3.3.3 ACMNA053 Apply place value to partition rearrange and regroup numbers to least 10000 to assist calculations and solve problems. Place Value partitioning Non-standard Partitioning Observe the students as they complete step 5 of the activity process. Can they make the number given a non-standard partition? Open question: Use the place value bottle tops to investigate the following question. I have taken bottle tops with a value of 2654 but I did not take any 100s. Which bottle tops might I have taken? Source: Baker, J. & Baker, A. 2006. Natural Maths Strategies Book 3. Blake Education: Clayton p 100 Tiny - Hundreds, tens and ones 0-9 Digits Number Fans Place Value Arrows Place value bottle tops Place Value Number Board Four Digit Number Cards FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.3.4 ACMNA056 Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies. Students will represent and solve problems involving multiplication and division. Egg Carton Multiplication and Division Solve problems using efficient strategies for multiplication. Class Cooking: Use multiplication and division facts to double or halve the ingredients required for recipes. Investigation: Provide students with counters. Ask students: A number is divided by 5 and leaves a remainder of 3. What might the number be? Some students may do this by trial and error or by developing the rule x5 + 3. Source: Sullivan and Lilburn. 2010. maths activities. Oxford University Press: Egg Cartons Buttons Mini Whiteboards Whiteboard Pens Multiplication and Division Problem Cards Squared Paper – quad book 2 Dice Scissors FISH Kit FISH Cards ended
Source: First steps in Mathematics – Number – Understand Fractional Numbers , 2007. Rigby: Port Melbourne. p 120. Achievement Standard: model and represent unit fractions maths activities. Oxford: South Melbourne. p23. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.3.7 ACMMG061 Measure, order and compare objects using familiar metric units of length, mass and capacity. Students will measure objects using metric units of centimetre and metre, kilogram and gram, and litre and millilitre. Students will use comparative language to describe these measures. Length – metre Observe students as they participate in the variation and extension activity – Scavenger Hunt. Ask students to journal their understandings about measurement from this activity. Note students’ understanding of Use of appropriate measurement terms for length, mass and capacity Ability to estimate length, mass and capacity Accuracy of measuring technique – no gaps and overlaps Ability to write an appropriate measurement question Scavenger Hunt Metre ruler and Student rulers (30cm) Streamers Balance scale and Kitchen scale 1kg mass – for example 1kg rice. Measuring jug (1litre) and Medicine measure Variety of objects of various lengths and mass Variety of containers of various capacities from bucket to an eggcup. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.3.8 ACMMG065 Create and interpret simple grid maps to show position and pathways. Students will create simple maps of familiar environments and create and Desk Map Give students a blank map of the school area with streets named. Ask students to draw in the main buildings and play areas of the school. Each student draws a route to get from a given point e.g. C2 to FINISH in three moves. Call out the directions so that Google maps: - type in name of school and town. Click on Satellite icon and type in name of school and town. Zoom in on map
follow directions for moving around the environment represented on the map. all students in the group can participate in following the directions. Repeat this using least moves; 5 moves; from one grid reference point to another e.g. B2 to E4 in 3 moves; etc. Source: E deVries & E Warren, 2010 to get view of school and surrounds. View map on interactive whiteboard or print out map in colour. An A3 page with the outline of the streets around the school. Cut-outs of the school buildings and playground areas – from Google maps or labelled drawings. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.3.9 ACMSPO068 Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection. ACMSPO069 Collect data, organise it into categories and create displays using lists, tables, picture graphs and simple column graphs with and with out digital technologies. collection and ways of recording and displaying this data. Students will gather data and represent this data in a variety of ways. Where would you like to go on Holiday? Observe students as they take part in the group activities. Ask questions such as: What are the possible outcomes? What question will you ask? How will you collect the data? How will you record the results? Why? Note their explanation for each of their choices. Observe and note the explanation of their findings. Data Collection Question Cards Paper, pens, white board Sticky notes, clock stamp Coloured cubes and counters 10x10 paper grid Tally Chart Individual whiteboard clocks and pen ‘Are We There Yet’ Alison Lester TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.3.10 ACMSPO070 Interpret and compare data displays. Students will compare various student generated data representation and describe their Interpreting Graphs Pose a real life question and have the student suggest how your class cod find out the information and how it could be recorded, for example: The principal wants to find out Grow bean shoots. Measure them each day and then plot their growth on a line graph. Compare the growth between shoots. 3B’s Pet graph Variation graphs White boards 10 x 10 Grid paper, pens Dog Weight Graph
similarities and differences. Students will be introduced to the mathematical term, variation. how much traffic comes past the school between 8.00am and 9.00am. How could we find out that information in one day and how could the information be presented to the principal? Note the students’ reasons.