spirituality and to critically examine and/or challenge: social constructs prejudice and racism Communicate effectively with people of the Asian region both within and outside Australia confidently Sustainability Education Social Emotional Learning Inclusive Education Access to current information environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation. The curriculum provides opportunities to reflect upon: the gift of creation an attitude of responsible stewardship and to critically examine and/or challenge: the impact of human interaction with the natural, built and social environment current environmental issues Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital. The curriculum provides opportunities to develop: Self Awareness Social Awareness Responsible Decision Making Self-Management Relationship Management It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions. The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse and abilities. GENERAL CAPABILITIES Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas. Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful. As they become numerate, students develop and use mathematical skills related to: Calculation and number Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that
Select and apply appropriate strategies in undertaking investigations and solving problems Give valid reasons for supporting one solution over another Select and apply appropriate strategies to calculate using the four operations Calculate and record lengths and distances using decimals Select appropriate units to calculate lengths and areas Read, interpret and use timetables using appropriate units of measure Order the likelihood of simple events on a number line from 0 to 1 Explore written methods for multiplication.encourage students to use vertical format. They explore patterns as they extend multiplication to two multipliers. Their observations are then used to help them record the steps for multiplying by any 2 digit number. Use a lattice to demonstrate a place by place method. 4x1 digit multiplication 3x2 digit multiplication Grid method multiplication Multiplying and dividing by 10, 100, 1000 Backtracking Multiplication algorithms Rotations based on ability groups See Below INVESTIGATION Decide on the size of crossword Insert random answers. Two numbers can only intersect where there is a common number shared. Black out all the unnecessary squares Use backtracking together with and check strategy to come up with the questions Identify the beginning of every answer, both across and down. MENTAL COMPUTATION Multiplication algoithms MATHEMATICAL LANGUAGE Algorithm Vertical format Multipliers Multiplying Grid method Backtracking
)order of operations) ( order f operations) ( equivalent fractions) REFLECTION Week: 1 2 3 4 5 6 7 8 9 10 Strand: CONTENT DESCRIPTORS Number & Algebra ACMNA122 ACMNA123 ACMNA124 ACMNA125 ACMNA126 ACMNA127 ACMNA128 ACMNA129 ACMNA130 ACMNA131 ACMNA132 ACMNA133 ACMNA134 Measurement & Geometry ACMMG135 ACMMG136 ACMMG137 ACMMG138 ACMMG139 ACMMG140 ACMMG142 ACMMG143 ACMMG141 Statistics & Probability ACMSP144 ACMSP145 ACMSP146 ACMSP147 ACMSP148 CE SE IE KEY CONCEPTS LEARNING AND TEACHING ACTIVITIES Describe and represent mathematical situations using appropriate terminology and conventions Select and apply appropriate strategies in undertaking investigations and solving problems Give valid reasons for supporting one solution over another Select and appropriate strategies to calculate using the four operations Calculate and record lengths and distances using decimals Teacher Instruction Shared/Independent Practice Assessment Fractions Read, name, record common fraction to tenths ►Compare common fractions to tenths – as the denominator gets larger the size of the fraction gets smaller ►Marked and unmarked number to tenths, different starting points ►Improper and mixed to tenths
Select appropriate units to calculate lengths and areas Read, interpret and use timetables using appropriate units of measure Order the likelihood of simple events on a number line from 0 to 1 Tenths ►Compare verbally and written using =, >, < ►6.2=6ones + 2 tenths =62 tenths ►ordering decimals to tenths ►multiplicative nature of decimals – with calculator Use number lines to show fractions -Practical activities to show fractions eg. Mm’s, playing cooking Add and regrouping of fractions Subtraction of fractions which aspects worked and which didn’t. MENTAL COMPUTATION Exploring Equivalence. Module 5 5.2 MATHEMATICAL LANGUAGE Fractions, Regrouping, Denominator, Numerator Addition, Subtraction, Tenths, Hundredths Thousandths, Decimals - Focus: ADDING FRACTIONS Focus: ADDING FRACTIONS SUBTRACTING FRACTIONS Focus: SUBTRACTING FRACTIONS RESOURCES ) adding and subtracting fractions) ) add and subtract fractions) ( add and subtract fractions)
INVESTIGATING & COMMUNICATING I am able to independently Select and apply appropriate strategies in undertaking investigations and solving problems and to give valid reasons for supporting one possible solution over another I am able to appropriate strategies in undertaking investigations and solving problems and check for reasonableness I am able to use with assistance: Suitable mental and written computations, estimations, representations to generate simple solutions Signed Dated