10 000 to assist calculations and solve problems. sequences; partitioning and combining numbers flexibly. their answers methodically. You could ask them to write down the largest or smallest number it is possible to make using all the digits. Digits – 1 set between two students Counters or blocks for scoring Place value arrows Hundreds Chart mazes FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.3 Place Value ACMNA053 Apply place value to partition, rearrange and regroup numbers to least 10 000 to assist calculations and solve problems Understanding – partitioning and combining numbers flexibly Write a four- digit number on the board. – Represent the number in as many ways as you can. Use the Investigation 200: Ask students to make 5 different four-digit numbers from the following digits 1,6,9,2,4. The “2” must have the value of 200 in each number. Ask students to list their numbers from smallest to largest. Tiny – Hundreds, tens and ones kits 0-9 Digits Number fans Place Value Arrows Place Value bottle tops Place Value flip chart Place Value number board Four digit Number Cards FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.4 Multiplication Facts ACMNA056 Recall multiplication facts two, three, five , and ten and related division facts. Recalling multiplication facts Teach Multiplying X1 is always itself. Have students keep a record of the facts they know on a 10 times multiplication table. Highlight each of the facts as they are known. Draw an array of onto the board. Ask students to write as many facts from this array. Tiny hundred frame Fraction sticks Multiplication Flash cards Multiplication Facts table Doubles Poster FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.5 Addition Strategies 2 ACMNA055 Recall addition facts for single- digit Understanding – partitioning and combining Compensating is based on students Addition strategies – four to choose from can be used as an assessment item. Make Shopping: Using Junk Mail, have students choose Bundling sticks Number line 1- 100 Partitioning
numbers and related subtraction facts to develop increasingly efficient mental strategies for computation. numbers flexibly. understanding of combinations to 10, bridging through 10, and the addition of friendly numbers. To revisit these strategies please review MAG 3.1.5. notes about the strategies the students use and their ability to explain their strategy. and circle two prices to add and write the two amounts on their own whiteboard. cards 11-20 Partitioning cards 4-9 Mini white boards and washable pens Double ten frames Addition strategies-four to try Think board TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.6 Subtraction Strategies 2 ACMNA055 Recall addition facts for single-digit numbers and facts to develop increasing efficient mental strategies for computation. Understanding – partitioning and combining numbers flexibly. Establish that when we subtract one number from another we are looking for the difference. Give the students a two digit subtraction equation, for example 34-18= __ Ask students to find the difference and the steps they have used to get their answer. Who has game- subtraction of 9 from two- digit number. Hundreds board- routine and non-routine Number line 1-100 Mini-white board Counters Subtraction strategies – three to try. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.7 Numbers to 10 000 -2 ACMNA052 Recognise, model, represent and order numbers to at least 10 000 ACMNA053 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems. Connecting number representations with number sequences; partitioning and combining numbers flexibly. Play the board game “My Number is?” First Steps in Mathematics- Number Course Book Diagnostic Task – Up to and over 100 Page 16 Diagnostic Task – Up to and through the 100s page 16( modify this task for up to and over 1000) Diagnostic Task – Read, write and say whole numbers Page 42. Achievement Standard: count to and from 10 000 What number can you make using 1,0,2,7,8 and 24? Students should record their answers methodically. You could ask them to write down the largest or smallest number it is possible to make using all the My Number is? Thousands, Hundreds, Tens, Ones Place Value chart Digits – 1 set between two students Counters or blocks for scoring Place value arrows Hundreds Chart
digits. mazes TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.8 3D Objects-1 ACMMG03 Make models of three-dimensional objects and describe key features. Problem Solving – making models of 3D objects. Mystery Box – 3D objects Students will identify a 3D object by asking questions about it. During the activity processes there are many opportunities to observe and note students’ language and the types of questions they are. As the students are describing the shape note: Do they describe the attributes using informal or formal language? Do they tell what it looks like rather than using mathematical terms? Do they use relevant attributes to describe a solid? Ask students to open up a box into a net. Ask students to cut off one face and replace it to another position. Ask: Can your new net shape be folded to make your box again? What is the same about your net and the new shape? What is different? Mystery Box 3D objects- cone, cube, cylinder, sphere, prism, pyramid. Whiteboards and washable pens Polydrons TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.9 Chance – 1 ACMSPO067 Conduct chance experiments, identify and describe possible outcomes and recognise variation in results. Fluency – identifying and describing outcomes of chance experiments. Complete Activity process – Expected and Actual. Repeat the activity process using double-sided counters instead of coins. Ask the students the questions: What are the possible outcomes? Which one is more likely? How many times did you predict blue/red? Did your predictions match the actual results? If we did this again, A family has three children. We know that at least one of the children is a girl. Draw what the family might look like. Note if students can give all possibilities. Australian coins 1 between two students. Mini- whiteboard and washable pens. Chance – heads or tails? Recording sheets Poster or whiteboard to record group results. Double-sided counters.