content descriptors Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Inspiration Beach Ball Activities Maths learning journal TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.22 ACMNA291 - Use efficient mental and written strategies and apply appropriate digital technologies to solve problems. It is important to explicitly teach thinking skills as a means of equipping all students with important strategies that will assist students to be life-long learners. Indicators on progression chart Various FISH FISH pockets (optional) Learning Journal QR code reader TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.23 ACMMG112 Estimate, measure and compare angles using degrees. Construct angles using a protractor How do you measure and draw angles with accuracy and precision? What’s a Line. Re-engage with concepts of line Focus students’ attention on the use of shapes in the environment. Ask students to recall the different geometric shapes (Quadrilaterial family) and list the properties they have studied in previous lessons. Ask them to also describe the different types of lines (parallel, perpendicular, intersecting). Do all shapes have angles which add up to 3600? FISH Problem Solving Links to Kandinsky images Body language vocab IWB protractor Thinking ladder - TLF MO17691 This is a free iPad app for measuring with a 180 degree protractor TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.24 ACMMG111 connect three-dimensional objects with their nets and other representations Identify quadrilaterals by attributes. Distinguish quadrilaterals from Analyze quadrilaterals to identify The purpose of this activity is to relate the term quadrilaterals to ‘4’ - 4 sides, 4 corners. Introduce the term quadrilateral Building Bridges: Quadrilaterals. Investigates properties of simple quadrilaterals used to make a bridge. Links with graphing, number patterns and multiples. Ask learners to identify the subject of this picture and the 3D objects used by Picasso. FISH Problem Solving grid paper Ruler individual whiteboards (with grid) and pens iPad Apps - Dictionary.com, Kahoot.it 2D shape cut outs (pictures of various 2d shapes to sort) chart paper and pens
specific members (square, rectangle, trapezoid, parallelogram and rhombus) of the group. relate common 3D shapes and their nets to quadrilaterals using http on the Interactive Whiteboard. geoboards and dot paper rubber bands 3d shapes 3D nets TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.25 Connect objects with their nets and other representations ACMMG111 triangles are part of the polygon family of shapes triangles can be classified by their interior angles, as right, acute obtuse and all interior angles add to 1800 triangles can be classified by the length of their sides as equilateral, isosceles, and scalene identifying the relationship between plane triangles and solid 3D shapes To assess learners' prior knowledge, read aloud The Greedy Triangle by Marilyn Burns. Option 1 Choose any 2 net solid from the 9 possible, and assemble. (two pieces are needed to complete one 3D shape) Display with it name. Option 2 Choose a triangular net solid from the 9 possible, assemble and name. (two pieces are needed to complete one 3D shape) Display with its attributes listed The different side lengths in triangles. Using the website (National Library of Virtual Manipulatives – 3-5 Grade Geometry – Geoboards) the teacher will model making different types of triangles. SH problem solving rgrid paper protractors string geoboards dot paper rubber bands Frayer Model Template paddlepop or match sticks page of triangles (different sizes and types) Scootle-Shape Sorter activity The Greedy Triangle by Marilyn Burns. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.26 Use estimation androunding to Recognising the usefulness of Estimation as a skill for life Option 1-Estitmating the Cost Rounding numbers for newspaper headlines. The FISH Scootle
check the reasonableness of answers to calculations ACMNA099 estimation to check calculations applying mental strategies to estimate the result of calculations, such as estimating the cost of a supermarket trolley load engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions are core parts of the Mathematics curriculum. Purposefully creating the a classroom culture where mathematical thinking is part of the daily routine The learner selects a supermarket catalogue page. Three items are chosen to be purchased and the price is rounded to the nearest dollar and then given an estimated cost of their shopping trip. Option 2 The learner selects a supermarket catalogue Four items are chosen to be purchased for school lunch on two days of the week and the price is rounded to the nearest dollar. The amount of change Option 3 The learner selects a budget for school lunches for a week including one day of tuckshop. The amount is written down and given to the teacher. This amount cannot be changed. The leaner will: estimate the amount your groceries are going to cost purchase and calculate the cost of items rounded to the nearest dollar produce a menu for 4 school lunches and 1 tuckshop day calculate total cost exactly and whether the original estimation was under or over estimated give an example of when under and over estimating might be inappropriate government reports spending $33,883,641.31 on law inforcement in the past financial year. Draw a number line to illustrate. Number lines Number expanders Supermarket brochures Maths Charts app
TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.27 Choose appropriate units of measurement for length, and mass (ACMMG108) choose appropriately from a range of strategies including estimation, and knowledge of standards measures to approach various measuring tasks with confidence and accuracy. Volume or Capacity? The purpose of this activity is to clarify the difference between capacity and volume. Option 1 What is the volume of a rectangular prism that has the following dimension. Option 2 Provide students with the following task: Figure out which number goes in which spot. Complete the puzzle. What is the volume of the cereal box? Option 3 Build a tower of snap cubes. Make the first five shapes into a pattern. Use between 10 to 20 cubes. What will your pattern look like? What is the volume of your tower? Option 3 Build a tower of snap cubes. Make the first five shapes into a pattern. Use between 10 to 20 cubes. What will your pattern look like? What is the volume of your tower? FISH Scootle Variety of containers Measuring cups and jugs MABS Maths glossary TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.28 Create simple financial plans (ACMNA106 simple calculations of percentage select and use connections between key percentages and fractions to assist in solving problems Out of a hundred We meet and use percentage in many aspects of our lives. The word percent comes from the Latin per centum meaning ‘for each hundred’. here are 100 squares in a grid. Colour the grid 6% red 10% blue 25% green 1% black 9% yellow 3% navy 17.5 pink 2.5% orange 9% dark green What percentage of the grid remains white? Learners are introduced to the abstract art of Dutch painter Piet Mondrian. They use his characteristic style. To create their own artwork. FISH * 100 grids (large and small grids on a sheet) * maths pads * activity worksheets * collection of catalogues * online resources • Essential Facts and tables (text) TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES
5.2.29 ACMSP116 List outcomes of chance experiments involvingequally likely outcomes and represent probabilities of those outcomes using fractions ACMSP117 Recognise that probabilities range from 0 to 1 The likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning. Investigate the probabilities of all outcomes for a simple chance experiment and verifying that their sum equals 1. Talking about Probability Learners need to be able to describe the probability of different events using words. Words like probable, improbable, likely and unlikely are needed to do this clearly. Make up a probability scale with the students, clearly showing where the words might fit. Option 1 Looking at examples. Learners play a number of games which have been devised by someone else, discover faults and and suggest improvements. (This involves the strategic skills of 'understanding a situation' and 'identifying relevant factors in it'.) Option 2 Developing your own ideas. Learners share their ideas within groups, then decide on a rough plan for their own game. (This involves 'listing alternatives', 'estimating resources required', 'making decisions' and ’planning'.) Making your game. Each group of learners produces a design, then makes it up and checks the finished version. (This involves 'implementing a plan', 'selecting and using appropriate mathematical techniques' and 'checking and testing'.) Option 3 Testing and Evaluating. The groups exchange games and test them. When they are returned, each group re-assesses its own game in the light of another group's comments. (This involves 'evaluating the outcome of a plan in action'.) Learners then are told there are 12 counters in the sock and have to estimate how many of each colour there are. Points can be awarded for every colour correct. The difficulty can be altered by changing the number of colours or the number of counters. FISH A Very Improbable Story by Edward Einhorn socks (either paper cut outs or real ones)
TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.2.30 Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction ACMNA107 Compare and order common unit fractions and locate and represent them on a number line ACMNA102 how to identify simple, common and mixed number fractions. - comparing, ordering and simplifying different combinations of parts of a whole - identifying links between different parts of a whole and how this can be represented. It would be a good idea for teachers to revise/look over the previous MAG 5.1.7 and discuss what has been covered and could be used for introducing mixed number. Option 1 Learners to sort fraction cards on a number line Option 2 Learners are asked to shade in the correct amount on these shapes and sort the fractions in descending order. Option 3 ‘The National History Museum has collected 125 dinosaurs. George has collected 3/5 of this amount. How many dinosaurs has George collected? Prove your answer using a numberline Option 1 “Kate’s Kitchen sells pizza pieces. Each pizza is cut into 4 equal pieces. At the end of the day, the computer shows Kate has sold 13 pieces of pizza. How much pizza has she sold?” Option 2 “Imagine 19 pieces of pizza where each piece is a fifth of a pizza. How many pizzas is this?” What other fraction pieces could the pizza be cut into and how would this change the answer. Give one example. Option 3 Complete the diagra FISH calculators grid paper coloured brenex squares fraction strips/cards/pieces (school box) counters toothpicks Shaped accordian book idea