AusVels Links Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5) Week 1-2 Number : Place Value Odd and Even Numbers Vocabulary: Ones, tens, hundreds, thousands, tens of thousands, hundreds of thousands, tenths, hundredths, thousandths, estimating, round up and down, expanding, contracting, decimals
Resources: Nelson 3 unit 1, 2 and 3 and 2 pg. 24-32 Nelson 4 unit 1, 2 and 3 and 2 pg.: 24-32 Signpost Maths 3 Unit 6 24-25 Signpost Maths 4 Unit 5 22-27 Team board interactive activities. aaamaths.com.au mathsisfun.com Ultranet RHPS Collaborative Learning Space
Skip counting by even numbers, skip counting by odd numbers. Counting backwards and forwards from a given number. Identify numbers that end in 2, 4, 6 etc. are even and numbers in 3, 5, 7 are odd. Sorting numbers of increasing sixe into odd and even columns. Investigate number sequences, initially those increasing and decreasing by twos, threes, five and ten from any starting point, then moving to other sequences.
developing fluency and confidence with numbers and calculations by saying number sequences recognising patterns in number sequences, such as adding 10 always results in the same final digit
Investigate the conditions required for a number to be odd or even and identify odd and even numbers
identifying even numbers using skip counting by twos or by grouping even collections of objects in twos explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd Investigate and use the properties of odd and even numbers using the four operations with pairs of odd or even numbers or one odd and one even number, then using the relationships established to check the accuracy of calculations
Suggested Activities Identify with the students the Place value of number. Working from one through to hundreds of thousands. Students create a chart in their books the place value of numbers. Using the Place Value chart, students make model using M.A.B. different (or other hands on materials numbers into hundreds+ In a circle students are given a starting number. They need to count on by a given number, eg 5, 7, 9, 11. Students are given a series of number on a display chart and Create an anchor chart of Odd numbers and Even Numbers. Students identify the that any number that ends in 1,3,5,7,9 are odd and that any number ending in 2,4,6,8,0 are Create and anchor chart on rounding numbers by looking at the place value. Students begin by rounding numbers to 10 then 100, 1000 and 10,000.
have to count on my particular numbers.
even. Students are given a series of numbers and need to separate them into odd and even numbers. Make a list of Words we have covered so far. Begin to make a vocabulary chart of Maths Terms Introduce the CUBES Strategy for solving Mathematical problems. Begin with Guess and Check problem solving strategy using the CUBES Process. Use worded problems to guess and check to find the right answer.
Topic Vocabulary/Resources Not Negotiable AusVels Links Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5) Week 2 and 3 Number : Place Value Place Value Place value of whole number in appropriate columns. Draw and abacus, place value tables, place value of digits in numbers. Identify larger and smaller numbers. Expanded and contracting numbers up to 5 digits. Writing numbers using digits and words. Place Value Columns Value of 0 in the ten, hundreds and thousands columns etc. Use of and when reading numbers. Recognise, model, represent and order numbers to at least 1000 recognising there are different ways of representing numbers and identifying patterns going beyond 100 developing fluency with writing numbers in meaningful contexts
Recognise, model, represent and order numbers to at least 10 000 placing four-digit numbers on a number line using an appropriate scale reproducing numbers in words using their numerical representations and vice versa Recognise, represent and order numbers to at least tens of thousands reproducing five- digit numbers in words using their numerical representations, and vice versa
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences
Suggested Activities Students create number lines placing on them numbers in the correct sequence. Using a Place value chart, identify the value of number in the number sentence. 456= 400+50+6 Using a Place value chart, identify the value of number in the number sentence. 400+50+6=456 Use an abacus to identify the value of numbers on an abacus. Use a calculator to create number sentences to change numbers from 25-20 Have the students write their birthday eg 4/2/77 would become 4277, then order themselves from smallest to largest Wirte a number on the board. Have the students write anything they can think of to do with that number, eg odd, even, four processes to make the number. Students use 4 dice. Roll the dice and record the number. Students then use the number to write as expanded notation, draw on an abacus and draw as MAB. Using CUBES process. Identify the looking for a pattern problem solving strategy. Use the game Bull Cow and Miss to work out a given number.
Topic Vocabulary/Resources Not Negotiable AusVels Links Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5) Week 3 and 4 Place Value and Rounding Numbers Base 10, numbers that make 10, quick additions e.g.: 9+5= 14. Rounding numbers to the nearest 10, 100, 1000, 100000 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting using an abacus to model and represent numbers understanding three- digit numbers as comprised of hundreds, tens and ones/units demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems recognising and demonstrating that the place-value pattern is built on the operations of multiplication or division of tens Use estimation and rounding to check the reasonableness of answers to calculations recognising the usefulness of estimation to check calculations applying mental strategies to estimate the result of calculations, such as estimating the cost of a supermarket trolley load
Suggested Activities Create and anchor chart on rounding numbers by looking at the place value. Students begin by rounding numbers to 10 then 100, 1000 and 10,000. Introduce the Base 10 addition skills. Create an anchor chart to demonstrate the base 10 process and number combinations. In groups students race around the group to practise their recall of the base 10. Estimation of numbers using the rounding method. Create and anchor chart with the students how we can use rounding to aide in addition. Eg: 22+ 12= we can round 22 to 20 and 12 to 10 to answer that it will be around 30 the answer. Groups rounded to a certain number. Write a list of numbers on the board, have a selection of them rounding to the same number eg: 344, 298 both round to 300 as the nearest 100. Using CUBES process. Identify the Act it out problem solving strategy Topic Vocabulary/Resources Not Negotiable AusVels Links Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5) Week 4 and 5 Making Graphs and Data Collection Vocabulary: Collect, represent information, data, interpret, pictograph, bar, column, title, axis, axes, tally, tallying, sorting, Venn diagram, questionnaire, least popular, most popular, predict, survey
Resources: Nelson 3 Unit 4 pg. 33- 38 Nelson 4 Unit 4 pg. 33- 35 Signpost 3 Unit 27 pg. 137-141 Signpost 4 Unit 28 and 29 pg. 140-147 Ultranet RHPS Collaborative Learning Space Create Venn diagrams to compare information. Read and interpret graphs (pictographs, column and bar graphs) Create Tally Tables using excel. Understand the terms; x and y axis Label graphs appropriately. Conduct surveys
Identify a question of interest based on one categorical variable. Gather data relevant to the question determining the variety of birdlife in the playground and using a prepared table to record observations
Collect, check and classify data recognising the usefulness of tally marks identifying categories of data and using them to sort data
Create displays of data using lists, table and picture graphs and interpret them creating picture graphs to represent data using one-to- one correspondence comparing the usefulness of different data displays
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies Refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as which is the most popular breakfast cereal? to which is the most popular breakfast cereal among Level 3 students in our class?)
Select and trial methods for data collection, including survey questions and recording sheets comparing the effectiveness of different methods of collecting data choosing the most effective way to collect data for a given investigation Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values exploring ways of presenting data and showing the results of investigations investigating data displays using many-to- one correspondence
Pose questions and collect categorical or numerical data by observation or survey posing questions about insect diversity in the playground, collecting data by taping a one-metre- square piece of paper to the playground and observing the type and number of insects on it over time
Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations
Suggested Activities Create a tally table of students interests. Using the same data create a variety of graphs Students se excels to create and make tables and graphs.
Students collect information using a tally table. Students use this information to create a pictograph, horizontal and Vertical bar or column graphs
Read and interpret graphs. Ask and answer questions.
Identify with the kids graph Keys were a picture might equal 2 or three of the item. Create Venn diagrams to compare information. Using CUBES process. Identify the Make a Drawing or Graph problem solving strategy
Topic Vocabulary/Resources Not Negotiable AusVels Links Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5) Week 5 and 6 Number Patterns and Relationship s Vocabulary: Number, pattern, increase, decrease, add on, count on, count back, subtract, double, continue, rule, gap, pattern, sequence, bridge, balance, test, predict.
Resources: Nelson 3 Unit 5 pg. 36- 38 Nelson 4 Unit 5 pg. 36- 38 Signpost 3 Unit 19 and 20 pg. 99-109 Signpost 4 Unit 18 and 19 pg. 100-107 Ultranet RHPS Collaborative Learning Space Counting from numbers of different sizes. Creating number sentences for addition, subtraction and multiplication. Verbalise reasoning for number patterns. Identify devise and extent patterns with (addition, multiplication and subtraction) Investigate patterns in a hundreds chart. Use a rule to generate a number pattern. Describe patterns with numbers and identify missing elements describing a pattern created by skip counting and representing the pattern on a number line investigating features of number patterns resulting from adding twos, fives or 10s
Describe, continue, and create number patterns resulting from performing addition or subtraction identifying and writing the rules for number patterns describing a rule for a number pattern, then creating the pattern Explore and describe number patterns resulting from performing multiplication identifying examples of number patterns in everyday life Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction using the number line or diagrams to create patterns involving fractions or decimals Suggested Activities Students revise skip counting and counting from a given number. Have students stand in a circle and skip count from a given number. Use a calculator. Students type in a number then add a number to it, without clearing the number, students press enter repeatedly and record the pattern. Use a number chart identify patterns in counting eg: 12, 22, 32, 42, 52 etc. Students are given a number pattern, eg: 5, 9, 11, 14 (adding 3 each time). They work out what the pattern is and how the pattern works. Students can create their own patterns to give to a firend. Using 100 chart, students create their own multi-step pattern. Eg: +3, -1,+3, -1 to a series of numbers. Create a Anchor Chart for BODMAS. Students are then given some problem and use the BODMAS rule to solve simple equations Using CUBES process. Identify the Make a number Sentence problem solving strategy
Resources: Nelson 3 Unit 6 pg. 39- 41 Nelson 4 Unit 6 pg. 39- 41 Signpost 3 Unit 1 pg. 1-4 and Unit 4 pg. 18 Signpost 4 Unit 1 pg. 1-7 Ultranet RHPS Collaborative Learning Space
Recognise simple lines: oblique, diagonal, horizontal etc.) Identify 2 D shapes and then create. Describe lines used in shapes and in the environment. Identify shapes from given clues. Create pictures using specified lines. Describe and draw basic angles. Describe and draw two- dimensional shapes, with and without digital technologies identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners
Describe the features of three-dimensional objects identifying geometric features such as the number of faces, corners or edges Make models of three- dimensional objects and describe key features exploring the creation of three- dimensional objects using origami, including prisms and pyramids Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies identifying common two- dimensional shapes that are part of a composite shape by re-creating it from these shapes creating a two- dimensional shapes from verbal or written instructions
Connect three- dimensional objects with their nets and other two- dimensional representations identifying the shape and relative position of each face of a solid to determine the net of the solid, including that of prisms and pyramids representing two- dimensional shapes such as photographs, sketches and images created by digital technologies
Number Suggested Activities Create an Anchor Chart of the different types of lines: oblique, horizontal, vertical, parallel, straight, curved, perpendicular. Students create a table with the names of lines down the side then identify things in the room that would fit the description. Eg Window would be next to horizontal and vertical. Create an anchor chart of the different types of angles. Identify the values of the angles: eg right angle is 90 degrees. Students create a angle finder using 2 rectangles and split pins. Students draw and then able items from around the room. Eg a table has right angles that are 90 degrees. Create and anchor chart with the class the different names of 2 Dimensional Shapes. Students then draw and label the shapes identifying the key features of the shape e.g.: square has 2 horizontal and 2 vertical lines with 4 angles of 90 degrees Students write their name in Block writing. They then label their name with the names of the lines they have used/alternativel y they can draw a picture on the computer using shapes, print off then label the picture. Students then use this chart to label their names/pictures from the previous lesson with the angles they have created. Using CUBES process. Identify the Make a table or graph problem solving strategy Note that the first 2 weeks/8days of teaching are getting to know you activities (Maths number activities were included in the first 8 days activities). Week 1 begins in the Third week of the teaching year. Students were asked to choose a number between 100 and 10,000. Using their knowledge of number they then created a think board using that number to demonstrate their skills in rounding, a picture, number sentence and in patterns. Your Number in a number Sentence Your number in a pattern
Use your number in rounding Use your number as a picture
Below Level At Level Above Level Number Sentence Rounding As a picture In patterns
Angles and Lines Students were required to create a picture on the computer using 2D shapes. They were then required to print the picture and label the lines and angles found in their picture. Below Level At Level Above Level Create a picture using the computer then label the lines and angles.
Addition *Level 3 Naplan Preparation Vocabulary: Double, near doubles, count on, count back, 10 facts, make up to ten, sum, total, add on, plus, addition, equation, word problem, number lines, place value, increase, repeated addition, altogether.
Resources: Nelson 3 Unit 7 pg. 42 Nelson 4 Unit 13 pg. 68 Signpost 3 Unit 11-12 pg. 49-59 Signpost 4 Unit 9 pg. 46- 52 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:17 Addition problems involving 3 and 4 digit numbers. Addition for grate 4s into the tens of thousands. Generate worded problems. Addition involving money. Doubling and near doubles activities. Solving worded problems involving addition. Addition using inverse: 3+5= and 5+3= Wish ball challenge
Solve simple addition and subtraction problems using a range of efficient mental and written strategies becoming fluent with a range of mental strategies for addition and subtraction problems, such as commutativity for addition, building to 10, doubles, 10 facts and adding 10 modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines becoming fluent with partitioning numbers to understand the connection between addition and subtraction using counting on to identify the missing element in an Represent practical situations to model addition and sharing using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials using Aboriginal and Torres Strait Islander methods of adding, including spatial patterns and reasoning Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies recognising that not all countries use dollars and cents, eg India uses rupees. Carrying out calculations in another currency as well as in dollars and cents, and identifying both as decimal systems
additive problem
Subtraction *Level 3 Naplan Preparation Vocabulary: Difference between, count back, subtraction, count up from, word problems, minus, difference.
Resources: Nelson 3 Unit 8 pg. 45 and Unit 9 pg 48. Nelson 4 Unit 13 pg. 68- 71 Signpost 3 Unit 13-14 pg. 60-71 Signpost 4 Unit 10 pg. 53-59 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:17 Addition and subtraction problems. Choosing appropriate methods (written, calculator and mental) Solve money problems Generate and solve worded problems. Communitivity. Wishball challenge. Problems that have the answer but are missing some of the sum digits. Mental strategies for adding 9 etc and taking away 9 from a given number Solve simple addition and subtraction problems using a range of efficient mental and written strategies becoming fluent with a range of mental strategies for addition and subtraction problems, such as commutativity for addition, building to 10, doubles, 10 facts and adding 10 modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines becoming fluent with partitioning numbers to understand the connection between addition and subtraction using counting on to identify the missing element in an additive problem
Represent practical situations to model addition and sharing using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials using Aboriginal and Torres Strait Islander methods of adding, including spatial patterns and reasoning Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies recognising that not all countries use dollars and cents, eg India uses rupees. Carrying out calculations in another currency as well as in dollars and cents, and identifying both as decimal systems
Week 4-5 Time *Level 3 Naplan Vocabulary: Oclock, analogue, digital, clock, minutes, hours, days, Interpret timetables and calendars. Tell time to the quarter- hour, using the language of 'past' and 'to' Tell time to the minute and investigate the relationship between Convert between units of time identifying and Compare 12- and 24-hour time systems and convert Preparation weeks, half past, quarter past, quarter to, am and pm, measure, months, elapsed time, years, decades, century, calendar, days of week, seconds, hands of clock, timetables, 24 hour time
Resources: Nelson 3 Unit 11 pg. 54- 63 Nelson 4 Unit 25-26 pg. 116-120 Signpost 26 Unit 1 pg. 131-136 Signpost 4 Unit 27 pg. 134-136 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:68-71 Estimate length of time. How long things will take. Measure with Timers Read analogue and digital clocks. Converting 12 hour to 24 hour time. 24 hour clock. Venn diagrams to compare analogue and digital. Converting between day, hours, minutes and seconds (using a calculator) Write timetables for their day. Homework: Record where you find time devices at home.
describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three Name and order months and seasons investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.
Use a calendar to identify the date and determine the number of days in each month using calendars to locate specific information, such as finding a given date on a calendar and saying what day it is, and identifying personally or culturally specific days units of time recognising there are 60 minutes in an hour and 60 seconds in a minute using the correct operation for converting units of time
Use am and pm notation and solve simple time problems calculating the time spent at school during a normal school day calculating the time required to travel between two locations determining arrival time given departure time
between them investigating the ways time was and is measured in different Aboriginal Country, such as using tidal change using units hours, minutes and seconds
Week 6 TESTING FOR REPORTING Week Length and Vocabulary: Making reasonable Compare and order Measure, order and Use scaled Choose appropriate 7 Temperatur e
Resources: Nelson 3 Unit 15 pg. 66- 68 Nelson 4 Unit 4 pg. 32- 35 Signpost 3 Unit 21 pg. 110-114 Signpost 4 Unit 20 pg. 108-112 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:73 estimates Reading scales, Compare length. Measure accurately. Beginning at 0 etc. Converting from cm to m to km. Ordering length. Taking temperatures. Identifying temperatures in various environments. Reading vertical scales Compare and order lengths with different unit Select suitable tolls and unit of measure. Eg Trundle wheel to measure the oval in metres. several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units comparing lengths using finger length, hand span or a piece of string comparing areas using the palm of the hand or a stone comparing capacities using a range of containers
compare objects using familiar metric units of length, mass and capacity recognising the importance of using common units of measurement recognising and using centimetres and metres, grams and kilograms, and millilitres and litres
instruments to measure and compare lengths, masses, capacities and temperatures reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation
units of measurement for length, area, volume, capacity and mass recognising that some units of measurement are better suited for some tasks than others, for example kilometres rather than metres to measure the distance between two towns investigating alternative measures of scale to demonstrate that these vary between countries and change over time, for example temperature measurement in Australia, Indonesia, Japan and USA Week 8-9-10
Multiplicati on Vocabulary: Doubling, multiplying, equations, number sentences, arrays, number problems, find the product, lattice method, Mental strategies for doubling and halving. Communitivity eg: 4x6= 24 is the same as 6x4= 24 Recognise and represent multiplication as repeated addition, groups and arrays representing array Recall multiplication facts of two, three, five and ten and related division facts establishing Recall multiplication facts up to 10 10 and related division facts using known Solve problems involving multiplication of large numbers by one- or two-digit halving, strategy, factors, square roots, multiples.
Resources: Nelson 3 Unit 16 and 17 pg. 69-74 Nelson 4 Unit 10 and 11 pg. 56-64 Signpost 3 Unit 15 and 16pg 74-87 Signpost 4 Unit 12 and 13 pg. 65-73 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:44 Repeated addition. Write and solve worded problems. Multiplying with 10, 100, 1000. (adding the 0s) Recall multiplication facts. Making arrays Square numbers problems with available materials and explaining reasoning visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups
multiplication facts using number sequences
multiplication facts to calculate related division facts
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies writing simple word problems in numerical form and vice versa using a calculator to check the solution and reasonableness of the answer numbers using efficient mental, written strategies and appropriate digital technologies exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers applying the distributive law and using arrays to model multiplication and explain calculation strategies Solve problems involving division by a one digit number, including those that result in a remainder using the fact that equivalent division calculations result if both numbers are divided by the same factor interpreting and representing the remainder in division calculations sensibly for the context Use efficient mental and written strategies and apply appropriate digital technologies to solve problems using calculators to check the reasonableness of answers Division Vocabulary: Divide, division, quotient, share between, how many, sets of, groups of, remainder, arrays, doubling, place value, strategy, mental computations, factors, halving, short division, remainders
Resources: Nelson 3 Unit 22 and 23 pg. 87- 92 Nelson 4 Unit 15 and 16 pg. 76-83 Signpost 3 Unit 17 and 18 pg: 88-97 Signpost 4 Unit 14 and 15 pg. 84-92 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:44 Recall of multiplication facts Multiplication linked with division. Symbols for multiplication and division. Short division, language of dividing a whole number by a quotient and how many times a number can go into a bigger number. Squaring numbers. Diving with remainders Dividing with remainders, decimals and fractions. Dividing by 10, 100 and 1000 Writing and using a calculator to record inverse operations. Recognise and represent division as grouping into equal sets and solve simple problems using these representations dividing the class or a collection of objects into equal- sized groups identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three
Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder using known facts and strategies, such as commutativity, doubling and halving for multiplication, and connecting division to multiplication when there is no remainder
Week 11 REVISION/CATCH UP WEEK
Maths Planner Term 3 Level 3 and 4 Topic Vocabulary/ Resources Not Negotiable AusVels Links Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5) W e e k
Resources: Play Money. Supermarket catalogues. Nelson 3: pg: 5, 106- Grade 3 identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin counting collections of coins or notes to make up a particular value, such as that shown on a price tag
recognising the relationship between dollars and cents, and that not all countries use these denominations and divisions (for example Japanese Yen) recognising that not all countries use dollars and cents, eg India uses rupees. Carrying out calculations in another currency as well as in dollars and cents, and identifying both as decimal systems
creating a simple budget for a class fundraising event identifying the GST component of invoices and receipts
Adding decimals that involve money. eg: $1.25 + 1.10 Relationship between Dollars and cents eg 100 cents equals $1 Different currency from around the world. Grade 4 107 Nelson pg: 55, 65,76, 104, 105 Signpost 3: pg 59, 71 Signpost 4: 105 Ultranet RHPS Collaborative Learning Space Mathletics Interactive whiteboard activities
Adding decimals that involve money to 3 digts eg: $234.25+$135.55= Relationship between Dollars and cents eg 100 cents equals $1 Different currency from around the world. Suggested Activities Week 1 Students draw and label the Australian money system. Students are given some play money and need to demonstrate a given amount using the money. eg: How many ways can you make a $1, $20, $100 Use a calculator to work out the change to be given from a given amount. Students are given a list of items (canteen, supermarket catalogue) and then use addition to work out how much 3-6 items would cost. Use a calculator to check their answers Students use subtraction to work out the change that would need to receive after spending a certain amount. Eg: coffee cost $3.25, we give a $5, $10, $20, $50 note Week 2 Students convert money from dollars to cents and from cents to dollars. Eg: $2 can be written as 10 20c pieces etc. Use a shopping catalogue. Students are given a budget eg $20-$50-$100. Students needs to spend as their money as close to the given amount as Research money systems from around the world. Students use a map of the world to find and label as many currency systems as possible and label Portfolio Task: Create a 3 day timetable for meals, entertainment and other items. Under the timetable, students then need to create a shopping list, from the weekly meal timetable and shopping list, students find the cost for possible. them on the map. feeding a family of 4 for a week. Grade 3 can create a menu for a 2days using the same process.
Resources: Atlases Google Earth Nelson 3 Unit 29 pg 86-88 Nelson 4 Unit 30 pg: 85-87 Signpost 3: pg 19-23 Signpost 4: 18-21 Ultranet RHPS Collaborative Learning Space Mathletics Interactive whiteboard activities
Grade 3 understanding that we use representations of objects and their positions, such as on maps, to allow us to receive and give directions and to describe place constructing arrangements of objects from a set of directions
creating a map of the classroom or playground identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference using directions to find features on a map
comparing aerial views of Country, desert paintings and maps with grid references creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another
Compasses Grid co-ordinates Following directions Reading maps Compass Rose Grade 4 Compasses Grid co-ordinates Following directions Reading maps Reading Scales Cardinal Points Compass Rose Giving directions to find things on a Map.
Suggested Activities Week 1 Students create a Rose Compass from a set of given directions. Class discussion and modelling of using N,S,E,W to find specific places on a map Using a map of the world, teacher calls out a country, students then need to identify if the country is N, S, E, W from Melbourne. Students are given a map and need to follow the grid co- ordinates to find specific places on the map. Students are write a set of directions next to a map of the school for a friend to follow to get from one place to another. Using their maths grid books, students create a letter/number grid and from the directions from the teacher the students create a line drawing. Week 2 Students sit back to back with a map, only giving location directions, direct a friend to a specific place on the map. Demonstrate how to draw a birds-eye view of the classroom. Students then draw a Birds-eye view of their bedroom with appropriate labels. Describe the difference from a map between city in Indonesia and Melbourne (Venn Diagram) Portfolio Task. Demonstrate on the board, map drawing with a key/legend Students draw a Map of a desert Island with hidden treasure and a set of instructions for a friend to follow to find the treasure. W e e k
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Angles
Straight, acute, obtuse, degree right angle, corner, square, face, full turn, quarter turn, three-quarter, turn, reflex,right angel, protractor Grade 3 predicting and reproducing a pattern based around half and quarter turns of a shape and sketching the next element in the pattern opening doors partially and fully and comparing the size of the angles created recognising that analogue clocks use the turning of arms to indicate time, and comparing the size creating angles and comparing them to a right angle using digital technologies measuring and constructing angles using both 180 and 360 protractors recognising that angles have arms right angle acute obtuse straight Use a clock to identify angles Grade 4
Resources: Nelson 4 Unit 9 pg: 26-28 Signpost 3: pg 129- 130 Signpost 4: 132-133 Ultranet RHPS Collaborative Learning Space Mathletics Interactive whiteboard activities
right angle acute obtuse straight reflex Use a protractor to find the angles Use a protractor to find the angels and the degrees. Use a clock to identify angles of angles between the arms for familiar times
and a vertex, and that size is the amount of turn required for one arm to coincide with the other
Suggested Activities Week 1 Demonstrate the different types of angles on the board. Create an angle finder using 2 rectangle pieces of cardboard and a split pin. Students create an angle finder and then using a table go around the room and identify the different angels they can see. (Grade 4 can then use the protractor to measure the angles. Have different angels on a card and students then order the angles from smallest to largest. Students use icy-pole sticks to create angles and write the names. Students use a clock and record on a table the time and the angle it creates. Students write their names using capital letters and then write the angles that the letters create eg: H has 4 right angles. (grade fours could also write the degrees using a protractor) W e e k
Grade 3 understanding that objects can be moved but changing position does not alter an objects size or features redicting and reproducing a pattern based around half and quarter turns of a shape and sketching identifying symmetry in Aboriginal rock carvings or art identifying symmetry in the natural and built environment
Using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and symmetry in Yolngu or Central and Western Desert art identifying and describing the line and rotational symmetry of a range of two- dimensional shapes, by manually cutting, folding and Flip Slide Turn Reflect Patterns Symmetry Tessellate Grade 4
Resources: Nelson 3pg. 54 Nelson 4 Unit 15 and 16 pg. 76-83 Signpost 3 Unit 3 and 18 pg: 13-15, 16-17 Signpost 4 Unit 3 pg. 13-17 Ultranet RHPS Collaborative Learning Space Mathletics Interactive whiteboard activities
www.topmarks.co.uk (symmetry game)
Reflect Patterns Symmetry Tessellate Translate Rotate Lines of symmetry the next element in the pattern turning shapes and by using digital technologies identifying the effects of transformatio ns by manually flipping, sliding and turning two- dimensional shapes and by using digital technologies using digital technologies to enlarge shapes using a grid system to enlarge a favourite image or cartoon
Suggested Activities Week 1 Students use simple pictures that are cut in half to draw the other side. Students use attribute blocks to create patterns without gaps. Students use regular shapes to draw the line of symmetry (grade 4s can draw more than one line of symmetry for the shapes. Students Identify from the Alphabet the lines of symmetry. E.g. H has two lines of symmetry. Take a photo of the students face. Cut the photos in half and students then draw in the other half. Week 2 Students use black card to cut out shapes then using cellophane create stain glass window. OR Students use paper to cut out snowflakes to create symmetrical patterns. Students cut out a shape from a 10cm by 10cm piece of cardboard. They then attach the two sides together and create a tessellating pattern. Portfolio task: Cut a picture in half, Students use their knowledge of symmetry to fill in the second half of the picture OR students draw 2 lines of symmetry, create a picture and then colour using a symmetrical pattern (we could use Escher pictures as inspiration)
W e e k
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Chance
Chance, likely to happen, not likely to happen, most likely, least likely, impossible, qual chance, outcomes, possible, certain, uncertain, always, never sometimes, might, maybe, 50/50 chance, fair, unfair, lucky, unlucky, predict Grade 3 classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials using lists of events familiar to students and ordering them from least likely to most likely to occur using examples such as weather, which cannot be dry and wet at the same time explaining why the probability of a new baby being commenting on the likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning in Chance Conducting experiments with different possibilities. Vocabulary around chance. Using real life examples of apply chance vocabulary. Grade 4
Resources: Nelson 3 Unit 25 pg. 75-77 Nelson 4 Unit 5 pg. 70-72 Signpost 3 Unit 29 pg: 148-150 Signpost 4 Unit 28 pg. 137-139 Ultranet RHPS Collaborative Learning Space Mathletics Interactive whiteboard activities
Chance Conducting experiments with different possibilities. Vocabulary around chance. Using real life examples of apply chance vocabulary. either a boy or a girl does not depend on the sex of the previous baby simple games of chance such as jan-ken- pon (rock- paper- scissors) Investigating the probabilities of all outcomes for a simple chance experiment and verifying that their sum equals 1 Suggested Activities Week 1 Students flip a coin to identify the chance of a head or tail coming. Chocolate game: Students in small groups roll a dice, only when they roll a 6 do they get to eat a piece of chocolate. Have a bag/box, place in the box different coloured objects. Students take 10 goes of taking out a counter from the box and predict what colour it would be. Create a coloured spinner, students then create a tally table to identify which colour comes up the most often. Using the seasons, students write down the types of weather and the chance of rain, snow, hail, frost etc. Week 2 Students label situations as likely, unlikely, equal chance etc. W e e k
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REVISION/CATCH UP WEEK Portfolio Task Create a weekly timetable for meals, entertainment and other items. Under the timetable, students then need to create a shopping list, from the weekly meal timetable and shopping list, students find the cost for feeding a family of 4. Students draw a Map of a desert Island with hidden treasure and a set of instructions for a friend to follow to find the treasure. Cut a picture in half, Students use their knowledge of symmetry to fill in the second half of the picture OR students draw 2 lines of symmetry, create a picture and then colour using a symmetrical pattern (we could use Escher pictures as inspiration)
Maths Planner Term 4 Level 3 and 4 Topic Vocabulary/Resour ces Suggested Activities/Not Negotiables AusVels Links Level 2 (Grade 2) Level 3 (Grade 3) Level 4 (Grade 4) Level 5 (Grade 5) W e e k
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Division Vocabulary: Doubling, multiplying, equations, number sentences, arrays, number problems, find the product, lattice method, halving, strategy, factors, square roots, multiples.
Resources: Nelson 3 Unit 16 and 17 pg. 69-74 Nelson 4 Unit 10 and 11 pg. 56-64 Signpost 3 Unit 15 and 16pg 74-87 Signpost 4 Unit 12 and 13 pg. 65-73 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:44 Grade 3 Recognise and represent division as grouping into equal sets and solve simple problems using these representations dividing the class or a collection of objects into equal-sized groups identifying the difference between dividing a set of objects into three equal groups and dividing the same set of Develop efficient mental and written strategies and use appropriate digital technologies for multiplicatio n and for division where there is no remainder using known facts and strategies, such as commutativity, doubling and halving for multiplication, and connecting division to
Symbols for multiplication and division. Short division, language of dividing a whole number by a quotient and how many times a number can go into a bigger number. Squaring numbers. Diving with remainders Dividing with remainders, decimals and fractions. Dividing by 10, 100 and 1000 Writing and using a calculator to record inverse operations. Grade 4
Symbols for multiplication and division. Short division, language of dividing a whole number by a quotient and how many times a number can go into a bigger number. Squaring numbers. Diving with remainders Dividing with remainders, decimals and fractions. Dividing by 10, 100 and 1000 Writing and using a calculator to record inverse operations. objects into groups of three
multiplication when there is no remainder
Suggested Activities
Week 1
Week 2
Week 3, 4 and 5
Fractions Equal parts, divide into, Grade 3 recognising that sets partitioning areas, exploring the recognising the
partition, half, third, quarter, fifths, sixths etc. Decimal, decimal point fractions, hundredths, larger, number line, order, place value, smaller, units, whole number, zero, equivlant
Resources: Nelson 3 Unit 30 pg. 111 Nelson Ausvles pg 103-107 Nelson 4 Unit 27 pg. 124 Signpost 3 Unit 9 and 10 pg: 38-48 Signpost 4 Unit 7 and 8 pg.34-45 Ultranet RHPS Collaborative Identify and divide shapes into equal parts. Recognise halves, thirds and quarters up to tenth Maths the words, fractions and diagram. Place fractions on a number line. Use a fraction wall to find equivalent fractions. Fractions of collections of objects can be partitioned in different ways to demonstrate fractions relating the number of parts to the size of a fraction
lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes locating unit fractions on a number line recognising that in English the term one third is used (order: numerator, denominator) but relationship between families of fractions (halves, quarters and eighths or thirds and sixths) by folding a series of paper strips to construct a fraction wall converting mixed numbers to improper fractions and vice versa investigating the use of fractions and sharing as a way of managing Country: for example taking connection between the order of unit fractions and their denominators modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes using knowledge of place value and Grade 4 Learning Space Mathletics Interactive whiteboard activities OEMA: 22-26
Identify and divide shapes into equal parts. Recognise halves, thirds and quarters up to tenth Maths the words, fractions and diagram. Place fractions on a number line. Use a fraction wall to find equivalent fractions. Fractions of collections Adding and subtracting fractions with same denominator. Mixed numbers. that in other languages this concept may be expressed as three parts, one of them (order: denominator, numerator) for example Japanese
no more than half the eggs from a nest to protect future bird populations using division by 10 to extend the place-value system using knowledge of fractions to establish equivalences between fractions and decimal notation
division by 10 to extend the number system to thousandths and beyond recognising the equivalence of one thousandths and 0.001 locating decimals on a number line Suggested Activities Week 1 Introduce students to different Fractions http://www.mathsisfu n.com/fractions- interactive.html . Using a piece of paper students fold the paper into equal sections and write the different fractions (in Count our different coloured items into a bag with the students. Demonstrate the denominator is the amount that went in. Taking out a handful of items out then write the Look at shapes and divide them into EQUAL parts to identify the different Fractions. Extension: Students have a polygon and need to come up with Student use a graphic organiser where they can demonstrate the relationship between the words, the fraction and a picture (grade 4s also demonstrate Students work on partitioning a polygon e.g. a shape divided into 10 equal parts where 7 are shaded and 3 are unshaded. (reading a partition and groups students could have a fraction each and fold the paper to demonstrate and make an anchor chart) fraction. Introduce the students to the language of fractions: Numerator, Denominator and Vinculum. as many different fractions as possible for the one polygon. an equivalent fraction). creating a partition). Week 2 Grade 3: Students use a fraction wall to find simple equivalent fractions. Grade 4: Students create and then use a fraction wall to show equivalent fractions. Grade 3: Students create a fraction number line beginning with fractions less than a whole.
Grade 4: Students create a fraction number line with mixed numbers. Use manipulative to work out the fraction of a collection.
Mathletics has good resources. Use mathematical concepts find the fraction of a whole number. Post assessment to identify any gaps. Week 3 Revision of key concepts/Non-negotiable during the explicit teaching. All about a Fraction. Students choose a fraction on a Think Board: They have to show or represent the fraction in as many different ways as they can e.g. Fraction, number line, picture, cut things into quarters etc. Week
6 and 7
Decimals/Perc Tenths, whole, one, Grade 3 using division by using entages decimal point, decimal point, Equal parts, divide into, partition, half, third, quarter, fifths, sixths etc. Decimal, decimal point fractions, hundredths, larger, number line, order, place value, smaller, units, whole number, zero, equivalent
Resources: Nelson 3 Unit 33 and 34 pg. 120-125 Nelson 4 Unit 27 pg. 124-127 Signpost 3 Unit 10 pg: 45-48 Signpost 4 Unit 8 pg. 40-45 Ultranet RHPS Collaborative Learning Space Mathletics Interactive Students can identify tenths and Hundredths Read, write, say, compare and order numbers to 2 decimal place Recognise the decimal point in the number affect the value of the number eg: 23 and 2.3 Understand that tenths can be recorded as a decimal. Add and subtract number involving tenths. 10 to extend the place-value system using knowledge of fractions to establish equivalences between fractions and decimal notation
knowledge of place value and division by 10 to extend the number system to thousandths and beyond recognising the equivalence of one thousandths and 0.001
Grade 4 whiteboard activities OEMA: pg: 27-31
Students can identify tenths, Hundredths and thousandths. Read, write, say, compare and order numbers to 3 decimal place Recognise the decimal point in the number affect the value of the number eg: 23 and 2.3 Understand that tenths can be recorded as a decimal. Add and subtract number involving hundredths. Make connections between fractions and decimals Suggested Activities
Week 1 Introduce Tenths as part of a whole number. Draw the decimal point and identify the place value of tenths and hundredths. Students draw a number with decimal points and Students use number strips to show the relationship between fractions and decimals. Make a chart of all the decimals from 0.1 to 1 Demonstrate vertical addition with decimals. Making sure the decimal point lines up. Students use magazines to add the price of two items with decimals points. Students are given blank number lines to order a combination of fractions and decimals.
then draw a picture of a whole divided into ten equal parts with parts shaded. Week 2 Demonstrate vertical subtraction with decimals. Making sure the decimal point lines up. Students use number dice to convert fractions to decimals and from decimals to Fractions. Matching activity. Game of Zero is the Go pg: 113 of students Nelson 3 Ausvels book. Students create decimal number line to create their own patterns with decimals and fraction. Student assessment from Nelson Maths Ausvels addition. W e e k
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Testing and Revision Using On Demand Testing for Number and Algebra, Measurement and Geometry, Statistics and Probability.
Multiplication and Division.
Vocabulary: Doubling, multiplying, equations, number sentences, arrays, number problems, find the product, lattice method, halving, strategy, factors, square roots, multiples.
Resources: Nelson 3 Unit 16 and 17 pg. 69-74 Nelson 4 Unit 10 and 11 pg. 56-64 Grade 3 Recognise and represent division as grouping into equal sets and solve simple problems using these representations dividing the class or a collection of objects into equal-sized groups identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three
Develop efficient mental and written strategies and use appropriate digital technologies for multiplicatio n and for division where there is no remainder using known facts and strategies, such as commutativity, doubling and halving for multiplication, and connecting division to multiplication when there is no remainder
Number: 2110 W5C4FKB1 Measurement: 2111 M9RD38BP Space: 2112 8LS6M9QF Adaptive General: 2128 LH153822 Structure: 2400 78RQ36N9 Grade 4 Recognise and represent Recall multiplication Recall multiplication Solve problems Signpost 3 Unit 15 and 16pg 74-87 Signpost 4 Unit 12 and 13 pg. 65-73 Ultranet RHPS Collaborative Learning Space Open Ended Maths Activities (OEMA) pg:44
Number: 2113 PG6DDGCL Measurement: 2114 P3LCXLFT Space: 2115 RTQ5ZTK5 Adaptive General: 2129 XPTJYVRP Structure: 2401 31D7HC2H multiplication as repeated addition, groups and arrays representing array problems with available materials and explaining reasoning visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups
facts of two, three, five and ten and related division facts establishing multiplication facts using number sequences
facts up to 10 10 and related division facts using known multiplication facts to calculate related division facts
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies writing simple word problems in numerical form and vice versa using a calculator to check the solution and reasonableness of the answer involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers applying the distributive law and using arrays to model multiplication and explain calculation strategies Solve problems involving division by a one digit number, including those that result in a remainder using the fact that equivalent division calculations result if both numbers are divided by the same factor interpreting and representing the remainder in division calculations sensibly for the context Use efficient mental and written strategies and apply appropriate digital technologies to solve problems using W e e k
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Chance
Chance, likely to happen, not likely to happen, most likely, least likely, impossible, qual chance, outcomes, possible, certain, uncertain, always, never sometimes, might, maybe, 50/50 chance, fair, unfair, lucky, unlucky, predict
Resources: Nelson 3 Unit 25 pg. 75-77 Nelson 4 Unit 5 pg. 70-72 Signpost 3 Unit 29 pg: 148-150 Signpost 4 Unit 28 pg. 137-139 Ultranet RHPS Collaborative Learning Space Mathletics Interactive whiteboard activities
Grade 3 classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials using lists of events familiar to students and ordering them from least likely to most likely to occur using examples such as weather, which cannot be dry and wet at the same time explaining why the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby commenting on the likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning in simple games of chance such as jan-ken-pon (rock- paper-scissors) Investigating the probabilities of all outcomes for a simple chance experiment and verifying that their sum equals 1 Chance Conducting experiments with different possibilities. Vocabulary around chance. Using real life examples of apply chance vocabulary. Grade 4 Chance Conducting experiments with different possibilities. Vocabulary around chance. Using real life examples of apply chance vocabulary.
Suggested Activities Week 1 Students flip a coin to identify the chance of a head or tail coming. Students label situations as likely, unlikely, equal chance etc. Chocolate game: Students in small groups roll a dice, only when they roll a 6 do they get to eat a piece of chocolate. Have a bag/box, place in the box different coloured objects. Students take 10 goes of taking out a counter from the box and predict what colour it would be. Create a coloured spinner, students then create a tally table to identify which colour comes up the most often. Using the seasons, students write down the types of weather and the chance of rain, snow, hail, frost etc. W e e k
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Christmas Maths Grade 3 And 4 Christmas Maths Portfolio Tasks All about a Fraction. Students choose a fraction on a Think Board: They have to show or represent the fraction in as many different ways as they can e.g. Fraction, number line, picture, cut things into quarters etc. Christmas co-ordinate pictures. (Brendan will supply the worksheets). Students follow a set of co-ordinates to create Christmas pictures. Students use a tessellating pattern to create a A3 tessellating tile pattern. The number 45 and 70 think board. MONEY Students were required to create a 2 day timetable for meals that their family would eat. Under the timetable, students then need to create a shopping list to find the cost for feeding their family of for 2 days. Monday Tuesday Breakfast:
Breakfast:
Lunch:
Lunch:
Dinner:
Dinner:
Shopping list and cost per item.
Shopping list and cost per item.
MONEY Students were required to create a 3 day timetable for meals, entertainment and other items that their family would require. Under the timetable, students then need to create a shopping list to find the cost for feeding and entertaining their family for three days. Monday Tuesday Wednesday Breakfast Breakfast:
Breakfast:
Lunch:
Lunch:
Lunch:
Dinner:
Dinner:
Dinner:
Entertainment:
Entertainment: Entertainment: Shopping list and cost per item.
CATEGORY 4 3 2 1 Mathematical Concepts Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Mathematical Reasoning Uses complex and refined mathematical reasoning. Uses effective mathematical reasoning Some evidence of mathematical reasoning. Little evidence of mathematical reasoning. Mathematical Errors 90-100% of the steps and solutions have no mathematical errors. Almost all (85-89%) of the steps and solutions have no mathematical errors. Most (75-84%) of the steps and solutions have no mathematical errors. More than 75% of the steps and solutions have mathematical errors. Uses concept of Money Appropriately Is able to use a timetable to budget for a family. Is then able to use money to budget to purchase required items. Has created a timetable and demonstrated some money budgeting to purchase required items. Has created a timetable and demonstrated little money budgeting to purchase required items. Timetable is messy and difficult to understand. Demonstrates no money use to budget for required items.
Map of Desert Island Students draw a Map of a desert Island with hidden treasure and a set of instructions for a friend to follow to find the treasure. The map needs to include; Instructions for finding the treasure, rose compass, Key/Legend and scale. At Level 3: Students are able to draw and label a simple map with directions to find specific objects. At Level 4: Students were required a complex that included a legend/key, scale, directions and rose compass. Below Expected Level At Expected Level Above Expected Level
Symmetry Students were required to cut a ready-made picture in half. They were then expected to symmetrically draw the other half of the picture as accurately as possible. Below Expected Level At Expected Level Above Expected Level
Fractions Below Expected Level At Expected Level Above Expected Level Symbols For Fraction Write Your Fraction in Words Write in a Decimal Form Pictorial Representation of a Whole Write your fraction in Words Pictorial Representation of a Collection
Give an example of where you might see this fraction in a real life situation.
Show your Fraction from the media eg Photo, magazine, newspaper
Teacher Comment:
Symbols for Fractions Write Your Fraction in Words Write in a Decimal Form Pictorial Representation of a Whole YOUR CHOSEN FRACTION Write your fraction in Words Pictorial Representation of a Collection Give an example of where you might see this fraction in a real life situation. Show your Fraction from the media eg Photo, magazine, newspaper