2.4.3 Place Value 4 to facilitate more efficient counting. and zero as a place holder tens and ones on their whiteboard. Say: Represent the number in as many ways as you can. Ask: What if we take the two tens away? Represent this number using the tiny hundreds tens and ones. How would we write this number? Use the place value arrows to check the response. Ask: Would the number have the same value if we didn’t write the zero? Reinforce the understanding that zero is used as a place holder. It indicates there is none of a particular quantity and holds the other digits ‘in place’; for example, 27 means 2 tens and 7 ones, but 207 means 2 hundreds, 0 tens and 7 ones. 49 This task explores students understanding of the meaning of the individual digits in a two digit number when confronted by both standard and non-standard groupings of objects TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.4 Think board 3 ACMNA030 Solve simple additiion and subtraction problems using a range of efficient mental and written solving words problems that contain unknown quantities. Provide a group of students with a set of Match Up cards and a think board. Students are to sort through the set of cards to find the three cards that match. Ask students to display these cards Problem Solving – using number sentences that represent problem situations; formulating problems from authentic situations. Give students a two digit number. Ask students to solve questions from NAPLAN while using the think board Concrete materials – counters, unifix, bundle sticks Whiteboard pens
strategies on the Think Boards Discuss with students why/why not the cards are a match. Extension: Ask each student to create their own set of match up cards that consist of an number sentence, picture and story. In small groups students then put their cards into the middle and each attempt to find 3 cards that match. For example 58. Ask students to create both an addition and subtraction word problem with the solution of 58. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.5 Solving Problems Year level: Two ACMNA031 Recognise and represent as repeated addition, groups and arrays. use their knowledge of to solve static and active problems Provide a group of students with a mini whiteboard and whiteboard pen. Ask students to draw the following picture on their whiteboards. There are 5 sheep in a paddock. Ask students the following questions and encourage them to use their multiplication knowledge to solve the questions. How many eyes are there in the paddock? How ears are their in the paddock? How many legs are their in the paddock? Repeat with other picture puzzles Ask students to draw a picture puzzle for you and answer questions regarding the picture by use of multiplication facts. Ask students: 2 x = Tell me how to make this true. Mini Whiteboard Whiteboard pens
stories. There are 5 birds sitting on a fence. How many legs are there on the fence? How many beaks are there on the fence? How many eyes are there on the fence? There are 2 cars on the race track. How many wheels are there on the race track? How many steering wheels are there on the race track? How many seats are their in the cars that are on the race track? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.6 Division ACMNA032 Recognise and represent division as grouping into equal sets and solve simple problems using these understand concept of equal sharing and come to understand the property of division. Provide students with a collection of 25-35 counters. Scatter them in the middle of a circle. Ask students to organise and labels equal sized groups, such a threes. Lead them to summarise the groupings and record the algorithm on their mini whiteboards in a variety of ways. Ask students: How many groups of three are there? Direction will be needed to show Provide students with a collection of counting objects. Ask students to share the counters in equal groups and then record the algorithm for what they have done in any way. Provide students with a set of unifix cubes to use. Pose the following question to students. I have some unifix cubes in my pocket and I notice that when I share them into two equal groups there are is one left over, but when I share them into three equal groups there are two left over. How many unifx cubes are in my pocket? Mini Whiteboard Whiteboard pens Animal Counters
students how to record the algorithm with use of the division sign (exposure only). Repeat the activity and ask students to create groups of 2, 4 and 1. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.7 3 ACMMG038 Compare masses of objects using balance scales. use balance scales to determine whether the mass of different objects is more, less or the same. Students will use informal uniform units to measure the mass of common objects. Have a collection of items, for example, a ruler, a glue stick, a shoe, a ball, an orange, bottle of water, bag of rice, tennis ball, cricket ball, a calculator, a book. Pick up the ruler and the book. Which one do you think is heavier? How could we check to see which is heavier? Listen to suggestions. If students suggest hefting, demonstrate how this is done. Ask a student to place one item in each hand and compare the two masses and predict which object is heavier and which is lighter. Ask the students: How could we check to see if this guess is correct? Use the balancing scales to show how it can be used to find which item is heavier. Pick up other items. Ask: Which is Observe students as they participate in the variation and extension activities – Balancing Act. Ask students to journal their understandings about mass from this activity. Note students’ understanding of: Use of comparative language Ability to estimate visually and by hefting Using pan scales to determine which is heavier/ lighter/same Understanding of difference between size and mass. Fill a small jar with rice. Now find another container and fill it with water so it is the same mass as the jar with rice. Students should see that objects that have different size, shape and texture can have the same mass. Equal arm balancing scales A collection of items, for example: a pencil, a stapler, a ruler, a shoe, a ball, an orange, bottle of water, bag of rice, tennis ball, cricket ball, a calculator, a book. Unifix cubes Marbles
heavier/lighter? Choose a student to heft both items and another to use the balancing scales to check. Repeat several times. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.8 Maps Interpret simple maps of familiar locations and identify the relative positions of key features. use simple maps of familiar locations to show the relative position of key features, such as locating key features on maps and using them as reference points for the accurate placement of other objects. Label the walls or corners of the classroom with north, south, east and west. Refer to these directions incidentally and when giving directions in the classroom. Hide a mystery object (classroom toy) somewhere in the classroom. Have one student leave the room while a mystery object is hidden. When the student returns, the other students give clues using north, south, east and west e.g. to find the mystery object you need to be facing North. Problem Solving – Planning routes on maps. Treasure Hunt: Prepare a class treasure hunt using positional language in the clues. Labels – North; South; East; West Labels with key objects and areas of the classroom, for example. teacher’s desk; computers; book trolley; maths cupboard; door; mat area; tables; prayer table; timetable; weather chart. Large piece of paper with outline of classroom People models Mystery object, for example: classroom mascot TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.9 Chance Likely or Unlikely ACMSP024 Identify practical activities and everyday events that involve chance. compare and order events by whether they are likely or unlikely, more likely Ask students which of two unrelated events is more likely to happen. Choose an event that is obviously more or less likely, for example: Is it more likely that we Fluency – listing possible outcomes of chance events Two Steps Forward / Two steps Back. Have students toss an uneven object, for example: drawing pin, bottle top, drink umbrella. When it lands face up the thrower takes two steps forwards and when it lands face down, they take two steps backwards. Likely or unlikely / least likely or most likely voting cards Full set of Likelihood cards Paper and pens, sticky notes Coloured cubes
TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.10 ACMSP048 Identify a question of interest based on one categorical variable. Gather data relevant to the question. ACMSP049 Collect, check and classify data. ACMSP050 Create displays of data using lists, table and picture graphs and interpret them. use a variety of methods to record data based on one categorical variable. Students will identify the number of possible outcomes, then create and interpret simple of this data. . As a whole class – Show the students the three socks (one pair and one different) and tell them the following story: Sam was going fishing. He got up very early and quietly got dressed in the dark so that he didn’t wake anyone up. He reached into a drawer and felt 3 socks. Sam picked 2 of the socks and put them on. Do you think he got a pair? 2. Put the socks in a box or bag. Have 5 or 6 volunteers to act out the story and show the class whether or not they got a pair of socks. Then ask, Do you think Sam is more likely to get a pair of socks or 2 odd socks? Why? 3. Write a title on the top of the graphing paper. Did you get a pair of socks? Identify the two possible outcomes: Yes or No and label the two columns. Have the students work in small groups. Have them label their own graph charts Reasoning – creating and interpreting simple representations of data How many letters there are in your name? Work with the class to identify the longest and shortest names and decide on appropriate groupings for the data; for example, 0-4 letters, 5-9 letters and so on. Label the rows or columns. Each student writes their name on a sticky note and puts it into the appropriate row or column. Vowel Spinner Template Paper plates, glue, scissors and pens Sock Graphing Chart Sticky notes A bag or a box A pair of socks and a similar sock in a different colour Unifix cubes Text – Mrs Wishy Washy, Joy Cowley. Grid Charts