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AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5)

Week

1-2

Number

: Place

Value

Odd and

Even

Numbers

Vocabulary:

Ones, tens, hundreds,

thousands, tens of thousands,

hundreds of thousands, tenths,

hundredths, thousandths,

estimating, round up and

down, expanding, contracting,

decimals

Resources:

Nelson 3 unit 1, 2 and 3

and 2 pg. 24-32

Nelson 4 unit 1, 2 and 3

and 2 pg.: 24-32

Signpost Maths 3 Unit 6

24-25

Signpost Maths 4 Unit 5

22-27

Team board interactive

activities.

aaamaths.com.au

mathsisfun.com

Ultranet RHPS

Collaborative Learning

Space

Skip counting by even

numbers, skip counting

by odd numbers.

Counting backwards

and forwards from a

given number.

Identify numbers that

end in 2, 4, 6 etc. are

even and numbers in 3,

5, 7 are odd.

Sorting numbers of

increasing sixe into

odd and even columns.

Investigate number

sequences, initially those

increasing and

decreasing by twos,

threes, five and ten from

any starting point, then

moving to other

sequences.

developing fluency

and confidence with

numbers and

calculations by

saying number

sequences

recognising patterns

in number

sequences, such as

adding 10 always

results in the same

final digit

Investigate the

conditions required for

a number to be odd or

even and identify odd

and even numbers

identifying even

numbers using

skip counting by

twos or by

grouping even

collections of

objects in twos

explaining why

all numbers that

end in the digits

0, 2, 4, 6 and 8

are even and that

numbers ending

in 1, 3, 5, 7 and 9

are odd

Investigate and use

the properties of odd

and even numbers

using the four

operations with

pairs of odd or

even numbers or

one odd and one

even number,

then using the

relationships

established to

check the

accuracy of

calculations

Suggested Activities

Identify with the

students the Place

value of number.

Working from one

through to hundreds of

thousands. Students

create a chart in their

books the place value

of numbers.

Using the Place

Value chart,

students make

model using M.A.B.

different (or other

hands on materials

numbers into

hundreds+

In a circle

students are given

a starting number.

They need to

count on by a

given number, eg

5, 7, 9, 11.

Students are

given a series of

number on a

display chart and

Create an anchor

chart of Odd

numbers and

Even Numbers.

Students identify

the that any

number that ends

in 1,3,5,7,9 are

odd and that any

number ending

in 2,4,6,8,0 are

Create and

anchor chart on

rounding

numbers by

looking at the

place value.

Students begin

by rounding

numbers to 10

then 100, 1000

and 10,000.

have to count on

my particular

numbers.

even.

Students are

given a series of

numbers and

need to separate

them into odd

and even

numbers.

Make a list of Words

we have covered so

far. Begin to make a

vocabulary chart of

Maths Terms

Introduce the

CUBES Strategy for

solving

Mathematical

problems. Begin

with Guess and

Check problem

solving strategy

using the CUBES

Process.

Use worded

problems to

guess and check

to find the right

answer.

Topic Vocabulary/Resources Not Negotiable

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5)

Week 2

and 3

Number

: Place

Value

Place Value Place value of whole

number in appropriate

columns.

Draw and abacus,

place value tables,

place value of digits in

numbers.

Identify larger and

smaller numbers.

Expanded and

contracting numbers

up to 5 digits.

Writing numbers using

digits and words.

Place Value Columns

Value of 0 in the ten,

hundreds and

thousands columns etc.

Use of and when

reading numbers.

Recognise, model,

represent and order

numbers to at least 1000

recognising there

are different ways of

representing

numbers and

identifying patterns

going beyond 100

developing fluency

with writing

numbers in

meaningful contexts

Recognise, model,

represent and order

numbers to at least 10

000

placing four-digit

numbers on a

number line using

an appropriate

scale

reproducing

numbers in words

using their

numerical

representations

and vice versa

Recognise, represent

and order numbers to

at least tens of

thousands

reproducing five-

digit numbers in

words using their

numerical

representations,

and vice versa

Investigate number

sequences involving

multiples of 3, 4, 6, 7,

8, and 9

recognising that

number

sequences can be

extended

indefinitely, and

determining any

patterns in the

sequences

Suggested Activities

Students create number

lines placing on them

numbers in the correct

sequence.

Using a Place value

chart, identify the

value of number in

the number

sentence. 456=

400+50+6

Using a Place

value chart,

identify the value

of number in the

number sentence.

400+50+6=456

Use an abacus to

identify the value

of numbers on an

abacus.

Use a

calculator to

create number

sentences to

change

numbers from

25-20

Have the students

write their birthday eg

4/2/77 would become

4277, then order

themselves from

smallest to largest

Wirte a number on

the board. Have the

students write

anything they can

think of to do with

that number, eg odd,

even, four processes

to make the number.

Students use 4

dice. Roll the dice

and record the

number. Students

then use the

number to write

as expanded

notation, draw on

an abacus and

draw as MAB.

Using CUBES

process. Identify

the looking for a

pattern problem

solving strategy.

Use the game

Bull Cow and

Miss to work

out a given

number.

Topic Vocabulary/Resources Not Negotiable

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5)

Week 3

and 4

Place Value

and

Rounding

Numbers

Base 10, numbers that

make 10, quick

additions e.g.: 9+5=

14.

Rounding numbers to

the nearest 10, 100,

1000, 100000

Group, partition and

rearrange collections up

to 1000 in hundreds, tens

and ones to facilitate

more efficient counting

using an abacus to

model and represent

numbers

understanding three-

digit numbers as

comprised of

hundreds, tens and

ones/units

demonstrating and

using models such

as linking blocks,

sticks in bundles,

place-value blocks

and Aboriginal bead

strings and

explaining

reasoning

Apply place value to

partition, rearrange

and regroup numbers

to at least 10 000 to

assist calculations and

solve problems

recognising that

10 000 equals 10

thousands, 100

hundreds, 1000

tens and 10 000

ones

justifying choices

about partitioning

and regrouping

numbers in terms

of their usefulness

for particular

calculations

Apply place value to

partition, rearrange

and regroup numbers

to at least tens of

thousands to assist

calculations and solve

problems

recognising and

demonstrating that the

place-value pattern is

built on the operations

of multiplication or

division of tens

Use estimation and

rounding to check

the reasonableness

of answers to

calculations

recognising the

usefulness of

estimation to

check

calculations

applying

mental

strategies to

estimate the

result of

calculations,

such as

estimating the

cost of a

supermarket

trolley load

Suggested Activities

Create and anchor

chart on rounding

numbers by looking at

the place value.

Students begin by

rounding numbers to

10 then 100, 1000 and

10,000.

Introduce the Base

10 addition skills.

Create an anchor

chart to demonstrate

the base 10 process

and number

combinations. In

groups students race

around the group to

practise their recall

of the base 10.

Estimation of

numbers using the

rounding method.

Create and anchor

chart with the

students how we

can use rounding

to aide in

addition. Eg: 22+

12= we can round

22 to 20 and 12 to

10 to answer that

it will be around

30 the answer.

Groups rounded

to a certain

number. Write a

list of numbers

on the board,

have a selection

of them rounding

to the same

number eg: 344,

298 both round

to 300 as the

nearest 100.

Using CUBES

process.

Identify the

Act it out

problem

solving

strategy

Topic Vocabulary/Resources Not Negotiable

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5)

Week 4

and 5

Making

Graphs and

Data

Collection

Vocabulary:

Collect, represent

information, data, interpret,

pictograph, bar, column, title,

axis, axes, tally, tallying,

sorting, Venn diagram,

questionnaire, least popular,

most popular, predict, survey

Resources:

Nelson 3 Unit 4 pg. 33-

38

Nelson 4 Unit 4 pg. 33-

35

Signpost 3 Unit 27 pg.

137-141

Signpost 4 Unit 28 and

29 pg. 140-147

Ultranet RHPS

Collaborative Learning

Space

Create Venn diagrams

to compare

information.

Read and interpret

graphs (pictographs,

column and bar

graphs)

Create Tally Tables

using excel.

Understand the terms;

x and y axis

Label graphs

appropriately.

Conduct surveys

Identify a question of

interest based on one

categorical variable.

Gather data relevant to

the question

determining the

variety of birdlife in

the playground and

using a prepared

table to record

observations

Collect, check and

classify data

recognising the

usefulness of tally

marks

identifying

categories of data

and using them to

sort data

Create displays of data

using lists, table and

picture graphs and

interpret them

creating picture

graphs to represent

data using one-to-

one correspondence

comparing the

usefulness of

different data

displays

Collect data, organise

into categories and

create displays using

lists, tables, picture

graphs and simple

column graphs, with

and without the use of

digital technologies

Refining

questions and

planning

investigations that

involve collecting

data, and carrying

out the

investigation (for

example

narrowing the

focus of a

question such as

which is the

most popular

breakfast cereal?

to which is the

most popular

breakfast cereal

among Level 3

students in our

class?)

Select and trial

methods for data

collection, including

survey questions and

recording sheets

comparing the

effectiveness of

different

methods of

collecting data

choosing the

most effective

way to collect

data for a given

investigation

Construct suitable

data displays, with

and without the use of

digital technologies,

from given or

collected data. Include

tables, column graphs

and picture graphs

where one picture can

represent many data

values

exploring ways

of presenting

data and showing

the results of

investigations

investigating

data displays

using many-to-

one

correspondence

Pose questions and

collect categorical

or numerical data by

observation or

survey

posing

questions about

insect diversity

in the

playground,

collecting data

by taping a

one-metre-

square piece of

paper to the

playground and

observing the

type and

number of

insects on it

over time

Construct displays,

including column

graphs, dot plots

and tables,

appropriate for data

type, with and

without the use of

digital technologies

identifying the

best methods

of presenting

data to

illustrate the

results of

investigations

and justifying

the choice of

representations

Suggested Activities

Create a tally table of

students interests.

Using the same data

create a variety of

graphs

Students se excels

to create and make

tables and graphs.

Students collect

information using

a tally table.

Students use this

information to

create a

pictograph,

horizontal and

Vertical bar or

column graphs

Read and

interpret graphs.

Ask and answer

questions.

Identify with

the kids graph

Keys were a

picture might

equal 2 or three

of the item.

Create Venn diagrams

to compare

information.

Using CUBES process.

Identify the Make a

Drawing or Graph

problem solving strategy

Topic Vocabulary/Resources Not Negotiable

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5)

Week 5

and 6

Number

Patterns and

Relationship

s

Vocabulary:

Number, pattern, increase,

decrease, add on, count on,

count back, subtract, double,

continue, rule, gap, pattern,

sequence, bridge, balance,

test, predict.

Resources:

Nelson 3 Unit 5 pg. 36-

38

Nelson 4 Unit 5 pg. 36-

38

Signpost 3 Unit 19 and

20 pg. 99-109

Signpost 4 Unit 18 and

19 pg. 100-107

Ultranet RHPS

Collaborative Learning

Space

Counting from

numbers of different

sizes.

Creating number

sentences for addition,

subtraction and

multiplication.

Verbalise reasoning for

number patterns.

Identify devise and

extent patterns with

(addition,

multiplication and

subtraction)

Investigate patterns in

a hundreds chart.

Use a rule to generate

a number pattern.

Describe patterns with

numbers and identify

missing elements

describing a pattern

created by skip

counting and

representing the

pattern on a number

line

investigating

features of number

patterns resulting

from adding twos,

fives or 10s

Describe, continue,

and create number

patterns resulting from

performing addition or

subtraction

identifying and

writing the rules

for number

patterns

describing a rule

for a number

pattern, then

creating the

pattern

Explore and describe

number patterns

resulting from

performing

multiplication

identifying

examples of

number patterns

in everyday life

Describe, continue

and create patterns

with fractions,

decimals and whole

numbers resulting

from addition and

subtraction

using the

number line or

diagrams to

create patterns

involving

fractions or

decimals

Suggested Activities

Students revise skip

counting and counting

from a given number.

Have students stand in

a circle and skip count

from a given number.

Use a calculator.

Students type in a

number then add a

number to it,

without clearing the

number, students

press enter

repeatedly and

record the pattern.

Use a number

chart identify

patterns in

counting eg: 12,

22, 32, 42, 52 etc.

Students are

given a number

pattern, eg: 5, 9,

11, 14 (adding 3

each time). They

work out what

the pattern is and

how the pattern

works.

Students can

create their own

patterns to give

to a firend.

Using 100

chart, students

create their

own multi-step

pattern. Eg: +3,

-1,+3, -1 to a

series of

numbers.

Create a Anchor Chart

for BODMAS.

Students are then given

some problem and use

the BODMAS rule to

solve simple equations

Using CUBES

process. Identify

the Make a number

Sentence problem

solving strategy

Topic Vocabulary/Resources Not Negotiable

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5)

Week 7

and 8

Shapes and

Lines

Vocabulary:

Straight, curved, diagonal,

horizontal, vertical, pentagon,

hexagon, triangles, squares,

rectangles, circles, ovals,

trapeziums, octagons, corners,

sides, geometric, angles,

perpendicular.

Resources:

Nelson 3 Unit 6 pg. 39-

41

Nelson 4 Unit 6 pg. 39-

41

Signpost 3 Unit 1 pg. 1-4

and Unit 4 pg. 18

Signpost 4 Unit 1 pg. 1-7

Ultranet RHPS

Collaborative Learning

Space

Recognise simple

lines: oblique,

diagonal, horizontal

etc.)

Identify 2 D shapes

and then create.

Describe lines used in

shapes and in the

environment.

Identify shapes from

given clues.

Create pictures using

specified lines.

Describe and draw

basic angles.

Describe and draw two-

dimensional shapes, with

and without digital

technologies

identifying key

features of squares,

rectangles, triangles,

kites, rhombuses

and circles, such as

straight lines or

curved lines, and

counting the edges

and corners

Describe the features of

three-dimensional objects

identifying

geometric features

such as the number

of faces, corners or

edges

Make models of three-

dimensional objects

and describe key

features

exploring the

creation of three-

dimensional

objects using

origami,

including prisms

and pyramids

Compare and describe

two dimensional

shapes that result

from combining and

splitting common

shapes, with and

without the use of

digital technologies

identifying

common two-

dimensional

shapes that are

part of a

composite shape

by re-creating it

from these

shapes

creating a two-

dimensional

shapes from

verbal or written

instructions

Connect three-

dimensional objects

with their nets and

other two-

dimensional

representations

identifying the

shape and

relative

position of

each face of a

solid to

determine the

net of the solid,

including that

of prisms and

pyramids

representing

two-

dimensional

shapes such as

photographs,

sketches and

images created

by digital

technologies

Number

Suggested Activities

Create an Anchor

Chart of the different

types of lines: oblique,

horizontal, vertical,

parallel, straight,

curved, perpendicular.

Students create a table

with the names of lines

down the side then

identify things in the

room that would fit the

description. Eg

Window would be next

to horizontal and

vertical.

Create an anchor

chart of the different

types of angles.

Identify the values

of the angles: eg

right angle is 90

degrees.

Students create a

angle finder using 2

rectangles and split

pins.

Students draw and

then able items from

around the room. Eg

a table has right

angles that are 90

degrees.

Create and anchor

chart with the

class the different

names of 2

Dimensional

Shapes.

Students then

draw and label

the shapes

identifying the

key features of

the shape e.g.:

square has 2

horizontal and 2

vertical lines with

4 angles of 90

degrees

Students write

their name in

Block writing.

They then label

their name with

the names of the

lines they have

used/alternativel

y they can draw

a picture on the

computer using

shapes, print off

then label the

picture.

Students then use

this chart to label

their

names/pictures

from the

previous lesson

with the angles

they have

created.

Using CUBES

process.

Identify the

Make a table

or graph

problem

solving

strategy

Note that the first 2 weeks/8days of teaching are getting to know you activities (Maths number activities were included in the first 8 days activities).

Week 1 begins in the Third week of the teaching year.

Students were asked to choose a number between 100 and 10,000. Using their knowledge of number they then created a think board using that

number to demonstrate their skills in rounding, a picture, number sentence and in patterns.

Your Number in a number Sentence Your number in a pattern

Use your number in rounding Use your number as a picture

Below Level At Level Above Level

Number Sentence

Rounding

As a picture

In patterns

Angles and Lines

Students were required to create a picture on the computer using 2D shapes. They were then required to print the picture

and label the lines and angles found in their picture.

Below Level At Level Above Level

Create a picture using the computer

then label the lines and angles.

Maths Planner Term 2 Level 3 and 4

Topic Vocabulary/Resources Not Negotiables

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4)

Level 5 (Grade

5)

Week

1,2,3

Addition

*Level 3

Naplan

Preparation

Vocabulary:

Double, near doubles, count

on, count back, 10 facts, make

up to ten, sum, total, add on,

plus, addition, equation, word

problem, number lines, place

value, increase, repeated

addition, altogether.

Resources:

Nelson 3 Unit 7 pg. 42

Nelson 4 Unit 13 pg. 68

Signpost 3 Unit 11-12

pg. 49-59

Signpost 4 Unit 9 pg. 46-

52

Ultranet RHPS

Collaborative Learning

Space

Open Ended Maths

Activities (OEMA)

pg:17

Addition problems

involving 3 and 4 digit

numbers.

Addition for grate 4s

into the tens of

thousands.

Generate worded

problems.

Addition involving

money.

Doubling and near

doubles activities.

Solving worded

problems involving

addition.

Addition using inverse:

3+5= and 5+3=

Wish ball challenge

Solve simple addition

and subtraction problems

using a range of efficient

mental and written

strategies

becoming fluent

with a range of

mental strategies for

addition and

subtraction

problems, such as

commutativity for

addition, building to

10, doubles, 10 facts

and adding 10

modelling and

representing simple

additive situations

using materials such

as 10 frames, 20

frames and empty

number lines

becoming fluent

with partitioning

numbers to

understand the

connection between

addition and

subtraction

using counting on to

identify the missing

element in an

Represent practical

situations to model

addition and sharing

using a range of

practical

strategies for

adding small

groups of

numbers, such as

visual displays or

concrete materials

using Aboriginal

and Torres Strait

Islander methods

of adding,

including spatial

patterns and

reasoning

Apply place value to

partition, rearrange

and regroup numbers

to at least tens of

thousands to assist

calculations and solve

problems

Solve problems

involving purchases

and the calculation of

change to the nearest

five cents with and

without digital

technologies

recognising that

not all countries

use dollars and

cents, eg India

uses rupees.

Carrying out

calculations in

another currency

as well as in

dollars and cents,

and identifying

both as decimal

systems

additive problem

Subtraction

*Level 3

Naplan

Preparation

Vocabulary:

Difference between, count

back, subtraction, count up

from, word problems, minus,

difference.

Resources:

Nelson 3 Unit 8 pg. 45

and Unit 9 pg 48.

Nelson 4 Unit 13 pg. 68-

71

Signpost 3 Unit 13-14

pg. 60-71

Signpost 4 Unit 10 pg.

53-59

Ultranet RHPS

Collaborative Learning

Space

Open Ended Maths

Activities (OEMA)

pg:17

Addition and

subtraction problems.

Choosing appropriate

methods (written,

calculator and mental)

Solve money problems

Generate and solve

worded problems.

Communitivity.

Wishball challenge.

Problems that have the

answer but are missing

some of the sum digits.

Mental strategies for

adding 9 etc and taking

away 9 from a given

number

Solve simple addition

and subtraction problems

using a range of efficient

mental and written

strategies

becoming fluent

with a range of

mental strategies for

addition and

subtraction

problems, such as

commutativity for

addition, building to

10, doubles, 10 facts

and adding 10

modelling and

representing simple

additive situations

using materials such

as 10 frames, 20

frames and empty

number lines

becoming fluent

with partitioning

numbers to

understand the

connection between

addition and

subtraction

using counting on to

identify the missing

element in an

additive problem

Represent practical

situations to model

addition and sharing

using a range of

practical

strategies for

adding small

groups of

numbers, such as

visual displays or

concrete materials

using Aboriginal

and Torres Strait

Islander methods

of adding,

including spatial

patterns and

reasoning

Apply place value to

partition, rearrange

and regroup numbers

to at least tens of

thousands to assist

calculations and solve

problems

Solve problems

involving purchases

and the calculation of

change to the nearest

five cents with and

without digital

technologies

recognising that

not all countries

use dollars and

cents, eg India

uses rupees.

Carrying out

calculations in

another currency

as well as in

dollars and cents,

and identifying

both as decimal

systems

Week

4-5

Time

*Level 3

Naplan

Vocabulary:

Oclock, analogue, digital,

clock, minutes, hours, days,

Interpret timetables

and calendars.

Tell time to the quarter-

hour, using the language

of 'past' and 'to'

Tell time to the minute

and investigate the

relationship between

Convert between units

of time

identifying and

Compare 12- and

24-hour time

systems and convert

Preparation weeks, half past, quarter past,

quarter to, am and pm,

measure, months, elapsed

time, years, decades, century,

calendar, days of week,

seconds, hands of clock,

timetables, 24 hour time

Resources:

Nelson 3 Unit 11 pg. 54-

63

Nelson 4 Unit 25-26 pg.

116-120

Signpost 26 Unit 1 pg.

131-136

Signpost 4 Unit 27 pg.

134-136

Ultranet RHPS

Collaborative Learning

Space

Open Ended Maths

Activities (OEMA)

pg:68-71

Estimate length of

time. How long things

will take.

Measure with Timers

Read analogue and

digital clocks.

Converting 12 hour to

24 hour time.

24 hour clock.

Venn diagrams to

compare analogue and

digital.

Converting between

day, hours, minutes

and seconds (using a

calculator)

Write timetables for

their day.

Homework: Record

where you find time

devices at home.

describing the

characteristics of

quarter-past times

on an analogue

clock, and

identifying that the

small hand is

pointing just past

the number and the

big hand is pointing

to the three

Name and order months

and seasons

investigating the

seasons used by

Aboriginal people,

comparing them to

those used in

Western society and

recognising the

connection to

weather patterns.

Use a calendar to identify

the date and determine

the number of days in

each month

using calendars to

locate specific

information, such as

finding a given date

on a calendar and

saying what day it

is, and identifying

personally or

culturally specific

days

units of time

recognising there

are 60 minutes in

an hour and 60

seconds in a

minute

using the correct

operation for

converting units

of time

Use am and pm

notation and solve

simple time problems

calculating the

time spent at

school during a

normal school

day

calculating the

time required to

travel between

two locations

determining

arrival time

given departure

time

between them

investigating

the ways time

was and is

measured in

different

Aboriginal

Country, such

as using tidal

change

using units

hours, minutes

and seconds

Week 6 TESTING FOR REPORTING

Week Length and Vocabulary: Making reasonable Compare and order Measure, order and Use scaled Choose appropriate

7 Temperatur

e

Degrees, Celsius, centimetre,

metre, ruler, tape measure,

length, width, height, shortest,

longest, furthest, length,

millimetres, scale, trundle

wheel, cooler, hotter,

thermometer, weather

channel, forecast.

Resources:

Nelson 3 Unit 15 pg. 66-

68

Nelson 4 Unit 4 pg. 32-

35

Signpost 3 Unit 21 pg.

110-114

Signpost 4 Unit 20 pg.

108-112

Ultranet RHPS

Collaborative Learning

Space

Open Ended Maths

Activities (OEMA)

pg:73

estimates

Reading scales,

Compare length.

Measure accurately.

Beginning at 0 etc.

Converting from cm to

m to km.

Ordering length.

Taking temperatures.

Identifying

temperatures in various

environments.

Reading vertical scales

Compare and order

lengths with different

unit

Select suitable tolls

and unit of measure.

Eg Trundle wheel to

measure the oval in

metres.

several shapes and

objects based on length,

area, volume and

capacity using

appropriate uniform

informal units

comparing lengths

using finger length,

hand span or a piece

of string

comparing areas

using the palm of

the hand or a stone

comparing

capacities using a

range of containers

compare objects using

familiar metric units of

length, mass and

capacity

recognising the

importance of

using common

units of

measurement

recognising and

using centimetres

and metres, grams

and kilograms,

and millilitres and

litres

instruments to

measure and compare

lengths, masses,

capacities and

temperatures

reading and

interpreting the

graduated scales

on a range of

measuring

instruments to

the nearest

graduation

units of

measurement for

length, area,

volume, capacity

and mass

recognising

that some units

of

measurement

are better

suited for some

tasks than

others, for

example

kilometres

rather than

metres to

measure the

distance

between two

towns

investigating

alternative

measures of

scale to

demonstrate

that these vary

between

countries and

change over

time, for

example

temperature

measurement

in Australia,

Indonesia,

Japan and USA

Week

8-9-10

Multiplicati

on

Vocabulary:

Doubling, multiplying,

equations, number sentences,

arrays, number problems, find

the product, lattice method,

Mental strategies for

doubling and halving.

Communitivity eg:

4x6= 24 is the same as

6x4= 24

Recognise and represent

multiplication as

repeated addition, groups

and arrays

representing array

Recall multiplication

facts of two, three, five

and ten and related

division facts

establishing

Recall multiplication

facts up to 10 10

and related division

facts

using known

Solve problems

involving

multiplication of

large numbers by

one- or two-digit

halving, strategy, factors,

square roots, multiples.

Resources:

Nelson 3 Unit 16 and 17

pg. 69-74

Nelson 4 Unit 10 and 11

pg. 56-64

Signpost 3 Unit 15 and

16pg 74-87

Signpost 4 Unit 12 and

13 pg. 65-73

Ultranet RHPS

Collaborative Learning

Space

Open Ended Maths

Activities (OEMA)

pg:44

Repeated addition.

Write and solve

worded problems.

Multiplying with 10,

100, 1000. (adding the

0s)

Recall multiplication

facts.

Making arrays

Square numbers

problems with

available materials

and explaining

reasoning

visualising a group

of objects as a unit

and using this to

calculate the

number of objects in

several identical

groups

multiplication

facts using

number

sequences

multiplication

facts to calculate

related division

facts

Represent and solve

problems involving

multiplication using

efficient mental and

written strategies and

appropriate digital

technologies

writing simple

word problems

in numerical

form and vice

versa

using a

calculator to

check the

solution and

reasonableness

of the answer

numbers using

efficient mental,

written strategies

and appropriate

digital technologies

exploring

techniques for

multiplication

such as the

area model, the

Italian lattice

method or the

partitioning of

numbers

applying the

distributive law

and using

arrays to model

multiplication

and explain

calculation

strategies

Solve problems

involving division

by a one digit

number, including

those that result in a

remainder

using the fact

that equivalent

division

calculations

result if both

numbers are

divided by the

same factor

interpreting

and

representing

the remainder

in division

calculations

sensibly for the

context

Use efficient mental

and written

strategies and apply

appropriate digital

technologies to

solve problems

using

calculators to

check the

reasonableness

of answers

Division

Vocabulary:

Divide, division, quotient,

share between, how many,

sets of, groups of, remainder,

arrays, doubling, place value,

strategy, mental

computations, factors,

halving, short division,

remainders

Resources:

Nelson 3 Unit 22 and 23

pg. 87- 92

Nelson 4 Unit 15 and 16

pg. 76-83

Signpost 3 Unit 17 and

18 pg: 88-97

Signpost 4 Unit 14 and

15 pg. 84-92

Ultranet RHPS

Collaborative Learning

Space

Open Ended Maths

Activities (OEMA)

pg:44

Recall of

multiplication facts

Multiplication linked

with division.

Symbols for

multiplication and

division.

Short division,

language of dividing a

whole number by a

quotient and how

many times a number

can go into a bigger

number.

Squaring numbers.

Diving with

remainders

Dividing with

remainders, decimals

and fractions.

Dividing by 10, 100

and 1000

Writing and using a

calculator to record

inverse operations.

Recognise and represent

division as grouping into

equal sets and solve

simple problems using

these representations

dividing the class or

a collection of

objects into equal-

sized groups

identifying the

difference between

dividing a set of

objects into three

equal groups and

dividing the same

set of objects into

groups of three

Develop efficient

mental and written

strategies and use

appropriate digital

technologies for

multiplication and for

division where there is

no remainder

using known facts

and strategies,

such as

commutativity,

doubling and

halving for

multiplication,

and connecting

division to

multiplication

when there is no

remainder

Week

11

REVISION/CATCH UP WEEK

Maths Planner Term 3 Level 3 and 4

Topic

Vocabulary/

Resources

Not Negotiable

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4)

Level 5

(Grade 5)

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Money

Dollars, cents, notes,

coins, total, change,

addition,

subtractions,equatio

ns, quality,

operations,

methods, word

problems, budgeting.

Resources:

Play Money.

Supermarket

catalogues.

Nelson 3: pg: 5, 106-

Grade 3

identifying

equivalent values in

collections of coins

or notes, such as two

five-cent coins

having the same

value as one 10-cent

coin

counting collections

of coins or notes to

make up a particular

value, such as that

shown on a price tag

recognising the

relationship between

dollars and cents,

and that not all

countries use these

denominations and

divisions (for

example Japanese

Yen)

recognising that

not all countries

use dollars and

cents, eg India uses

rupees.

Carrying out

calculations in

another currency

as well as in

dollars and cents,

and identifying

both as decimal

systems

creating a

simple

budget for a

class

fundraising

event

identifying

the GST

component

of invoices

and receipts

Adding decimals

that involve

money. eg: $1.25

+ 1.10

Relationship

between Dollars

and cents eg 100

cents equals $1

Different currency

from around the

world.

Grade 4

107

Nelson pg: 55, 65,76,

104, 105

Signpost 3: pg 59, 71

Signpost 4: 105

Ultranet RHPS

Collaborative

Learning Space

Mathletics

Interactive

whiteboard activities

Adding decimals

that involve

money to 3 digts

eg:

$234.25+$135.55=

Relationship

between Dollars

and cents eg 100

cents equals $1

Different currency

from around the

world.

Suggested

Activities

Week 1

Students draw and

label the Australian

money system.

Students are given

some play money

and need to

demonstrate a given

amount using the

money. eg: How

many ways can you

make a $1, $20, $100

Use a calculator to

work out the change

to be given from a

given amount.

Students are given

a list of items

(canteen,

supermarket

catalogue) and

then use addition

to work out how

much 3-6 items

would cost. Use a

calculator to check

their answers

Students use

subtraction to

work out the

change that

would need to

receive after

spending a

certain

amount. Eg:

coffee cost

$3.25, we give

a $5, $10, $20,

$50 note

Week 2

Students convert

money from dollars to

cents and from cents

to dollars. Eg: $2 can

be written as 10 20c

pieces etc.

Use a shopping

catalogue. Students

are given a budget

eg $20-$50-$100.

Students needs to

spend as their

money as close to

the given amount as

Research money

systems from around

the world. Students

use a map of the

world to find and

label as many

currency systems as

possible and label

Portfolio Task:

Create a 3 day timetable for

meals, entertainment and other

items. Under the timetable,

students then need to create a

shopping list, from the weekly

meal timetable and shopping

list, students find the cost for

possible. them on the map. feeding a family of 4 for a week.

Grade 3 can create a menu for a

2days using the same process.

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Mapping

Map, brids-eye view,

plan, path, forward,

backwards, right,

left, turn, shortest,

longer, scale,

degrees, North,

South, East, West,

near, grid, route,

compass, cardinal

points, compass

rose, key, legend.

Resources:

Atlases

Google Earth

Nelson 3 Unit 29 pg

86-88

Nelson 4 Unit 30 pg:

85-87

Signpost 3: pg 19-23

Signpost 4: 18-21

Ultranet RHPS

Collaborative

Learning Space

Mathletics

Interactive

whiteboard activities

Grade 3

understanding that

we use

representations of

objects and their

positions, such as on

maps, to allow us to

receive and give

directions and to

describe place

constructing

arrangements of

objects from a set of

directions

creating a map of

the classroom or

playground

identifying the

scale used on maps

of cities and rural

areas in Australia

and a city in

Indonesia and

describing the

difference

using directions to

find features on a

map

comparing

aerial views

of Country,

desert

paintings and

maps with

grid

references

creating a

grid

reference

system for

the

classroom

and using it

to locate

objects and

describe

routes from

one object to

another

Compasses

Grid co-ordinates

Following

directions

Reading maps

Compass Rose

Grade 4

Compasses

Grid co-ordinates

Following

directions

Reading maps

Reading Scales

Cardinal Points

Compass Rose

Giving directions

to find things on a

Map.

Suggested

Activities

Week 1

Students create a Rose

Compass from a set of

given directions.

Class discussion

and modelling of

using N,S,E,W to

find specific

places on a map

Using a map of

the world,

teacher calls out

a country,

students then

need to identify

if the country is

N, S, E, W from

Melbourne.

Students are given a

map and need to

follow the grid co-

ordinates to find

specific places on the

map.

Students are write

a set of directions

next to a map of

the school for a

friend to follow to

get from one place

to another.

Using their

maths grid

books,

students

create a

letter/number

grid and from

the directions

from the

teacher the

students

create a line

drawing.

Week 2

Students sit back

to back with a

map, only giving

location

directions, direct a

friend to a specific

place on the map.

Demonstrate

how to draw a

birds-eye view of

the classroom.

Students then

draw a Birds-eye

view of their

bedroom with

appropriate

labels.

Describe the

difference from

a map between

city in Indonesia

and Melbourne

(Venn Diagram)

Portfolio Task.

Demonstrate on the board, map

drawing with a key/legend

Students draw a Map of a desert

Island with hidden treasure and

a set of instructions for a friend

to follow to find the treasure.

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Angles

Straight, acute,

obtuse, degree right

angle, corner,

square, face, full

turn, quarter turn,

three-quarter, turn,

reflex,right angel,

protractor

Grade 3 predicting and

reproducing a

pattern based

around half and

quarter turns of a

shape and sketching

the next element in

the pattern

opening doors

partially and fully

and comparing the

size of the angles

created

recognising that

analogue clocks use

the turning of arms

to indicate time, and

comparing the size

creating angles

and comparing

them to a right

angle using digital

technologies

measuring

and

constructing

angles using

both 180

and 360

protractors

recognising

that angles

have arms

right angle

acute

obtuse

straight

Use a clock to

identify angles

Grade 4

Resources:

Nelson 4 Unit 9 pg:

26-28

Signpost 3: pg 129-

130

Signpost 4: 132-133

Ultranet RHPS

Collaborative

Learning Space

Mathletics

Interactive

whiteboard activities

right angle

acute

obtuse

straight

reflex

Use a protractor

to find the angles

Use a protractor

to find the angels

and the degrees.

Use a clock to

identify angles

of angles between

the arms for familiar

times

and a vertex,

and that size

is the amount

of turn

required for

one arm to

coincide with

the other

Suggested

Activities

Week 1

Demonstrate the

different types of

angles on the

board. Create an

angle finder using

2 rectangle pieces

of cardboard and

a split pin.

Students create an

angle finder and

then using a table

go around the

room and identify

the different

angels they can

see. (Grade 4 can

then use the

protractor to

measure the

angles.

Have different angels

on a card and

students then order

the angles from

smallest to largest.

Students use icy-pole

sticks to create

angles and write the

names.

Students use a

clock and record on

a table the time

and the angle it

creates.

Students write

their names

using capital

letters and

then write the

angles that the

letters create

eg: H has 4

right angles.

(grade fours

could also

write the

degrees using

a protractor)

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Symmetry

and

Tesselation

Flip, slide, turn,

rotate, translate,

reflect, tessellate,

pattern, tiling

Grade 3 understanding that

objects can be

moved but changing

position does not

alter an objects size

or features

redicting and

reproducing a

pattern based

around half and

quarter turns of a

shape and sketching

identifying

symmetry in

Aboriginal rock

carvings or art

identifying

symmetry in the

natural and built

environment

Using stimulus

materials such as

the motifs in

Central Asian

textiles, Tibetan

artefacts, Indian

lotus designs and

symmetry in

Yolngu or Central

and Western

Desert art

identifying

and

describing

the line and

rotational

symmetry of

a range of

two-

dimensional

shapes, by

manually

cutting,

folding and

Flip

Slide

Turn

Reflect

Patterns

Symmetry

Tessellate

Grade 4

Resources:

Nelson 3pg. 54

Nelson 4 Unit 15 and

16 pg. 76-83

Signpost 3 Unit 3

and 18 pg: 13-15,

16-17

Signpost 4 Unit 3 pg.

13-17

Ultranet RHPS

Collaborative

Learning Space

Mathletics

Interactive

whiteboard activities

www.topmarks.co.uk

(symmetry game)

Reflect

Patterns

Symmetry

Tessellate

Translate

Rotate

Lines of symmetry

the next element in

the pattern

turning

shapes and

by using

digital

technologies

identifying

the effects of

transformatio

ns by

manually

flipping,

sliding and

turning two-

dimensional

shapes and

by using

digital

technologies

using digital

technologies

to enlarge

shapes

using a grid

system to

enlarge a

favourite

image or

cartoon

Suggested

Activities

Week 1

Students use simple

pictures that are cut in

half to draw the other

side.

Students use

attribute blocks to

create patterns

without gaps.

Students use regular

shapes to draw the

line of symmetry

(grade 4s can draw

more than one line

of symmetry for the

shapes.

Students Identify

from the Alphabet

the lines of

symmetry. E.g. H

has two lines of

symmetry.

Take a photo

of the

students face.

Cut the photos

in half and

students then

draw in the

other half.

Week 2

Students use black

card to cut out shapes

then using cellophane

create stain glass

window.

OR

Students use paper to

cut out snowflakes to

create symmetrical

patterns.

Students cut out a

shape from a 10cm

by 10cm piece of

cardboard. They

then attach the two

sides together and

create a tessellating

pattern.

Portfolio task:

Cut a picture in half, Students

use their knowledge of

symmetry to fill in the second

half of the picture OR students

draw 2 lines of symmetry, create

a picture and then colour using a

symmetrical pattern (we could

use Escher pictures as

inspiration)

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Chance

Chance, likely to

happen, not likely to

happen, most likely,

least likely,

impossible, qual

chance, outcomes,

possible, certain,

uncertain, always,

never sometimes,

might, maybe, 50/50

chance, fair, unfair,

lucky, unlucky,

predict

Grade 3 classifying a list of

everyday events

according to how

likely they are to

happen, using the

language of chance,

and explaining

reasoning

conducting repeated

trials of chance

experiments such as

tossing a coin or

drawing a ball from a

bag and identifying

the variations

between trials

using lists of

events familiar to

students and

ordering them

from least likely

to most likely to

occur

using examples

such as weather,

which cannot be

dry and wet at the

same time

explaining why the

probability of a

new baby being

commenting

on the

likelihood of

winning

simple

games of

chance by

considering

the number

of possible

outcomes

and the

consequent

chance of

winning in

Chance

Conducting

experiments with

different

possibilities.

Vocabulary

around chance.

Using real life

examples of apply

chance

vocabulary.

Grade 4

Resources:

Nelson 3 Unit 25 pg.

75-77

Nelson 4 Unit 5 pg.

70-72

Signpost 3 Unit 29

pg: 148-150

Signpost 4 Unit 28

pg. 137-139

Ultranet RHPS

Collaborative

Learning Space

Mathletics

Interactive

whiteboard activities

Chance

Conducting

experiments with

different

possibilities.

Vocabulary

around chance.

Using real life

examples of apply

chance

vocabulary.

either a boy or a

girl does not

depend on the sex

of the previous

baby

simple

games of

chance such

as jan-ken-

pon (rock-

paper-

scissors)

Investigating

the

probabilities

of all

outcomes for

a simple

chance

experiment

and verifying

that their

sum equals 1

Suggested

Activities

Week 1

Students flip a coin to

identify the chance of

a head or tail coming.

Chocolate game:

Students in small

groups roll a dice,

only when they roll a

6 do they get to eat a

piece of chocolate.

Have a bag/box,

place in the box

different coloured

objects. Students

take 10 goes of

taking out a counter

from the box and

predict what colour

it would be.

Create a coloured

spinner, students

then create a tally

table to identify

which colour

comes up the most

often.

Using the

seasons,

students write

down the

types of

weather and

the chance of

rain, snow,

hail, frost etc.

Week 2

Students label

situations as likely,

unlikely, equal chance

etc.

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REVISION/CATCH UP WEEK

Portfolio Task Create a weekly timetable for meals, entertainment and other items. Under the timetable, students then need to create a

shopping list, from the weekly meal timetable and shopping list, students find the cost for feeding a family of 4.

Students draw a Map of a desert Island with hidden treasure and a set of instructions for a friend to follow to find the treasure.

Cut a picture in half, Students use their knowledge of symmetry to fill in the second half of the picture OR students draw 2 lines of

symmetry, create a picture and then colour using a symmetrical pattern (we could use Escher pictures as inspiration)

Maths Planner Term 4 Level 3 and 4

Topic

Vocabulary/Resour

ces

Suggested

Activities/Not

Negotiables

AusVels Links

Level 2 (Grade 2) Level 3 (Grade 3)

Level 4 (Grade

4)

Level 5 (Grade

5)

W

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Division

Vocabulary:

Doubling, multiplying,

equations, number

sentences, arrays,

number problems, find

the product, lattice

method, halving,

strategy, factors, square

roots, multiples.

Resources:

Nelson 3 Unit 16

and 17 pg. 69-74

Nelson 4 Unit 10

and 11 pg. 56-64

Signpost 3 Unit 15

and 16pg 74-87

Signpost 4 Unit 12

and 13 pg. 65-73

Ultranet RHPS

Collaborative

Learning Space

Open Ended Maths

Activities (OEMA)

pg:44

Grade 3

Recognise and

represent

division as

grouping into

equal sets and

solve simple

problems using

these

representations

dividing the

class or a

collection of

objects into

equal-sized

groups

identifying the

difference

between

dividing a set

of objects into

three equal

groups and

dividing the

same set of

Develop

efficient

mental and

written

strategies

and use

appropriate

digital

technologies

for

multiplicatio

n and for

division

where there

is no

remainder

using known facts

and strategies,

such as

commutativity,

doubling and

halving for

multiplication,

and connecting

division to

Symbols for

multiplication and

division.

Short division,

language of dividing a

whole number by a

quotient and how

many times a number

can go into a bigger

number.

Squaring numbers.

Diving with

remainders

Dividing with

remainders, decimals

and fractions.

Dividing by 10, 100

and 1000

Writing and using a

calculator to record

inverse operations.

Grade 4

Symbols for

multiplication and

division.

Short division,

language of dividing a

whole number by a

quotient and how

many times a number

can go into a bigger

number.

Squaring numbers.

Diving with

remainders

Dividing with

remainders, decimals

and fractions.

Dividing by 10, 100

and 1000

Writing and using a

calculator to record

inverse operations.

objects into

groups of three

multiplication

when there is no

remainder

Suggested Activities

Week 1

Week 2

Week 3, 4 and 5

Fractions

Equal parts, divide into,

Grade 3

recognising that sets partitioning areas,

exploring the recognising the

partition, half, third,

quarter, fifths, sixths

etc. Decimal, decimal

point fractions,

hundredths, larger,

number line, order,

place value, smaller,

units, whole number,

zero, equivlant

Resources:

Nelson 3 Unit 30

pg. 111

Nelson Ausvles pg

103-107

Nelson 4 Unit 27

pg. 124

Signpost 3 Unit 9

and 10 pg: 38-48

Signpost 4 Unit 7

and 8 pg.34-45

Ultranet RHPS

Collaborative

Identify and divide

shapes into equal

parts.

Recognise halves,

thirds and

quarters up to

tenth

Maths the words,

fractions and

diagram.

Place fractions on

a number line.

Use a fraction wall

to find equivalent

fractions.

Fractions of

collections

of objects can be

partitioned in

different ways to

demonstrate

fractions

relating the number

of parts to the size

of a fraction

lengths and

collections to

create halves,

thirds, quarters

and fifths, such as

folding the same

sized sheets of

paper to illustrate

different unit

fractions and

comparing the

number of parts

with their sizes

locating unit

fractions on a

number line

recognising that

in English the

term one third is

used (order:

numerator,

denominator) but

relationship

between families

of fractions

(halves, quarters

and eighths or

thirds and sixths)

by folding a

series of paper

strips to

construct a

fraction wall

converting mixed

numbers to

improper

fractions and

vice versa

investigating the

use of fractions

and sharing as a

way of managing

Country: for

example taking

connection

between the

order of unit

fractions and

their

denominators

modelling and

solving

addition and

subtraction

problems

involving

fractions by

using jumps on

a number line,

or making

diagrams of

fractions as

parts of shapes

using

knowledge of

place value and

Grade 4

Learning Space

Mathletics

Interactive

whiteboard

activities

OEMA: 22-26

Identify and divide

shapes into equal

parts.

Recognise halves,

thirds and

quarters up to

tenth

Maths the words,

fractions and

diagram.

Place fractions on

a number line.

Use a fraction wall

to find equivalent

fractions.

Fractions of

collections

Adding and

subtracting

fractions with

same

denominator.

Mixed numbers.

that in other

languages this

concept may be

expressed as

three parts, one

of them (order:

denominator,

numerator) for

example Japanese

no more than

half the eggs

from a nest to

protect future

bird populations

using division by

10 to extend the

place-value

system

using knowledge

of fractions to

establish

equivalences

between

fractions and

decimal notation

division by 10

to extend the

number system

to thousandths

and beyond

recognising the

equivalence of

one

thousandths

and 0.001

locating

decimals on a

number line

Suggested Activities

Week 1 Introduce students to

different Fractions

http://www.mathsisfu

n.com/fractions-

interactive.html .

Using a piece of paper

students fold the

paper into equal

sections and write the

different fractions (in

Count our different

coloured items into

a bag with the

students.

Demonstrate the

denominator is the

amount that went

in. Taking out a

handful of items out

then write the

Look at shapes

and divide them

into EQUAL parts

to identify the

different

Fractions.

Extension:

Students have a

polygon and need

to come up with

Student use a

graphic organiser

where they can

demonstrate the

relationship

between the

words, the

fraction and a

picture (grade 4s

also demonstrate

Students work

on partitioning a

polygon e.g. a

shape divided

into 10 equal

parts where 7

are shaded and

3 are unshaded.

(reading a

partition and

groups students could

have a fraction each

and fold the paper to

demonstrate and

make an anchor chart)

fraction. Introduce

the students to the

language of

fractions:

Numerator,

Denominator and

Vinculum.

as many different

fractions as

possible for the

one polygon.

an equivalent

fraction).

creating a

partition).

Week 2 Grade 3: Students

use a fraction wall

to find simple

equivalent

fractions.

Grade 4: Students

create and then

use a fraction wall

to show

equivalent

fractions.

Grade 3:

Students create

a fraction

number line

beginning with

fractions less

than a whole.

Grade 4:

Students create

a fraction

number line

with mixed

numbers.

Use manipulative

to work out the

fraction of a

collection.

Mathletics has

good resources.

Use mathematical

concepts find the

fraction of a

whole number.

Post assessment

to identify any

gaps.

Week 3 Revision of key concepts/Non-negotiable during the explicit teaching.

All about a Fraction. Students choose a fraction on a Think Board: They have to show or represent

the fraction in as many different ways as they can e.g. Fraction, number line, picture, cut things

into quarters etc.

Week

6 and 7

Decimals/Perc

Tenths, whole, one,

Grade 3

using division by using

entages

decimal point, decimal

point,

Equal parts, divide into,

partition, half, third,

quarter, fifths, sixths

etc. Decimal, decimal

point fractions,

hundredths, larger,

number line, order,

place value, smaller,

units, whole number,

zero, equivalent

Resources:

Nelson 3 Unit 33

and 34 pg. 120-125

Nelson 4 Unit 27

pg. 124-127

Signpost 3 Unit 10

pg: 45-48

Signpost 4 Unit 8

pg. 40-45

Ultranet RHPS

Collaborative

Learning Space

Mathletics

Interactive

Students can

identify tenths

and Hundredths

Read, write, say,

compare and

order numbers to

2 decimal place

Recognise the

decimal point in

the number affect

the value of the

number eg: 23 and

2.3

Understand that

tenths can be

recorded as a

decimal.

Add and subtract

number involving

tenths.

10 to extend the

place-value

system

using knowledge

of fractions to

establish

equivalences

between

fractions and

decimal notation

knowledge of

place value and

division by 10

to extend the

number system

to thousandths

and beyond

recognising the

equivalence of

one

thousandths

and 0.001

Grade 4

whiteboard

activities

OEMA: pg: 27-31

Students can

identify tenths,

Hundredths and

thousandths.

Read, write, say,

compare and

order numbers to

3 decimal place

Recognise the

decimal point in

the number affect

the value of the

number eg: 23 and

2.3

Understand that

tenths can be

recorded as a

decimal.

Add and subtract

number involving

hundredths.

Make connections

between fractions

and decimals

Suggested Activities

Week 1

Introduce Tenths as

part of a whole

number. Draw the

decimal point and

identify the place

value of tenths and

hundredths. Students

draw a number with

decimal points and

Students use

number strips to

show the

relationship

between fractions

and decimals. Make

a chart of all the

decimals from 0.1 to

1

Demonstrate

vertical addition

with decimals.

Making sure the

decimal point

lines up.

Students use

magazines to add

the price of two

items with

decimals points.

Students are

given blank

number lines to

order a

combination of

fractions and

decimals.

then draw a picture of

a whole divided into

ten equal parts with

parts shaded.

Week 2

Demonstrate vertical

subtraction with

decimals. Making sure

the decimal point lines

up.

Students use

number dice to

convert fractions to

decimals and from

decimals to

Fractions. Matching

activity.

Game of Zero is

the Go pg: 113 of

students Nelson 3

Ausvels book.

Students create

decimal number

line to create

their own

patterns with

decimals and

fraction.

Student

assessment

from Nelson

Maths Ausvels

addition.

W

e

e

k

8

a

n

d

9

Testing and

Revision

Using On Demand

Testing for Number

and Algebra,

Measurement and

Geometry,

Statistics and

Probability.

Multiplication

and Division.

Vocabulary:

Doubling, multiplying,

equations, number

sentences, arrays,

number problems, find

the product, lattice

method, halving,

strategy, factors, square

roots, multiples.

Resources:

Nelson 3 Unit 16

and 17 pg. 69-74

Nelson 4 Unit 10

and 11 pg. 56-64

Grade 3

Recognise and

represent

division as

grouping into

equal sets and

solve simple

problems using

these

representations

dividing the

class or a

collection of

objects into

equal-sized

groups

identifying the

difference

between

dividing a set

of objects into

three equal

groups and

dividing the

same set of

objects into

groups of three

Develop

efficient

mental and

written

strategies

and use

appropriate

digital

technologies

for

multiplicatio

n and for

division

where there

is no

remainder

using known facts

and strategies,

such as

commutativity,

doubling and

halving for

multiplication,

and connecting

division to

multiplication

when there is no

remainder

Number: 2110

W5C4FKB1

Measurement:

2111 M9RD38BP

Space: 2112

8LS6M9QF

Adaptive General:

2128 LH153822

Structure: 2400

78RQ36N9

Grade 4

Recognise and represent Recall multiplication Recall multiplication Solve problems

Signpost 3 Unit 15

and 16pg 74-87

Signpost 4 Unit 12

and 13 pg. 65-73

Ultranet RHPS

Collaborative

Learning Space

Open Ended Maths

Activities (OEMA)

pg:44

Number: 2113

PG6DDGCL

Measurement:

2114 P3LCXLFT

Space: 2115

RTQ5ZTK5

Adaptive General:

2129 XPTJYVRP

Structure: 2401

31D7HC2H

multiplication as

repeated addition, groups

and arrays

representing array

problems with

available materials

and explaining

reasoning

visualising a group

of objects as a unit

and using this to

calculate the

number of objects in

several identical

groups

facts of two, three, five

and ten and related

division facts

establishing

multiplication

facts using

number

sequences

facts up to 10 10

and related division

facts

using known

multiplication

facts to calculate

related division

facts

Represent and solve

problems involving

multiplication using

efficient mental and

written strategies and

appropriate digital

technologies

writing simple

word problems

in numerical

form and vice

versa

using a

calculator to

check the

solution and

reasonableness

of the answer

involving

multiplication of

large numbers by

one- or two-digit

numbers using

efficient mental,

written strategies

and appropriate

digital technologies

exploring

techniques for

multiplication

such as the

area model, the

Italian lattice

method or the

partitioning of

numbers

applying the

distributive law

and using

arrays to model

multiplication

and explain

calculation

strategies

Solve problems

involving division

by a one digit

number, including

those that result in a

remainder

using the fact

that equivalent

division

calculations

result if both

numbers are

divided by the

same factor

interpreting

and

representing

the remainder

in division

calculations

sensibly for the

context

Use efficient mental

and written

strategies and apply

appropriate digital

technologies to

solve problems

using

W

e

e

k

1

0

Chance

Chance, likely to

happen, not likely

to happen, most

likely, least likely,

impossible, qual

chance, outcomes,

possible, certain,

uncertain, always,

never sometimes,

might, maybe,

50/50 chance, fair,

unfair, lucky,

unlucky, predict

Resources:

Nelson 3 Unit 25

pg. 75-77

Nelson 4 Unit 5

pg. 70-72

Signpost 3 Unit 29

pg: 148-150

Signpost 4 Unit 28

pg. 137-139

Ultranet RHPS

Collaborative

Learning Space

Mathletics

Interactive

whiteboard

activities

Grade 3

classifying a list of

everyday events

according to how

likely they are to

happen, using the

language of

chance, and

explaining

reasoning

conducting

repeated trials of

chance

experiments such

as tossing a coin

or drawing a ball

from a bag and

identifying the

variations

between trials

using lists of

events familiar to

students and

ordering them

from least likely

to most likely to

occur

using examples

such as weather,

which cannot be

dry and wet at the

same time

explaining why the

probability of a

new baby being

either a boy or a

girl does not

depend on the sex

of the previous

baby

commenting on

the likelihood of

winning simple

games of chance

by considering the

number of

possible outcomes

and the

consequent

chance of winning

in simple games of

chance such as

jan-ken-pon (rock-

paper-scissors)

Investigating the

probabilities of all

outcomes for a

simple chance

experiment and

verifying that their

sum equals 1

Chance

Conducting

experiments

with different

possibilities.

Vocabulary

around chance.

Using real life

examples of

apply chance

vocabulary.

Grade 4

Chance

Conducting

experiments

with different

possibilities.

Vocabulary

around chance.

Using real life

examples of

apply chance

vocabulary.

Suggested

Activities

Week 1

Students flip a

coin to identify

the chance of a

head or tail

coming.

Students label

situations as

likely, unlikely,

equal chance

etc.

Chocolate game:

Students in small

groups roll a dice,

only when they roll

a 6 do they get to

eat a piece of

chocolate.

Have a bag/box,

place in the box

different coloured

objects. Students

take 10 goes of

taking out a

counter from the

box and predict

what colour it

would be.

Create a coloured

spinner, students

then create a tally

table to identify

which colour

comes up the most

often.

Using the seasons,

students write

down the types of

weather and the

chance of rain,

snow, hail, frost

etc.

W

e

e

k

1

1

Christmas

Maths

Grade 3 And 4

Christmas Maths

Portfolio Tasks

All about a Fraction. Students choose a fraction on a Think Board: They have to show or represent the fraction in as

many different ways as they can e.g. Fraction, number line, picture, cut things into quarters etc.

Christmas co-ordinate pictures. (Brendan will supply the worksheets). Students follow a set of co-ordinates to create

Christmas pictures.

Students use a tessellating pattern to create a A3 tessellating tile pattern.

The number 45 and 70 think board.

MONEY

Students were required to create a 2 day timetable for meals that their family would eat. Under the timetable, students then need to create a shopping list

to find the cost for feeding their family of for 2 days.

Monday Tuesday

Breakfast:

Breakfast:

Lunch:

Lunch:

Dinner:

Dinner:

Shopping list and cost per item.

Shopping list and cost per item.

MONEY

Students were required to create a 3 day timetable for meals, entertainment and other items that their family would require. Under the timetable,

students then need to create a shopping list to find the cost for feeding and entertaining their family for three days.

Monday Tuesday Wednesday

Breakfast Breakfast:

Breakfast:

Lunch:

Lunch:

Lunch:

Dinner:

Dinner:

Dinner:

Entertainment:

Entertainment: Entertainment:

Shopping list and cost per item.

Shopping list and cost per item.

Shopping list and cost per item.

MONEY RUBRIC

Student Name: ________________________________________

CATEGORY 4 3 2 1

Mathematical Concepts

Explanation shows complete

understanding of the

mathematical concepts used to

solve the problem(s).

Explanation shows substantial

understanding of the

mathematical concepts used to

solve the problem(s).

Explanation shows some

understanding of the

mathematical concepts needed to

solve the problem(s).

Explanation shows very limited

understanding of the underlying

concepts needed to solve the

problem(s) OR is not written.

Mathematical Reasoning

Uses complex and refined

mathematical reasoning.

Uses effective mathematical

reasoning

Some evidence of mathematical

reasoning.

Little evidence of mathematical

reasoning.

Mathematical Errors

90-100% of the steps and

solutions have no mathematical

errors.

Almost all (85-89%) of the steps

and solutions have no

mathematical errors.

Most (75-84%) of the steps and

solutions have no mathematical

errors.

More than 75% of the steps and

solutions have mathematical

errors.

Uses concept of Money

Appropriately

Is able to use a timetable to

budget for a family. Is then able

to use money to budget to

purchase required items.

Has created a timetable and

demonstrated some money

budgeting to purchase required

items.

Has created a timetable and

demonstrated little money

budgeting to purchase required

items.

Timetable is messy and difficult

to understand. Demonstrates no

money use to budget for required

items.

Map of Desert Island

Students draw a Map of a desert Island with hidden treasure and a set of instructions for a friend to follow to find the

treasure. The map needs to include; Instructions for finding the treasure, rose compass, Key/Legend and scale.

At Level 3: Students are able to draw and label a simple map with directions to find specific objects.

At Level 4: Students were required a complex that included a legend/key, scale, directions and rose compass.

Below Expected Level At Expected Level Above Expected Level

Symmetry

Students were required to cut a ready-made picture in half. They were then expected to symmetrically draw the other

half of the picture as accurately as possible.

Below Expected Level At Expected Level Above Expected Level

Fractions

Below Expected Level At Expected Level Above Expected Level

Symbols For Fraction

Write Your Fraction in Words

Write in a Decimal Form

Pictorial Representation of a Whole

Write your fraction in Words

Pictorial Representation of a

Collection

Give an example of where you

might see this fraction in a real life

situation.

Show your Fraction from the media

eg Photo, magazine, newspaper

Teacher Comment:

Symbols for Fractions Write Your Fraction in Words Write in a Decimal Form

Pictorial Representation of a Whole

YOUR

CHOSEN

FRACTION

Write your fraction in Words

Pictorial Representation of a Collection Give an example of where you might see this

fraction in a real life situation.

Show your Fraction from the media eg Photo,

magazine, newspaper

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