systems Develop an understanding of fractions as parts of wholes and as locations on a number line Understanding that there are different ways to represent the same quantity Recognise and generate equivalent forms of commonly used fractions The shaded part represents a fraction of the whole. say how they knew they were equivalent marker pens fraction strips fraction wall ‐ another way of using fraction strips () TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.3.4 Volume ACMMG290 Compare objects using familiar metric units of volume Construct 3‐D objects using cubic‐centimetre blocks and count the blocks to determine the volume of the objects Devise and explain strategies for counting blocks Brainstorm with students the ideas of what makes a 3D object and a 2D object. Discuss. How students have already worked out the perimeter and surface area. But now we need to know how much stuff we can get inside. The inside part of a 3D object is its volume. As per investion I need to have a container with a volume of 400cm3 Give at least 2 different shaped containers that I could have with a volume of 400cm3. 1x10x40 5x8x10 1x1x400 Choose one and justify why it would be the most appropriate choice, for a container that FISH problem solving kit 2L bottles Mab blocks
Record volumes using abbreviations for cubic centimetres Compare the volumes of two or more objects made from blocks by counting blocks Distinguish between mass and volume can hold 400cm3 TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.4.1 Number Strategies ACMN076 Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder Multiplication and division are the inverse operation of one another. Complete a series of revision activities in relation to basic multiplication facts Journal work Tug of War One player is called "PLUS" The other is called "MINUS" so decide who is who. Think about whether you have to land exactly at 1 or 27 or allowed to end up beyond those points. I wonder what difference it will make if you are allowed to go beyond rather than landing exactly on the end numbers? Once students have FISH problem solving kit Concrete material eg unifix cubes, counters. Multiplication facts charts 10 sided dice Charts
got used to the game, they can play a variation, this time using multiplication or division and or perhaps extending the number line. When the rules are changed students must reflection on whether the change makes the game better to play. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.1.9 Decimals ACMNA079 Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation . Decimals show fractional parts of a whole number (less than one) and the continuation of place value to tenths and hundredths. A whole can be divided into parts. Our number system is based on 10. One whole or set can be divided into 10 equal parts. These parts are called tenth Have a bucket of whole straws and parts of straws. How many parts make a whole straw? (10) Use the materials to make visual representations of decimal numbers with units and tenths. Students write the decimal number corresponding to the representation they have made. Students write the same number as a mixed fraction with whole numbers and tenths. Digital photos can be taken to record student understanding and used as evidence of learning A quilt was made up of a hundred squares. Seventy three squares were patterned and the remainder were plain. What part of the quilt was plain colour? Ask students to represent their answer as a fraction and a decimal Blank number line. Fifty centimeter length of string for each student. 30 centimeter ruler, two colored marker pens/textas for each student. FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.4.7 ACMN081 Explore and describe using known facts to calculate Recall facts up to 10 × 10 and related division facts Is based on learning journal work and evaluation of the investigation. Working with a partner choose 4 numbers to do this FISH problem solving kit
patterns resulting from performing multiplication related division facts Identifying examples of patterns in everyday life Was the student able to identify all the combinations for the chosen numbers. Was the student able to provide sensible word problems. to. A maximum of 2 numbers can be prime. 13. 13 x 1 = 13 13 ÷ 1 = 13 Working independently and using a personally selected number write a word problem for each. E.g. I have 12 cans of coke to share between my two brothers and myself. How many will we each get? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.4.6 2D Shapes ACMMGO88 Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies Manipulates, identifies and sketches shapes, including special quadrilaterals, and describes their features. - Manipulate, compare and describe features of shapes, including the special quadrilaterals:,,,, and. 1) Create a class definition of what ‘2D means’ (two dimensional) in relation to shapes. 2) Brainstorm and list as many 2D shapes the students can name or describe. 3) Discuss the difference between a ‘regular’ shape and an ‘irregular’ shape. - Regular shape = Has all sides and all angles equal Teacher Observation Checklist Folding Equilateral Triangles in a Square Investigation Students are asked to find a way to fold an equilateral triangle from a square piece of paper. Then the challenge of finding the largest possible equilateral triangle that can be folded from a square is given. Of course, FISH problem solving kit Coloured Square Copy of triangle template-see activity Tangrams activity Origami Instructions
students need to prove that their conjectured triangle is the largest possible. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.4.9 Display ACMSP097 Evaluate the effectiveness of different displays in illustrating data features including variability Interpreting in the media and other forums in which symbols represent more than one value Suggesting questions that can be answered by a given and using the display to answer questions Challenge what is in a box of chocolates Uses appropriate terminology to describe, and symbols to represent, mathematical ideas Selects and uses appropriate mental or written strategies, or technology, to solve problems Checks the accuracy of a statement and explains the reasoning used Select appropriate methods to collect data and construct , compares and interprets and evaluates data displays, including tables, picture graphs and column graphs If the World was a Village FISH problem solving kit Blue floor mat (with grid pictured) Paper strips TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.4.3 Tenths Hundreths ACMNA079 Recognise that the place value system can be expanded to tenths and Partitioning of whole numbers can be represented in various forms including fractions Discuss learners’ prior knowledge of fraction, decimals and parts of whole numbers. Uses appropriate terminology to describe, and symbols to represent, mathematical ideas Checks the accuracy of a Albert, Bess and Charlie share two identical pizzas between them. Albert has 3/5 of the first pizza and FISH problem solving kit ● IWB and Internet Access
hundredths, and make connections between fractions and decimal notation and decimal notation. Students need to be able to represent mixed numbers in various forms and show connections between fractions and decimal notation. Students must have a basic command of addition, subtraction, multiplication, and division facts to work with fractions. To find equivalent fractions students will need to understand how to multiply or divide. statement and explains the reasoning used Represent, model and compares commonly used fractions and decimals Conversion calculations of fractions to decimals Completion and accuracy of Equivalent Fractions Conversion Chart. Answers to problem solving tasks using FISH gives the rest to Charlie. Bess has 2/3 of the second pizza and gives the rest to Charlie. (a) Who has most pizza? Explain how you get your answer. (b) Who has least? Explain your answer. ● Place Value Charts ● Hundreds Charts ● Blank Conversion Charts ● Large Laminated Cards ● Deck of Cards ● Calculators ● Recipes ● Junk Catalogues e.g. Spotlight