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Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 1

Yearly Overview

Week 1 Assessment Revision Revision Revision

SENA 1&2, Counting On Whole Numbers Whole Numbers 2D Space

Week 2 Whole Numbers Patterns and Algebra Patterns and Algebra Patterns and Algebra

Time Mass Position 3D Space

Week 3 Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra

Time Time Mass Volume and Capacity

Week 4 Patterns and Algebra Addition and Subtraction Addition and Subtraction Addition and Subtraction

Data Money Money Length

Week 5 Addition and Subtraction Addition and Subtraction Addition and Subtraction Addition and Subtraction

Money Length Time Mass

Week 6 Addition and Subtraction Multiplication and Division Multiplication and Division Multiplication and Division

Chance 2D Space Length Position

Week 7 Multiplication and Division Multiplication and Division Multiplication and Division Multiplication and Division

2D Space Data 2D Space - Angles Area

Week 8 Multiplication and Division Fractions relate to area Fractions and Decimals Fractions and Decimals

2D Space - Angles Area Data Time

Week 9 Fractions relate to length Fractions and Decimals Fractions and Decimals Fractions and Decimals

Length 3D Space Area Chance

Week 10 Volume and Capacity Position Chance Revision

Position Volume and Capacity 3D Space

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 2

Early Stage 1 Maths Key Ideas

Content Term 1 Term 2 Term 3 Term 4

NES1.1 Count Forwards to 30, from a given number

Vital, Daily Counting Drills

Counts backwards from a given number range 0 to 20

Compare, order, read and represent numbers to at least 20

Read and use ordinal names to at least tenth

Use the language of money

NES1.2 Combine groups to model addition

Take part of a group away to model subtraction

Compare groups to determine ‘how many more’

Record addition and subtraction informally

NES1.3 Model equal groups or rows

Group and share collections of groups equally

Record grouping and sharing informally

NES1.4 Divide an object into 2 equal parts

Recognise and describe halves

PAES1.1 Recognize, describe, create and continue repeating patterns

Vital, Daily Counting Drills

Continue simple number patterns that increase or decrease

Use the term ‘is the same as’ to describe equality of groups

DES1.1 Collect Data about students and their environment

Organise actual objects or pictures of objects into data displays

Interpret data displays made from objects and pictures

MES1.1 Identify and describe the attribute of length

Compare lengths directly by placing objects side by side and aligning ends

Record comparisons informally

MES1.2 Identify and describe the attribute of area

Estimate the larger of 2 areas and compare using direct comparison

Record comparisons informally

MES1.3 Identify and describe the attributes of volume and capacity

Compare the capacities of 2 containers using direct comparison

Compare the volumes of 2 objects using direct comparison

Record comparisons informally

MES1.4 Identify and describe the attribute of mass

Compare the masses of 2 objects by pushing, pulling, or hefting or using an equal

arm balance

Record comparisons informally

MES1.5 Describe the duration of events using everyday language

Sequence events in time

Name days of the week and seasons

Tell time on the hour on digital and analog clocks

SGES1.1 Manipulate and sort 3D objects in the environment

Describe features of 3D objects using everyday language

Use informal names for 3D objects

SGES1.2 Manipulate, sort and describe 2D shapes

Identify and name circles, squares, triangles and rectangles in pictures and the

environment, and presented in different orientations

Represent 2D shapes using a variety of materials

Identify and draw straight and curved lines

SGES1.3 Give and follow simple directions

Use everyday language to describe position

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 3

Stage 1 Maths Key Ideas

Content Term 1 Term 2 Term 3 Term 4

NS1.1 Count Forwards and backwards by ones, twos and fives

Count forwards and backwards by tens, on and off the decade Vital, Daily Counting Drills

Read, order and represent two and three digit numbers

Read and use the ordinal names to at least ‘thirty-first’

Sort, order and count money using face value

NS1.2 Model addition and subtraction using concrete materials

Develop a range of mental strategies and informal recording methods for addition

and subtraction

Record number sentences using drawings, numerals, symbols and words

NS1.3 Rhythmic and skip count by ones, twos, fives and tens

Model and use strategies for multiplication including arrays, equal groups and

repeated addition

Model and use strategies for division including sharing, arrays and repeated

subtraction

Record using drawings, numerals, symbols and words

NS1.4 Model and describe a half or a quarter of a whole object

Model and describe a half or a quarter of a collection of objects

Use fraction notation ½ and ¼

Money concepts are developed in Whole Numbers

NS1.5 Recognise the elements of chance in familiar daily activities

Use familiar language to describe the element of chance

Create, represent and continue a variety of number patterns and supply missing

PAS1.1 Vital, Daily Counting Drills

elements

Use the equals sign to record equivalent number relationships

Build number relationships by relating addition and subtraction facts to at least 20

Make generalizations about number relationships Vital, Daily Counting Drills

DS1.1 Gather and record data using tally marks

Display the data using concrete materials and pictorial representations

Use objects or pictures as symbols to represent other objects, using one-to-one

correspondence

Interpret information presented in picture graphs and column graphs

Use informal units to estimate and measure length and distance by placing

MS1.1

informal units end-to-end without gaps or overlaps

Recognise the need for metres and centimeters, and use them to estimate and

measure length and distance

Record measurements by referring to the number and type of informal or formal

units used

MS1.2 Use appropriate informal units to estimate and measure area

Compare and order two or more areas

Record measurements by referring to the number and type of informal units used

MS1.3 Use appropriate informal units to estimate and measure volume and capacity

Compare and order the capacities of two or more containers and the volumes of

two or more models or objects

Record measurements by referring to the number and type of informal units used

Estimate and measure the mass of an object using an equal arm balance and

MS1.4

appropriate informal units

Compare and order two or more objects according to mass

Record measurements by referring to the number and type of informal units used

MS1.5 Use informal units to measure and compare the duration of events

Name and order the months and seasons of the year

Identify the day and date on a calendar

Tell time on the hour and half-hour on digital and analog clocks

SGS1.1 Name, describe, sort and model cones, cubes, cylinders, spheres and prisms

Recognise 3D objects in pictures and the environment, and presented in different

orientations

Recognise that 3D objects look different from different views

Identify, name, compare and represent hexagons, rhombuses and trapeziums

SGS1.2

presented in different orientations

Make tessellating designs using flips, slides and turns

Identify a line of symmetry

Identify and name parallel, vertical and horizontal lines

Identify corners as angles

Compare angles by placing one angle on top of another

SGS1.3 Represent the position of objects using models and drawings

Describe the position of objects using everyday language, including ‘left’ and ‘right’

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 4

Stage 2 Maths Key Ideas

Content Term 1 Term 2 Term 3 Term 4

NS2.1 Count Forwards and backwards by tens or hundreds, on and off the decade Vital, Daily Counting Drills

Use place value to read, represent and order numbers up to four digits

Money concepts are developed further in Fractions and Decimals

Use a range of mental strategies for addition and subtraction involving two, three

NS2.2

and four digit numbers

Explain and record methods for adding and subtracting

Use a formal written algorithm for addition and subtraction

NS2.3 Develop mental facility for number facts up to 10 x 10

Find multiples and squares of numbers

Interpret remainders in division problems

Determine factors for a given number

Use mental and informal written strategies for multiplying or dividing a two digit

number by a one digit operator

Model, compare and represent fractions with denominators 2, 4, and 8, followed by

NS2.4

fractions with denominators 5, 10 and 100

Find equivalence between halves, quarters and eighths; fifths and tenths; tenths

and hundredths

Model, compare and represent decimals to 2 decimal places

Add and subtract decimals with the same number of decimal places (to 2 decimal

places)

Recognise percentages in everyday situations.

Relate a common percentage to a fraction or decimal

Perform calculations with money

NS2.5 Explore all possible outcomes in a simple chance situation

Conduct simple chance experiments

Collect data and compare likelihood of events in different contexts

PAS2.1 Generate, describe and record number patterns using a variety of strategies Vital, Daily Counting Drills

Build number relationships by relating multiplication and division facts to at least 10

x 10

Complete simple number sentences by calculating the value of a missing number Vital, Daily Counting Drills

DS2.1 Conduct surveys, classify and organize data using tables

Construct vertical and horizontal column graphs and picture graphs

Interpret data presented in tables, column graphs and picture graphs

Estimate, measure, compare and record lengths and distances using metres,

MS2.1

centimeters and/or millimetres

Convert between metres and centimetres, and centimetres and millimetres

Estimate and measure the perimeter of 2D shapes

Record lengths and distances using decimal notation of two places

MS2.2 Recognise the need for square centimetres and square metres to measure area

Estimate, measure, compare and record areas in square cm and square metres

MS2.3 Recognise the need for a formal unit to measure volume and capacity

Estimate, measure, compare and record volumes and capacities using litres and

millilitres

Measure the volume of models in cubic centimetres

Convert between litres and millilitres

MS2.4 Recognise the need for a formal unit to measure mass

Estimate, measure, compare and record masses using kilograms and grams

MS2.5 Recognise the coordinated movements of the hands on a clock

Read and record time using digital and analog notation

Convert between units of time

Read and interpret simple timetables, timelines and calendars

Name, describe, sort, make and sketch prisms, pyramids, cylinders, cones and

SGS2.1

spheres

Create nets from everyday packages

Describe cross-sections of 3D objects

Identify and name pentagons, octagons and parallelograms presented in different

SGS2.2a

orientations

Compare and describe special groups of quadrilaterals

Make tessellating designs by reflecting, translating and rotating

Find all lines of symmetry for a 2D shape

SG2.2b Recognise openings, slopes and turns as angles

Describe angles using everyday language and the term ‘right’

Compare angles using informal means

SGS1.3 Use simple maps and grids to represent position and follow routes

Determine the directions N, S, E and W; NE, NW, SE and SW, given one of the

directions

Describe the location of an object on a simple map using coordinates or directions

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 5

Stage 3 Maths Key Ideas

Content Term 1 Term 2 Term 3 Term 4

NS3.1 Identify differences between Roman and Hindu-Arabic counting systems

Read, write and order numbers of any size using place value Vital, Daily Counting Drills

Record numbers in expanded notation

Recognise the location of negative numbers in relation to zero

Money concepts are developed further in Fractions and Decimals

Select and apply appropriate mental, written or calculator strategies for addition and

NS3.2

subtraction with counting numbers of any size

Select and apply appropriate mental, written or calculator strategies for multiplication

NS3.3

and division

Explore prime and composite numbers

Use formal written algorithms for multiplication (limit operators to two-digit numbers)

and division (limit operators to single digits)

Model, compare and represent commonly used fractions (those with denominators 2,

NS3.4

3, 4, 5, 6, 8, 10, 12, and 100)

Find equivalence between thirds, sixths and twelfths

Express a mixed numeral as an improper fraction and vice versa

Add and subtract simple fractions where one denominator is a multiple of the other

Multiply simple fractions by whole numbers.

Calculate unit fractions of a number.

Multiply and divide decimals by whole numbers in everyday contexts.

Add and subtract decimals to three decimal places

Calculate simple percentages of quantities

Apply the four operations to money in real-life situations

NS3.5 Assign numerical values to the likelihood of simple events occurring

Order the likelihood of simple events on a number line from 0 to 1

PAS3.1a Build simple geometric patterns involving multiples

Complete a table of values for geometric and number patterns

Describe a pattern in words in more than one way Vital, Daily Counting Drills

Construct, verify and complete number sentences involving the four operations with a

PASS3.1b

variety of numbers

Draw picture, column, line and divided bar graphs using scales of many-to-one

DS3.1

correspondence

Read and interpret sector (pie) graphs

Read and interpret graphs with scales of many-to-one correspondence

Determine the mean (average) for a small set of data

Select and use the appropriate unit and device to measure lengths, distances and

MS3.1

perimeters

Convert between metres and kilometres; millimetres, centimeters and metres

Calculate and compare perimeters of squares, rectangles and equilateral and

isosceles triangles

Record lengths and distances using decimal notation of three places

MS3.2 Select and use the appropriate unit to calculate area

Recognise the need for square kilometres and hectares

Develop formulae in words for finding area of squares, rectangles and triangles

MS3.3 Select the appropriate unit to measure volume and capacity

Recognise the need for cubic metres

Estimate and measure the volume of rectangular prisms

Determine the relationship between cubic centimetres and millilitres

Record volume and capacity using decimal notation to three decimal places

MS3.4 Select and use the appropriate unit and device to measure mass

Recognise the need for tonnes

Convert between kilograms and grams and between kilograms and tonnes

Record mass using decimal notation to 3 decimal places

MS3.5 Convert between am/pm notation and 24 hour time

Compare various time zones in Australia, including during daylight saving

Draw and interpret a timeline using a scale

Use timetables involving 24 hour time

Identify 3D objects, including particular prisms and pyramids, on the basis of their

SGS3.1

properties

Construct 3D models given drawings of different views

SGS3.2a Identify right-angled, isosceles, equilateral and scalene triangles

Identify and draw regular and irregular 2D shapes

Identify and name parts of circle

Enlarge and reduce shapes, pictures and maps

Identify shapes that have rotational symmetry

SG3.2b Classify angles as right, acute, obtuse, reflex, straight or a revolution

Measure in degrees and construct angles using a protractor

SGS3.3 Interpret scales on maps and plans

Make simple calculations using scale

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 6

Stage 4 Maths Key Ideas

Content Term 1 Term 2 Term 3 Term 4

NS4.1 Explore other counting systems

Investigate groups of positive whole numbers

Apply mental strategies to aid computation

Find squares/related square roots; cubes/related cube roots

Use index notation for positive integral indices

Determine and apply tests of divisibility

Express a number as a product of its prime factors

Divide two- and three-digit numbers by a two-digit number

NS4.2 Perform operations with directed numbers

Simplify expressions involving grouping symbols and apply order of operations

NS4.3 Perform operations with fractions, decimals and mixed numerals

Use ratios and rates to solve problems

NS4.4 Determine the probability of simple events

Solve simple probability problems

Recognise complementary events

PAS4.1 Use letters to represent numbers

Translate between words and algebraic symbols and between algebraic symbols

and words

Recognise and use simple equivalent algebraic expressions

PAS4.2 Create, record and describe number patterns using words

Use algebraic symbols to translate descriptions of number patterns

Represent number pattern relationships as a point on a grid

Use the algebraic symbol system to simplify, expand and factorise simple algebraic

PAS4.3

expressions

Substitute into algebraic expressions

PAS4.4 Solve linear equations and word problems using algebra

PAS4.5 Interpret the number plane and locate ordered pairs

Graph and interpret linear relationships created from simple number patterns and

equations

Draw, read and interpret the graphs (line, sector, travel, step, conversion, divided

DS4.1

bar, dot plots, and stem and leaf plots) tables and charts

Distinguish between types of variables used in graphs

Identify misrepresentations of data in graphs

Construct frequency tables

Draw frequency histograms and polygons

DS4.2 Use sampling and census

Make predictions from samples and diagrams

Analyse data using mean, mode, median and range

MS4.1 Describe the limits of accuracy of measuring instruments

Convert between metric units of length

Develop formulae and use to find the area and perimeter of triangles, rectangles,

and parallelograms

Find the area pf simple composite figures

Investigate and find the area and circumference of circles

Convert between metric units of area

Apply Pythagoras’ theorem

MS4.2 Find the surface area of rectangular and triangular prisms

Find the volume of right prisms and cylinders

Convert between metric units of volume

MS4.3 Perform operations involving time units

Use international time zones compare times

Interpret a variety of tables and charts related to time

SGS4.1 Determine properties of three-dimensional objects

Investigate Platonic solids

Investigate Euler’s relationship for convex polyhedra

Make isometric drawings

SGS4.2 Classify angles and determine angle relationships

Construct parallel and perpendicular lines and determine associated angle

properties

SGS4.3 Classify, construct and determine properties if triangles and quadrilaterals

Investigate similar figures and interpret and construct scale drawings

Complete simple numerical exercises based on geometrical properties

SG4.4 Identify congruent figures

Investigate similar figures and interpret and construct scale drawings

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 7

Term 1

Mathematics Scope and Continuum:

Linking Support Material to the Syllabus

Daily Counting – Lesson Warm-up (5 to 10 minutes)

Whole Number and Patterns and Algebra concepts form the basis of many sub-strands of Number and require continuous, daily development and consolidation.

Strand ES1 S1 S2 S3

Lesson includes counting ● Count forward to 30, from a ● Count forwards and backwards by ones, twos and ● Count forwards and the counting sequence by

Intro strategies, given number five backwards by tens or extending S2 to counting by

number ● Count backwards from a ● Count forwards and backwards by tens, on and off hundreds, on and off the thousands ensuring that they

5-10 min relationships and given number, in the range 0-20 the decade decade have an idea of the magnitude of

the concept of numbers of any size.

place value.

Counting is an IWB Resource IWB Resource IWB Resource IWB Resource

important Interactive 100 chart Interactive 100 chart Interactive 100 Chart Interactive 100 chart

component of (Number Grid) (Number Grid) for Mac Computers (Number Grid) The Hundred Square, determine

number and the 100 chart instructions 100 chart instructions 100 chart instructions the number size, count by 100’s or

early learning of

• Counting forwards to 30 from a • Counting forwards or backwards by ones, from a • Identifying the number 1000’s

operations.

There is a

given number given two-digit number before and the number after a • Identifying the number before

distinction • Counting backwards from a • Identifying the number before and the number after a given two, three or four-digit and the number after a given two,

given number in the range 0 to 20 given two-digit number number three, four (and five) -digit number

between counting

by rote and • Identifying the number before • Counting and representing large sets of objects by • Counting forwards and • Counting forwards and

counting with and the number after a given syst ematically grouping in tens backwards by tens or backwards by tens, hundreds (and

hundreds on and off the thous ands) on and off the decade

understanding.

Regularly

number • Using a number line or hundreds chart to assist with decade

counting

• Counting with one to one counting and ordering

forwards and

correspondence • Counting forward and backwards by 2’s, 5’s and 10’s

backwards from a • Recognising a dot pattern • Counting forwards and backwards by tens, on and off

given number will instantly for numbers up to seven the decade

familiarise (Subitising) NAPLAN Strategies Doc 2008

• Counting forwards and backwards by ones, from a

students with the

sequence. given three-digit number Identifying the number before

and the number after a given three-digit number

Click here ☺

Patterns and PAES1.1 PAS1.1 PAS2.1 PAS3.1a

Algebra includes ● Recognise, describe, create ● Create, represent and continue a variety of number ● Generate, describe, ● Describe a pattern in words in

the exploration of and continue repeating patterns patterns and supply missing elements record number patterns using more than one way

number and pre- ● Continue simple number ● Make generalisations about number relationships a variety of strategies

algebra concepts patterns that increase or ● Complete simple number

by pattern making decrease sentences by calculating the

(replicate, value of a missing number

complete, ● Determine a rule to describe

continue), and • Recognising, copying, and • Recognising and describing patterns when • Identifying and describing

continuing repeating patterns counting forwards or backwards by ones, twos, fives, or number patterns when number patterns

discussing, ● Interpret descriptions written

generalising, and using sounds, actions, shapes, tens counting forwards and

recording objects or pictures • Representing number patterns on a number line or backwards by threes, fours, by peers

• Play ‘guess my rule

observations in a Describing a repeating pattern in hundred chart sixes, sevens, eights & nines

terms of a ‘number’ pattern • ● Model and record using

variety of ways. • Determining missing elements in a number pattern Describing a simple

materials, diagrams, words or

number pattern in words

symbols

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 9

Term 1 Strand ES1 ST1 ST2 ST3 ST4

Students develop ● Count forward to 30, from ● Count forwards and ● Count forwards and ● Identify differences ● Explore other counting

a sense of the a given number backwards by ones, twos and backwards by tens or between Roman and Hindu- systems

relative size of ● Count backwards from a five hundreds, on and off the Arabic counting systems ● Investigate groups of

whole numbers given number, in the range 0- ● Count forwards and decade ● Read ,write and order positive whole numbers

and the role of 20 backwards by tens, on and off ● Use place value to read, numbers of any size using ● Apply mental strategies to

place value in ● Compare, order, read and the decade represent and order numbers place value aid computation

their represent numbers to at least ● Read, order and up to four digits ● Record numbers in

representation 20 represent two and three-digit expanded notation

● Read a use the ordinal numbers ● Recognise the location of

Many Key Ideas numbers to at least ‘tenth’ ● Read and use the ordinal negative numbers in relation

of Whole Number

● Use the language of numbers to and least ‘thirty- Money concepts are to zero

are addressed first’ developed further in fractions

money

during daily

● Sort, order and count and decimals Money concepts are

counting activities developed further in fractions

money using face value

and lesson warm- and decimals

ups.

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Questions Yr9 NAPLAN Questions

BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 10

DENS 1 DENS 1 DENS 2 DENS 2

E 23, 24, 28, 30, 31, 33, E 37, CB1’s 66, 70, 76, 88, 90, CB1’s

34, 35, 36, 37, 41, 43,

45, 49,

P 85, 87, 89, 97, 93, 101, P 81, 85, 87, 95, Forming 180, 184, 222, Formin 180, 182, 184, 192,

105, 113, 119, 125, groups g 194,

groups

F 149, 151, F 157, 161, Co-ordi 284, 292, Co-ordi

groups groups

CO 221, CO 221, 223, 225, 227,

229, 239,

CMIT Activities CMIT Activities CMIT Activities Counting On Activities Counting On Activities

Abracadabra Abracadabra Three in a line Ordering numbers to 100 Ordering numbers to 100

Before and after Before and after Choosy Jumps of ten on number line Jumps of ten on number line

Clear the board dot dice Clear the board dot dice Clear the board # Dice x3 Double number line Double number line

Clear the board # Dice x1 Clear the board # Dice x1 Tracks on a hundreds chart Tracks on a hundreds chart

Clear the board # Dice x2 Hundreds chart jigsaw Hundreds chart jigsaw

Clear the board # Dice x3 First to 100 First to 100

Blocks on a bowl Add to 100 Add to 100

Teddy race Make 100 Make 100

The nasty game The nasty game

Climb the ladder Climb the ladder

Work Work Work

12-15 46 - 51 85, 86

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games

Make the largest number Make the largest number Make the largest number Make the largest number

(Dealing only 2 or 3 cards) (Dealing 3 or 4 cards) (Dealing 5 cards) (Dealing 5 cards)

Up and Down Up and Down

Operations with Whole

Numbers

Numbers before and after Circle the larger number Circle the largest number

(10’s, teens, 2 digit & 3 digit) (Two digit numbers) (Three digit numbers)

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 11

Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

CMIT Website CMIT Website CMIT Website Learning Federation - TALE Learning Federation - TALE

Butterfly Ten Frames Penguin Count 4 Turns to 100 Scale Matters: range of Scale Matters: negatives

Washing Line Arrow card game Arrow card game numbers Scale Matters: range of

Numeral Track 100 chart 100 chart Wishball: Ultimate numbers

Sieve of Eratosthenes

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Circle 99

Number Trains 1-10 Counting Beetles: making What’s the problem:nature L1 Scale Matters: hundreds

Number Trains 1-20 word problems What’s the problem:nature L2 Scale Matters: tens of

Number Trains 30-50 Counting Beetles: solving What’s the problem:planet L1 thousands

Scale Matters : Ones word problems What’s the problem:planet L2 Scale Matters: tenths

Scale Matters:whole numbers The Number Partner What’s the problem:sports L1 Scale Matters: hundredths

assessment Scale Matters: Ones Number Trains: Skip counting Hopper Challenge : Series of

Counting Beetles:Level 1 Scale Matters: Tens Scale Matters: simple units 3

Counting Beetles:Level 2 Scale Matters: Hundreds Scale Matters: tens Hopper: Series

Counting Beetles:Level 3 Scale Matters: Simple Units Scale Matters : Tenths The part-adder: genetate easy

Numberline Arithmetic Number Trains 30-50 Scale Matters: hundreds sums

Number Trains 90-120 Scale Matters: tens of The part-adder: genetate hard

Number Trains Skip Counting thousands sums

The number partner: Go Hopper: whole numbers The part-adder: go figure

Figure Wishball: Whole numbers

Numberline Bars Wishball: challenge

Tower of Hanoi

The Number Partner

The Number Partner: Go

Figure

The part-adder: genetate easy

sums

The part-adder: genetate hard

sums

The part-adder: go figure

IWB Resources via IWB Resources via IWB Resources via IWB Resources via IWB Resources via

Standards Site UK Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive 100 chart Interactive 100 chart Interactive 100 chart Interactive 100 chart Interactive 100 chart

(Number Grid) (Number Grid) (Number Grid) (Number Grid) (Number Grid)

100 chart instructions 100 chart instructions 100 chart instructions 100 chart instructions 100 chart instructions

Interactive counting (1-100) Interactive counting (1-100) Interactive Number Spinner Interactive Number Spinner

(Counting on and back) (Counting on and back)

Counting instructions Counting instructions Number Spinner Instructions Number Spinner Instructions

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 12

Other Websites Other Websites Other Websites Other Websites Other Websites

n MathBrain/MathBrain.html ctivitySearch.aspx

http://www.bbc.co.uk/schools/ http://www.curriculumsupport.

http://www.oswego.org/ocsd- numbertime/games/mend.sht http://www.crickweb.co.uk/ass education.nsw.gov.au/second http://www.mathplayground.co

web/games/SplatSquares/spla ml ets/resources/flash.php?&file= ary/mathematics/assets/pdf/lit m/

tsq100.html ncmenu eracyy7/s4history.pdf

http://www.learnalberta.ca/con http://www.curriculumsupport.

http://www.oswego.org/ocsd- tent/me3us/flash/lessonLaunc http://resources.oswego.org/g http://www.amblesideprimary.c education.nsw.gov.au/second

web/games/SplatSquares/spla her.html?lesson=lessons/05/m ames/Estimate/estimate.html om/ambleweb/mentalmaths/sq ary/mathematics/assets/pdf/lit

tre100.html 3_05_00_x.swf uaremaker.html eracyy7/s4history.pdf

http://www.wmnet.org.uk/reso

http://www.bbc.co.uk/schools/ http://www.curriculumsupport. urces/gordon/sequences%20v http://www.curriculumsupport. http://www.curriculumsupport.

numbertime/games/mend.sht education.nsw.gov.au/primary/ 6.swf education.nsw.gov.au/second education.nsw.gov.au/second

ml mathematics/assets/pdf/stage ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit

1/handsup.pdf http://www.crickweb.co.uk/ass eracyy7/s4matching.pdf eracyy7/s4matching.pdf

http://pbskids.org/curiousgeor ets/resources/flash.php?&file=

ge/games/count_your_chicken http://www.curriculumsupport. Toolkit%20index2a http://www.curriculumsupport. http://www.curriculumsupport.

s/count_your_chickens.html education.nsw.gov.au/primary/ (Place Value Calculator, education.nsw.gov.au/second education.nsw.gov.au/second

mathematics/assets/pdf/stage Virtual HTU Place Value ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit

http://www.bbc.co.uk/schools/ 1/handsup.pdf Cards, Interactive Number eracyy7/s4placevalue.pdf eracyy7/s4placevalue.pdf

numbertime/games/snakes.sht Line )

ml http://www.curriculumsupport. http://www.curriculumsupport.

http://pbskids.org/curiousgeor http://www.hbschool.com/activ education.nsw.gov.au/second education.nsw.gov.au/second

http://www.bbc.co.uk/schools/ ge/games/banana_411/banan ity/numbers_to_1000/ ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit

numbertime/games/find_the.s a_411.html eracyy7/s4placevalue2.pdf eracyy7/s4placevalue2.pdf

html http://www.amblesideprimary.c

http://www.amblesideprimary.c om/ambleweb/quizes/guessit. http://www.curriculumsupport. http://www.curriculumsupport.

http://www.bbc.co.uk/schools/ om/ambleweb/quizes/guessit. htm education.nsw.gov.au/second education.nsw.gov.au/second

numbertime/games/find_the.s htm ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit

html http://www.amblesideprimary.c eracyy7/s4placevalue3.pdf eracyy7/s4placevalue3.pdf

http://www.amblesideprimary.c om/ambleweb/mentalmaths/nu

http://www.amblesideprimary.c om/ambleweb/mentalmaths/nu mberbond.html http://www.curriculumsupport. http://www.curriculumsupport.

om/ambleweb/quizes/guessit. mberbond.html education.nsw.gov.au/second education.nsw.gov.au/second

htm ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit

http://illuminations.nctm.org/Ac eracyy7/s4inequality.pdf eracyy7/s4inequality.pdf

http://illuminations.nctm.org/Ac tivityDetail.aspx?ID=75

tivityDetail.aspx?ID=75 http://www.curriculumsupport. http://www.curriculumsupport.

education.nsw.gov.au/second education.nsw.gov.au/second

ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit

eracyy7/s4numbers.pdf eracyy7/s4numbers.pdf

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 13

Week 2 Time MES1.5 MS1.5 MS2.5 MS3.5 MS4.3

Students develop ● Describe the duration of ● Use informal units to ● Recognise the ● Convert between am/pm ● Perform operations

an understanding events using everyday measure and compare the coordinated movements of the notation and 24-hour time involving time units

of the passage of language duration of events hands on a clock ● Use timetables involving ● Use international time

time, its ● Sequence events in time ● Name and order the ● Read and record time 24-hour time zones to compare times

measurement and ● Name the days of the months and seasons of the using digital and analog ● Compare various time ● Interpret a variety of

representations, week and seasons year notation zones in Australia, including tables and charts related to

though the use of ● Tell time on the hour on ● Identify the day and date ● Convert between units of during daylight saving time

everyday digital and analog clocks on a calendar time ● Draw and interpret a

language and ● Tell the time on the hour ● Read and interpret simple timeline using a scale

experiences and half-hour on digital and timetables, timelines and

analog clocks calendars

Syllabus Page : 112 Syllabus Page : 113 Syllabus Page : 114 Syllabus Page : 115 Syllabus Page : 116

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons

BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 14

Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

School day – analogue After school – Analogue After school – Analogue & Time: Analogue & Digital

School day – 12 hour digital After school – Analogue & digital clocks

School day – analogue and digital School day – analogue Time: Match Clocks

digital School day – analogue School day – digital Time: What time will it be

Time: Analogue & Digital School day – 12 hour digital School day – analogue and

clocks School day – 24 hour digital digital

Time: Match Clocks School day – analogue and Time: Analogue & Digital

Time: What time will it be digital clocks

Wake Up Pup – Analogue Time: Match Clocks

Wake Up Pup – Analogue & Time: What time will it be

Digital

Rice Paper rolls – Analogue

Rice Paper Rolls – Analogue

& Digital

Time: Analogue & Digital

clocks

Time: Match Clocks

Time: What time will it be

Standards Site UK Standards Site UK Standards Site UK

Other websites Other websites Other websites Other websites Other websites

o.uk/maths/mathsE2.htm /JustInTime/contents.html ets/resources/flash.php?&file= ets/resources/flash.php?&file= kworks/main2.html

Toolkit%20index2a Toolkit%20index2a

http://www.amblesideprimary.c http://www.time-for- (12 Hour Clock) (24 Hour Clock) http://www.mathsisfun.com/tim

om/ambleweb/mentalmaths/cl time.com/swf/myclox.swf e-zones-world.html

ock.html http://www.fi.edu/time/Journey http://www.woodlands-

http://www.woodlands- /JustInTime/contents.html junior.kent.sch.uk/maths/meas http://www.poodwaddle.com/w

junior.kent.sch.uk/maths/meas ures.htm#Time orldclock.swf

ures.htm#Time http://www.time-for-

time.com/swf/myclox.swf http://www.wmnet.org.uk/wmn

http://www.amblesideprimary.c et/custom/files_uploaded/uplo

om/ambleweb/mentalmaths/cl http://www.woodlands- aded_resources/852/measure

ock.html junior.kent.sch.uk/maths/meas sv2.swf

ures.htm#Time

http://www.poodwaddle.com/w

http://www.amblesideprimary.c orldclock.swf

om/ambleweb/mentalmaths/cl

ock.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 15

Week 3 Patterns and PAES1.1 PAS1.1 PAS2.1 PAS3.1a Algebraic Techniques

Algebra ● Recognise, describe, ● Create, represent and ● Generate, describe, ● Build simple geometric PAS4.1

Students develop create and continue repeating continue a variety of number record number patterns using patterns involving multiples ● Use letters to represent

skills in creating, patterns patterns and supply missing a variety of strategies ● Complete a table of numbers

describing and ● Continue simple number elements ● Build number values for geometric and ● Translate between words

recording number patterns that increase or ● Build number relationships by relating number patterns and algebraic symbols and

patterns as well decrease relationships by relating multiplication and division ● Describe a pattern in between algebraic symbols

as an ● Use the term ‘is the same addition and subtraction facts facts to at least 10 x 10 words in more than one way and word

understanding of as’ to describe equality to at least 20 PAS3.1b ● Recognise and use

the relationships ● Make generalisations ● Complete simple number ● Construct, verify and simple equivalent algebraic

between numbers about number relationships sentences by calculating the complete number sentences expressions

● Use the equals sign to value of a missing number involving the four operations PAS4.2

record equivalent number with a variety of numbers ● Create, record and

relationships describe number patterns

using words

PAS4.3

● Use the algebraic symbol

to simplify, expand and

factorise simple algebraic

expressions

● Substitute into algebraic

expressions

PAS4.4

● Solve linear equations

and word problems using

algebra

Syllabus Page :73 Syllabus Page : 74 Syllabus Page : 75 Syllabus Page : 76 Syllabus Page : 78

Work

60 - 65

Click here ☺

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 16

BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

BST Yr3 2005 Q2 BST Yr3 2000 PracF BST 2001 Yr3 Q31 BST Yr5 2005 Q27 SNAP Yr7 2006 Q14

NAPLAN Yr3 2009 Q2 BST Yr3 2000 Q1 BST Yr3 2006 Q19 NAPLAN Yr5 2009 Q23 SNAP Yr7 2006 Q37

BST Yr3 2001 PracG BST Yr5 2006 Q25 SNAP Yr7 2006 Q48

E 26, 27, 47, 48, E CB1’s 42, 44, 46, CB1’s

P 109, 111, 115 P Forming 174, 176, 178 Forming 174, 176, 178

Groups Groups

F F 149, 151, 153, 155 Co-ordi Co-ordi

Groups Groups

CO CO

Talking About Patterns & Talking About Patterns & Talking About Patterns & Talking About Patterns &

Algebra CD Algebra CD Algebra CD Algebra CD

AFLgebra AFLgebra

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games

Place in Order Place in Order Four Kings Up and Down Up and Down

Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 17

IWB Resources via IWB Resources via IWB Resources via IWB Resources via

Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive 100 chart Interactive 100 chart Interactive 100 chart Interactive 100 chart

100 chart instructions 100 chart instructions 100 chart instructions 100 chart instructions

Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

CMIT Website CMIT Website CMIT Website Learning Federation - TALE Learning Federation - TALE

Dominoes Calendar Calendar Musical number patterns: Squirt three containers –

odds & evens, musical times, Series of 4

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE music make, the challenger Bridge Builder- complex

Monster Choir: patterns Balance the Cups Wishball Challenge Attribute trains pentagons

Monster Choir: missing Balance the Cups: use the The number partner: go figure Hopper Ultimate Bridge Builder- complex

monsters rule Musical number patterns: Pentominoes squares

Colour Patterns Musical Number Patterns: odds & evens, musical times, Pascal’s Triangle Bridge Builder- quadrilaterals

Musical Counter music maker Pattern Blocks Bridge Builder- Triangles 1

Musical Number Patterns: Vile Vendor Colour Patterns Bridge Builder- Triangles 2

Music Maker Balance the cups: use the rule Algebra Balance Scales Biscuit factory

Monster Choir: Look & Listen 1 Attribute Blocks

The Number Partner Balance the cups: use the rule Balance the Blobs ; find the

Number Partner: Go Figure 2 rule 3

Colour Patterns Balance the cups: use the rule Balance the Blobs : Find the

Squirt: Two containers 3 Rule 2

Balance the blobs: find the Squirt: Three containers

rule 1 Filling glasses- create the right

Balance the blobs: find the glass

rule 2 Bridge Builder- complex

Balance the blobs: find the pentagons

rule 3 Bridge Builder- complex

Hopper Whole Numbers squares

Squirt Two containers Bridge Builder- quadrilaterals

Squirt Two containers: Level 1 Bridge Builder- Triangles 1

Squirt Two containers: Level 2 Bridge Builder- Triangles 2

Attribute Trains Tower of Hanoi

Tower of Hanoi Algebra Balance Scales –

Function machine Series of 2

Squirt: Two containers Function machine

Exploring Algebra

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 18

Other Websites Other Websites Other Websites Other Websites Other Websites

ash/patblocks/patblocks.php ash/patblocks/patblocks.php ash/patblocks/patblocks.php education.nsw.gov.au/second education.nsw.gov.au/second

ary/mathematics/years7_10/te ary/mathematics/years7_10/te

http://www.oswego.org/ocsd- http://www.linkslearning.org/Ki http://www.crickweb.co.uk/ass aching/algebra.htm aching/algebra.htm

web/games/SplatSquares/spla ds/1_Math/2_Illustrated_Lesso ets/resources/flash.php?&file=

tsq100.html ns/5_Patterns/index.html Toolkit%20index2a The Hundred Square, http://www.mathplayground.co

(Sequences) m/locate_aliens.html

http://www.learnalberta.ca/con

tent/me3usa/flash/index.html? http://pbskids.org/cyberchase/

goLesson=5 webisode_1/web_1game.html

Students develop ● Describe the duration of ● Use informal units to ● Recognise the ● Convert between am/pm ● Perform operations

an understanding events using everyday measure and compare the coordinated movements of the notation and 24-hour time involving time units

of the passage of language duration of events hands on a clock ● Use timetables involving ● Use international time

time, its ● Sequence events in time ● Name and order the ● Read and record time 24-hour time zones to compare times

measurement and ● Name the days of the months and seasons of the using digital and analog ● Compare various time ● Interpret a variety of

representations, week and seasons year notation zones in Australia, including tables and charts related to

though the use of ● Tell time on the hour on ● Identify the day and date ● Convert between units of during daylight saving time

everyday digital and analog clocks on a calendar time ● Draw and interpret a

language and ● Tell the time on the hour ● Read and interpret simple timeline using a scale

experiences and half-hour on digital and timetables, timelines and

analog clocks calendars

Syllabus Page : 112 Syllabus Page : 113 Syllabus Page : 114 Syllabus Page : 115 Syllabus Page : 116

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

Modified NAPLAN 2008 Q27 NAPLAN Yr3 2009 Q8 BST Yr3 2003 Q11 BST Yr5 2005 Q13

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 19

Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

School day – analogue After school – Analogue After school – Analogue & Time: Analogue & Digital

School day – 12 hour digital After school – Analogue & digital clocks

School day – analogue and digital School day – analogue Time: Match Clocks

digital School day – analogue School day – digital Time: What time will it be

Time: Analogue & Digital School day – 12 hour digital School day – analogue and

clocks School day – 24 hour digital digital

Time: Match Clocks School day – analogue and Time: Analogue & Digital

Time: What time will it be digital clocks

Wake Up Pup – Analogue Time: Match Clocks

Wake Up Pup – Analogue & Time: What time will it be

Digital

Rice Paper rolls – Analogue

Rice Paper Rolls – Analogue

& Digital

Time: Analogue & Digital

clocks

Time: Match Clocks

Time: What time will it be

Other websites Other websites Other websites Other websites Other websites

o.uk/maths/mathsE2.htm /JustInTime/contents.html ets/resources/flash.php?&file= ets/resources/flash.php?&file= kworks/main2.html

Toolkit%20index2a Toolkit%20index2a

http://www.amblesideprimary.c http://www.time-for- (12 Hour Clock) (24 Hour Clock) http://www.mathsisfun.com/tim

om/ambleweb/mentalmaths/cl time.com/swf/myclox.swf e-zones-world.html

ock.html http://www.fi.edu/time/Journey http://www.woodlands-

http://www.woodlands- /JustInTime/contents.html junior.kent.sch.uk/maths/meas http://www.poodwaddle.com/w

junior.kent.sch.uk/maths/meas ures.htm#Time orldclock.swf

ures.htm#Time http://www.time-for-

time.com/swf/myclox.swf http://www.wmnet.org.uk/wmn

http://www.amblesideprimary.c et/custom/files_uploaded/uplo

om/ambleweb/mentalmaths/cl http://www.woodlands- aded_resources/852/measure

ock.html junior.kent.sch.uk/maths/meas sv2.swf

ures.htm#Time

http://www.poodwaddle.com/w

http://www.amblesideprimary.c orldclock.swf

om/ambleweb/mentalmaths/cl

ock.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 20

IWB Resources via IWB Resources via IWB Resources via

Standards Site UK Standards Site UK Standards Site UK

Algebra ● Recognise, describe, • Create, represent and ● Generate, describe, ● Build simple geometric ● Use letters to represent

Students develop create and continue repeating continue a variety of number record number patterns using patterns involving multiples numbers

skills in creating, patterns patterns and supply missing a variety of strategies ● Complete a table of ● Translate between words

describing and ● Continue simple number elements ● Build number values for geometric and and algebraic symbols and

recording number

patterns as well

patterns that increase or

• Build number

relationships by relating number patterns between algebraic symbols

decrease

relationships by relating

multiplication and division ● Describe a pattern in and word

as an ● Use the term ‘is the same addition and subtraction facts

facts to at least 10 x 10 words in more than one way ● Recognise and use

understanding of as’ to describe equality to at least 20 ● Complete simple number simple equivalent algebraic

the relationships sentences by calculating the expressions

between numbers • Make generalisations value of a missing number PAS3.1b PAS4.2

about number relationships ● Construct, verify and ● Create, record and

• Use the equals sign to complete number sentences describe number patterns

record equivalent number involving the four operations using words

relationships with a variety of numbers ● Use algebraic symbols to

translate descriptions of

number patterns

● Represent number

pattern relationships as a

point on a grid

PAS4.3

● Use the algebraic symbol

to simplify, expand and

factorise simple algebraic

expressions

● Substitute into algebraic

expressions

PAS4.4

● Solve linear equations

and word problems using

algebra

PAS4.5

• Interpret the number

plane and locate ordered pairs

• Graph and interpret linear

relationships created from

simple number patterns and

equations

Syllabus Page :73 Syllabus Page : 74 Syllabus Page : 75 Syllabus Page : 76 Syllabus Page : 78

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 21

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Questions Yr9 SNAP/NAPLAN Question

P 109, 111, 115 P Forming 174, 176, 178 Forming 174, 176, 178

Groups Groups

F F 149, 151, 153, 155 Co-ordi Co-ordi

Groups Groups

CO CO

Talking About Patterns & Talking About Patterns & Talking About Patterns & Talking About Patterns &

Algebra CD Algebra CD Algebra CD Algebra CD

Work

60 - 65

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 22

Other Websites Other Websites Other Websites Other Websites Other Websites

ash/patblocks/patblocks.php ash/patblocks/patblocks.php ash/patblocks/patblocks.php education.nsw.gov.au/second education.nsw.gov.au/second

ary/mathematics/years7_10/te ary/mathematics/years7_10/te

http://www.oswego.org/ocsd- http://www.linkslearning.org/Ki http://www.crickweb.co.uk/ass aching/algebra.htm aching/algebra.htm

web/games/SplatSquares/spla ds/1_Math/2_Illustrated_Lesso ets/resources/flash.php?&file=

tsq100.html ns/5_Patterns/index.html Toolkit%20index2a The Hundred Square, http://www.mathplayground.co

(Sequences) m/locate_aliens.html

http://www.learnalberta.ca/con

tent/me3usa/flash/index.html? http://pbskids.org/cyberchase/

goLesson=5 webisode_1/web_1game.html

Learning Federation - TALE Learning Federation - TALE CMIT Website Learning Federation - TALE Learning Object

Monster Choir: patterns Balance the Cups Calendar Patterns Musical number patterns: Learning Federation - TALE

Monster Choir: missing Balance the Cups: use the Learning Federation - TALE odds & evens, musical times, Squirt three containers –

monsters rule Wishball Challenge music make, the challenger Series of 4

Colour Patterns Musical Number Patterns; The number partner: go figure Attribute trains

Musical Counter Musical number patterns: Pentominoes

Monster Choir: Look & Listen odds & evens, musical times, Pascal’s Triangle

The Number Partner music maker Pattern Blocks

Number Partner: Go Figure Monster choir: look & listen, Colour Patterns

Colour Patterns go Algebra Balance Scales

Vile Vendor Attribute Blocks

Balance the cups: use the rule Balance the Blobs ; find the

Balance the blobs: find the rule 3

rule Balance the Blobs : Find the

Hopper Whole Numbers Rule 2

Squirt Two containers Squirt three containers –

Squirt Two containers: Level 1 series of 4

Squirt Two containers: Level 2 Filling glasses – series of 5

Attribute Trains Bridge Builder - series of 5

Tower of Hanoi Tower of Hanoi

Function machine Algebra Balance Scales –

Series of 2

Function machine

Exploring Algebra

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 23

Week 4 Data DES1.1 DS1.1 DS2.1 DS3.1 DS4.1

Students inform ● Collect data about • Gather and record data ● Conduct surveys, classify ● Daw pictures, column, ● Draw, read and interpret

their inquiries students and their using tally marks and organise data using tables line and divided bar graphs graphs (line, sector, travel,

through gathering, environment ● Display the data using ● Construct vertical and using scales or many to one step, conversion, divided bar,

organising, ● Organise actual objects concrete materials and horizontal column graphs and correspondence dot plots, and stem-leaf plots

tabulating and or pictures of the objects into a pictorial representations picture graphs ● Read and interpret sector tables and charts

graphing data data display ● Use objects or pictures as ● Interpret data presented (pie) graphs • Distinguish between types

● Interpret data displays symbols to represent other in tables, column graphs and ● Read and interpret graphs of variables used in graphs

made from objects and

pictures

objects, using one-tone picture graphs with scales of many-to-one

correspondence

• Identify

correspondence misrepresentations of data in

● Interprets information ● Determine the mean graphs

(average) for a small set of

presented in picture graphs ● Construct frequency

and column graphs data

tables

● Draw frequency

histograms and polygons

● Use sampling and census

● Make predictions from

samples and diagrams

● Analyse data using mean,

mode, median and range

Syllabus Page : 85 Syllabus Page : 86 Syllabus Page : 87 Syllabus Page : 88 Syllabus Page : 89-90

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Work

133 - 136

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 24

DENS 2 DENS 2

110, 112, 110, 112,

Groups 214, Groups 214,

Co-ordi Co-ordi

Groups Groups

IWB Resources via IWB Resources via IWB Resources via IWB Resources via IWB Resources via

Standards Site UK Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive Column Graph Interactive Column Graph Interactive Data/Graphing Interactive Data/Graphing Interactive Data/Graphing

Other Websites Other Websites Other Websites Other Websites Other Websites

om/ambleweb/mentalmaths/gr om/ambleweb/mentalmaths/gr eateagraph/ eateagraph/ eateagraph/

apher.html apher.html

http://www.bbc.co.uk/schools/ http://www.bbc.co.uk/schools/

ks1bitesize/numeracy/data/fs. ks1bitesize/numeracy/data/fs.

shtml shtml

http://nces.ed.gov/nceskids/cr

eateagraph/

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 25

Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Pie Chart Mystery Spinner: match the Spinners: Match up Scatter plots: about scatter

Spinners graph Mystery Spinner: Challenge plots

Home internet survey: Where Bar Chart Scatter plots: create your own

Home internet survey: Who Bridge Builder: Triangles Scatter plots: age & reaction

Pie Chart Filling glasses: find the right time

Spinners graph, create the right glass, Scatter plots: height & belly

Bar Chart graphing and comparing button height

Media Report: Series of 6

Skateboard survey

Scatter plot - series of 6

Matchbox Machine– series of

6

Fix the Matchbox Machine –

Series of 3

Rice Crisp Machine – Series

of 3

Leisure survey – Series of 5

Healthy Life Survey – Series

of 4

Home Internet Survey –

Series of 4

Media Report series – Series

of 8

Skateboard survey

Data Handler – Series of 4

Pie Chart

Spinners

Bar Chart

Box Plot Histogram

Exploring Data – Series of 2

Exploring Graphs

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 26

Week 5 Addition and NES1.2 NS1.2 NS2.2 NS3.2 NS4.2

Subtraction ● Combine groups to model ● Model addition and • Use a range of mental • Select and apply • Perform operations with

Students develop addition subtraction using concrete strategies for addition and appropriate mental, written or directed numbers

facility with ● Take part of a group away materials

number facts and to model subtraction ● Develop a range of

subtraction involving two-, calculator strategies for • Simplify expressions

three- and four-digit numbers addition and subtraction with involving grouping symbols

computation with ● Compare groups to

progressively

mental strategies and informal

recording methods for addition

• Explain and record counting numbers of any size. and apply order of operations

determine’ how many’ methods for adding and

larger numbers in ● Record addition and and subtraction

subtracting

addition and subtraction informally ● Record number

subtraction and sentences using drawings, • Use a formal written

an appreciation of numerals, symbols and words algorithms for addition and

the relationship subtraction

between those

facts

Syllabus Page : 46 Syllabus Page : 47-48 Syllabus Page : 49-50 Syllabus Page : 51 Syllabus Page : 59

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Addition Subtraction Addition Subtraction Addition Subtraction Addition Subtraction

BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

BST Yr3 2004 Prac E Addition NAPLAN Yr3 2009 Q25 Add BST 2001 Yr5 Q6 Add SPLIT BST Yr5 2001 Q6 Add Jump

NAPLAN Yr3 2009 Q9 Add BST Yr3 2003 Q1 Subtraction BST 2001 Yr5 Q6 Add JUMP BST Yr5 2002 Q5 Sub Jump

128,

P 117, 119, 121, P 119, 121 Forming 190, Forming 186, 194,

Groups Groups

F 159,163,171,175, F 173, 181, Co-ordi 284, 290, Co-ordi 284, 286, 288,

183,185 Groups Groups 290,

CO 225, 261, 271, CO 233, 235, 239, 243,

245, 247, 267

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 27

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of

Work Work Work

16 - 19 42 – 46 87 - 90

CMIT Activities CMIT Activities CMIT Activities Counting On Activities Counting On Activities

Addo Blackboard bingo Doubles plus one Grids to ten Grids to ten

Birds in trees 1 Card bingo Doubles minus one Addition pairs to 10 Addition pairs to 10

Birds in trees 2 Clear the board 1 die Double dice multi Make 7 Fish Make 7 Fish

Five Cards Clear the board 2 dice Triple dice multi Ten pin bowling Ten pin bowling

Make Five Clear the board 3 dice Triples plus one Adding larger numbers Adding larger numbers

Fish Make 10 Subtracting 10’s game Subtraction Subtraction

Rabbit Game Make 10 again Clear the board 3 dice Jumps of ten on the number Jumps of ten on the number

Diffy towers Dotto Flipper line line

Cross out dice Diffy Largest Number Wins

Friends of 10 jingle Flying saucer On target

A 10 and 1 teen chant I spy Pairs

How many more Jigsaw Ten points

Handful of teddies Countdown Thirty one

Number Line Race Count on bingo Make 100

Sort and count

CMIT Website CMIT Website CMIT Website Learning Federation – TALE

Dominoes Addition Wheel Addition Wheel The difference bar: go figure

Eggs in a carton Darts Game Calendar Game The difference bar: generate

Four Turns to 100 easy subtractions, hard

Learning Federation – TALE Learning Federation - TALE subtractions

Learning Federation – TALE The difference bar: make your

Difference Bars own easy subtractions, hard

The difference bar: go figure subtractions

The difference bar: generate The Part-Adder: go figure

easy subtractions, hard Part-adder: generate hard

subtractions sums

The difference bar: make your Part-adder: make your own

own easy subtractions, hard easy sums, hard sums

subtractions School Canteen: estimate &

The Part-Adder: go figure check: Level 1

Part-adder: generate hard School Canteen: two trades:

sums Level 1

Part-adder: make your own

easy sums, hard sums

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 28

Other Websites Other Websites Other Websites Other Websites Other Websites

numbertime/games/test.shtml numbertime/games/dartboard. members/indexStu.htm om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/

shtml http://www.mathszone.co.uk/ gCalculator.html BigCalculator.html

http://www.mathszone.co.uk/

http://www.mathszone.co.uk/ http://www.amblesideprimary.c http://www.amblesideprimary.c

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ditiontest.html ditiontest.html

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btractiontest.html btractiontest.html

(Whole numbers, ● Use the language of ● Sort, order and count ● Perform calculations with ● Apply the four operations ● Use ratios and rates to

F&D) money money using face value money to money in real life situations solve problems

Syllabus Page : 41 Syllabus Page : 42 - 43 Syllabus Page : 62 - 63 Syllabus Page : 65 Syllabus Page : 66 - 67

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

om/ambleweb/mentalmaths/Bi om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/

gCalculator.html gCalculator.html BigCalculator.html

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Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Money Bags Money Bags Money Bags Practical money skills for life Practical money skills for life

Money for my piggy bank Money for my piggy bank Money for my piggy bank School canteen: estimate and School canteen: estimate and

check: level 1 check: level 1

School canteen: best buy: School canteen: best buy:

level1 level 1

School canteen: two traders: School canteen: two traders:

level1 level 1

School canteen: restock: School canteen: restock: level

level1 1

School canteen: estimate and

check: level 2

School canteen: best buy:

level 2

School canteen: two traders:

level 2

School canteen: restock: level

2

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 30

Week 6 Addition and NES1.2 NS1.2 NS2.2 NS3.2 NS4.2

Subtraction ● Combine groups to model ● Model addition and • Use a range of mental • Select and apply • Perform operations with

Students develop addition subtraction using concrete strategies for addition and appropriate mental, written or directed numbers

facility with ● Take part of a group away materials

number facts and to model subtraction ● Develop a range of

subtraction involving two-, calculator strategies for • Simplify expressions

three- and four-digit numbers addition and subtraction with involving grouping symbols

computation with ● Compare groups to

progressively

mental strategies and informal

recording methods for addition

• Explain and record counting numbers of any size. and apply order of operations

determine’ how many more’ methods for adding and

larger numbers in ● Record addition and and subtraction

subtracting

addition and subtraction informally ● Record number

subtraction and sentences using drawings, • Use a formal written

an appreciation of numerals, symbols and words algorithms for addition and

the relationship subtraction

between those

facts

Syllabus Page : 46 Syllabus Page : 47-48 Syllabus Page : 49-50 Syllabus Page : 51 Syllabus Page : 59

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Addition Subtraction Addition Subtraction Addition Subtraction Addition Subtraction

DENS 1 DENS 1 DENS 2 DENS 2

128,

P 117, 119, 121, P 119, 121 Forming 190, Forming 186, 194,

Groups Groups

F 159,163,171,175, F 173, 181, Co-ordi 284, 290, Co-ordi 284, 286, 288,

183,185 Groups Groups 290,

CO 225, 261, 271, CO 233, 235, 239, 243,

245, 247, 267

Work Work Work

16 - 19 42 – 46 87 - 90

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 31

CMIT Activities CMIT Activities CMIT Activities Counting On Activities Counting On Activities

Addo Blackboard bingo Doubles plus one Grids to ten Grids to ten

Birds in trees 1 Card bingo Doubles minus one Addition pairs to 10 Addition pairs to 10

Birds in trees 2 Clear the board 1 die Double dice multi Make 7 Fish Make 7 Fish

Five Cards Clear the board 2 dice Triple dice multi Ten pin bowling Ten pin bowling

Make Five Clear the board 3 dice Triples plus one Adding larger numbers Adding larger numbers

Fish Make 10 Subtracting 10’s game Subtraction Subtraction

Rabbit Game Make 10 again Clear the board 3 dice Jumps of ten on the number Jumps of ten on the number

Diffy towers Dotto Flipper line line

Cross out dice Diffy Largest Number Wins

Friends of 10 jingle Flying saucer On target

A 10 and 1 teen chant I spy Pairs

How many more Jigsaw Ten points

Handful of teddies Countdown Thirty one

Number Line Race Count on bingo Make 100

Sort and count

CMIT Website CMIT Website CMIT Website Learning Federation – TALE

Dominoes Addition Wheel Addition Wheel The difference bar: go figure

Eggs in a carton Darts Game Calendar Game The difference bar: generate

Four Turns to 100 easy subtractions, hard

Learning Federation – TALE Learning Federation - TALE subtractions

Learning Federation – TALE The difference bar: make your

Difference Bars own easy subtractions, hard

The difference bar: go figure subtractions

The difference bar: generate The Part-Adder: go figure

easy subtractions, hard Part-adder: generate hard

subtractions sums

The difference bar: make your Part-adder: make your own

own easy subtractions, hard easy sums, hard sums

subtractions School Canteen: estimate &

The Part-Adder: go figure check: Level 1

Part-adder: generate hard School Canteen: two trades:

sums Level 1

Part-adder: make your own

easy sums, hard sums

Other Websites Other Websites Other Websites Other Websites Other Websites

numbertime/games/test.shtml numbertime/games/dartboard. members/indexStu.htm om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/

shtml http://www.mathszone.co.uk/ gCalculator.html BigCalculator.html

http://www.mathszone.co.uk/

http://www.mathszone.co.uk/ http://www.amblesideprimary.c http://www.amblesideprimary.c

om/ambleweb/mentalmaths/ad om/ambleweb/mentalmaths/ad

ditiontest.html ditiontest.html

http://www.amblesideprimary.c http://www.amblesideprimary.c

om/ambleweb/mentalmaths/su om/ambleweb/mentalmaths/su

btractiontest.html btractiontest.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 32

Week 6 Chance No Chance outcomes at NS1.5 NS2.5 NS3.5 Probability

Students this Stage ● Recognise the element ● Explore all possible ● Assign numerical NS4.4

develop an of chance in familiar daily outcomes in a simple value to the likelihood of ● Determine the

understanding Stage 1 Chance or revision activities chance situation simple events occurring probability of simple events

of the ● Use familiar language ● Conduct simple ● Order the likelihood of ● Solve simple

application of to describe the elements of chance experiments simple vents on a number probability problems

chance in chance ● Collect data and line from 0 to 1 ● Recognise

everyday compare likelihood of complementary events

situations and events of different contexts

an

appreciation of

the difference

between

theoretical and

experimental

probabilities

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Yr 3 BST/NAPLAN Questions Yr 5 BST/NAPLAN Questions Yr 7 SNAP/NAPLAN Question Yr 9 SNAP/NAPLAN Question

Work Work Work

om/ambleweb/yahtzee/index.h om/ambleweb/yahtzee/index.h com/ambleweb/yahtzee/index.

tml tml html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 33

Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Spinners: predict and test Spinners: spin & label Spinners: basic builder Mystery Spinner: challenge Dice Duels: go-cart race

Spinners: explore Spinners: advanced builder Mystery Spinner: match the Dice Duels: fair or unfair?

The Slushy Sludger:questions Spinners: match up graph Dice Duels: uneven

The Slushy Sludger: best The Vile Vendor: questions The Foul Food Maker: distribution

guess The Vile Vendor: best guess questions 1 Dice Duels: bike race

The Slushy Sludger: go figure The Vile Vendor: go figure The Foul Food Maker: Dice Duels: lucky 16 race

questions 2 Dice Duels: airport addition

The Foul Food Maker: best Dice Duels: airport subtraction

guess Dice Duels: load one dice

The Foul Food Maker: go Dice Duels: find the bias

figure Dice Duels: tool

Dice Duels: go-cart race Random or not: explore

Dice Duels: fair or unfair? numbers of jubes

Dice Duels: uneven

distribution

Dice Duels: bike race

Dice Duels: lucky 16 race

Dice Duels: airport addition

Dice Duels: airport subtraction

Dice Duels: load one dice

Dice Duels: find the bias

Dice Duels: tool

Random or not: explore

numbers of jubes

Hamlet happens

Coin Tossing

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 34

Week 7 Multiplication NES1.3 NS1.3 NS2.3 NS3.3 NS4.1

and Division • Make equal groups or • Rhythmic and skip count • Develop mental facility for • Select and apply • Explore other counting

Students develop rows by ones, twos, fives and tens number facts up to 10 X 10 appropriate mental, written or systems

facility with

number facts and • Group and share • Model and use strategies • Find multiples and calculator strategies for • Investigate groups of

collections of objects equally for multiplication including squares of numbers multiplication and division positive whole numbers

computation with

progressively • Record grouping and arrays, equal groups and • Use mental and informal • Use formal written • Determine and apply tests

larger numbers in sharing informally repeated addition written strategies for algorithms for multiplication of divisibility

multiplication and • Model and use strategies multiplying or dividing a two- (limit operators to two-digit

• Express a number as a

division and an for division including sharing, digit number by a one-digit numbers) and division (limit

operators to single digit) product of its prime factors

appreciation of array and repeated subtraction operator

• • Find the squares/related

the relationship • Record using drawings, • Interpret remainders in Explore prime and

square roots; cube/related

between those numerals, symbols and words division problems composite numbers

facts cube roots

• Determine factors for a • Use index notation for

given number positive integral indices

• Apply mental strategies to

aid computation

• Divide two or three-digit

numbers by a two digit

number

Syllabus Page : 52 Syllabus Page : 53 Syllabus Page : 54-55 Syllabus Page : 56 Syllabus Page : 57-58

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of

Work Work Work Work

20 - 23 47 - 51 91 - 94 122 - 125

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Multiplication Division Multiplication Division Multiplication Division Multiplication Division

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 35

DENS 1 DENS 1 DENS 2 DENS 2

P 113, 123, 129, 131, P 123, Forming 198, Forming

133, Groups Groups

F 173, 189, 195, F 191, 195, 199 Co-ordi 256, 260, 265, Co-ordi 272, 276, 278,

Groups 266, 268, 276, Groups 280, 282,

CO CO 269, 271, 273, 275, 278,

277

CMIT Activities CMIT Activities CMIT Activities Counting On CD – Teaching Counting On CD – Teaching

Activities Activities

When the music stops Mables tables rules Hit the Deck Hex Multiple count

Equal group game Mables tables x2 gameboard Mhex Arrays Blobs and rectangles

Equal blocks Bead patterns Multiplication Bingo X3 bingo Array grids

Coin game Group grabbing 5 Card Multi Games for multiplication & div 3x3 squares

Grouping game Practice Pack Multiple count Multiplication grids

Multiplication-Div wheel Multiplication 2 for tea assess Blobs and rectangles Factors from rectangles

Fast Facts Array grids Dice times

Products 3x3 squares Dice tables

Double dice multi Multiplication grids Four in a row

Hit the deck Factors from rectangles Multo

Knock out Dice times Division,

Mables tables x2 x3 x5 x10 Dice tables Divide by 2, 3, 4, 5, 6

Multiplication bingo Four in a row Multiply & Divide

Multiple madness Multo Rectangular grid

Mungo Division, Array bingo

Popstick bingo Divide by 2, 3, 4, 5, 6

Triple dice multi Multiply & Divide

Triples plus one Products

Rectangular grid

Array bingo

Multiplication cards

Hilo

Division cards

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games

Double, half or stay Double, half or stay Double, half or stay Hilo

Fast Facts Fast Facts Division Remainders

Make 20 Make 20 Double, half or stay

Salute Multiplication Salute Multiplication Fast Facts

Total 3 Total 3 Make 20

Salute Multiplication

Total 3

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 36

Learning Objects Learning Objects Learning Objects Learning Objects

CMIT Website CMIT Website CMIT Website CMIT Website

Arrays Arrays Remainders Count Remainders Count

The Array Divide it up: Sharing Tool Arrays: explore factors

The Array: Go Figure Divide it up: Hardware Pobble arrays: make multiples

Pobble Arrays – Series of 3 Divide it up: Puppies Arrays: word problems with

Arrays : Factor Families Divide it up: Grouping tool products 10-30, 35-64

Divide it Up: grouping tool Divide it up: Kittens School Canteen Best Buy –

Divide it Up: hardware The Divider: whole number Level 1

Divide It Up: kittens remainders School Canteen Estimate and

Divide It Up: sharing tool The Divider: without Check – Level 1

remainders School Canteen Restock –

The Divider: solve your own Level 1

The Multiplier: go figure School Canteen Two Traders

The Multiplier: generate easy – Level 1

multiplications Rectangle Multiplication

The Multiplier: generate hard Integers

multiplications

The Multiplier: make your own

easy multiplications

The Multiplier: make your own

hard multiplications

Pobble arrays: make multiples

Arrays: word problems with

products 10-30, 35-64

Arrays: factor families

Arrays: explore factors

The Array

Pobble Arrays – Series of 3

Arrays Series – Series of 5

Rectangle Multiplication

Rectangle Division

Sharing Teddies

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 37

IWB Resources via IWB Resources via IWB Resources via IWB Resources via

Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive Grouping Interactive Remainders Interactive Multiplication Dial Interactive Division Grid

(Number Dials)

Grouping Instructions Remainders Instructions Multiplication Dial Instructions Division Grid Instructions

(Number Grid) Prime # Button

Multiplication Grid Instructions 100 chart instructions

(Moving digits)

Grouping Instructions Digit Expander Instructions

(Number Dials)

Multiplication Dial Instructions Multiplication Grid Instructions

numbertime/games/dartboard. om/ambleweb/mentalmaths/te om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/

shtml sttest.html gCalculator.html BigCalculator.html

om/ambleweb/mentalmaths/di om/ambleweb/mentalmaths/te com/ambleweb/mentalmaths/t

vidermachine.html sttest.html esttest.html

http://www.mathsisfun.com/ga http://www.amblesideprimary.c

mes/mathionaire- om/ambleweb/mentalmaths/di

multiplication-quiz.html vidermachine.html

http://www.mathsisfun.com/ga

mes/mathionaire-

multiplication-quiz.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 38

Week 7 2D Space SGES1.2 SGS1.2 SGS2.2a SG3.2a SG4.3

Students develop • Manipulate, sort and • Identify, name, compare • Identify and name • Identify right-angled, • Classify, construct and

verbal, visual and describe 2D shapes and represent hexagons, pentagons, octagons and isosceles, equilateral and determine properties of

mental

representations of • Identify and name circles, rhombuses and trapeziums parallelograms presented in scalene triangles triangles and quadrilaterals

lines, angles and squares, triangles and presented in different different orientations • Identify and draw regular • Investigate similar figures

two-dimensional rectangles in pictures and the orientations • Compare and describe and irregular 2D shapes and interpret and construct

shapes, their environment, and presented in • Make tessellating designs special groups of • Identify and name parts of scale drawings

parts and different orientations using flips, slides and turns quadrilaterals a circle • Complete simple

properties, and • Represent 2D shapes • Identify a line of symmetry • Make tessellating designs • Enlarge and reduce numerical exercises based on

different using a variety of materials • Identify and name parallel, by reflecting, translating and shapes, pictures and maps geometrical properties

orientations • Identify and draw straight vertical and horizontal lines rotating

• Identify shapes that have • Classify angles and

and curved lines • Identify corners as angles • Find all lines of symmetry rotational symmetry determine angle relationships

• Compare angles by

for a two-dimensional shape

• Classify angles as right, • Construct parallel and

placing one angle on top of • Recognise openings, acute, obtuse, reflex, straight perpendicular lines and

another slopes and turns as angles or a revolution determine associated angle

• Describe angles using • Measure in degrees and

properties

everyday language and the construct angles using a

term ‘right’ protractor

• Compare angles using

informal means

Syllabus Page : 124 Syllabus Page : 125 Syllabus Page : 126-127 Syllabus Page : 128-129 Syllabus Page : 130-131

Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry

CD(Contact your local CD(Contact your local CD(Contact your local CD(Contact your local

Numeracy Consultant to Numeracy Consultant to Numeracy Consultant to Numeracy Consultant to

access this resource) access this resource) access this resource) access this resource)

Discovering Shapes Unit Part-whole Unit Exploring Quadrilaterals Unit Constructing Shapes Unit

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of

Work Work Work

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 39

DENS 2 DENS 2

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Shape Overlays: Find & Cut Shape Maker Shape maker Viewfinder

Shape Overlays: Picture Viewfinder: backwards glance

Studio Viewfinder: up front

Viewfinder: flip side

Compound shapes

Tessellations

Golden Rectangle

Turtle Geometry

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 40

Week 8 Multiplication NES1.3 NS1.3 NS2.3 NS3.3 NS4.1

and Division • Make equal groups or • Rhythmic and skip count • Develop mental facility for • Select and apply • Explore other counting

Students develop rows by ones, twos, fives and tens number facts up to 10 X 10 appropriate mental, written or systems

facility with

number facts and • Group and share • Model and use strategies • Find multiples and calculator strategies for • Investigate groups of

collections of objects equally for multiplication including squares of numbers multiplication and division positive whole numbers

computation with

progressively • Record grouping and arrays, equal groups and • Use mental and informal • Use formal written • Determine and apply tests

larger numbers in sharing informally repeated addition written strategies for algorithms for multiplication of divisibility

multiplication and • Model and use strategies multiplying or dividing a two- (limit operators to two-digit

• Express a number as a

division and an for division including sharing, digit number by a one-digit numbers) and division (limit

operators to single digit) product of its prime factors

appreciation of array and repeated subtraction operator

• • Find the squares/related

the relationship • Record using drawings, • Interpret remainders in Explore prime and

square roots; cube/related

between those numerals, symbols and words division problems composite numbers

facts cube roots

• Determine factors for a • Use index notation for

given number positive integral indices

• Apply mental strategies to

aid computation

• Divide two or three-digit

numbers by a two digit

number

Syllabus Page : 52 Syllabus Page : 53 Syllabus Page : 54-55 Syllabus Page : 56 Syllabus Page : 57-58

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of

Work Work Work Work

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Sample BST/NAPLAN Questions Sample BST/NAPLAN Questions Sample SNAP/NAPLAN Question Sample SNAP/NAPLAN Question

Multiplication Division Multiplication Division Multiplication Division Multiplication Division

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 41

DENS 1 DENS 1 DENS 2 DENS 2

133, Groups Groups

F 173, 189, 195, F 191, 195, 199 Co-ordi 256, 260, 265, Co-ordi 272, 276, 278,

Groups 266, 268, 276, Groups 280, 282,

CO CO 269, 271, 273, 275, 278,

277

CMIT Activities CMIT Activities CMIT Activities Counting On CD – Teaching Counting On CD – Teaching

Activities Activities

When the music stops Mables tables rules Hit the Deck Hex Multiple count

Equal group game Mables tables x2 gameboard Mhex Arrays Blobs and rectangles

Equal blocks Bead patterns Multiplication Bingo X3 bingo Array grids

Coin game Group grabbing 5 Card Multi Games for multiplication & div 3x3 squares

Grouping game Practice Pack Multiple count Multiplication grids

Multiplication-Div wheel Multiplication 2 for tea assess Blobs and rectangles Factors from rectangles

Fast Facts Array grids Dice times

Products 3x3 squares Dice tables

Double dice multi Multiplication grids Four in a row

Hit the deck Factors from rectangles Multo

Knock out Dice times Division,

Mables tables x2 x3 x5 x10 Dice tables Divide by 2, 3, 4, 5, 6

Multiplication bingo Four in a row Multiply & Divide

Multiple madness Multo Rectangular grid

Mungo Division, Array bingo

Popstick bingo Divide by 2, 3, 4, 5, 6

Triple dice multi Multiply & Divide

Triples plus one Products

Rectangular grid

Array bingo

Multiplication cards

Hilo

Division cards

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games

Double, half or stay Double, half or stay Double, half or stay Hilo

Fast Facts Fast Facts Division Remainders

Make 20 Make 20 Double, half or stay

Salute Multiplication Salute Multiplication Fast Facts

Total 3 Total 3 Make 20

Salute Multiplication

Total 3

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 42

Learning Objects Learning Objects Learning Objects Learning Objects

The Array

The Array: Go Figure Divide it up: Sharing Tool Arrays: explore factors

Pobble Arrays – Series of 3 Divide it up: Hardware Pobble arrays: make multiples

Arrays : Factor Families Divide it up: Puppies Arrays: word problems with

Divide it Up: grouping tool Divide it up: Grouping tool products 10-30, 35-64

Divide it Up: hardware Divide it up: Kittens School Canteen Best Buy –

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Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 44

Week 8 2D Space SGES1.2 SGS1.2 SGS2.2a SG3.2a SG4.3

Students develop • Manipulate, sort and • Identify, name, compare • Identify and name • Identify right-angled, • Classify, construct and

verbal, visual and describe 2D shapes and represent hexagons, pentagons, octagons and isosceles, equilateral and determine properties of

mental

representations of • Identify and name circles, rhombuses and trapeziums parallelograms presented in scalene triangles triangles and quadrilaterals

lines, angles and squares, triangles and presented in different different orientations • Identify and draw regular • Investigate similar figures

two-dimensional rectangles in pictures and the orientations • Compare and describe and irregular 2D shapes and interpret and construct

shapes, their environment, and presented in • Make tessellating designs special groups of • Identify and name parts of scale drawings

parts and different orientations using flips, slides and turns quadrilaterals a circle • Complete simple

properties, and • Represent 2D shapes • Identify a line of symmetry • Make tessellating designs • Enlarge and reduce numerical exercises based on

different using a variety of materials • Identify and name parallel, by reflecting, translating and shapes, pictures and maps geometrical properties

orientations • Identify and draw straight vertical and horizontal lines rotating

• Identify shapes that have • Classify angles and

and curved lines • Identify corners as angles • Find all lines of symmetry rotational symmetry determine angle relationships

• Compare angles by

for a two-dimensional shape

• Classify angles as right, • Construct parallel and

placing one angle on top of • Recognise openings, acute, obtuse, reflex, straight perpendicular lines and

another slopes and turns as angles or a revolution determine associated angle

• Describe angles using • Measure in degrees and

properties

everyday language and the construct angles using a

term ‘right’ protractor

• Compare angles using

informal means

Syllabus Page : 124 Syllabus Page : 125 Syllabus Page : 126-127 Syllabus Page : 128-129 Syllabus Page : 130-131

Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry

CD CD CD CD

Shapes all Around Unit Shape Maker Unit Transforming Shapes Unit The Protractor Unit

Part-whole Unit

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Work Work Work

36 - 40 76 - 79 147 – 150 151 - 153

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 45

Learning Object Learning Object Learning Object Learning Object

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Shape Overlays: Find & Cut Shape Maker Shape maker Viewfinder

Shape Overlays: Picture Viewfinder: backwards glance

Studio Viewfinder: up front

Viewfinder: flip side

Compound shapes

Tessellations

Golden Rectangle

Turtle Geometry

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 46

Week 9 Fractions and NES1.4 NS1.4 NS2.4 NS3.4 NS4.3

Decimals ● Divide an object into two ● Model and describe a half ● Model, compare and ● Model, compare and ● Perform operations with

Students develop equal parts or a quarter of a whole object represent fractions with represent commonly used fractions, decimals and mixed

an understanding ● Recognise and describe ● Model and describe a half denominators 2, 4 and 8, fractions (those with numerals

of the parts of a halves or a quarter of a collection of followed by fractions with denominators 2, 3, 4, 5, 6, 8, ● Use ratios and rates to

whole, and the objects denominators 5, 10 and 100 10, 12 and 100) solve problems

relationships ● Use fraction notation ½ ● Find equivalence between ● Find equivalence between

between the and ¼ halves, quarters and eighths, thirds, sixths and twelfths

different fifths and tenths, tenths and ● Express a mixed numeral

representations of hundredths as an improper fraction, and

a fractions ● Model compare and vice versa

represent decimals to 2 ● Add and subtract simple

decimal places fractions where one

● Add and subtract denominator is a multiple of

decimals with the same the other

number of decimal places (to ● Multiply simple fractions

2 decimal places) by whole numbers. Calculate

● Recognise percentages in unit fractions of a number

everyday situations. Relate a ● Multiply and divide

common percentage to a decimals by whole numbers in

fraction or decimal everyday contexts. Add and

● Perform calculations with subtract decimals to three

money decimal places

● Calculate simple

percentages of quantities

● Apply the four operations

to money in real-life situations

Syllabus Page : 60 Syllabus Page : 61 Syllabus Page : 62-63 Syllabus Page : 64-65 Syllabus Page : 66-67

Click here ☺

Yr 5 BST/NAPLAN Questions Yr 7 SNAP/NAPLAN Question Yr 9 SNAP/NAPLAN Question

Fractions Decimals Fractions Decimals Fractions Decimals

Fractions: Pikelets & Fractions: Pikelets & Fractions: Pikelets & Fractions: Pikelets &

Lamingtons Lamingtons Lamingtons Lamingtons

11, 12 11 - 31 11 - 42 25 - 62

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 47

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of

Work Work Work

Fractions Pikelets Lamingtons Fractions Pikelets Lamingtons Fractions Pikelets Lamingtons Fractions Pikelets Lamingtons

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Fractions fiddle: shoot the Fractions fiddle: shoot the

hoop hoop

Fractions Fiddle: hit the apple Fractions Fiddle: reach the

Fractions Fiddle: comparing target

non-unit fractions Fractions Equivalent

Fractions Fiddle: matching Fractions: visualising

cake fractions Fractions: parts of a whole

Cassowary Fractions Fractions: rectangle

Shape Fractions multiplication

Dynamic Fractions Fractions: Comparing

Park Fractions Fractions: naming

Neighbourhood fractions

Shape Fractions

Dynamic Fractions

Park Fractions

Wishball: hundredths

Wishball: thousandths

Fractions pieces

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 48

Week 9 Length MES1.1 MS1.1 MS2.1 MS3. 1 Perimeter and Area

Students • Identify and describe the • Use informal units to • Estimate, measure, • Select and use the MS4.1

distinguish the attribute of length estimate and measure length compare and record lengths appropriate device to measure ● Describe the limits of

attribute of length accuracy of measuring

and use informal • Compare lengths directly and distance by placing and distances using metres, lengths, distances and

instruments

by placing objects side by side informal units end to end centimetres and/or millimetres perimeters

and metric units ● Convert between metric

for measurement and aligning ends without gaps or overlap • Convert between metres • Convert between metres

• Record comparisons • Recognise the need for and centimetres and vice and kilometres, millimetres,

units of length

use them to estimate and • Estimate and measure • Calculate and compare

measure length and distance the perimeter of 2D shapes perimeters of squares,

• Record measurements by • Record lengths and rectangles and equilateral and

referring to the number and distances using decimal isosceles triangles

type of informal or formal units notation to two places • Record lengths and

used distances using decimal

notation to three places

Syllabus Page : 92 Syllabus Page : 93 Syllabus Page : 94 Syllabus Page : 95 Syllabus Page : 100-101

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Teaching Measurement Teaching Measurement Teaching Measurement Teaching Measurement S

ES1–S1 ES1–S1 S2 – S3 2 – S3

Make comparisons of length Use informal units of length Measure length in metres Select measuring devices

Order lengths by comparison Compare informal units Measure length in cm Convert between m, cm, mm

Work Work Work

66 - 68 105 - 108 137 - 139

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Scale Matters: Ones Direct a Robot: How Far Scale Matters :tenths

Scale Matters: simple Units Direct a robot: How far

Direct a Robot: Collector

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 49

Week 10 Volume and MES1.3 MS1.3 MS2.3 MS3.3 Surface Area and Volume

Capacity ● Identify and describe the ● Use appropriate informal ● Recognise the need for a ● Select the appropriate MS4.2

Students attributes of volume and units to estimate and measure formal unit to measure volume unit to measure volume and ● Find the surface area of

recognise the capacity volume and capacity and capacity capacity rectangular and triangular

attribute of ● Compare the capacities of ● Compare and order the ● Estimate, measure, ● Recognise the need for prisms

volume and use 2 containers using direct capacities of two or more compare and record volumes cubic metres ● Find the volume of right

informal and comparison containers and the volumes of and capacities using litres and ● Estimate and measure prisms and cylinders

metric units for ● Compare the volume of 2 two or more models or objects millilitres the volume of rectangular ● Convert between metric

measuring volume objects using direct ● Record measurements by ● Measure the volume of prisms units of volume

and capacity comparison referring to the number and models in cubic centimetres ● Determine the

● Record comparisons type of informal units used ● Convert between litres relationship between cubic

informally and millilitres centimetres and millilitres

● Record volume and

capacity using decimal

notation to three decimal

places

Syllabus Page : 102 Syllabus Page : 103 Syllabus Page : 104-105 Syllabus Page : 106 Syllabus Page : 107

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

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Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Teaching Measurement Teaching Measurement Teaching Measurement Teaching Measurement

ES1 – S1 ES1 – S1 S2 – S3 S2 – S3

Make comparisons Use informal units of volume Relationship between unit size Measure in cubic cm

and number

Work Work

30 - 32 73 - 75

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Squirt 2 Containers: Level 1 Cubirocks: go Filling glasses: find the right

Squirt 2 Containers: Level 2 Cubirocks: Galore glass

Cubirocks Galore Cubirocks: are measured How high

Cubirocks are Measured Squirt 2 Containers: Level 1 What’s in a cube: Level 1

Cubirocks Go Squirt 2 Containers: Level 2 Inside a cubic metre

How big is a cubic metre

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 50

Week 10 Position SGES1.3 SGS1.3 SGS2.3 SGS3.3

Students develop ● Give and follow simple ● Represent the position of ● Use simple maps and ● Interpret scales on maps

their directions objects using models and grids to represent position and and plans

representation of ● Use everyday language to drawings follow routes ● Make simple calculations

position through describe position ● Describe the position of ● Determine the directions using scale

precise language objects using everyday N,S,E,W and NE, NW, SE,

and the use of language, including ‘left’ and SW, given one of the

grids and ‘right’ directions

compass ● Determine the location of

directions an object on a simple map

using coordinates or directions

Syllabus Page : 134 Syllabus Page : 135 Syllabus Page : 136 Syllabus Page :137

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of

Work Work Work

80 - 82 116 - 120 154 - 156

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Direct a Robot: Which Way Direct a Robot: Which Way Direct a Robot: Which Way

Design a park Journey Planner: quickest

Design your own park route 1-4

Design a neighbourhood

Design your own school

Design a school

Design a farm

Design a city

Ladybird Mazes

Contours

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 51

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