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# CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

TermOverview

Focus

LessonSequence

MathsGroupsInfo

NumberandAlgebra:

MultiplicationandDivision

Week1Revision(5lessons)
Weeks24(12lessons)
TOTAL:17lessons
Week1:
5lessonsinownclass(4openendedprior
knowledgeactivities+pretest)
Week23:
6lessonsopenended,2explicit,4groups
(+RobVclassroomdemonstrationlesson)

Explicitteachingrelationship[between
multiplicationanddivision
Solvingproblemsinvolvingmultiplicationanddivision

NAPLANPreparation

Ongoing(firstfourweeksofterminownclassto
beincludedinrevisionandopenendedclasses)

Lessonsinownclassesoverthefirstfourweeksof
termtofocusonNAPLANpreparation

NumberandAlgebra:

FractionsandDecimals

Weeks57:
(Week5isNAPLANweek)
14lessons

Week5:NAPLANweek(4lessons)
2lessonsWC,1pretest,1inmathsgroups
Week6:3lessonsWC,2inmathsgroups
Week7:3lessonsWC(1usedfortheposttest),1
inmathsgroups

Representingfractionsinavarietyofways
Equivalenceoffractions

Measurement

Mapping,AreaandPerimeter

Weeks810:
12lessons

Week8:3lessonsWC,2inmathsgroups
Week9:2lessonsWC,
Week10:2lessonsWC,2Mathsgroups(1used
fortheendtermdiagnostictest)
Week11:Revisioninownclasses

Calculatingtheperimeterofaregularshape
upofrectangles.

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

Warmups/Games

ListofRobVingerhoetswarmupactivities

Revision
FollowingfromRobVsWarmupresourcealongwithmanyothers

NumberandPlaceValue

(
MathsontheGop.18)1
5mingroupactivitythatusesroundingtoestimatetheproductofformalequations
ConnecttheNumbers

(MathsontheGop.60)
15minindependantactivitywherestudentshavetomakeconnectionsbetweenselectednumbersforpoints
CalculatorSteps(LeighOpenendedproblemsolving,MiddlePrimary,p.27)
Studentsshowdifferentwaysofgettingfromonenumbertoanotherinexactly3steps.
eg.from2to30
Step1
:2x15=30
Step2
:30+20=50
Step3
:50x2=100
FollowingfromRobVsWarmupresourcealongwithmanyothers
Howmanydifferentwayscanyoumake365?
Numbers3,6&9letterbox,whatcoulditbe,highest,lowest?
Guessmynumberbetween0and100give4clues
TheCarParktennumberplatessortnumberslargest,smallest
PlaceValueBingo
5movesto100

MultiplicationandDivision:

Warmupopenendedproblemsforoperationsandnumberpatterns/algebrafromTeachingandAssessingMathsthroughopenendedactivities
MathsontheGop.18
15mingroupactivitythatusesroundingtoestimatetheproductofformalequations
Doubles:
Multiply and Halve:
Working in pairs using a deck of cards, one student turns over two cards & the other student multiplies the two cards together and then halves the answer, e.g. 4 5 = 20

20 2 = 10
DateMaths:
Writetodaysdateontheboard.Challengestudentstomake20equations,usingonlythenumbersinthedaysdate,e.g.16/02/08,162=8,16x0=0
FollowingfromRobVsWarmupresourcealongwithmanyothers
UseaThinkBoard6X8

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

FractionsandDecimals:
Fractions.Equivalence,DecimalsandPercentagesfromteachingandassessingmathsthroughopenendedactivities.
Todays number is -
Aim is to develop confidence with numbers and operations. Write a number on the board (b/w 10 and 30), students to get ten minutes to write as many
calculations/equations they can that give an answer of that number.
Human Number Line -
Students are given a decimal card each (write a decimal number on a post it note) and must order themselves from smallest to largest. E.g. 34.65, 43.65, 65.43, etc. If
students cope with this you can move into creating a number line where fractions and decimals are ordered.

Measurement
Openendedwarmupproblems/activitieslength,perimeter,area,locationfromTeachingandAssessingMathsThroughOpenEndedActivities
FollowingfromRobVsWarmupresourcealongwithmanyothers

Reflections
Rocket writing:
3 minutes to complete one of these sentence starters
Today I learned...
One thing that challenged me...
Next time I would...
I extended myself by...
Fractions, decimals and percentages connect to real life by...
3, 2, 1
3 facts you found out; 2 feelings you felt; 1 fing that was fun.
Two per Strategy
If you have just completed an open ended (or closed) activity where the problem solving strategies were used by the students; randomly choose two students per strategy used and have them
come out to the front of the class and explain/demonstrate how they applied their particular strategy to achieve their answer/s.
Mini Maths Debate
Inform the students that you are going to choose 2 debating teams of 3 for a debate but you will be giving no notice as to who will be on which team and there will be no time given to prepare
statement/arguments or work together. One team is the affirmative, the other the negative. Announce the topic, statement, problem that is based on the lesson they have just completed.
For example:
Zero is worth nothing (after a session on place value).

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

Decimals overrated!
Millimetres a waste of time on your measuring tape.
It will probably happen more or less than 75% chance?
Only right angles all the rest are wrong angles.
Now randomly choose the first speaker for the affirmative. You have one minute. Now choose a speaker for the negative, etc. You the teacher can be judge or choose a small panel to decide
who presented the best arguments/points.
Having noted those children who worked effectively or grasped the concept being introduced well or played the game with great use of strategies/tactics or applied
learned skills well ask 3 or 4 of them to come out to the front (after giving them some advance notice that you will be asking them to do this) front of the class and pass on the secrets to
their success.
20 Words
Students are informed that they have 20 words no more and no less with which they can describe and/or tell about what they learned in their maths lesson. How they use and
combine their 20 words is completely up to them. It could 10 pairs of adjectives and nouns (difficult problems, many solutions, tough patterns), it can be a 20 word sentence. Ask for some
volunteers to read out their 20 words. Encourage appropriate use of terminology within the 20 words.
The Share Walk Share/reflections do not necessarily have to come at the end of the maths lesson. One example of when it is suitable and beneficial to do a share during the student activity
is the Share walk. This happens usually when the children are working in pairs or groups on a rotation of activities. After the first or second rotation appoint a reporter (usually works well if
this person was also the original recorder for the group) who will remain at the place where the group was working. The groups then visit the reporter assigned to each of the other groups.
For example, if Group 1 were working on Activity A, a reporter from Group A remains to do the necessary explanations for those groups visiting. The students from Group 1 (without the
reporter) will be visiting the reporter from Group 2 who will explain what Group 2 were doing and what they achieved while doing their activity (activity 2), etc. Keep the visits to about 2 to 3
minutes. Encourage the reporters to consistently use appropriate terminology.
There are 3 rules for visiting groups:
1. They are not allowed to criticize the work of another group.
2. They may offer constructive advice or suggestions related to how the group may have tried something different
3. They may offer words of praise to the group on their work/effort.

## CHPS MATHEMATICS UNIT PLANNER

ContentStrand:NumberandAlgebra

AusVELS 3-4

Term: 2

Year: 2015

Focus:MultiplicationandDivision

AusVELSContentDescriptionandElaborations
Level2:
(ACMNA031)
Recogniseandrepresentdivisionasgroupingintoequalsetsandsolvesimpleproblemsusingtheserepresentations
(ACMNA032)
Level3:
Recallmultiplicationfactsoftwo,three,fiveandtenandrelateddivisionfacts
(ACMNA056)
Representandsolveproblemsinvolvingmultiplicationusingefficientmentalandwrittenstrategiesandappropriatedigitaltechnologies
(ACMNA057)
Level4:
Investigatenumbersequencesinvolvingmultiplesof3,4,6,7,8,and9
(ACMNA074)
Recallmultiplicationfactsupto1010andrelateddivisionfacts
(ACMNA075)
Developefficientmentalandwrittenstrategiesanduseappropriatedigitaltechnologiesformultiplicationandfordivisionwherethereisnoremainder
(ACMNA076)
Level5:
Identifyanddescribefactorsandmultiplesofwholenumbersandusethemtosolveproblems
(ACMNA098)

(ACMNA099)
Solveproblemsinvolvingmultiplicationoflargenumbersbyoneortwodigitnumbersusingefficientmental,writtenstrategiesandappropriatedigitaltechnologies
(ACMNA100)
Solveproblemsinvolvingdivisionbyaonedigitnumber,includingthosethatresultinaremainder
(ACMNA101)
Useefficientmentalandwrittenstrategiesandapplyappropriatedigitaltechnologiestosolveproblems
(ACMNA291)

AusVELSAchievementStandards(includeyearlevelbeforeandafter)
Level2:
Studentsrepresentmultiplicationanddivisionbygroupingintosetsanddividecollectionsandshapesintohalves,quartersandeighths.
Studentsrecogniseincreasinganddecreasingnumbersequencesinvolving2s,3s,5sand10s
Studentsidentifythemissingelementinanumbersequence
Level3:
Studentssolveproblemsusingefficientstrategiesformultiplicationwithandwithouttheuseofdigitaltechnology.
Studentsexploresimplenumbersequencesbasedonmultiples.
Level4:
Studentsrecallmultiplicationfactsto10x10andrelateddivisionfacts.
enoughforthecontext.
Studentsdescribenumberpatternsresultingfrommultiplication.
Studentscontinuenumbersequencesinvolvingmultiplesofsingledigitnumbers
Level5:

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

Studentssolvesimpleproblemsinvolvingthefouroperationsusingarangeofstrategiesincludingdigitaltechnology.
Studentsidentifyanddescribefactorsandmultiple

VocabularyDevelopment
halving,sharing,sharebetween,leftovers,equal

EstablishingPriorKnowledge
Unitpretest(Week1)FromOpenEndedMathsActivitiesp489:
1. Anumberisdividedby5andleavesaremainderof3.Whatmightthenumberbe?
2. Atapartylollieswereshared.Eachpersongot3.Howmanypeoplewereatthepartyandhowmanylolliesweretherealtogether?
3. Howmanysquaresarecovered?
4. Writeasmanynumberfactsaspossiblefromthisarray.(4X6)
5. Whatmightthemissingnumbersbe
_
X
_
=36
6. Whatmightthemissingnumbersbe__dividedby_=3(6possibilities)
7. Ihaveunifixinmypocket.Shareinto2groups,1leftover,shareinto3groups2leftoverhowmanymightIhave?
8. Usethenumbers3,4&5tomakesomemultiplicationproblemsandsolvethem.

OpenEndedMathsTestsp43
~1.Whatmightthemissingnumbersbe?_X_=50
~2.Thenumber17cannotbedividedequallybyeither2or3.Whatothernumbersareeitherdivisibleby2or3?
~3.Bengroupedthefollowingnumberstogether:21,15,45,24,6and30.WhatothernumbersmightbelonginBensgroup?
~4.Howmanyotherwayscanyoucomplete?4x6=
~5.Makethisnumbersentencetrueinasmanywasasyoucan._x_=_x_
~6.ANumberisdividedby5andtheremainderis3.Whatmightmynumberhavebeen?
~7.
~8.
~9.
~10.

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

AssessmentFORLearning

AssessmentASLearning

AssessmentOFLearning

UnitpretestWeek1

Ongoinganecdotalrecords/observationsfrom:
Mixedabilitygroups
Targetedmathsgroups
Openendedactivities

Studentworksamples/moderation
~Getmeto1assessment+rubric

EndoftermMathsPlusReview2test
Week7or8

OndemandtestingMay

Other Resources

Teacherreferencebooks:
*OpenendedMathsActivities
*TeachingandAssessingMathsThroughOpenendedActivities
*PrimaryMathsProblemsfor1012YearOlds(pg32,34,35,36,37,38,39)
*Mentalthinking:UsingtheTargetNumberStrategy(pg3639,44,46)

Other:
*Fractioncards/strips
*Fractionwalls
*Itemsforshopping(percentages)
*Metreruler
*Calculators

ICTResources:
*Mathletics

Appsandwebsites...
*
*
*

TeachingandLearningSequence
NUMBER&ALGEBRAMultiplicationandDivision

## Number and Algebra: Multiplication and Division

Weeks
1-3

Classroom Activity
Activity:
Dice Array game
and
here as well
Focus:
using arrays to demonstrate multiplication equations. Can also be used to
demonstrate the
distributive law
.

## Explicit teaching / Maths Groups Activity

Worded problems
Chocolate Frogs- Support/ ext
Ice-cream cones- Support/ ext

Assessment
Success criteria:
Students able to identify at
least 7 real life connections

## CHPS MATHEMATICS UNIT PLANNER

17
lessons

13th
April
8th
May

Activity
:
Ice Creams (Open ended problem solving, Middle Primary, p. 21)
Overview:
students calculate the cost of purchasing a combination of different
icecreams. Students will be multiplying money amounts to 50 cents.
Support
: students can complete as repeated addition.

AusVELS 3-4
How many- Support/ ext

## Open-ended maths activities- Booklet

Multiplication and division pg. 20. Money.

Activity
:
Crossing the Harbour (Open ended problem solving, Middle Primary, p. 22)
Overview
: students calculate different ways for 104 tourists to get across the harbour.
Support/discussion
: students may demonstrate their working as repeated addition or
arrays, but hopefully some students will show their working as multiplication or sharing
and this process can be shared with the class.
Focus:
Extension activities that involve analysing and calculating information in worded
problems, involving two digit multiplication. Can also be used as a calculator activity for
all students.
1.
The Plant Nursery (RIC, Problem-solving in Mathematics - Book E, p. 12)
2.
The Mango Orchard (RIC, Problem-solving in Mathematics - Book E, p. 13)
3.
Animal World (RIC, Problem-solving in Mathematics - Book E, p. 14)
Activity:
Heads and Legs (Mathematics Assessment for Learning, p. 56-59)
Focus area:
Trial and error as problem solving.
Activity:
Sharing 25 (Mathematics Assessment for Learning, p. 48-51)
Focus area:
Division and interpretation of remainders (open ended)
Activity:
Cubes and Hoops (extension, open-ended)
Mathematics Assessment for Learning, p. 41-43
Focus area
: Division and remainders, division as inverse of multiplication, early algebraic
thinking.

Week
4

NAPLAN Preparation

Term: 2

Year3Number
Year5Number

Year: 2015
for f, d or p.
Simple rubric: 1 point for
each connection; 1 bonus
point for each extension
VL <7
L7
M 10
H 15 VH >15.

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

ContentStrand:NumberandAlgebra

Term: 2

Year: 2015

Focus:FractionsandDecimals

AusVELSContentDescriptionandElaborations
Recogniseandrepresentdivisionasgroupingintoequalsetsandsolvesimpleproblemsusingtheserepresentations
(ACMNA032)
Recogniseandinterpretcommonusesofhalves,quartersandeighthsofshapesandcollections
(ACMNA033)
Recallmultiplicationfactsoftwo,three,fiveandtenandrelateddivisionfacts
(ACMNA056)
Modelandrepresentunitfractionsincluding1/2,1/4,1/3,1/5andtheirmultiplestoacompletewhole
(ACMNA058)
Recallmultiplicationfactsupto1010andrelateddivisionfacts
(ACMNA075)
Developefficientmentalandwrittenstrategiesanduseappropriatedigitaltechnologiesformultiplicationandfordivisionwherethereisnoremainder
(ACMNA076)
Investigateequivalentfractionsusedincontexts
(ACMNA077)
Countbyquartershalvesandthirds,includingwithmixednumerals.Locateandrepresentthesefractionsona
number
line
(ACMNA078)
Recognisethattheplacevaluesystemcanbeextendedtotenthsandhundredths.Makeconnectionsbetweenfractionsanddecimalnotation
(ACMNA079)
Solveproblemsinvolvingdivisionbyaonedigitnumber,includingthosethatresultinaremainder
(ACMNA101)
Compareandordercommonunitfractionsandlocateandrepresentthemonanumberline
(ACMNA102)
(ACMNA103)
Recognisethattheplacevaluesystemcanbeextendedbeyondhundredths
(ACMNA104)
Compare,orderandrepresentdecimals
(ACMNA105)

AusVELSAchievementStandards(includeyearlevelbeforeandafter)
Level2::
Studentsrepresentmultiplicationanddivisionbygroupingintosetsanddividecollectionsandshapesintohalves,quartersandeighths.

Level3:
Studentsmodelandrepresentunitfractionsforhalves,thirds,quarters,fifthsandeighths,andmultiplesoftheseuptoone.

Level4:
Studentsrecallmultiplicationfactsto10x10andrelateddivisionfacts.Theychooseappropriatestrategiesforcalculationsinvolvingmultiplicationanddivision,withandwithouttheuseof
makeconnectionsbetweenfractionsanddecimalnotationsuptotwodecimalplaces.

Level5:

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

VocabularyDevelopment
Fraction,decimal,percentage,denominator,numerator,equivalent,greaterthan,equalto,portions,chosen,dividedby,groupsof,group,whole,proper,improper,mixed
number,decimalpoint,reduce,vinculum,convert,diagram,fractionbar,numberline,piece,part,split,equivalent,compare,commondenominator,samedenominator

EstablishingPriorKnowledge
Unitpretest(Week4):

AssessmentFORLearning

AssessmentASLearning

AssessmentOFLearning

UnitpretestWeek4

Ongoinganecdotalrecords/observationsfrom:

EndoftermdiagnostictestWeek7or8

Mixedabilitygroups

Targetedmathsgroups
Openendedactivities
Studentworksamples/moderation

OndemandtestingMay

~(openendedassessment

Other Resources
Teacherreferencebooks:
*
*

ICTResources:

Appsandwebsites...
*
*

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Other:
*
*
*
*

Term: 2

Year: 2015

*
*

Websites:

http://vels.vcaa.vic.edu.au/assessment/maps/maps_domain/maths/number/index.html

Assessment Maps

http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htm
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/numeracyasstguide.pdf this numeracy assessment guide provides an overview and advice on
some effective numeracy assessment approaches.
http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/tools/graphicorganisers.htm
Reflection Graphic Organisers
Interactive Games:
Meteor multiplication:

## Cloud click multiplication tables:

www.echalk.co.uk/tasters/taster3/taster.html

Dart board:
www.wmnet.org.uk/resources/gordon/DartBoard-multiplicationswf

Grand Prix:

www.crickweb.co.uk/assets/resources/flash.php?&file=Quiz-Times-Tables

TeachingandLearningSequence
NUMBER&ALGEBRAFractionsandDecimals

## Number & Algebra: Fractions and Decimals

Weeks

Classroom Activity

Assessment

5-7

## Activity 1: Real World Connections

Students to identify fractions, decimals and percentages
in real life.
Open ended activity:
Making connections using fractions, decimals and percentages. Where do
we see them in real life? Students to explore / research and find 10
examples of f/d/p being used; i.e. shopping discounts, percentages off,
quarters in sports, etc.
Extension:
Converting units.
Support:
Focus on simple fractions, not yet working on decimals. Use concrete
materials; i.e. explore 1/2 an apple, counters (group of 20, 10 would be
half), etc.

11th
May
29th
May

AusVELS 3-4

Term: 2

## Open-ended maths activity- Booklet

Drawing Fractions/ Worded problems Pg.
23

Year: 2015

Success criteria:

## Maths with a metre ruler

Variations:
Use a 1000ml jug or set a target of facts as a minimum.
Groups share a few interesting facts with the class and use the
ruler to show their finding.
Rocket write.
Take 10 seconds
Out door or shared area activity that will require the stop watches.
Word football
Ties in well with spelling.

ContentStrand:MeasurementandGeometry

Focus:Area,Mappingand

AusVELSContentDescriptionandElaborations

Compareandorderseveralshapesandobjectsbasedonlength,area,volumeandcapacityusingappropriateuniforminformalunits
(ACMMG037)
Interpretsimplemapsoffamiliarlocationsandidentifytherelativepositionsofkeyfeatures
(ACMMG044)
Measure,orderandcompareobjectsusingfamiliarmetricunitsoflength,massand
capacity
(ACMMG061)
Createandinterpretsimplegridmapstoshowpositionandpathways
(ACMMG065)

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Identifysymmetryintheenvironment
(ACMMG066)
Usescaledinstrumentstomeasureandcomparelengths,masses,capacitiesandtemperatures
(ACMMG084)
Compareobjectsusingfamiliarmetricunitsofareaand
volume

(ACMMG290)
Comparetheareasofregularandirregularshapesbyinformalmeans
(ACMMG087)
Usesimplescales,legendsanddirectionstointerpretinformationcontainedinbasicmaps
(ACMMG090)
Chooseappropriateunitsofmeasurementforlength,area,
volume
,
capacity
andmass
(ACMMG108)
Calculatetheperimeterandareaofrectanglesusingfamiliarmetricunits
(ACMMG109)
Useagridreferencesystemtodescribelocations.Describeroutesusinglandmarksanddirectionallanguage
(ACMMG113)

AusVELSAchievementStandards(includeyearlevelbeforeandafter)
Level2:
Theyinterpretsimplemapsoffamiliarlocations.

Level3:
Studentsusemetricunitsforlength,massandcapacity.
Studentsmatchpositionsonmapswithgiveninformationandcreatesimplemaps.

Level4:
Studentscompareareasofregularandirregularshapes,usinginformalunits.
Studentsusescaledinstrumentstomeasurelength,angle,area,mass,capacityandtemperatureofshapesandobjects.
Studentsinterpretinformationcontainedinmaps.

Level5:
Studentsuseappropriateunitsofmeasurementforlength,area,volume,capacityandmass,andcalculateperimeterandareaofrectangles.

VocabularyDevelopment
cm2,m2,length,width,perimeter,area,approximate,multiplication,times,multiply,lotsof,

EstablishingPriorKnowledge
Unitpretest(Week7):
(questionstogohere)

Year: 2015

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

AssessmentFORLearning

AssessmentASLearning

AssessmentOFLearning

UnitpretestWeek7

Ongoinganecdotalrecords/observationsfrom:

3DCityRubric

Mixedabilitygroups

Targetedmathsgroups
Openendedactivities

Studentworksamples/moderation
~(openendedassessment

Other Resources
Teacherreferencebooks:

ICTResources:
*
http://splash.abc.net.au/res/i/L350/li_001_gv_006/index.html
Rainforestgridma
*
*
*

*
*
*
*

Appsandwebsites...
*
*
*
*

Other:
*
*
*
*

## CHPS MATHEMATICS UNIT PLANNER

AusVELS 3-4

Term: 2

Year: 2015

TeachingandLearningSequence
MeasurementandGeometry:Mapping,AreaandPerimeter

## Measurement and Geometry: Mapping, Area and Perimeter

Weeks
8-10

1st
June
19th
June

Classroom Activity
Open ended activity:
Bean Bag Golf - design a bean bag golf course around the school
grounds. Map the area to scale and the par of each hole. Turn the school
into a golf course which can be played through. Rich activity which can
run over several weeks.
Create 5 different shapes with a perimeter of 20cm. Rank them in order
of difficulty in making the perimeter accurate, explaining why.
Beat the V
Beginning of measurement task. Can be used for pre/post-assessment
Wheres the letter?
Geometry language and terminology.
Students create their own designs in their maths books and calculate the
area and perimeter. Good potential to extend.

## Maths Groups Activity

Area & Perimeter dice game
Support group.

Assessment

Success criteria:
See attached document for success criteria / student
learning intentions