metric units (litres) collection of everyday containers, e.g. bottles, jugs, ice-cream containers, buckets,

cans, cups different-shaped containers that have a capacity of 1 L multiple quantities of small vessels, e.g. stack of cups shopping catalogues funnels 1 L measuring jugs Supporting learning resource - Mathematics tool kit Years 3-6



Supporting learning resource - Volume




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Measure using litres https://learningplace.eq.edu.au/cx/resources/items/8734cc80-ccc7-4c4f-baca-

c91be043c734/0/Mth_Y03_U6_SLR_Volume.docx


Lesson 21

Measuring capacity using standard metric units (millilitres)


Measure capacities less than 1 L using millilitres. Identify that 1 000 mL = 1 L. Use mL to measure, compare and order containers.


Measure capacities less than 1 L? Explain that 1 000 mL = 1 L? Record measurements using the abbreviation for millilitres (i.e.

mL)? Use mL to measure, compare and order containers?

Example learning sequence Establish learning context Identify millilitre as a standard metric unit Identify contexts to use millilitres to measure capacity Measure using millilitres

Resources Supporting learning resource - Measuring capacity with standard metric units

(millilitres) collection of everyday containers, e.g. bottles, jugs, ice-cream containers, buckets,

cans, cups different-shaped containers that have a capacity of 1 L multiple quantities of small vessels, e.g. stack of cups shopping catalogues medicine cup 100 mL measuring container eye dropper funnels 1 L measuring jugs Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Supporting learning resource - Volume

https://learningplace.eq.edu.au/cx/resources/items/8734cc80-ccc7-4c4f-baca-c91be043c734/0/Mth_Y03_U6_SLR_Volume.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure





Duration: 8 Weeks

Teaching Sequence




Lesson 22Assessing student learning

Assessment purposeTo use metric units to measure and compare length, mass and capacity.Example assessment sequence



Resources Assessment task - Measuring length, mass and capacity using metric units Assessment task - Measuring length, mass and capacity using metric units: Model

response Assessment task - Measuring length, mass and capacity using metric units:

Teaching notes





Duration: 8 Weeks

Teaching Sequence

Topic Patterns and algebra / Number and place value 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 number patterns resulting from addition and subtraction, and add and subtract two-digit and 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 23

Identifying number patterns to 10 000


Identify and describe number patterns involving three-digit numbers.

Identify and continue patterns resulting from addition and subtraction.

Identify odd and even numbers.Evidence of learningCan the student:

Continue familiar number sequences? Identify missing elements? Identify and correct errors in number patterns? Represent and describe addition and subtraction patterns?

Example learning sequence Establish learning context Identify and describe number patterns Continue familiar number sequences Represent number patterns involving addition Represent number patterns involving subtraction Identify missing elements and pattern errors Identify odd and even numbers

Resources Supporting learning resource - Identifying number patterns to 10 000 Learning object - Hundred board Learning object - Hundred board and calculator combo Sheet - Be a number detective Slideshow - Dodger explores a number pattern Slideshow - Number detective discovers a pattern number cards calculators Supporting learning resource - Mathematics tool kit Years 3-6


Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Reason about number patterns, Key understanding 3





Duration: 8 Weeks

Teaching Sequence




Lesson 24

Adding and subtracting two-digit and three-digit numbers


Add and subtract two-digit and three-digit numbers. Describe and record personal methods for adding and subtracting.


Use an estimation to identify a reasonable solution? Use a variety of strategies to add and subtract efficiently? Record personal methods for adding and subtracting with informal

jottings and recordings?Example learning sequence

Establish learning context Add two-digit and three-digit numbers Subtract two-digit and three-digit numbers Add with three addends

Resources Supporting learning resource - Adding and subtracting two-digit and three- digit

numbers Learning object - MAB: base 10 Sheet - Addition and subtraction problems base 10 materials (MAB) Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information 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


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 Reason about number patterns, Key understanding 3





Duration: 8 Weeks

Teaching Sequence




Lesson 25

Using a written place-value strategy to add and subtract


Add two-digit numbers using a written strategy. Subtract two-digit numbers using a written strategy.


Partition numbers into place-value parts to make calculation more efficient?

Recall addition and subtraction number facts?Example learning sequence

Establish learning context Add two-digit numbers Subtract two-digit numbers Identify and solve word problems

Resources Supporting learning resource - Using a written place-value strategy to solve additive

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

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-13684014&stream_asset=true Reason about number patterns, Key understanding 3


Lesson 26


Assessment purposeTo classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.Example assessment sequence



Resources Assessment task - Patterning and connecting addition and subtraction Assessment task - Patterning and connecting addition and subtraction: Teaching

notes Assessment task - Addition number facts (slideshow) Assessment task - Addition number facts: Answers (slideshow) Assessment task - Patterning and connecting addition and subtraction: Model

response





Duration: 8 Weeks

Teaching Sequence




Teaching Sequence

Topic Using units of measurement 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 investigate units of time, tell time to the nearest minute and solve simple time 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.


Lessons 27-28

Investigating the relationship between units of time


Use units of time to measure and compare duration.Evidence of learningCan the student:

Identify the relationship between minutes and hours? Compare the duration of activities?

Example learning sequence Establish learning context Explore units of time (Discover) Plan how students will measure the duration of activities (Devise) Collect evidence to support the question (Develop) Justify responses to the inquiry (Defend)

Resources Assessment task - Investigating the relationship between units of time Supporting learning resource - Investigating the relationship between units of time Supporting learning resource - Guided inquiry poster Supporting learning resource - Evidence cycle clock faces or images of clock faces calculators magazines classroom games classroom sporting equipment including balls of various sizes Supporting learning resource - Mathematics tool kit Years 3-6

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

Attachments




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Lesson plan




Duration: 8 Weeks

Teaching Sequence




Lesson 29

Telling time to five minutes


Say, read, write and show times to five-minute intervals. Identify one-minute intervals on an analog clock.


Match analog and digital clock representations to five-minute intervals?

Represent one-minute intervals on an analog clock?Example learning sequence

Establish learning context Tell time to five-minute intervals Relate time to everyday events Identify one-minute intervals

Resources Supporting learning resource - Telling time to five minutes six or more analog clocks for students to manipulate classroom/school/transport timetables Sheet - Train timetable Supporting learning resource - Mathematics tool kit Years 3-6

Helpful information Learning object - Time tools: 24-hour to the minute: practice time (TLF L9643)

https://learningplace.eq.edu.au/cx/resources/items/0b81b7a4-4782-fcd0-8508-47d545786f03/0/ViewIMS.jsp


Lesson 30

Telling time to the minute


Tell time to the minute. Read and write clock times to the minute.


Describe the movement of minute and hour hands on an analog clock?

Match analog and digital clock representations?Example learning sequence

Establish learning context Develop an understanding of one minute Represent minutes on a clock face Tell time to the minute Read and write clock times

Resources Supporting learning resource - Telling time to the minute Learning object - Clocks: Analog and digital (Analog clock tab and Activities tab) minute sand timers (assorted) / egg timer stopwatches (digital and manual) clocks (analog and digital) clock stamps three strips of paper per student Supporting learning resource - Mathematics tool kit Years 3-6





Duration: 8 Weeks

Teaching Sequence




Lesson 31

Solving simple time problems


Tell time to the minute. Solve simple time problems.


Represent and draw times to the minute on analog and digital clocks?

Use clocks to solve simple time problems?Example learning sequence

Establish learning context Tell time to the minute Solve simple time problems

Resources Supporting learning resource - Solving simple time problems Learning object - Digital and analog time (1) Supporting learning resource - Mathematics tool kit Years 3-6


Lesson 32


Assessment purposeTo tell time to the nearest minute and solve problems involving time.Example assessment sequence



Resources Assessment task - Telling time to the nearest minute Assessment task - Telling time to the nearest minute: Model response Assessment task - Telling time to the nearest minute: Teaching notes





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 - Number and place value Lesson plan - Mth_Y03_U3_LP01.docx

Lesson plan - Mth_Y03_U3_LP02.docx


Sequence - Money and financial mathematics





Sequence - Fractions and decimals Lesson plan - Mth_Y03_U3_LP08.docx



Sequence - Number and place value Lesson plan - Mth_Y03_U3_LP11.docx


Lesson plan - Mth_Y03_U3_LP13_14.docx

Sequence - Location and transformation / Using units of measurement


Lesson plan - Mth_Y03_U3_LP16.docx Lesson plan - Mth_Y03_U3_LP17.docx




Duration: 8 Weeks







Sequence - Patterns and algebra / Number and place value





Sequence - Using units of measurement

Lesson plan - Mth_Y03_U3_LP27_28.docx





Sequence 1 L measuring jugs

100 mL measuring container

a variety of objects less than 1 kg




Duration: 8 Weeks


a variety of weights, e.g. 50 g, 100 g, 250 g, 500 g, 1 kg

A4 paper or origami paper

balance scales

base 10 materials (e.g. MAB base 10 or bundled base 10 materials)

calculators

catalogues (print or online)

centimetre blocks (e.g. MAB ones)

centimetre strips of string or drinking straw

classroom games

classroom objects (less than 30 cm in length)

classroom sporting equipment including balls of various sizes

classroom/school/transport timetables

clock faces or images of clock faces

clock stamps

clocks (analog and digital)

collection of everyday containers, e.g. bottles, jugs, ice-cream containers, buckets, cans, cups

coloured A4 paper

coloured pencils




Duration: 8 Weeks


counters (or similar)

different-shaped containers that have a capacity of 1 L

digital cameras

eye dropper

foam cup odometers

food cans

funnels

'goods for sale' cards

handheld mirrors

iceblock sticks or straws

imitation coins and notes

kitchen scales

large picture/photograph of a face

Learning object - Australian money: Correct money and change

Learning object - Clocks: Analog and digital (Analog clock tab and Activities tab)

Learning object - Digital and analog time (1)

Learning object - eAssessment: Money Year 3 Learning object - Fraction pieces (TLF L3520) https://learningplace.eq.edu.au/cx/resources/items/35cbb1f3-6d93-585a-262d-a140931ae74c/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)




Duration: 8 Weeks


Learning object - Fractions: parts of a whole (TLF L3524) https://learningplace.eq.edu.au/cx/resources/items/37fcaf85-97f7-5ce3-0efa-51e4f4a07ba8/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)

Learning object - Hundred board

Learning object - Hundred board and calculator combo

Learning object - MAB: base 10

Learning object - Number expander

Learning object - Number line

Learning object - Symmetry Learning object - Time tools: 24-hour to the minute: practice time (TLF L9643) https://learningplace.eq.edu.au/cx/resources/items/0b81b7a4-4782-fcd0-8508-47d545786f03/0/ViewIMS.jsp

magazines

materials for representing multiplication situations

materials suitable for use as informal units to measure mass, e.g. marbles, blocks

maths mat and number cards (bridging 1 000)

medicine cup

metre lengths of string

metre rulers

metric weighing scales for measuring mass

minute sand timers (assorted) / egg timer

multiple quantities of small vessels, e.g. stack of cups




Duration: 8 Weeks


number cards

one-kilogram weights

paper

paper rectangles, circles, triangles and squares

pictures of everyday arrays, e.g. blocks of chocolate

pictures/display of coin combinations labelled A, B and C (two with the same value)

prepared 'background'

prepared sheet with images depicting familiar shapes and objects in the school grounds

rectangular strips

resealable bags containing 24 items suitable for counting and sharing, e.g. blocks, counters

reusable adhesive

ribbon or string

Sheet - 2D shapes (use the one-sided print option)

Sheet - Addition and subtraction problems

Sheet - Arrow cards

Sheet - Be a number detective

Sheet - Blank number grid Sheet - Folding thirds from a circle




Duration: 8 Weeks


Sheet - Fraction extraction 2 comparing fraction cards

Sheet - Fraction extraction 2 Gameboard

Sheet - Fraction extraction 2 matching fraction cards

Sheet - Fraction relationships

Sheet - Number expander: Thousands

Sheet - Part-part-whole models

Sheet - Place value chart (HTO)

Sheet - Symmetry cards

Sheet - Train timetable

shopping catalogues

six or more analog clocks for students to manipulate

Slideshow - Dodger explores a number pattern

Slideshow - Number detective discovers a pattern

sticky notes

stopwatches (digital and manual)

strips of cm grid paper

Supporting learning resource - Adding and subtracting two-digit and three-digit numbers

Supporting learning resource - Adding totals




Duration: 8 Weeks


Supporting learning resource - Calculating change

Supporting learning resource - Connecting multiplication and division

Supporting learning resource - Describing and identifying symmetry in the environment

Supporting learning resource - Evidence cycle 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 number patterns to 10 000

Supporting learning resource - Investigating symmetry

Supporting learning resource - Investigating the relationship between units of time Supporting learning resource - Length https://learningplace.eq.edu.au/cx/resources/items/fc256bb4-c062-43a7-a22d-672a61f80826/0/Mth_Y02_U1_SH_Length.docx

Supporting learning resource - Mathematics tool kit Years 3-6

Supporting learning resource - Measuring capacity with standard metric units (litres)

Supporting learning resource - Measuring capacity with standard metric units (millilitres)

Supporting learning resource - Measuring mass with standard metric units (grams)

Supporting learning resource - Measuring mass with standard metric units (kilograms) Supporting learning resource - Measuring with standard metric units (metres and centimetres)




Duration: 8 Weeks


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

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

Supporting learning resource - Partitioning four-digit numbers

Supporting learning resource - Representing and comparing unit fractions

Supporting learning resource - Representing money amounts

Supporting learning resource - Representing multiplication Supporting learning resource - Scan think do modelhttps://learningplace.eq.edu.au/cx/resources/items/66a31ddb-8796-42a5-aa31-bd17064ba19c/0/Mth_Y02_Y2_SLR_ScanThinkDoModel.docx

Supporting learning resource - Sequencing and representing four-digit numbers

Supporting learning resource - Solving simple time problems

Supporting learning resource - Telling time to five minutes

Supporting learning resource - Telling time to the minute

Supporting learning resource - Using a written place-value strategy to solve additive problems Supporting learning resource - Using personal referentshttps://learningplace.eq.edu.au/cx/resources/items/57307317-2db8-4a45-8afe-1d691df18b57/0/Mth_Y03_U1_SH_UsiPerRef.docx

Supporting learning resource - Using place value to add (written strategy)

Supporting learning resource - Using symbols to represent fractions (collections)

Supporting learning resource - Using symbols to represent fractions (shapes) Supporting learning resource - Volumehttps://learningplace.eq.edu.au/cx/resources/items/8734cc80-ccc7-4c4f-baca-c91be043c734/0/Mth_Y03_U6_SLR_Volume.docx




Duration: 8 Weeks



Text - Department of Education Western Australia (2013), First Steps in Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measureText - 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 1, 2, 3, 4, 5 and 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 3 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 shape, Key understanding 4

thin cardboard

three strips of paper per student

tuckshop menus

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

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

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

Assessment Planner - Investigating the relationship between units of time Assessment task - Mth_Y03_U3_AT_MathGuidedInquiries.docx

Assessment Planner - Measuring length, mass and capacity using metric units.

Assessment task - Mth_Y03_U3_AT_MeasUnit.docx

Assessment task - Mth_Y03_U3_AT_MR_MeasUnit.docx

Assessment task - Mth_Y03_U3_AT_TN_MeasUnit.docx




Duration: 8 Weeks


Assessment Planner - Money (eAssessment) (optional) Assessment task - Mth_Y03_U3_AT_Money_eAssessment.docx

Assessment Planner - Patterning and connecting addition and subtraction

Assessment task - Mth_Y03_U3_AT_AdditionFacts.pptx

Assessment task - Mth_Y03_U3_AT_AdditionFacts_Answers.pptx

Assessment task - Mth_Y03_U3_AT_PattProbSolv.docx

Assessment task - Mth_Y03_U3_AT_MR_PattProbSolv.docx

Assessment task - Mth_Y03_U3_AT_TN_PattProbSolv.docx

Assessment Planner - Representing multiplication

Assessment task - Mth_Y03_U3_AT_MultFair.docx

Assessment task - Mth_Y03_U3_AT_MR_MultFair.docx

Assessment task - Mth_Y03_U3_AT_SS_MultFair.pptx

Assessment task - Mth_Y03_U3_AT_Thinkboard_MultFair.docx

Assessment task - Mth_Y03_U3_AT_TN_MultFair.docx

Assessment Planner - Telling time to the nearest minute

Assessment task - Mth_Y03_U3_AT_TellTime.docx

Assessment task - Mth_Y03_U3_AT_MR_TellTime.docx

Assessment task - Mth_Y03_U3_AT_TN_TellTime.docx

Assessment Assessment task - Addition number facts (slideshow)

Assessment task - Addition number facts: Answers (slideshow)

Assessment task - Investigating the relationship between units of time




Duration: 8 Weeks


Assessment task - Measuring length, mass and capacity using metric units

Assessment task - Measuring length, mass and capacity using metric units: Model response

Assessment task - Measuring length, mass and capacity using metric units: Teaching notes

Assessment task - Money (eAssessment)

Assessment task - Patterning and connecting addition and subtraction

Assessment task - Patterning and connecting addition and subtraction: Model response

Assessment task - Patterning and connecting addition and subtraction: Teaching notes

Assessment task - Representing multiplication

Assessment task - Representing multiplication: Model response

Assessment task - Representing multiplication: Preparation (slideshow)

Assessment task - Representing multiplication: Student resource

Assessment task - Representing multiplication: Teaching notes

Assessment task - Telling time to the nearest minute

Assessment task - Telling time to the nearest minute: Model response

Assessment task - Telling time to the nearest minute: Teaching notes




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Investigating the relationship between units of time (Yr 03)Type: Written

Date:

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

Learning Area Mathematics

Understanding and Fluency Problem solving and reasoning

Connect and apply measurement understanding to an inquiry question.Use mathematical language and symbols.

Interpret, model and investigate measuring time in minutes.Explain and justify conclusions using mathematical evidence.

A ◄

Accurately transfers measurement knowledge of how units of time can be used to measure and compare duration.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

◄

Develops and applies methods to gather relevant evidence for how many times you can bounce a ball.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

B ◄Recalls and uses appropriate measurement understanding of how units of time can be used to measure and compare duration.Consistently uses appropriate mathematical language, materials and diagrams.

◄

Develops a method to gather evidence to support how many times you can bounce a ball.Explains mathematical thinking including choices made, strategies used and conclusions reached.

C ◄Uses and applies measurement understanding to measure and compare duration.Uses appropriate mathematical language, materials and diagrams.

◄

Chooses a known method to gather evidence to support how many times you can bounce a ball.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.

D ◄Records a time.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 ◄Identifies a time duration.Uses everyday language.

◄ Makes isolated statements.




Duration: 8 Weeks

Assessment


AssessmentTask Name

Measuring length, mass and capacity using metric units. (Yr 03)Type: Short answer questions

Date:

Description Students use metric units to measure and compare length, mass and capacity.



Use metric units to order and compare objects.Write equivalent measurements using different units.Measure and record using metric units.

Estimate using metric units.

A ◄ Represents capacity in jugs with no labelled scale. ◄ Explains thinking and reasoning used to represent capacity in jugs with no labelled scale.

B ◄Identifies capacity using a simple scale.Shows measurement of mass using a simple scale.

◄ Adds length measurements of blocks to solve a problem using an appropriate metric unit.

C ◄Uses metric units to order and compare objects.Writes equivalent measurements using different units.Measures and records using metric units.

◄ Estimates the capacities of containers using appropriate metric units.

D ◄ Matches measurement instruments to measurement types. ◄ Estimates the capacity of a container.

E ◄ Names an object about 1 kg or more than 1 kg. ◄ Writes an estimate.




Duration: 8 Weeks

Assessment


AssessmentTask Name

Money (eAssessment) (optional) (Yr 03)Type: Short answer questions

Date:

Description Students represent money values in various ways and correctly count change from financial transactions.



Identify and represent money values using words and symbols.Compare and order Australian notes and coins based on their value.

Represent monetary value using a combination of notes and coins.Calculate change using efficient additive thinking strategies.

A ◄ Compares and identifies a combination of notes and coins to determine if a value is less than, greater than or the same as another value. ◄

Calculates correctly the cost and change of common financial transactions using efficient additive thinking strategies and suitable computational processes.

B ◄ Compares and identifies values that are less than, greater than or the same as another value. ◄

Uses efficient additive thinking strategies to combine notes and coins to represent monetary values and to calculate the required change of financial transactions.

C ◄Recognises and orders notes and coins based on their value.Represents monetary values using standard symbolic representations.Correctly writes the monetary value.

◄ Calculates the correct change for simple financial transactions.

D ◄ Recognises and matches notes and coins to their appropriate value. ◄ Calculates the correct change for a whole-dollar transaction.

E ◄ Recognises and matches a note or coins to its appropriate value. ◄ Represents money values.




Duration: 8 Weeks

Assessment


AssessmentTask Name

Patterning and connecting addition and subtraction (Yr 03)Type: Short answer questions

Date:

Description Students classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.



Classify odd and even numbers.Recall addition facts and related subtraction facts.Continue number patterns involving addition and subtraction.Connect addition and subtraction.

Demonstrate why a number is either odd or even.Create and describe number patterns involving addition and subtraction.Explain the connection between addition and subtraction.Solve problems involving addition and subtraction.

A ◄ Continues a number pattern involving a combination of operations. ◄Solves a problem by using addition and subtraction to find a missing score.Describes a number pattern involving a combination of operations.

B ◄ Identifies, describes and continues a number pattern involving two addition steps. ◄

Explains why 20 is an even number.Explains the connection between addition and subtraction using mathematical language.Describes single-step number patterns.

C ◄

Recalls addition and subtraction facts.Classifies odd and even numbers correctly.Continues number patterns involving addition and subtraction.Connects addition and subtraction by writing number sentences using given numbers.

◄

Solves problems by calculating the total score.Creates and describes a number pattern with 15 as the starting number.Draws a diagram to show 20 is an even number.Explains the connection between addition and subtraction with number sentences and a diagram.

D ◄Continues a one-step addition number pattern.Identifies an odd number and an even number.

◄ Writes a number sentence.

E ◄Recalls an addition or subtraction number fact.Identifies an odd or an even number.

◄ Draws a diagram.




Duration: 8 Weeks

Assessment


AssessmentTask Name

Representing multiplication (Yr 03)Type: Assignment/Project

Date:

Description Students represent multiplication and solve multiplication problems using a range of strategies.



Represent multiplication in different ways.Calculate multiplication using a range of strategies and personal methods.

Devise a series of questions that relate to a multiplication activity.

A ◄Represents multiplication symbolically.Calculates multiplication efficiently using a range of strategies and personal methods.

◄ Devises a variety of representations of multiplication using mathematical language and understanding.

B ◄ Calculates accurately using a range of strategies. ◄ Explains and justifies improvements in an activity (if necessary) or explains and justifies why an improvement is not necessary.

C ◄ Applies appropriate strategies for solving a multiplication problem. ◄ Devises questions that demonstrate an understanding of multiplication.

D ◄ Uses a range of concrete and visual models to represent multiplication facts. ◄ Devises questions about their activity.

E ◄ Represents multiplication facts as repeated collections of discrete materials. ◄ Writes a question to accompany their multiplication activity.




Duration: 8 Weeks

Assessment


AssessmentTask Name

Telling time to the nearest minute (Yr 03)Type: Short answer questions

Date:

Description Students tell time to the nearest minute and solve problems involving time.



Make connections between time representations.Recall relationships between units of time.

Calculate time to the nearest minute to solve problems.

A ◄ Records analog clock representations using an accurate scale, showing the relationship between the minute and hour hands. ◄ Explains an answer to a problem involving analog time and a timetable.

B ◄ Records analog clock representations using standard digital notation. ◄ Solves problems involving analog time to the nearest minute and a timetable.

C ◄Makes connections between representations of time to the nearest minute.Recalls relationships between seconds, minutes and hours.

◄ Calculates duration of the video presentation to write the correct finish time.

D ◄ Identifies and matches representations of time (half past, quarter to). ◄ Interprets a timetable to identify opening time.

E ◄ Identifies and matches a representation of time. ◄ Writes a time using an analog or digital representation.




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].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

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.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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