MAG Planning Term 4 Year 3 TOPIC CONTENT DESCRIPTOR KEY IDEA Review/Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.4.1 Multiplication and Division Problems 2 ACMNA057 Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies. Solve problems using efficient strategies for multiplication Activity process – Think Boards – NAPLAN The Think Board helps students to find connections between the different ways of representing a problem. Photograph / Photocopy the completed Think Board. Annotate comments made by the students that demonstrate their understanding of the connections between the different ways of representing the problem. Check to see if students select the correct operation, select a suitable representation, and Provide each child with a calculator. Write the numbers 3, 4 and 5 on the board. Ask students: what are the some of the answers you can make to multiplication questions using the numbers 3, 4 and 5 once each. For example 53 Think Boards bundle sticks Concrete materials-unifix, counters Washable pens NAPLAN Multiplication and Division Word Problems
DESCRIPTOR JOURNAL 3.4.6 3D Objects ACMMG063 Make models of three-dimensional objects and describe key features. Problem solving- making models of 3D objects. Activity process- Straw and String Construction. 1.Ask students to work in pairs As the students are building the shapes take the opportunity to ask them specifically about the shape that they are making (or have made). Does it have any parallel edges? Does it have any parallel faces? How do you know? Does it have any perpendicular edges? Use the opportunity in the discussion to note the language the students are using. Skeleton Cube: Using newspaper and masking tape ask students to build a skeleton cube the height of their school desks. Ask students: would this support your weight? How can you modify the cube to make it stronger? 3D objects: cone, cube, cylinder, sphere, prisms, pyramids. Whiteboards and washable pens Polydrons Straws String scissors TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.4.7 Time to Minute ACMMG062 Tell time to the minute and investigate the relationship between the units of time. Understanding - using appropriate language to communicate time. Activity process- matching times. Revise telling the time to five minutes- 3.1.9 Give each student a piece of paper and black pen. Simply ask them to “draw a clock”. Later discuss the clock with each student (tell me about your clock; how do clocks work; What time does your clock show? Etc) to gain further insights. Annotate these for future reference. Ask students to record times (analogue and digital) on the individual whiteboard clocks. Ask students to draw in where the hour hand should be at Problem – how many hours are there in the ‘day’ (from midnight to midnight)? How could you work this out? Ask students to represent their thinking and reasoning. Class clocks – digital and analogue time Class clocks with second (sweep) hand. Cardboard strips, scissors and paper streamers
these times: 12:50; 4:25; 9:30; 8:00; 8:45. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.4.8 Symmetry ACMMG066 Identify symmetry in the environment. Understanding – identifying environmental symmetry Activity process- 1.Provide students with a collection of pictures (symmetrical and non- symmetrical) 2.Ask students to assess each picture and decide if it is symmetrical or not. Ask students to fold a piece of paper in half. Using the fold line as the lines of symmetry and pattern blocks ask students to create a shape design that is symmetrical. Reflective symmetry – use a mirror to discover which capital letters and numbers have reflective symmetry. Collection of mirrors Collection of flags around the world Pattern blocks Collection of pictures/shapes. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.4.9 Chance 2 ACMSP067 Conduct chance experiments, identify and describe possible outcomes and recognize variation in results. Identifying and describing outcomes of chance experiments. Activity process- “The giant Jam Sandwich”. Read this book to the students. Ask students whether they think a slice of buttered bread that is dropped is likely to land with its buttered side up or whether either side has an equal chance of facing upwards. Have students order spinners according to how likely that are to result in particular outcomes, for example: put the spinners in order according to which one you would rather have. Ask: why did you put them in that order? If you need yellow to win, how would the order change? Why? Ask students to make a picture using Pattern Blocks and a six sided die that has its faces marked with three triangles, two hexagons and one rhombus. They roll the die a set number of times, collecting the shapes that appear, then create their picture using those shapes. Ask the students, what shapes are impossible to Bread and Butter Data Collection Make a Bug game Bug spinners Dice, ruler Smartie Sheet Bread and butter, paper towel, plastic knife. Big Book “The Giant Jam Sandwich” (Lord, 1988)
get? Which shape are you the most likely to get? Why? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.4.10 Interpret Displays 2 ACMSP070 Interpret and compare data displays. Problem Solving- formulating and modeling authentic situations involving planning methods of data collection and representation. Reasoning- creating and interpreting variations in the results of data collections and data displays. Activity Process- The Most Popular Drink Encourage students to see how asking a question in a different way can give different results. Make observations and note the student’s ability to interpret and compare these data representations reflecting on both variations and type of displays used. Use NAPLAN Data – tables and Data – graphs to assess student’s ability to interpret data. Use the NAPLAN Data- tables and Data – Graphs as whole class investigations. Allow groups of students to interpret the data, and share their reasoning. Come together as a whole group and discuss strategies. Each student decides on a strategy they will use when next interpreting data. Repeat the investigation using a different graph or table. The Most popular Drink 10x10 Grid Paper plane instructions Flight distance and time