FUSE Length Strength: Centimetres Measuring Length and Distance NZ Maths Notes Topic 4.1.4 Number and Algebra – Simple Fractions and Decimals – Up to One Strand: Number and Algebra Sub-strand: Fractions and Decimals Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Investigate equivalent fractions used in contexts Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students recognise, model and order numbers to at least 10 000 and place four digit numbers on a number line with regard for scale. They partition and re-arrange to facilitate calculations involving addition and subtraction. Students have facility with single digit addition and related subtraction facts, and recall multiplication and related division facts for twos, threes, fives and tens. They formulate and solve simple multiplication and division problems, estimate answers and use technology to check calculations. Students group money to a specified value in several ways, and calculate Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns based on multiples of 3, 4, 6, 7, 8 and 9. Students develop facility with multiplication facts up to 10 x 10 and related division facts. They investigate simple equivalent fractions and count by halves, thirds and quarters, and locate corresponding elements on a number line. Students use simple decimals to solve money problems including total cost and change. They Students use estimation and rounding for all four operations, with and without the use of technology for calculation. They solve multiple digit problems involving addition, subtraction, multiplication and division by single digit divisors with remainders. Students represent, compare and order unit fractions, and decimal fractions, and represent them on a number line. They construct simple budgets for familiar events and activities. They solve numbers sentences involving division, and create number patterns involving fractions and decimals.
Strand: Measurement and Geometry Sub-strand: Location and Transformation Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Create symmetrical patterns, pictures and shapes with and without digital technologies Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students use metric units of length, mass and capacity to measure, order and compare objects. They associate angle with measure of turn and compare angles in everyday situations. They tell the time in minutes and convert between units of time. They use simple grids in maps and identify symmetry. Students use scaled instruments with metric units to measure and compare length, mass, capacity and temperature. They compare shapes and objects using familiar metric units for area and volume, and compare angles with respect to a right angle. Students use 'am' and 'pm' notations, and solve simple time problems, including conversions between units of time. They construct new shapes by combining or splitting common shapes, and create symmetric patterns, pictures and shapes with and without the use of technology. They interpret and use basic maps with simple scales, directions and legends. Students choose and use suitable metric and other units for measurement of length, angle, area, volume, capacity and mass. They calculate the perimeter and area of rectangles, and construct specified angles using protractors and other relevant technologies. Students use 12 and 24 hour time systems, with measurements and conversions to seconds. They use grid reference systems to describe location and connect three-dimension objects with two-dimensional representations. They translate, reflect and rotate shapes with and without the use of technology, and identify point and line symmetries. They explore similarity of familiar shapes through enlargement. Activities Proficiencies Recognise lines of symmetry which are not vertical or horizontal Identify multiple lines of symmetry in a shape Recognise that there may be no lines of symmetry in a shape that appears to have 'two halves' Explore symmetry using materials such as: the motifs in Central Asian textiles Tibetan artefacts Indian lotus designs Yolngu or Central and Western Desert art Create symmetrical patterns, pictures and shapes with and without digital technologies Fluency is recognising shape and symmetry in art and the environment. Understanding includes making connections between the features of shape and how shapes they appear in real life and in symmetry Problem solving – includes matching transformations with their original shape, creating continuous patterns using the same shape including rotation and flipping. Reasoning – describing with accuracy and correct vocabulary the features of a symmetrical pattern or picture. Considering different levels
enlargement. Activities Proficiencies Identify and use different measuring instruments to compare the masses and capacities of various objects Read and interpret, to the nearest graduation, the graduated scales on a range of measuring instruments Explore the size of a grams and millilitres Explore the size of a kilograms and litres Order and compare objects using metric units of mass and capacity Measure the temperature of various everyday objects, and environments, construct temperature scales for cooking. Fluency through choosing and using familiar metric units to order and compare the masses and capacities of various objects Understanding by building on concepts already known about informal units of measuring mass, capacity and temperature, relating known skills to new learning Problem solving involving investigating measurement and verifying that their answers are reasonable by using various measuring tools Reasoning through comparing and contrasting related ideas and explain their choices when analysing the masses, capacities and temperatures of different objects Considering different levels Level 3 Students who are working at this level could: Measure, order and compare objects using familiar metric units of mass and capacity, and environments with respect to temperature. Level 5 Students who are working at this level could: Choose appropriate units of measurement for length, area, volume, capacity, mass and temperature. Assessment ideas Students: Use scaled instruments to measure and compare the masses and capacities of common objects found in the classroom and school Investigate the temperature and rainfall of different regions around Australia across various times of the year. Resources FUSE Primary Resources (UK)
Mapping to F–10 curriculum in Victoria Content descriptions Identify events where the chance of one will not be affected by the occurrence of the other Identify everyday events where one cannot happen if the other happens Describe possible everyday events and order their chances of occurring Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students carry out investigations, collect and organise data into categories and use different methods with and without technology to display the data. They conduct experiments involving chance, describe possible outcomes and recognise variability in results. Students select and trial different methods for collecting data, including surveys. They construct suitable data displays with and without the use of technology, where there is a relationship between elements of graphs and data, and evaluate the effectiveness of different displays. They identify relative likelihood of everyday events, and identify events that are mutually exclusive and events that are independent. Students pose questions to collect categorical and numerical data by observation and survey, and represent the data in a variety of ways with and without the use of technology. They describe and interpret data sets in context. Students recognise that probabilities are measured on a scale of 0 to 1 (inclusive), and represent the probability of events from simple experiments using fractions Activities Proficiencies Order lists of every day events from ‘least likely’ to ‘most likely’ to occur Identify everyday events where one cannot happen if the other happens, e.g. weather, which cannot be dry and wet at the same time Identify events where the chance of one will not be affected by the occurrence of the other, e.g. explaining that the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby Fluency through identifying practical activities and everyday events that involve chance, and identifying and describing outcomes of chance experiments Understanding outcomes as likely or unlikely and recognising variation in results Problem solving by carrying out a chance investigation (e.g. stretch a snake and see where it breaks), including explaining results and, if there is variation, which outcomes, or types of outcomes, appear to be the more likely Reasoning by being able to agree with, disagree with, and/or discuss various chance-related statements or questions, e.g. it is certain that a newborn baby will grow, a ball is likely to bounce when it is dropped, a cat is unlikely to chase a dog. Considering different levels Level 3 Students who are working at this level could: Conduct repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and
Topic 4.2.8 Space, Maps, Scales and Networks Strand: Measurement and Geometry Sub-strand: Location and Transformation Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Use simple scales, legends and directions to interpret information contained in basic maps Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students use metric units of length, mass and capacity to measure, order and compare objects. They associate angle with measure of turn and compare angles in everyday situations. They tell the time in minutes and convert between units of time. They use simple grids in maps and identify symmetry. Students use scaled instruments with metric units to measure and compare length, mass, capacity and temperature. They compare shapes and objects using familiar metric units for area and volume, and compare angles with respect to a right angle. Students use 'am' and 'pm' notations, and solve simple time problems, including conversions between units of time. They construct new shapes by combining or splitting common shapes, and create symmetric patterns, pictures and shapes with and without the use of technology. They interpret and use basic maps with simple scales, directions and legends. Students choose and use suitable metric and other units for measurement of length, angle, area, volume, capacity and mass. They calculate the perimeter and area of rectangles, and construct specified angles using protractors and other relevant technologies. Students use 12 and 24 hour time systems, with measurements and conversions to seconds. They use grid reference systems to describe location and connect three-dimension objects with two-dimensional representations. They translate, reflect and rotate shapes with and without the use of technology, and identify point and line symmetries. They explore similarity of familiar shapes through enlargement. Activities Proficiencies Recognise what a scale is, and why it is important (its purpose on a map) Interpret information contained in a basic map including legends Identify the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describe the difference Using directions to find features on a map Fluency through choosing language to communicate pathways on a map Understanding the purpose of scales and legends Problem solving is the ability to make choices when reading maps to decide on a path to a given object or location Reasoning includes giving accurate directions for someone to be able to locate something on a map Considering different levels Level 3 Students who are working at this level could: Create and interpret simple grid maps to show position and pathways.
Teaching Ideas (UK) Time Pinterest Teaching Time Primary Resources Notes Topic 4.2.10 Fractions and Decimals to Hundredths Strand: Number and Algebra Sub-strand: Fractions and Decimals Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Investigate equivalent fractions used in contexts Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students recognise, model and order numbers to at least 10 000 and place four digit numbers on a number line with regard for scale. They partition and re-arrange to facilitate calculations involving addition and subtraction. Students have facility with single digit addition and related subtraction facts, and recall multiplication and related division facts for twos, threes, fives and tens. They formulate and solve simple multiplication and division problems, estimate answers and use technology to check calculations. Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns based on multiples of 3, 4, 6, 7, 8 and 9. Students develop facility with multiplication facts up to 10 x 10 and related division facts. They investigate simple equivalent fractions and count by halves, thirds and quarters, and locate corresponding elements on a Students use estimation and rounding for all four operations, with and without the use of technology for calculation. They solve multiple digit problems involving addition, subtraction, multiplication and division by single digit divisors with remainders. Students represent, compare and order unit fractions, and decimal fractions, and represent them on a number line. They construct simple budgets for familiar events and activities. They solve numbers sentences involving division, and create number patterns involving