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PIALBA STATE SCHOOL: MATHEMATICS YEAR 2 SEMESTER 1 UNIT 2 PLAN TERM 2

Proficiency Strands

At this Year level:

Understanding includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and divisionFluency includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations

Problem-solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape

Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations and creating and interpreting simple representations of data.

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

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

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

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

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

1 D Show Me Term 2 Pre-Test

2 S Identifying Number Patterns

4 S Time Assessment

5 S Guided Inquiry – Investigating Simple Maps

6 S Addition and Subtraction

7 S Money

10 D Show Me Term 1 Post-TestShow Me Term 2 Pre-Test

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

KLA: MathsYear Level Team: Year 2

Term 1: Semester 1Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Lessons L2B U2BNUMBER & PLACE

VALUE: Partitioning and Addition

situations

#Warm ups Place Value Beads – represent numbers with Place Value Making it Balance Shake and Drop#Activities PV Mats with MABs –

o describe and record the number using its Place Value Parts (standard partitioning)

o How many ways can you partition the number with PV? (i.e. 53 = 50+3; 10+10+10+10+10+10+3; 20+30+3 etc or can be described like 5tens and 3ones))

o Describe and record the number using non-standard partitioning (i.e. 53= 4tens + 13 ones etc)

Place Value Partitioningo Activities listed on sheet “Rotation Ideas for Representing

and Partitioning” Order and place 2-digit numbers on number lines – use language of

‘greater than’ and ‘less than’ to describe its position What does = mean – discuss the meaning of the ‘equals’ sign. Fix

any misconception Addition – Bridging 10

o Use double ten frames to addition situations that bridge 10 (9+4). Model how partitioning numbers helps.

o PV Mats and MABs to complete 2-digit+1-digit addition sums (i.e. 38+5). Model how we can partition to create a ‘ten’ with the ones

#Open-ended□ + □ + □ = 13. What might the missing numbers be?

NCR Show Me Pre-Test Term 2

Do students use place value language and parts correctly?

Check that students have ordered numbers correctly

Students may describe the = sign

as meaning ‘the answer comes

next’. Fix with the understanding of it

meaning ‘balance/same as’

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

.

U2BReading calendars

Linking months of the year to seasons

Expose to more technical or specific Maths vocabulary.

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

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

Independent Work

Peer Instruction

Tiered tasks

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-d3563ffe8a/2/Mathematics_Library/index.html

Covers Board Dice 6 sided and 10

sided Counters Place Value Mats Learning Object - MAB:

Base 10 Buccaneer Bowerbird

Bingo MABs 100 bead string Masking tape (for a

number line on the carpet)

Double ten frames Rotation ideas for

Representing and Partitioning

Vocabulary:place value, tens, ones, partition, standard partitioning, non-standard partitioning, number, digit, numeral, 2-digit, addition, add, sum, part, whole, total, part-part-whole, strategy,

Walt: Partition numbers

Wilf: Correct use of place value and recognising parts in addition situations

Tib: Place value is used in real world situations everyday.

https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-d3563ffe8a/2/Mathematics_Library/index.html




KLA: MathsYear Level Team: Year 2





Internal monitoring data

Formative (Feedback)



Resources

Lessons L2B U2BPATTERNS AND

ALGEBRA: Number sequences

#Warm ups Hunting on the Hundreds Chart Place Value Beads – Number sequences#Activities Skip Counting Songs - listen, sing, record sequences Create representations of counting by 3s

eg

Create a class chart of counting sequences Continue counting sequences forwards and backwards

from any starting point – use counters if needed Hot Potato Counting Sequences – pass a beanbag/ball in a

circle saying a counting sequence (change it up by starting at any number, forwards/backwards, sequence)

Real World link – Create a table to show the number of eyes, toes on one foot, fingers on two hands, for a students in the class (i.e. 1person – 2 eyes, 2 people – 4 eyes etc)

SUMMATIVE ASSESSMENT

Identifying Number Patterns

Does the student recognise and describe the

pattern properly

L2B







U2B




Independent Work

Peer Instruction

Tiered tasks


Count By 2s Count By 5s Count By 3s Hunting on the Hundreds

Chart Hundreds Charts Whiteboard markers Learning Object – Hundred

Board Toothpicks Counters Geometric shapes (for

number of sides for skip counting)

Butchers paper and markers

Swipe and Wipes Sheet – “Identify Problems

and Problem Solving” Sheet – “Open-ended

What is the Pattern?”

Vocabulary:pattern, sequence, rule, describe, place value, digit, more, less, add, take, count

Walt: Find and make number patterns and sequences

Wilf: A rule to describe the pattern

Tib: Patterns exist all around us and help to make sense daily situations

https://www.youtube.com/watch?v=0y_dLi_BUjg

https://www.youtube.com/watch?v=uDSWMjtMff4

https://www.youtube.com/watch?v=hae10bsW_CM








Formative (Feedback)



Resources

Lessons L2B U2B

PATTERNS AND ALGEBRA: Number

sequences

Continued

Identify missing numbers in sequences – give number sequences using 2s, 3s, 5s & 10s counting patterns, starting at any number, forwards or backwards – that have a number in the sequence missing. Students describe the pattern and find the missing number. Use Hundred Board in swipe n wipes with whiteboard markers to assist.

Problem Solving – Give students the “Table Problem” and “Step Problem” in small groups and solve. See sheet – “Identify Patterns and Problem Solving”

#Open EndedSee Sheet “Open-Ended What is the Pattern?”

SUMMATIVE ASSESSMENT


Does the student recognise and describe the

pattern properly

L2B







U2B




Independent Work

Peer Instruction

Tiered tasks


Count By 2s Count By 5s Count By 3s Hunting on the Hundreds

Chart Hundreds Charts Whiteboard markers Learning Object – Hundred

Board Toothpicks Counters Geometric shapes (for

number of sides for skip counting)

Butchers paper and markers

Swipe and Wipes Sheet – “Identify Problems

and Problem Solving” Sheet – “Open-ended

What is the Pattern?”

https://www.youtube.com/watch?v=0y_dLi_BUjg

https://www.youtube.com/watch?v=uDSWMjtMff4

https://www.youtube.com/watch?v=hae10bsW_CM





KLA: MathsYear Level Team: add teacher names






(Feedback)



Resources

Lessons L2B U2B

NUMBER AND PLACE VALUE: Fractions

#Warm ups Covers

Allow 'wait time' for the

Expose to more technical or

Mathematics Digital Resource Library

Shake and Drop Four Square

# Activities Cut up pieces of fruit

o Cut into halves - Discuss: How many pieces did we start with? How many do we have now? How can we describe it? Is it EQUAL?

o Cut another into two UNEQUAL pieces – discuss: Is this halves? Continue original piece into quarters and eighths and discuss the EQUAL PARTS of the WHOLE

Folding Shapes:o Use paper squares, rectangles and circles to

show halves, quarters and eighths o Fold shapes into two, four and eight pieces

that DO NOT show halves, quarters or eighths

o Create as a classroom display chart Fractions of Collections

o Give pairs of students bag containing collections of 12, 16, 20 or 24 items (beans, beads, MABs, marbles, etc). Instruct students to divide their collections into halves and quarters. Use language one half of 16 is 8 etc.

Do students display fractions with equal parts

Do students see that the equal part become groups of quanities?

student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Automaticity of Multiplication Facts through rhyme and song.


specific Maths vocabulary.



Independent Work

Peer Instruction

Tiered tasks

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

Fruit Butchers paper Ziplock bags Beads, beans, marbles,

MABs, crayons etc Pizza Board Game Sheets – “Finding Half and

Quarter” Sheet – “Octopus Sharing” Counters Fraction Word Problems –

Activity Cards

Vocabulary:place value, fraction, half, quarter, eighth, equal, partition, part, whole, collection,

Walt: Make halves, quarters and eighths of shapes and collections

Wilf: Equal parts using the denominator to determine how many parts in the whole

Tib: In everyday situations we need to be able to find equal parts





(Feedback)



Resources

Lessons L2B U2BNUMBER AND PLACE

VALUE: FractionsContinued

Rotationso Fractions board game – Pizzao Activity Sheet (Swipe n Wipes) “Finding Half

and Quarter”



Extend with

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58






o Octopus Sharingo Targeting Maths Fractionso Fractions Word Problems

#Open ended A quarter of the flowers in Charlie’s garden are yellow. How many flowers might there be? Draw Charlie’s garden.


Automaticity of Multiplication Facts through rhyme and song.


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


Independent Work

Peer Instruction

Tiered tasks

-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html

Fruit Butchers paper Ziplock bags Beads, beans, marbles,

MABs, crayons etc Pizza Board Game Sheets – “Finding Half and

Quarter” Sheet – “Octopus Sharing” Counters Fraction Word Problems –

Activity Cards








(Feedback)



Resources

Lessons L2B U2B



MEASUREMENT: Time

#Warm ups Four Square “I Have, Who Has Time” – Loop Cards

# Activities Throughout the term – refer to magnetic clock on

whiteboard and discuss time frequently. (i.e. it is now 10 o’clock, at 10:30 we are going to stop and go to the library, - change clock hands to show anticipated times)

Interactive Learning Object “Time Tools – Twelve Hour to the Half Hour)

Create a Clock (tape to desks or leave in desks)o Fold circle in half and quarters – make the link to

halves and quarters, trace over these lines – fill in 12, 3, 6 and 9 on the clock. Fill in the remaining numbers. Discuss these as the HOURS – add hour hand with label to the clock

o Discuss how many minutes in an hour – use real clock to count the minutes – add minute hand to the clock with label (attach hands with split pins

o Label around the clock the minutes that correlate to each number (i.e. 1-5, 2-10, 3-15)

Half pasto Practice turning clock hands to display ‘half past’

times – discuss language. How many minutes is ‘half past’?

o Write word – PAST on right half of clocks

ASSESSMENT TASK-Time Assessment

Do students make the link to fractions









Independent Work

Peer Instruction

Tiered tasks

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

Magnetic Whiteboard Clock

“I Have Who Has Time” – Loop cards

Learning Object – Time Tools- Twelve Hour to the Half Hour

Paper circles Minute/hour hand

templates Split pins Analogue and Digital

Clocks – Blank Swipe n Wipes Whiteboard markers

Vocabulary measurement, measure, time, hour, minute, second, o’clock, half, half past, quarter, quarter past/to, clock, digital, analogue, hands, _____________________

Walt: Tell the time to the half and quarter hour

Wilf: Correct language of time

Tib: We use time to plan our daily lives





(Feedback)



Resources

Lessons L2B U2BMEASUREMENT:

TimeContinued ASSESSMENT TASK-

Time AssessmentAllow 'wait Expose to more

technical or Mathematics Digital Resource Library




Quarter Past/Too Review understanding of quarters - colour in

each quarter of their clocks a different colouro Discover how many minutes in one quarter, two

quarters, 3 quarterso Label - TO on left side of clocko Use correct language of time when reading from

an analogue and digital clock (Quarter to four, 3:45)

Represent different representations of Time – analogue, digital and in words

Use blank clocks in swipe and wipes

time' for the student to process information





specific Maths vocabulary.



Independent Work

Peer Instruction

Tiered tasks


Magnetic Whiteboard Clock

“I Have Who Has Time” – Loop cards

Learning Object – Time Tools- Twelve Hour to the Half Hour

Paper circles Minute/hour hand

templates Split pins Analogue and Digital

Clocks – Blank Swipe n Wipes Whiteboard markers









Process: Pedagogy – HowProduct: Check for

Understanding

Resources




(Feedback)Lessons L2B U2B

LOCATION AND TRANSFORMATION:

Guided Inquiry

Inquiry Question:‘What is the safest and shortest pathway from our classroom

to an emergency assembly area?’

#Activities Follow the Mathematical Inquiry Method

Discover Devise Develop Defend

#Open Ended If I walk out of our room and turn right, where might I be

heading? (Think more than just the first thing they might come to)

If I wanted to go from my seat to the door, which way is quickest? (How can they measure that it is quickest – timers, measuring objects etc)

Here is a map of the school grounds. On the map, draw the school buildings. (This will encourage the use of language of location – look at real map of school grounds after to compare)

Guided Inquiry ASSESSMENT

Investigating Simple Maps of Familiar

Locations

Are students able to recognise their left and right?



Use Concrete Materials (MABs, counters)

Small Group Instruction

Provide smaller number of vocabulary words and use picture clues




Independent Work

Peer Instruction

Tiered tasks


Document “Guided Inquiry Simple Maps”

Blank map of school grounds

Map of school grounds Video – Bird’s Eye View Sheet – Simple House Plan

Vocabulary location, position, turn, right, left, forwards, backwards, map, bird’s eye view, ___________________

Walt: Interpret simple maps and describe location

Wilf: Language of location

Tib: We need to be able to give and follow directions

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsWALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal

monitoring data Formative (Feedback)



Resources




Lessons 22-25 L2B U2BNUMBER AND

ALGEBRA: MoneyWarm ups

Ladders Four Square Fives

#Activities Learning Objects

o $1 and $2 coinso More Coinso Vending Machine

Making $1o How many ways can you make $1o Link to common coin combinations (2x 50c; 5x 20c)

Explicitly teach cents as ‘parts of 100’. $1 is 100co Common misconception - $5 is less than 90c

because the number 90 is bigger than the number 5 Give lots of opportunities to count coins

o Physical coinso How Much Money Sheetso Money Matching PowerPoint

Write different representations of money (i.e. 5 dollars, $5; $1.20, 1 dollar and 20 cents etc)

Class shopo Set up a class shop or restaurant – students can use

play money to buy items. Items should have some price tags (see sheet for printable price tags) attached.

o Set up a reward system – 20c for good behaviour. Students can use their money to buy real prizes (i.e. 50c for a pencil, 20c for a sticker etc)

#Open EndedI have 75 cents in my pocket. What coins might I have?

ASSESSMENT TASK:

Money

Assessment Task:

Performing Addition and Subtraction calculations.

Do students make the connection to skip counting when counting coins?

Do students recognise money values that are written in different methods









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


Plastic coins and notes Learning Object - $1 and

$2 Coins Learning Object – More

Coins Learning Object - $5 and

$10 notes Price Tags – Sheet How Much Money – sheets Money Matching

PowerPoint

Vocabulary money, coins, notes, cents, dollars, parts of 100, more, less, spend, pay, total,

Walt: Counting coins and notes

Wilf: Using skip counting to count collections

Tib: We use money in daily situations in our everyday lives.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsWALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Lessons 26-29 L2B U2B




MEASUREMENT AND GEOMETRY:

Shape

#Activities Geoboards

o Life sized – draw a grid on the ground and use large pieces of elastic and multiple students to make shapes

o Learning Object – Geoboards Identifying and drawing/making shapes

o Common misconception – students do not see that irregular shapes can still be called triangles, quadrilaterals, hexagons etc

2D Shape Riddle Code Hunter – read the clue and identify the shape – use a QR reader on iPad to check answers

Pattern Blocks – use pattern blocks to make regular and irregular 2D shapes

3D objectso 3D object attribute sort. Use hoops or

similar and sort objects based on an attribute. Change attribute and sort again

o Label 3D objectso Describe 3D objects – sides, corners,

surfaceso Create 3D objects with straws and pipe

cleanerso Feely bag – put an object in a bag. Feel it

and decide what 3D object it might be. Provide reasoning to the class. Why do you think that is the object?

o Use Interlocking cubes to make 3D objects

Explicitly teach – why are they called 2D and 3D?

Do students see the similarities and differences in 2D shapes and 3D objects









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers



2D Shape Riddle Code Hunter

iPad with QR code reader Large pieces of elastic Elastic bands Geoboards Learning Object –

Geoboards Range of 3d objects –

mathematical and real world

Pattern Blocks Interlocking Cubes

Vocabulary shape, features, sides, corners, edges, faces, vertices, surface, straight, curved, attribute, 3-Dimensional, 2-Dimensional, common 2D shape names, common 3D shape names

Walt: Identify and describe 2D polygons and features of common 3D objects

Wilf: Correct identification of common polygons and 3D objects. Language to describe shapes and objects.

Tib: 2D shapes and 3D objects can be used to construct things in our world









Process: Pedagogy – How

Resources




Formative (Feedback) Product: Check for UnderstandingLessons 30-32 L2B U2B

NUMBERS AND PLACE VALUE: Multiplication and

Division

#Warm ups Covers Four Square Sharing Game

#Activities Multiplication Songs Arrays

o Arrays Bird Catcher – Use the Array Maker sheet, in two teams (each team with a different coloured counter) roll two dice (1 x 10 sided, 1x blank with twos, threes, fours, fives written to fill each side). Teams take turns to roll the dice and use their counters to cover an array to match. (i.e. roll a 4 and fives). Team that captures the most birds wins.

o Wibbly Wobbly Pobble Arrays – Interactive game

o Word problems – pose real world word problems, draw the array and solve(i.e. an egg carton has two rows of eggs and six eggs in each row. How many eggs all together?)

Can students describe rows and columns correctly

Do students come to the conclusion that multiplication has a turn around (commutative operations)









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers



Array Maker Two different coloured

counters 10 sided dice Blank dice Wibbly Wobbly Pobble

Arrays Interactive Learning Object – Sharing To Share or Not to Share Variety of objects to share

with students – pencils, jellybeans, stickers, etc

Vocabulary multiplication, multiply, division, divide, repeated addition, repeated subtraction, groups, equal, share, arrays,

Walt: Represent and solve simple multiplication and division situations.

Wilf: A range of strategies including – equal groups, arrays, repeated addition on number lines.

Tib: Multiplication be used as a means for repeated addition.




Internal monitoring data Formative (Feedback)



Resources

Lessons 30-32 L2B U2B




NUMBERS AND PLACE VALUE: Multiplication and

Division

Continued

Divisiono Explicit teaching of EQUAL and NOT

EQUALo Sharing – Interactive Learning Objecto A variety of physical objects – hands

on, decide on situations to share these among students

o Sharing stories – present sharing stories (word problems) to solve

o Whole Class sort: To Share or not To Share – identify situations where division is or isn’t required and if it will be equal or not equal groups

#Open EndedYesterday I put some counters into groups with the same number in each group. I cannot remember the groups but I can remember that there were 12 counters. What might the groups have been?

Can students describe rows and columns correctly

Do students come to the conclusion that multiplication has a turn around (commutative operations)









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers



Array Maker Two different coloured

counters 10 sided dice Blank dice Wibbly Wobbly Pobble

Arrays Interactive Learning Object – Sharing To Share or Not to Share Variety of objects to share

with students – pencils, jellybeans, stickers, etc







Internal monitoring


Process: Pedagogy – How

Resources




data Formative (Feedback)

Product: Check for Understanding

L2B U2B


Area

#ActivitiesExplicitly teach – What is Area?Compare and Order Direct Comparisono Display a collection of objects. In small

groups, choose three objects and order the size of the area using direct comparison

o Trace around hands (fingers closed) – compare and order the size of each person’s hand. Overlay to measure. Display in classroom

Measure using Informal Unitso Discuss gaps and overlaps while measuringo Use informal units to measure a variety of

large objects that cannot be directly compared (i.e. desk and window). Which is larger? Make sure students use correct language and reasoning to justify their answers

o Area Robots. Use grid paper to draw a robot (with straight lines). What is the area of students’ robots? Fill in bottom section of sheet

o Area Art Gallery – use grid paper. Each student draws a picture (using squares of the grid) that has an area of a set number of squares. Display each person’s Art in an Area Gallery.












Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


Area Robots sheet Items to use as informal

measuring unit such as: Pattern blocks, Sheets of paper, Interlocking cubes, MABs etc

Variety of classroom objects with flat surfaces

Vocabularyarea, space, surface, measure, compare,

Walt: Measure Area using informal units

Wilf: Uniform units of measurement

Tib: We recognise space and area in our everyday lives





(Feedback)



Resources




L2B U2B


Area

Continued

#Open EndedUsing pattern blocks, create three different shapes with that have the same area.












Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


Area Robots sheet Items to use as informal

measuring unit such as: Pattern blocks, Sheets of paper, Interlocking cubes, MABs etc

Variety of classroom objects with flat surfaces




Year 2 Unit 2Assessment task — Identifying number patterns

Name Class

Teacher Date

Task

1. Write the next three numbers in each number pattern.

a) 13, 15, 17, 19, _____ , ______ , _____

b) 33, 28, 23, 18, _____ , ______ , _____

c) 42, 52, 62, 72, _____ , ______ , _____

2. Sue wrote these number patterns. Sam said pattern (c) was counting in 5’s. Do you agree or disagree? AGREE / DISAGREE

a) 5, 10, 20, 40, …

b) 12, 17, 22, 27, … .

c) 13, 16, 20, 25, …

d) 15, 25, 35, 45, …..

3.

a) Find the pattern. Write the missing numbers.

12 16 20

b) What is the Rule?

Explain why:

4. a) Find the pattern. Write the missing numbers.

b) What is the Rule?

5. Jenny is making a pattern with counters.

She draws the counters to show her pattern.

a) Draw the counters to continue the pattern.

b) Write the pattern in numbers.

______, ______, ______, ______, ______, _______.

c) What is the Rule?

6. a) Create your own pattern.

b) What is the Rule? ________________________

26

Year 2 Mathematics: Unit 2 — Identifying number patterns and telling time to the quarter hour Name:

Purpose of assessment: To describe number patterns and identify missing elements.

Understanding and Fluency Problem-solving and Reasoning

Identify missing element in a number sequence. Describe patterns.

Continues a number pattern counting (forward and backwards) and identifies the rule Q3a, bContinues and describes an unfamiliar counting pattern. Q4a, b

Justify, using mathematical language, why Sam is incorrect. Q2 A

Continues a number pattern (counting forward) and identifies the ruleQ3a, bWrites a pattern represented by diagrams, in numbers. Q5b

Explains why Sam is incorrect Q2Accurately represents counters to continue the pattern Q5aCreates an unfamiliar or complex pattern and describes the rule Q6

B

Identifies missing elements in a number sequence. Q1a,b,c (all correct)Draws 11 and 13 random circles Q5a

Identifies that Sam was incorrect. Q2Draws some counters to continue the pattern and writes the related number pattern. Q5a, bWrites a simple, familiar pattern and describes the rule Q6

C

Identifies some missing elements in a number pattern Q1a, b, c Writes some numbers in a number pattern. Q6 D

Writes a series of numbers. E

Feedback:

19 of 50Mth_Y02_U2_AT_Number

Modified 13/03/19 Year 2 Unit 2

Assessment task — Telling time

Name Class

Teacher Date

Question 1

Draw straight lines to match the times shown.

Question 2

a) Look at the analogue clock below:

Tell the teacher the time.

b) Write the time on the digital clock.

c) Write the time in words.

Question 3

20 of 50Mth_Y02_U2_AT_Telling time

7:30

11:00

8:45

9:15

quarter past 9

11 o’clock

half past 7

quarter to 9

a) Draw the hands on the clock to show quarter past four.

b) Explain why you put the hour hand there:

Question 4

The minute hand has fallen off the clock.

a) Draw the missing hand.

b) Explain your reason for drawing the minute hand in that position.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

21 of 50Mth_Y02_U2_AT_Telling time

Year 2 Mathematics: Unit 2 — Telling time Name:

Purpose of assessment: (Aspect of the Achievement Standard) To tell time to the quarter hour.


Tell time to the quarter-hour. Read an analogue clock to the quarter hour to solve problems.

Draws the missing minute hand on a clock – quarter to time. Q4a Explains the relationship between minute and hour hands. Q4b A

Represents analogue clock time on a digital clock. Q2bWrites time in words using half past, quarter past, quarter to terminology Q2cDraws hands on an analogue clock to show quarter past 4 (hour hand slightly past the 4) Q3a

Explains the placement of the hour hand at slightly past the 4 for quarter past on an analogue clock. Q3b B

Tell time to the quarter hour. Q2aMatches digital items with written form. Q1Draws hands on an analogue clock to show quarter past 4 (hour hand at the 4) Q3a

Reads an analogue clock to the quarter hour to solve a problem.Explains the placement of the hour hand at the 4. Q3b C

Identifies and matches a time to the hour.Tells time using o’clock and the half hour. Describes familiar times of the day. D

Attempts to tell the time. E

Feedback:

22 of 50Mth_Y02_U2_AT_AddConcepts

Modified 13/3/19

Year 2 Unit 2Assessment task — Performing addition and subtraction calculations

Name Class

Teacher Date

Note: Students may use familiar materials to complete the assessment.

Addition and subtraction

Question 1

Write the missing numbers to make each number sentence true.

a) 33 + 2 = b) 57 – 1 = c) 36 + = d) 40 + 30 =

e) - 3 = 20 f) 80 + = 92 g) + 8 = 31 h) - 9 = 27

Question 2

Show how you would solve each of the following problems.Write your answer in the box.

a) 23 + 15

Answer

b) 52 – 25

Answer

c) 40 + + 13 = 61

Answer

Question 3Farmer Joe had 3 paddocks with 9 horses, 7 cows and 4 pigs. How many animals does she have?

23 of 50Mth_Y02_U2_AT_AddSubCalculations

Solve the problem and explain your thinking.

Answer

Question 4


Answer

Ben has $44. Kaye has $31. How much more money does Ben have than Kaye?

Question 5Jack has $44. Mia has $7 more than Jack. How much money do they have altogether?


Answer

24 of 50Mth_Y02_U2_AT_AddSubCalculations

Year 2 Mathematics: Unit 2 — Performing simple addition and subtraction calculations Name:

Purpose of assessment: (Aspect of achievement standard). To perform simple addition and subtraction calculations using a range of strategies.


Perform simple addition and subtraction calculations using a range of strategies. Select and apply a range of strategies to solve addition and subtraction problems.

Solves more complex and unfamiliar addition and subtraction calculations Q1g, 1h, 2c Solves a complex unfamiliar word problem. Q5 A

Solves increasingly complex addition and subtraction calculations. Q1e, f, 2b Solves a complex familiar work problem. Q4 B

Performs simple addition and subtraction calculations using a range of strategies Q1a-d, 2a Solves a simple familiar addition word problem. Q3 C

Represents some simple situations using materials and/or drawings. D

E

Feedback:

25 of 50Mth_Y02_U2_AT_InvestigSimpleMaps

Year 2 Unit 2Assessment task — Investigating simple maps of familiar locations

Name Class

Teacher Date

Task

During Semester 1, students complete two Mathematical guided inquiries. They are:

Investigating outcomes of daily events. ‘What is in the parcel?’ (Unit 1) which focuses on learning related to the sub-strand Chance

Investigating simple maps of familiar locations. ‘What is the safest and shortest pathway from our classroom to an emergency assembly area?’ (Unit 2) which focuses on learning related to the sub-strands Location and Transformation.

As a monitoring task observe:

Mathematical guided inquiry

Link to relevant section of the achievement standard

Quality of student learning

What is the safest and shortest pathway from our classroom to an emergency assembly area?

Students interpret simple maps of familiar locations.

Collect evidence that the student can: represent and interpret simple maps of

familiar locations identify and describe the relative

positions of key features on simple maps

justify their arrangement.

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

interpret simple maps of familiar locations.

26 of 50Mth_Y02_U2_AT_InvestigSimpleMaps

The two Mathematical guided inquiries identified can be used as tools to monitor or assess student understanding of Semester 1 work.

Schools can choose to either:

use both inquiries as assessment with the GTMJ attached

choose to use one inquiry for monitoring and one for assessment, or

use both inquiries as monitoring tasks.

Year 2 Mathematics: Unit 2 — Investigating simple maps of familiar locations Name:

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

Understanding and Fluency Problems-solving and Reasoning

Interpret simple maps of familiar locations.Connect and apply measurement understanding to the inquiry question.Use mathematical language and symbols.

Interpret, model and investigate interpreting simple, familiar maps.Explain and justify conclusions using mathematical evidence.

Accurately transfers knowledge of location understanding to interpret simple maps.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

Develops and applies methods to gather relevant evidence for a viable solution to a problem involving interpreting simple maps.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

A

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

Follows a given method to gather evidence to support the solution to a problem involving interpreting simple maps.Explains mathematical thinking including choices made, strategies used and conclusions reached.

B

Applies location understanding to interpret simple maps of familiar locations.Uses appropriate mathematical language, materials and diagrams.

Chooses a known method to gather evidence to support the solution to a problem involving measuring length.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.

C

Describes location using positional language, materials or diagrams.Follows a given method to gather evidence.Makes statements about choices or strategies used, when prompted. D

Uses everyday language. Makes isolated statements. E

Feedback:

27 of 50Mth_Y02_U2_AT_AddConceptsMoney

Modified

13/3/19 Year 2 Unit 2Assessment task — Recognising the value of money

Name Class

Teacher Date

TaskNote: Students may use familiar materials to complete the assessment.

Question 1

28 of 50Mth_Y02_U2_AT_MoneyValue

a) b)

c) d)

Question 3

Question 4

Question 2Show two different ways to pay for each item. Circle the coins.

a)

75c

Show two different ways to pay for each item. Circle the coins and notes.

b)

$15

Draw the least number of coins and notes you would use to buy the following items.

a.

b.

Circle the more expensive item above.Explain your choice:


65c

$9

(i)

(ii)

(i)

(ii)

Question 5

I have $1, $1, 50c, 50c, 20c, 20c and 10c. I want to buy a bag of chocolate frogs for $4.

a) Do I have enough money ? _____________________________________________________b) Explain:

(Diagrams, words, pictures, manipulatives, number lines, coin rubbings)

c)

c) If there isn’t enough money, draw the extra coins I will need.


Year 2 Mathematics: Unit 2 — Recognising the value of money Name:

Purpose of assessment: (Aspect of achievement standard) To associate collections of Australian coins with their values.


Associate collections of Australian coins with their value. Identify a collection of coins to make a particular value.

Chooses and draws the least number of notes and coins to represent65c and $9. Q3a, 3b Explains why an item is more expensive using mathematical language. Q4

Identifies the extra coins need for a purchase. Q5c A

Associates collections of Australian coins and notes with their value. Q1c,dRepresents one collection of coins and notes to match price of an item. 2b(i)Chooses and/or draws notes and coins to represent 65c and $9. Q3a, 3b

Explains if there is enough money to buy a particular item. Q5b Shows a second possible collection of coins and notes for the same price. Q2b(ii)

B

Associates collections of Australian coins with their value. Q1a, bRepresents one collection of coins to match the price of an item. Q2a (i)

Shows a second possible collection of coins for the same price. Q2a (ii)Determines if there is enough money to buy an item. Q5a (look for evidence in the explanation in Q5b) C

Calculates some monetary amounts from given coinsMatches some coins with a given monetary value. Uses an addition model or strategy to find the total amount of money. D

Recognises some coins Represents a monetary value using Australian coins. E

Feedback:

Australian Curriculum

Foundation to 6 Maths - Year 2

Year 2 Achievement Standard

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three- dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

Content Descriptions

Measurement and Geometry Number and Algebra

Using units of measurement

Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)

Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)

Location and transformation

Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)

Shape

Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)

Describe the features of three-dimensional objects (ACMMG043)

Money and financial mathematics

Count and order small collections of Australian coins and notes according to their value (ACMNA034)Fractions and decimals

Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

Number and place value

Explore the connection between addition and subtraction (ACMNA029) Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to

facilitate more efficient counting (ACMNA028) Investigate number sequences, initially those increasing and decreasing by twos,

threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)

Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

Recognise, model, represent and order numbers to at least 1000 (ACMNA027) Solve simple addition and subtraction problems using a range of efficient mental and

written strategies (ACMNA030)

Patterns and algebra

Describe patterns with numbers and identify missing elements (ACMNA035) Solve problems by using number sentences for addition or subtraction (ACMNA036)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculum

Students require prior experience with: describing number sequences resulting from skip counting by twos, fives and tens identifying representations of one half recognising Australian coins according to their value explaining time durations describing two-dimensional shapes and three-dimensional objects counting to and from 100 locating numbers on a number line carrying out simple additions and subtractions using counting strategies partitioning numbers using place value continuing simple patterns involving numbers and objects ordering objects based on lengths and capacities using informal units telling time to the half hour using the language of direction to move from place to place.

Curriculum working towards

The teaching and learning in this unit work towards: recognising increasing and decreasing number sequences involving twos, threes and fives representing multiplication and division by grouping into sets associating collections of Australian coins with their value identifying the missing element in a number sequence recognising the features of three-dimensional objects interpreting maps of familiar locations counting to and from 1 000 performing simple addition and subtraction calculations using a range of strategies dividing collections and shapes in to halves, quarters and eights ordering shapes and objects using informal units telling time to the quarter hour drawing two-dimensional shapes.

Curriculum Priorities - Pedagogy

Considerations

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

Assessment name: Identifying number patterns and telling time to the quarter hour

Assessment description: Students describe number patterns, identify missing elements and tell time to the quarter hour.

Assessment name: Recognising the value of money and performing simple addition and subtraction calculations

Assessment description: Students associate collections of Australian notes and coins with their values. Students solve simple addition and subtraction problems using a range of strategies.

Assessment name: Investigating simple maps of familiar locations

Assessment 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 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

Monitoring student learning

Student 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 observations, consultations and samples of student work, for example:

partitioning two-digit numbers for the purpose of adding and subtracting identifying rules for number patterns representing halves, quarters and eighths of shapes and collections telling time to the quarter hour representing addition and subtraction situations and problems with materials and drawings counting small collections of coins and notes ordering coin and note combinations according to their value applying and explaining strategies for recalling addition number facts making combinations of coins and notes measuring area with informal units

FeedbackFeedback in this unit this may include:

shapes and their features drawing two-dimensional shapes standard and non-standard place value partitioning efficient strategies for recalling addition number facts efficient strategies for solving addition and subtraction problems describing number patterns identifying missing elements within familiar number sequences representing fractional parts of shapes and collections solving simple problems involving halves, quarters and eighths telling time to the quarter hour using a calendar strategies for counting money (coins and notes) strategies for comparing area of shapes and surfaces measuring area with informal units methods and models for representing multiplication and division.

Year 2 Semester 1 Term 2 Mathematics Report Card Comment BankAssessment Task 1: Identifying Number Patterns and telling time to the quarter hour

A B C D E1M2A1 1M2B1 1M2C1 1M2D1 1M2E1


{Name} continued a number pattern counting (forward and backwards) and identified the rule. {She,He} continued and described an unfamiliar counting pattern. {Name} justified, using mathematical language, why Sam is incorrect.


{Name} continued a number pattern (counting forward) and identified the rule. {She,He} wrote a pattern in numbers that is represented by diagrams, in numbers. {Name} explained why Sam is incorrect. {She,He} accurately represented counters to continue the pattern. {Name} created an unfamiliar or complex pattern and described the rule.


{Name} identified missing elements in a number sequence. {She,He} drew 11 and 13 random circles. {Name} identified that Sam was incorrect. {She,He} drew some counters to continue the pattern and wrote the related number pattern. {Name} wrote a simple, familiar pattern and described the rule.


{Name} identified some missing elements in a number pattern. {She,He} wrote some numbers in a number pattern.


{Name} wrote a series of numbers on their page.

Assessment Task 2: Telling Time A B C D E

1M2A2 1M2B2 1M2C2 1M2D2 1M2E2Telling Time

{Name} drew the missing minute hand on a clock – quarter to time. {She,He} explained the relationship between minute and hour hands.

Telling Time

{Name} represented analogue clock time on a digital clock. {She,He} wrote time in words using half past, quarter past, quarter to terminology . {Name} drew hands on an analogue clock to show quarter past 4 (hour hand slightly past the 4). {She,He} explained the placement of the hour hand at slightly past the 4 for quarter past on an analogue clock.

Telling Time

{Name} told time to the quarter hour. {She,He} matched digital items with the written form. {Name} drew hands on an analogue clock to show quarter past 4 (hour hand at the 4. {She,He} read an analogue clock to the quarter hour to solve a problem. {Name} explained the placement of the hour hand at the 4.

Telling Time

{Name} identified and matched a time to the hour. {She,He} told time using o’clock and the half hour. {Name} described familiar times of the day.

Telling Time

{Name} attempted to tell the time provided.

Assessment Task 3: Performing simple addition and subtraction calculations


Performing simple addition and subtraction calculations

{Name} solved more complex and unfamiliar addition and subtraction calculations. {She,He} solved a complex unfamiliar word problem.


{Name} solved increasingly complex addition and subtraction calculations. (She,He} solved a complex familiar work problem.


{Name} performed simple addition and subtraction calculations using a range of strategies. {She,He} solved a simple familiar addition word problem.


{Name} represented simple additive situations using materials and/or drawings.

No E Level Comment

Assessment Task 4: Guided Inquiry – Investigating simple maps of familiar locationsA B C D E

1M2A4 1M2B4 1M2C4 1M2D4 1M2E4Investigating simple maps of familiar locations

{Name} accurately transferred knowledge of location understanding to interpret simple maps. {She,He} consistently and clearly used appropriate mathematical language, materials and diagrams. {Name} developed and applied methods to gather relevant evidence for a viable solution to a problem involving interpreting simple maps. {She,He} represented and presented evidence logically. {Name} clearly explained mathematical thinking including choices made, strategies used and conclusions reached.

Investigating simple maps of familiar locations

{Name} recalled and used appropriate location understanding connected to the inquiry question. {She,He} consistently used appropriate mathematical language, materials and diagrams. {Name} followed a given method to gather evidence to support the solution to a problem involving interpreting simple maps. {She,He} explained mathematical thinking including choices made, strategies used and conclusions reached.


{Name} applied location understanding to interpret simple maps of familiar locations. {She,He} used appropriate mathematical language, materials and diagrams. {Name} chose a known method to gather evidence to support the solution to a problem involving measuring length. {She,He} represented and presented evidence. {Name} described mathematical thinking including strategies used and conclusions reached.


{Name} described location using positional language, materials or diagrams. {She,He} followed a given method to gather evidence. {Name} made statements about choices or strategies used, when prompted.


{Name} used everyday language. {She,He} made islated statements.

Assessment Task 5: Recognising the value of money.


Money

{Name} chose and drew the least number of notes and coins to represent 65c and $9. {She,He} explained why an item is more or less using mathematical language. {Name} identified the extra coins need for a purchase.

Money

{Name} associated collections of Australian coins and notes with their value. {She,He} represented one collection of coins and notes to match price of an item. {Name} explained if there is enough money to buy a particular item. {She,He} showed a second possible collection of coins and notes for the same price.

Money

{Name} associated collections of Australian coins with their value. {She,He} represented one collection of coins to match the price of an item. {Name} showed a second possible collection of coins for the same price. {She,He} determined if there was enough money to buy an item.

Money

{Name} calculated some monetary amounts from given coins. {She,He} matched some coins with a given monetary value. {Name} used an addition model or strategy to find the total amount of money.

Money

{Name} recognised some coins. {She,He} represented a monetary value, using Australian coins.

Maths Pre-ModerationYear 2 : Unit 1 Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:

Number and place value - recall addition and subtraction number facts, represent two-digit numbers, partition two-digit numbers into place value parts, represent addition situations, describe part-part-whole relationships, add and subtract single- and two-digit numbers, solve addition and subtraction problems, represent multiplication, represent division, solve simple grouping and sharing problems.

Fractions and decimals - represent halves, quarters and eighths of shapes, describe the connection between halves, quarters and eighths, and solve simple number problems involving halves, quarters and eighths.

Money and financial mathematics - describe the features of Australian coins, count coin collections, identify equivalent combinations, identify $5 and $10 notes, count small collections of coins and notes.

Patterns and algebra - identify the threes counting sequence, describe number patterns, identify missing elements in counting patterns, and solve simple number pattern problems.

Using units of measurement - identify the number of days in each month, relate months to seasons, tell time to the quarter hour, compare and order area of shapes and surfaces, cover surfaces to represent area, measure area with informal units.

Shape - recognise and name familiar two-dimensional shapes, describe the features of two-dimensional shapes, draw two-dimensional shapes and describe the features of familiar three-dimensional objects.

Location and transformation - interpret simple maps of familiar locations, describe 'bird's-eye view', use appropriate language to describe locations, use simple maps to identify locations of interest.

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

Assessment Task 1: Identifying Number Patterns and telling time to the quarter hour

Understanding Fluency Identify missing element in a number sequence. Tell time to the quarter hour.

Problem Solving and Reasoning Describe patterns. Read an analog clock to the quarter hour to solve problems.

Assessment Task 2: Telling Time to the quarter hourUnderstanding Fluency

Tell time to the quarter hour.

Problem Solving and Reasoning Read an analog clock to the quarter hour to solve problems.

Assessment Task 3: Performing simple addition and subtraction calculations

Understanding Fluency Perform simple addition and subtraction calculations using a range of strategies..

Problem Solving and Reasoning Compare values. Select and apply a range of strategies to solve addition and

subtraction problems.

Scan and Assess

Prioritise

Develop and Plan

Assessment Task 4: Guided Inquiry – Investigating simple maps of familiar locationsUnderstanding Fluency

Interpret simple maps of familiar locations. Connect and apply measurement understanding to the inquiry question. Use mathematical language and symbols.

Problem Solving and Reasoning Interpret, model and investigate interpreting simple, familiar maps. Explain and justify conclusions using mathematical evidence.

Assessment Task 5: Recognising the value of money and performing simple addition and subtraction calculations.Understanding Fluency

Associate collections of Australian coins with their values.

Problem Solving and Reasoning Identify a collection of coins and notes to make a particular value.

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

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

shapes and their features drawing two-dimensional shapes standard and non-standard place value partitioning efficient strategies for recalling addition number facts efficient strategies for solving addition and subtraction problems describing number patterns identifying missing elements within familiar number sequences representing fractional parts of shapes and collections solving simple problems involving halves, quarters and eighths telling time to the quarter hour using a calendar strategies for counting money (coins and notes) strategies for comparing area of shapes and surfaces measuring area with informal units methods and models for representing multiplication and division

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

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

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

Assessment Task 1: Identifying Number Patterns and telling time to the quarter hour Identifies missing elements in a number sequence. (1a,b,c all correct) Draws 11 and 13 random circles (5a) Identifies and matches time (all correct) (7) Represents a digital time of quarter past on an analog clock ( 9) Is able to correctly identify that Sam was incorrect but doesn’t give a clear explanation of why (2) Describes a number pattern that increases by two. (4c) Writes a pattern counting in 1’s and can identify the rule (6 a and b) Reads an analog clock to the quarter hour to solve a problem. (10a)

Assessment Task 2: Telling Time to the quarter hour Identifies and represents time to the quarter hour using the language of ‘past’ and ‘to’. Q1 a, c, f Reads an analogue clock to the quarter hour to explain arrival at a soccer game. Q2 Identify and explain which hour has just passed when the hour hand is not pointing to a numeral. Q3

Assessment Task 3: Performing simple addition and subtraction calculations Correctly solves addition and subtraction calculations. Q1, 2 Identifies and applies an addition or subtraction model or strategy to solve a problem. Q3

Assessment Task 4: Guided Inquiry – Investigating simple maps of familiar locations Applies location understanding to interpret simple maps of familiar locations. Uses appropriate mathematical language, materials and diagrams. Chooses a known method to gather evidence to support the solution to a problem involving measuring length. Represents and presents evidence. Describes mathematical thinking including strategies used and conclusions reached.

Assessment Task 5: Recognising the value of money and performing simple addition and subtraction calculations

Determines whether there is enough money to buy a particular item. Q2 Q6 Represents a correct monetary value. Q1 Q2 Q4 Recognises, identifies and compares the value of items. Q3, 5

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

Assessment Task 1: Identifying Number Patterns and telling time to the quarter hour Continues a number pattern only counting forward in 4’s and identifies the rule (3a and b) Writes a pattern in numbers that is represented by diagrams. (5b) Represents analog clock time on a digital clock. (8b) Writes time in words.(8a) Is able to give a simple explanation of why Sam is incorrect (2) Identifies and continues a pattern increasing by four (3b) Describes a number pattern that decreases by three. (4d)

Draws the correct pattern for the numbers eleven and thirteen (5a) Writes a pattern using more complex numbers and is able to identify the rule eg: 2,5,10, etc (6a and b)

Assessment Task 2: Telling Time to the quarter hour Represents analogue clock time on a digital clock. Q1 k Writes time in words. Q1 e Explains reasoning for not arriving at game on time using mathematical language. Q2 Represents time to the half hour on an analogue clock by drawing the minute hand in the correct position and in the

correct proportion to the hour hand. Q3a, b

Assessment Task 3: Performing simple addition and subtraction calculations Explains thinking towards correct answer Q2, 3 Documented working out demonstrates some efficiency in recorded response. Q. 2

Assessment Task 4: Guided Inquiry – Investigating simple maps of familiar locations Recalls and uses appropriate location understanding connected to the inquiry question. Consistently uses appropriate mathematical language, materials and diagrams. Follows a given method to gather evidence to support the solution to a problem involving interpreting simple maps. Explains mathematical thinking including choices made, strategies used and conclusions reached.


Chooses and/or draws notes and coins to represent 35c and $9. Q4 Explains if there is enough money to buy a particular item. Q6

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

Assessment Task 1: Identifying Number Patterns and telling time to the quarter hour Continues a number pattern counting forward and backwards in 4’s and identifies the rule (3a and b) Is able to give a detailed explanation of why Sam is incorrect. ( growing pattern) (2) Explains reasoning for not arriving at the game on time. (10b) Represents time to the half hour on an analog clock by drawing the minute hand in the correct position and in the

correct proportion to the hour hand. (11a) Is able to justify position of minute hand in relation to the hour hand using mathematical language (half way, hour

hand, minute hand, half past, hour) (11b

Assessment Task 2: Telling Time to the quarter hour Represents the digital time of quarter past on an analogue clock. Q1 b, d, l Explains reasoning for not arriving at game on time using mathematical language. Q2b Justifies position of minute hand in relation to hour hand using mathematical language. Q3c

Assessment Task 3: Performing simple addition and subtraction calculations Efficiently attains correct answers to addition and subtraction number and word problems. Q2 Justifies logical or creative thinking Q3 Clearly represents an efficient solution for a word problem. Q3

Assessment Task 4: Guided Inquiry – Investigating simple maps of familiar locations Accurately transfers knowledge of location understanding to interpret simple maps. Consistently and clearly uses appropriate mathematical language, materials and diagrams. Develops and applies methods to gather relevant evidence for a viable solution to a problem involving interpreting simple

maps. Represents and presents evidence logically. Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.


Chooses and draws the least number of notes and coins to represent 35c and $9. Q4 Explains why an item is more or less expensive. Q3 Q5

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

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

Maker Model Guiding Questions

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

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

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

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

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

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

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

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

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

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

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

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

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

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

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

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

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

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

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

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

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 4Representing and partitioning two-digit numbers Example learning sequence

Establish learning context Use place value to count collections Represent two-digit numbers Order two-digit numbers Represent place value parts Record partitioning of two-digit numbers

Evidence of learningCan the student:

Position two-digit numbers on a number line, showing relative position?

Describe two-digit numbers as 'greater than' or 'less than'?

Identify standard and non-standard place value parts in two-digit numbers?

Lesson 5Representing addition situations Example learning sequence

Establish learning context Recall addition number facts Represent trading with two-digit numbers Use partitioning when adding.


Derive a personal method for recalling addition number facts that bridge 10 (e.g. 8 + 5, 7 + 9)?

Represent and solve addition situations with two-digit and single-digit numbers where bridging is required (e.g. 38 + 6)?

Lesson 6Representing the 3s counting sequence Example learning sequence

Establish learning context Represent numbers in the threes counting

sequence Identify numbers in the threes counting sequence


Describe patterns that involve adding or subtracting 3?

Identify the next numbers in a threes counting sequence?

Lesson 7Describing number patterns Example learning sequence

Establish learning context Describe number sequences


Describe number sequences using mathematical language?

Infer a pattern rule and continue number sequences?

Lesson 8Identifying missing elements Example learning sequence

Establish learning context Identify pattern rules in number sequences Identify missing elements Identify pattern rules in number sequences


Describe pattern rules in terms of a starting number?

Describe pattern rules in terms of the size of the increase between elements?

Identify missing elements in familiar counting number sequences?

Lesson 16Adding and subtracting single-digit numbers Example learning sequence

Establish learning context Represent and interpret addition and subtraction

situations Recall addition facts that bridge ten Identify related subtraction facts Add a single-digit number to a two-digit number Subtract a single-digit number from a two-digit

number Add strings of single-digit numbers


Identify the parts and whole in addition and subtraction problems?

Represent parts and wholes with materials, as drawings and in visual models?

Use an efficient strategy to recall addition number facts that bridge ten?

Derive and explain a strategy for recalling related subtraction number facts?

Use mental strategies to add/subtract single-digit numbers to/from two-digit numbers?

Rearrange numbers to make addition easier?

Teaching Sequence FeedbackLesson 17-18Adding and subtracting two-digit numbersExample learning sequence

Establish learning context Solve addition and subtraction problems Represent addition and subtraction word problems Solve addition and subtraction problems using part-

part-whole thinking


Add and subtract two-digit numbers mentally? Use an efficient mental computation strategy to

solve two-digit addition and subtraction problems?

Lesson 12Representing halves and quarters of shapes Example learning sequence

Establish learning context Describe fractions as 'equal-sized parts' Represent halves and quarters with area models Compare fractions


Describe fractions as being equal-sized parts of a whole?

Identify halves and quarters in various shapes?

Lesson 13Representing halves and quarters of collections Example learning sequence

Establish learning context Describe fractions as 'equal-sized shares' Share collections into halves and quarters Solve simple number problems involving halves and

quarters


Describe fractional parts of a collection as 'equal-sized shares'?

Show halves and quarters of a collection with materials and diagrams?

Lesson 14Representing eighths of shapes Example learning sequence

Establish learning context Describe eighths Represent eighths with area models Compare fractions


Represent and identify one eighth in a variety of shapes?

Describe eighths as one of eight equal-sized parts of a shape?

Lesson 15Representing eighths of collections Example learning sequence

Establish learning context Describe eighths as 'equal-sized shares' Share collections into eighths Solve simple number problems involving eighths


Describe eighths of a collection as 'equal-sized shares'?

Show eighths of a collection with materials and diagrams?

Lesson 9Telling time to the half hour Example learning sequence

Establish learning context Construct a model of an analog clock Tell time to the half hour Record clock times


Tell time to the half hour? Identify o'clock and half past representations on

analog and digital clocks?

Teaching Sequence FeedbackLesson 10Telling time to the quarter hour Example learning sequence

Establish learning context Represent whole, half and quarter turns Represent quarter hours Tell time


Describe clock times in terms of half and quarter turns?

Read and write clock times to the quarter hour?

Lesson 11Assessing student learning Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo describe number patterns, identify missing elements and tell time to the quarter hour.

Lesson 19-22Investigating simple maps of familiar locations Example learning sequence

Establish learning context Identify the information required (Discover) Plan how to explore the MGI question (Devise) Follow plans and represent pathways (Develop) Explain and evaluate the maps (Defend) Explore further questions (Diverge)


Interpret simple maps to locate objects and key features?

Use appropriate positional language to describe the location of objects and their relationship to other features?

Lesson 23Describing features of Australian coins Example learning sequence

Establish learning context Describe features of Australian coins Identify common coin combinations Count collections of coins


Describe coins in terms of their observable features?

Order coins based on their value? Use numeration and mental computation strategies

to identify monetary amounts?

Lesson 24Counting coins and notes Example learning sequence

Establish learning context Read an make money amounts Count and write money amounts Count and compare collections of $5 and $10 notes Count collections of notes ($5 and $10) and coins Compare and order collections of notes and

coins


Describe $5 and $10 notes in terms of their colour, size, image and value?

Use efficient strategies to count collections of coins and notes?

Lesson 25Assessing student learning Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo associate collections of Australian notes and coins with their values.To solve simple addition and subtraction problems using a range of strategies.

Teaching Sequence FeedbackLessons 26Comparing area Example learning sequence

Establish learning context Identify area as an attribute that can be measured Cover surfaces Compare surfaces - direct comparison


Represent the area of different surfaces by covering them with materials?

Describe and compare the surface area of everyday objects?

Lesson 27Comparing and ordering area Example learning sequence

Establish learning context Compare surfaces - indirect comparison Use direct and indirect comparison

Order shapes based on their area


Make direct comparisons by overlaying surfaces and shapes?

Make indirect comparison by using an intermediary unit?

Order shapes and objects from smallest to largest or least to greatest area?

Lesson 28Measuring area using informal units Example learning sequence

Establish learning context Explain the need for informal units Measure area with informal units Order shapes and surfaces


Identify appropriate units for measuring area? Avoid gaps and overlaps while measuring?

Lesson 1Identifying and describing polygons Example learning sequence

Establish learning context Identify familiar shapes in the environment Describe three-sided shapes and four-sided

polygons Compare triangles Compare quadrilaterals Identify a rhombus and kite


Construct three-sided shapes, including a variety of triangles with materials?

Construct a variety of polygons with materials? Identify the similarities and differences between

shapes? Describe the features of a triangle, rhombus and

kite?

Lesson 2Drawing two- dimensional shapes Example learning sequence

Establish learning context Drawing shapes on paper Drawing shapes with digital technology Exploring shapes


Draw a variety of triangles? Draw a variety of quadrilaterals, including a

rhombus and kite?

Lesson 3Identifying and describing features of three- dimensional objects Example learning sequence

Establish learning context Identify features of three-dimensional objects Describe features of three-dimensional objects Make three-dimensional objects


Represent three-dimensional objects with materials?

Describe three-dimensional objects in terms of their faces, edges and corners?

Teaching Sequence FeedbackLesson 29Representing multiplication Example learning sequence

Establish learning context Represent multiplication as repeated addition Represent multiplication as repeated equal groups Represent multiplication as arrays


Use materials to make equal-sized groups? Draw arrays to match a multiplication situation? Represent repeated addition on a number line?

Lesson 30Solving simple multiplication problems Example learning sequence

Establish learning contextSolve simple multiplication problems


Describe strategies to solve simple multiplication problems?

Lessons 31Representing division Example learning sequence

Establish learning context Represent division as equal shares Describe sharing outcomes.


Record sharing situations with drawings, numerals and words?

Describe sharing situations that involve remainders?

Lesson 32Solving simple division problems Example learning sequence

Establish learning context Solve simple division problems

Connect division and multiplication


Describe and explain strategies for solving division problems?

Create multiplication and division problems?

Post Moderation “Every Student Succeeding”

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

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

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

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

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

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

Scan and Assess

Act

Review

Prioritise

Review

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