Maths- Switch money & shape!

Wednesday, 5 October 2022 12:21 PM

Unit Task Differentiation LI

Week 1
Mon - Time - analogue to digital Students to create their own clock, - For students to be able to correctly identify parts of an
double - Which hand is the hour hand? analogue clock
- Which hand is the minute hand?
- What does it mean if the minute hand is on the 12
- What does it mean if the minute hand is on the 6 SC
- What number does the minute hand represent if it is on the 1 - write the minute numbers on the outside of the clock - Students can correctly label the minute hand, hour hand,
- the 3 is quarter past as it is the first quarter of the clock- colour this section of the clock in blue where half past is, where oclock is, where quarter to and
- the 9 is quarter to as there is one quarter left until the next hour - colour this section in green quarter past are.
- Demonstrate how to write time in digital form
Tues- Warm up- 5 timetables - Tasks will be set using the knowledge - For students to be able to tell time to the quarter & half hour,
Double Group 1 - these students will work with an adult & they will be focusing on making oclock times correctly using their clock students demonstrated on their oclock, & to the minute
Group 2 - these students will be working on creating half past times correctly on their clocks & then drawing it on their worksheet preassessment last term
Group 3- these students will be working on creating quarter to and quarter past times correctly on their clocks & then drawing it on t heir SC
worksheet - For students to correctly represent time on both digital and
Group 4- these students will be working on creating times to the minute correctly on their clocks & then drawing it on their worksheet analogue clocks

Lesson 2 - time matching activities

Wed- L1 Warm up - I will make 2x half past & 2x oclock times on a clock on the whiteboard, students will write the digital time in their books Spencer & Capri- check in with them - For students to be able to tell time to the quarter & half hour,
double Group 1 - these students will work with an adult about what makes a half past time. These students will then create oclock and half pas t and set them up with a peer mentor oclock, & to the minute
times on their worksheet (digital & analogue) Parker, Alex, Kira, Flynn, Ryder - work in
Group 2- these students will have a quick session with me about what quarter to time is. These students will create quarter to and hal f past small group with teacher/sso to catch SC
times on their worksheet (digital & analogue) up their learning - For students to correctly represent time on both digital and
Group 3 - these students will have a mix of times (half past, oclock, quarter to/past & to the minute) to work out Isla-24hr time & worded time problems analogue clocks
Group 4- these students will focus on writing the answer to clocks in written form rather than digital time

Assessment L2 - Data investigation

- Introduce task
Year 2 students will be collecting data on …
They will use tally marks to count students votes Y2 - students to gather data relevant to the question, collect
they will display their data as a list, a table, a picture graph & write which one they think is more useful and check data & display data as a list, a table, a picture
graph
Year 3 students will collect data on what is the most common thing to have for breakfast in Miss Smiths class - some will ask the year 2
students & others will ask the year 3 students in our class
They will display their data as a list, a table, a picture graph and a column graph Y3- students to identify data sources, collect & record the
They will then compare the similarities and differences between the year 2 & year 3 data data using list, a table, a picture graph and a column graph
and interpret their data.
- Students to collect their data
Friday- Lesson 1 Parker, Alex, Kira, Flynn, Ryder work in - For students to be able to tell time to the quarter & half hour,
double Students to share one thing they have learnt this week about time small group with teacher/sso to catch oclock, & to the minute
Students to write down the quarter hour times I make on the clock on a whiteboard up their learning
Students to complete time exit card SC
- For students to correctly represent time on both digital and
Lesson 2 analogue clocks
Group 2,3 &4 -Mathletics time questions
Group 1 to work with me on understanding of quarter to & quarter past
Week 2
Mon - Time - digital to analogue Warm up - 5 timetables Parker, Alex, Kira, Flynn, Ryder - work in - For students to be able to tell time to the quarter & half hour,
double Go through what oclock, quarter to/past & half past are small group with adult support. oclock, & to the minute
Write a digital time on the whiteboard and then display it on the analogue clock - do a to the minute example Depending how these students are
As a class turn digital times into analogue times - to the minute & quarter hour focus going they may just stay working from SC
Students will convert digital times to analogue times analogue to digital - For students to correctly represent time on both digital and
Group 1 - oclock, half past & some quarter of the hour times analogue clocks
Group 2, 3 & 4- oclock, half past, quarter of the hour & to the minute times Capri & Spencer - peer mentors and
regular check ins
L2
Time bingo Isla - she can covert the digital times
- Students will draw times of their choice on digital clocks into 24hr times
- I will then make random times on an analogue clock
- First student to get 4 in a row gets bingo.
Exit ticket task
Tues- Time Warm up- I will say 3 different times and students have to make them on their analogue clocks Isla - will have three columns and write - For students to be able to tell time to the quarter & half hour,
Double As a class discuss what time: the correct 24hr time for these activities oclock, & to the minute
- We get out of bed
- School starts SC
- Fruit snack - For students to correctly represent time on both digital and
- Recess analogue clocks
- Lunch
- Have PE on Thursday
- Finish school
Students will then complete a worksheet where they write both the analogue and digital time for these activities.

L2 - time games & I will run a small group focus task for students who are still struggling with o'clock and half past
Wed- L1 Spencer & Capri- check in with them - For students to be able to tell time to the quarter & half hour,
double Warm up - what is 24hr time and set them up with a peer mentor oclock, & to the minute
Group 1- will work with an adult about what makes quarter past time. These students will then create half past and quarter past times on Parker, Alex, Kira, Flynn, Ryder - work in
their worksheet (digital & analogue). small group with teacher/sso to catch SC
Group 2- these students will create quarter to and quarter past times on their clock and worksheet (digital & analogue) up their learning - For students to correctly represent time on both digital and
Group 3- these students will have a mix of times (half past, oclock, quarter to/past & to the minute) to work out (digital & analogue) analogue clocks
Group 4- convert 12 to 24hr time
Y2 - students to gather data relevant to the question, collect
L2 - Data investigation and check data & display data as a list, a table, a picture
- As a class create a list & table and demonstrate how to create a picture and column graph graph
- students to collate their data and start drawing their data displays

Y3- students to identify data sources, collect & record the

data using list, a table, a picture graph and a column graph
and interpret their data.
Friday- L1- warm up - time to the minute using interactive clock Spencer & Capri- check in with them - For students to be able to tell time to the quarter & half hour,
double Group 1- will work with an adult about what makes quarter past to. These students will create quarter to and quarter past times on the ir and set them up with a peer mentor oclock, & to the minute
clock and worksheet (digital & analogue). Parker, Alex, Kira, Flynn, Ryder - work in
Group 2 - these students will have a mix of times (half past, oclock, quarter to/past & to the minute) to work out (digital & analogue) small group with teacher/sso to catch SC
Group 3 & 4 - these students are going to make digital clock memory for pm time (matching 12 to 24 hr time). They will then pair up and up their learning - For students to correctly represent time on both digital and
play memory analogue clocks

L2- warm up how many days in each month song

- How many days in a week - For students to identify how many days in each month, which
- How many days in a month? months fall into which season and how to read a calendar
- What are the seasons of the year?
- Teachstarter using a calendar worksheet SC
- For students to be able to demonstrate their ability to read
and use a calendar by correctly completing the worksheet
Week 3
Mon - L1- warm up how many days in each month song - For students to identify how many days in each month, which
double Assessment - students to list the months of the year in the correct order in their maths book & then write which season that month falls i n months fall into which season and how to read a calendar

L2 - Mathletics/ time games SC

-
Tues- ASSESSMENT Time assessment Parker, Capri- extra time if they need it
Double
Wed- L1 & 2 Data investigation Parker, Capri, Alex, Ethan & Spencer - Y2 - students to gather data relevant to the question, collect
double - Students to finish their data displays these students will be required to have and check data & display data as a list, a table, a picture
- Students to start analysing data & displays a less detailed analysis and will receive graph
prompting to help them analysis what
their data shows
Y3- students to identify data sources, collect & record the
data using list, a table, a picture graph and a column graph
and interpret their data.
Friday- L1&2
double - Measurement pre assessment
- Introduce investigation task
• Dojo post asking
students to bring in
containers from
home for
investigation task
Week 4
Mon - Capacity L1- capacity video *Y3 students will complete the same - Students to learn what the term capacity means
double - What is capacity? task but they will guess how many mL or - Students to measure and compare the capacity of a range
- How do we measure capacity? L their container can hold of containers using an informal
- What is a mL and what is a L? unit (a plastic cup)/measuring jug
L2 Capacity Investigation Parker, Spencer & Capri- check in with
- Students to predict whose container we be the winner in their math book them regularly (every 5 minutes) SC
- 'Students to complete the conducting investigation worksheet Y2 - students to successfully measure how many plastic cups it
- Then begin the investigation & record how many cups it took to fill the container will take to fill their container
Y3- students to measure how many mL or L their container will
hold
Tues- Use Investigation L1 & L2 Parker, Spencer & Capri- check in with - Students to measure and compare the capacity of a range
Double worksheet as assessment - Students to complete the conducting investigation worksheet them and set them up with a peer of containers using an informal
- Students to share their findings mentor unit (a plastic cup)/measuring jug
- Students to complete the reflection worksheet
- As a class decide whose container is best suited, then students will record this and the reason why it was chosen on their investigation
worksheet
Wed - Mass L1- mass video Parker, Spencer & Capri- check in with - Students to understand what the term mass means
single - What is mass? them and set them up with a peer - Students to identify what unit of measurement for mass would
- How do we measure mass? mentor be appropriate for certain objects
L2
- Student to complete a worksheet where they write down objects and then what unit of mass they think it should be measured in
Friday- Use record sheet from this Y2 - students to use scales in groups to see how many blocks weigh the same amount as … Parker, Spencer & Capri- check in with - Students to understand that scales can be used to measure

Term 4 Planning Page 1

Friday- Use record sheet from this Y2 - students to use scales in groups to see how many blocks weigh the same amount as … Parker, Spencer & Capri- check in with - Students to understand that scales can be used to measure
double lesson as assessment Y3 - students to measure the mass of objects around the classroom and record how much they weigh them and set them up with a peer and compare the mass of objects
mentor
Week 5
Mon - Length L1 & 2 Parker, Spencer & Capri- check in with - Students to understand what the term length means
double - What is length? them and set them up with a peer - Students to learn how to use formal measuring instruments to
- What units of measurement do we use to measure length? mentor measure and compare the length of objects
- How do we measure it?
Students to pick objects from the class, write down what unit of length to measure it in & then actually measure it using tha t unit of length
Tues- L1 Parker, Spencer & Capri- check in with - Students to learn how to use informal measuring instruments to
Double Y2- students will measure 5 objects using a piece of string, students will then order the string from largest to smallest and wri te which object is them and set them up with a peer measure the length of objects and to compare the length of
which next to the string mentor objects
Y3 - students will measure 5 objects using a ruler, order them smallest to largest and then record the objects and their measureme nt
L2
- Which is longer? The learning street to the front office or the learning street to the canteen?
- Students will work in groups using trundle wheels to answer this question
Wed - Area L1 Parker, Spencer & Capri- check in with - Students to learn what the term area means
single - What is area them and set them up with a peer - Students to learn how to compare the area of objects
- Students to complete a worksheet where they order the area of objects mentor

Friday- L1 - money preassessment

double L2 - Explain assessment task
Week 6
Mon - Money - How many cents are in a dollar Parker, Spencer & Capri- check in with Y3 Recognise the relationship between dollars and cents, and
double - Students to work out how many of each cent coin it would take to make $1 them and set them up with a peer that not all countries use these denominations and divisions
- Students to list the notes that we have in Australia mentor (for example Japanese Yen)
- Students to use play money to see how many different ways they can make $20 and record them in their maths books
Y2 Count and order small collections of Australian coins and
Group 1- students to play shops - students get $50 each, record what they bought, how much it cost them and how much change they notes according to their value
got
Group 2- how many different ways can you make $1& record them in your book
Group 3- students have $100- what are you going to buy and how much change will you have?
Tues- ASSESSMENT Introduce task - - I will print out some places they could - Students to learn how to budget
Double Y3 - You have $1000 go with prices & places they could stay - Students to learn how to use their addition and subtraction
- Plan a trip to Adelaide- where will you stay, what will you do, where will you eat? for those students who struggle with skills to work out how much money they have spent.
- Write down each cost & don’t forget to add up your costs as you go research

Y2 - You have $100 to spend at Kmart

- Write down what brought, don’t forget to add up your costs as you go
- How much change do you have left over?
Wed - L1 - shape investigation Parker, Spencer & Capri- check in with - Students to learn what a 2D and 3D shape are and the
double - Students to list 2D shapes and features they know them regularly difference between the two
- Watch https://www.youtube.com/watch?v=OVItzLoovLc&feature=youtu.be - Students to be able to list the features of a variety of 2D and
- Discuss what 2D shapes were and weren't in the video 3D shapes
- Venn diagram - list shapes and features of both 2D and 3D shapes - Students to be able to identify 3D shapes in the real world
- Read "The Peculiar Plans" chapter - https://www.teachstarter.com/au/teaching-resource/shape-seekers-powerpoint/
- Students to complete 2D Shapes and 3D Objects Worksheet- https://www.teachstarter.com/au/teaching-resource/2d-shapes-and-3d-objects-worksheets/
- What is the most common 3D shape in the classroom?

L2- Money assessment

Friday- L1&2 - Money assessment Parker, Spencer & Capri- check in with - Students to learn how to budget
double them regularly - Students to learn how to use their addition and subtraction
skills to work out how much money they have spent.
Week 7
Mon - Money L1&2 - Money assessment Parker, Spencer & Capri- check in with - Students to learn how to budget
double them regularly - Students to learn how to use their addition and subtraction
skills to work out how much money they have spent.
Tues- L1&2 - Money assessment Parker, Spencer & Capri- check in with - Students to learn how to budget
Double them regularly - Students to learn how to use their addition and subtraction
skills to work out how much money they have spent.
Wed - L1&2- shape investigation Parker, Spencer & Capri- check in with - Students to be able to list the features of a prism & pyramid &
double - Discuss what we know about 3D objects them regularly can explain the difference between the two
- Watch How To Describe 3D Shapes
- Read The Prism Predicament" chapter
- Students to complete draw a town with 2d shapes task - https://www.teachstarter.com/au/teaching-resource/draw-a-town-with-2d-shapes/
- Students to create their own net to make a prism

- Play an elimination-style game, Faces, Vertices, Edges

- Read The Problematic Pyramids" chapter
- Make a pyramid - base different colour, highlight edges & vertex using different colours
- Discuss:
What was different about making a model with paper?
Do pyramids have two ends that are the same? Why not?
What makes a pyramid different from a prism?
What shapes make up the faces of the pyramid?
Friday- L1 - Money assessment - last lesson Parker, Spencer & Capri- check in with - Students to learn how to budget
double L2- Shape investigation them regularly r - Students to learn how to use their addition and subtraction
- What 3D shapes have not been made by the professors machine yet? skills to work out how much money they have spent.
- Discuss how spheres, cylinders, cones have curved surfaces & boundaries
- Begin the "Polyhedrons and Pals" chapter
- Create 3D object using the professors machine
- Finish 2D town task
Week 8
Mon - Money - Do all countries use dollars and cents? Parker, Spencer & Capri- check in with - Students to understand that different countries use different
double - What other currencies do know about? them regularly currencies and that $1 can mean different things for different
- Students to pick 2 different currencies and convert dollars to that currency - they need to write this in their maths books countries
Tues- ASSESSMENT L1&2 - shape investigation Parker, Spencer & Capri- check in with - Students to be able to list the features of a variety of 3D
Double Year 3 - 3D Object Profiles worksheet them regularly shapes
Students need to make 3 different 3D shapes & then fill in the details about each shape

Yr 2- 3D Object Profiles worksheet

- Students to pick 3 shapes from the - Lets sort it cards
- Students to write the features of these shapes on the worksheet
Wed - Mapping L1 - students use a map and write down different locations on the map and the matching coordinates for it Parker, Spencer & Capri- check in with - Students to use alphanumeric coordinates to identify and
double L2 - students to create their own map them regularly locate key locations/items on a map
- Students to understand and demonstrate their knowledge of
key components of a map on their own maps
Friday- L1 - Finish Map Parker, Spencer & Capri- check in with - Students to use alphanumeric coordinates to identify and
double L2 - Students write how to get to 3 places on their map them regularly locate key locations/items on a map
- Students to understand and demonstrate their knowledge of
key components of a map on their own map
Week 9
Mon - Angles L1- Teach students about the different types of angles Parker, Spencer & Capri- check in with - Students to understand what an angle is
double - Students to identify different angles they can see in the classroom them regularly - Students to be able to identify angles in real life
- Students to share 3 angles they found with the class
L2 - Mathletics angles
Tues- L1 - Angles worksheet - sort the angles from biggest to smallest Parker, Spencer & Capri- check in with - Students to compare the size of angles
Double L2 - Students to correctly draw and label a right angle, obtuse angle and acute angle them regularly
Wed - L1&2- Christmas themed maths task or used to do their Christmas gifts
Double

Year 2 Outcome:
Tell time to the quarter-hour,
using the language of 'past' and
'to'
Year 3 Outcome:
Tell time to the minute and
investigate the relationship
between units of time

Term 4 Planning Page 2