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# 2017 JUNIOR SCHOOL- MATHS

Term 1
Duration 9 weeks
NUMBER APPLIED
NUMBER & ALGEBRA STATISTICS & PROBABILITY
Level 1 Level 1
Investigate and describe number patterns formed by skip counting Choose simple questions and gather responses(VCMSP101)
(VCMNA093) Term 1, Week 5 - What numbers can you make using 6, 5 and
Term 1, Week 6 - Bead kebabs 8? *Any weaker students can be given two numbers instead of
Term 1, Week 7 Subi Swat, Subitising cards and Subitising three. Students need to be able to demonstrate drawing a
Song picture, making a list and writing a number sentence within their
maths books.
Level 2 Term 1, Week 5 - ? + ? + ? = 22 *Any weaker students can be
Describe patterns with numbers and identify missing given two numbers instead of three. Students need to be able to
elements (VCMNA112) demonstrate guess and check, looking for patterns and working
Term 1, Week 5 - Students have a go at counting a collection backwards within their maths books.
efficiently in collaborative groups of 3-4. Level 1
Term 1, Week 7 Subi Swat, Subitising cards and Subitising Represent data with objects and drawings where one object or drawing
Song represents one data value. Describe the displays (VCMSP102)
Term 1, Week 6 - There are three baskets, a brown one, a red
Topic/ Focus Level 2 one and a pink one, holding a total of 20 apples. The brown
Solve problems by using number sentences for addition or basket has two more apples in it than the red basket. The red
subtraction (VCMNA113) basket has six fewer apples than the pink basket. How many
Term 1, Weeks 1-4 First 20 days of Maths - Picking a Just apples are in each basket?
Right Number and representing it in different ways. Term 1, Week 6 Eggs in a basket homework task.
Term 1, Week 6 - On a farm there were some hens and sheep.
Level 1 All together there were 8 heads and 22 feet. How many hens
Develop confidence with number sequences to and from 100 by ones were there?
from any starting point. Skip count by twos, fives and tens starting from
zero(VCMNA086) MEASUREMENT & GEOMETRY
Term 1, Week 8 Snowman Race (Skip Counting Game)
Term 1, Week 8 Mystery Number Activity Sheet with Just Right Level 1
Numbers Describe duration using months, weeks, days and hours (VCMMG097)
Term 1, Week 8 Before/After Window Activity with Hundreds Term 1, Weeks 1-4 - First 20 days of Maths considering the
Chart lengths of months, weeks, days and hours.

Level 1
Level 1 Recognise and classify familiar two-dimensional shapes and three-
dimensional objects using obvious features (VCMMG098)
Recognise, model, read, write and order numbers to at least 100. Locate Term 1, Week 7 - Draw as many 2D shapes as you know and
these numbers on a number line(VCMNA087) write the name of the shapes underneath them.
Term 1, Week 8 Snowman Race (Skip Counting Game) Term 1, Week 8 - Sorting and classifying shapes into groups
Term 1, Week 8 Mystery Number Activity Sheet with Just Right dependent on their attributes.
Numbers
Term 1, Week 8 Before/After Window Activity with Hundreds Level 2
Chart Name and order months and seasons (VCMMG118)
Term 1, Weeks 1-4 - First 20 days of Maths Learning the
Level 2 names and order of months, which months fall in each season
Investigate number sequences, initially those increasing and decreasing and the ordering of seasons.
by twos, threes, fives and ten from any starting point, then moving to other
sequences (VCMNA103)
Level 2
Term 1, Week 8 Snowman Race (Skip Counting Game)
Use a calendar to identify the date and determine the number of days in
Term 1, Week 8 Mystery Number Activity Sheet with Just Right
each month (VCMMG119)
Numbers
Term 1, Weeks 1-4 - First 20 days of Maths Using a class
Term 1, Week 8 Before/After Window Activity with Hundreds
calendar to identify the date and determine the number of days
Chart
in the present months (ongoing, daily maths tool throughout the
year)
Level 2
Recognise, model, represent and order numbers to at least
1000 (VCMNA104) Level 2
Term 1, Week 8 Snowman Race (Skip Counting Game) Describe and draw two-dimensional shapes, with and without digital
Term 1, Week 8 Mystery Number Activity Sheet with Just Right technologies (VCMMG120)
Numbers Term 1, Week 7 - Draw as many 2D shapes as you know and
Term 1, Week 8 Before/After Window Activity with Hundreds write the name of the shapes underneath them.
Chart Term 1, Week 7 - Give students small piece of paper (cut A4
pieces in half). Students find a 2D shape from around the room.
Students draw the object and list how many corners and sides
are on each shape.
Term 1, Week 8 - Sorting and classifying shapes into groups
dependent on their attributes.
Term 1, Week 8 - Using pieces of cut up straws, students will
thread the straws to create regular and irregular shapes.
Encourage the students to create at least one of each. These
designs can be used to create a class display.
Term 1, Week 9 - QUADRILATERAL ROBOT (DESIGN) The
students will design their own robot using quadrilateral shapes.
This will be done in grey lead in their maths books. It is important
that the students remember to only use quadrilateral shapes
they can use your class anchor chart for help if they are
struggling to come up with multiple quadrilaterals to create their
robot.
Term 1, Week 9 - QUADRILATERAL ROBOTS (CREATION)
Continue with quadrilateral robots... Once students have
completed their designs they will create their robots by using
coloured paper and black poster paper.
Outcome

Term 2
Duration 11 weeks
NUMBER APPLIED
NUMBER & ALGEBRA STATISTICS & PROBABILITY
Level 1 Level 1
Represent practical situations that model sharing (VCMNA090) Choose simple questions and gather responses(VCMSP101)
Term 2, Week 1 - FAIR SHARES FOR TWO Activity Term 2, Week 1 The 25 children in our class each drew a
picture of himself or herself. Our teacher asked a question that
Level 1 we could answer yes or a no. Twenty children put their picture
Develop confidence with number sequences to and from 100 by ones in the yes line while five children put their picture in the no line.
from any starting point. Skip count by twos, fives and tens starting from What might the question have been? (Students can come up
zero(VCMNA086) with as many different questions as possible. Are the
Term 2, Week 1 - BUMPS OR NO BUMPS (Odd/Even Numbers) suggestions made by the student reasonable?)
Term 2, Week 3 - All students will have their own hundreds Term 2, Week 2 - Students are to come up with their own open-
chart. The students will roll a dice. This gives them their starting ended question. They will write this question down as a heading
point. Based on student abilities allocate them a skip counting in their Maths book and walk around the classroom surveying
number and they will skip count from the number they rolled, other students through asking their open-ended question in order
circling the skip counting pattern using a whiteboard marker. to collect data. The students are to record the responses to their
Topic/ Focus
Term 2, Week 4 - Students to work in pairs of like abilities. open-ended questions below their heading.
Allocate the students a skip counting pattern to count by. Lower Term 2, Week 2 Applying variables to data collections.
students (1s or 2s). Mid-range students (3s, 4, 5s or 10s). Higher Term 2, Week 3 - Students can select an open-ended question
students (6s, 7s, 8s or 9s). The students will work in pairs to to survey the class with 4-6 variables. Students will draw their
buzz the skip counting pattern, taking in turns, using a hundreds simple table to record their results. What was the most popular of
chart each to keep track of their skip counting pattern together their choices? What was the least popular?
along with a whiteboard marker (all students should have their Term 2, Week 3 - Using the results from the previous lesson,
own in their supplies). students can redo their table of results using tally marks. This
Term 2, Week 5 - Students to choose a just right number which can be recorded in their maths journal. Ask the students to write
contains zeros. Students to then represent the number using an explanation of which option was the most popular and what
bundling sticks or MAB. was the least popular. Is there anything else they can share
Level 1
Recognise, model, read, write and order numbers to at least 100. Locate Level 1
these numbers on a number line(VCMNA087) Represent data with objects and drawings where one object or drawing
represents one data value. Describe the displays (VCMSP102)
Term 2, Week 2 - game of "making ten' with a partner using Term 2, Week 4 - Students are to complete the picture graph
counters. Emphasising that 10 ones make 1 ten. activity sheet.
Term 2, Week 2 - Students can draw a place value house in their Term 2, Week 4 - Students use their results from last weeks
book with a 'just right' number displayed. They can then build lesson (they had to restrict their variables) to draw a picture
their number using ten frames and bundling sticks to represent graph in their books. If time permits students can write some
their number in a few different ways. If teachers still have facts about their picture graph.
odometers created last year they can use these as another tool Term 2, Week 5 - Students are to complete the bar graph activity
for representing their numbers. Ensure students write the sheet. (on server). There are two to choose from or you may like
number they have made e.g. 77 = 7 tens 7 ones. your class to complete both.
Term 2, Week 3 - Students are to work in pairs for this activity. Level 2
Each pair will have a pile of bundling sticks to work with and Identify a question of interest based on one categorical variable. Gather
elastic bands. Partners will take in turns to roll a dice and collect data relevant to the question (VCMSP126)
the amount of sticks needed to make that number from the pile. Term 2, Week 2 - Students are to come up with their own open-
Once one player has reached 50 and represented this as 5 ended question. They will write this question down as a heading
bundles of 10, they have won the game. Once the pair has in their Maths book and walk around the classroom surveying
completed representing 50 they will play again, working towards other students through asking their open-ended question in order
reaching 100 by bundling 10 groups of 10 sticks. The player who to collect data. The students are to record the responses to their
wins will be the one who reaches 100 first. open-ended questions below their heading.
Term 2, Week 3 - Students can have a go representing 'just right' Term 2, Week 2 Applying variables to data collections.
numbers in their maths journal. Encourage them to draw the Term 2, Week 3 - Students can select an open-ended question
place value houses that apply to their number. They can choose to survey the class with 4-6 variables. Students will draw their
other maths resources to represent their thinking. simple table to record their results. What was the most popular of
Term 2, Week 4 - Students use their maths book. They choose a their choices? What was the least popular?
'Just Right Number' and demonstrate different ways to represent Term 2, Week 3 - Using the results from the previous lesson,
this number to show place value. students can redo their table of results using tally marks. This
Term 2, Week 4 - Students will be given a page of number can be recorded in their maths journal. Ask the students to write
expanders based on their ability. Students will use their maths an explanation of which option was the most popular and what
books. They will choose a series of 'Just Right Numbers' and was the least popular. Is there anything else they can share
write these in their book, leaving space underneath each to about their results?
paste their number expanders. Once students have selected
their numbers they will represent these numbers on number Level 2
expanders and cut and paste the expanders underneath the Collect, check and classify data (VCMSP127)
number they belong to in their maths book. Term 2, Week 2 - Students are to come up with their own open-
Term 2, Week 5 WIPEOUT Game ended question. They will write this question down as a heading
Term 2, Week 5 - Students to choose a just right number which in their Maths book and walk around the classroom surveying
contains zeros. Students to then represent the number using other students through asking their open-ended question in order
bundling sticks or MAB. to collect data. The students are to record the responses to their
Term 2, Week 5 - Students are to be provided with copies of the open-ended questions below their heading.
flash card sheets. They are to then cut them out and glue them Term 2, Week 2 Applying variables to data collections.
into their maths books in order of smallest to largest. Students Term 2, Week 3 - Students can select an open-ended question
will have to turn their math books 90 degrees so that the flash to survey the class with 4-6 variables. Students will draw their
cards will fit when glued in and glue them on the left hand side.
Opposite each flash card they will write the number expressing it
in hundreds, tens and ones. I.e. 427 = 4 hundreds, 2 tens and 7 simple table to record their results. What was the most popular of
ones. their choices? What was the least popular?
Term 2, Week 3 - Using the results from the previous lesson,
Level 1 students can redo their table of results using tally marks. This
Count collections to 100 by partitioning numbers using place can be recorded in their maths journal. Ask the students to write
value (VCMNA088) an explanation of which option was the most popular and what
Term 2, Week 2 - game of "making ten' with a partner using was the least popular. Is there anything else they can share
counters. Emphasising that 10 ones make 1 ten. about their results?
Term 2, Week 2 - Students can draw a place value house in their
book with a 'just right' number displayed. They can then build Level 2
their number using ten frames and bundling sticks to represent Create displays of data using lists, table and picture graphs and interpret
their number in a few different ways. If teachers still have them (VCMSP128)
odometers created last year they can use these as another tool Term 2, Week 4 - Students are to complete the picture graph
for representing their numbers. Ensure students write the activity sheet.
number they have made e.g. 77 = 7 tens 7 ones. Term 2, Week 4 - Students use their results from last weeks
Term 2, Week 4 - Students use their maths book. They choose a lesson (they had to restrict their variables) to draw a picture
'Just Right Number' and demonstrate different ways to represent graph in their books. If time permits students can write some
this number to show place value. facts about their picture graph.
Term 2, Week 4 - Students will be given a page of number Term 2, Week 5 - Students are to complete the bar graph activity
expanders based on their ability. Students will use their maths sheet. (on server). There are two to choose from or you may like
books. They will choose a series of 'Just Right Numbers' and your class to complete both.
write these in their book, leaving space underneath each to
paste their number expanders. Once students have selected MEASUREMENT & GEOMETRY
their numbers they will represent these numbers on number Level 1
expanders and cut and paste the expanders underneath the Tell the time to the half-hour (VCMMG096)
number they belong to in their maths book.\
Term 2, Week 5 WIPEOUT Game Level 1
Measure and compare the lengths, masses and capacities of pairs of
Level 1 objects using uniform informal units (VCMMG095)
Investigate and describe number patterns formed by skip counting and
patterns with objects (VCMNA093) Level 2
Compare and order several shapes and objects based on length, area,
Level 2 volume and capacity using appropriate uniform informal
Investigate number sequences, initially those increasing and decreasing units (VCMMG115)
by twos, threes, fives and ten from any starting point, then moving to other
sequences (VCMNA103) Level 2
Term 2, Week 3 - All students will have their own hundreds Compare masses of objects using balance scales(VCMMG116)
chart. The students will roll a dice. This gives them their starting
point. Based on student abilities allocate them a skip counting Level 2
number and they will skip count from the number they rolled, Tell time to the quarter-hour, using the language of 'past' and
circling the skip counting pattern using a whiteboard marker. 'to' (VCMMG117)
Term 2, Week 4 - Students to work in pairs of like abilities.
Allocate the students a skip counting pattern to count by. Lower
students (1s or 2s). Mid-range students (3s, 4, 5s or 10s). Higher
students (6s, 7s, 8s or 9s). The students will work in pairs to
buzz the skip counting pattern, taking in turns, using a hundreds
chart each to keep track of their skip counting pattern together
along with a whiteboard marker (all students should have their
own in their supplies).
Term 2, Week 5 - Students to choose a just right number which
contains zeros. Students to then represent the number using
bundling sticks or MAB.

Level 2
Recognise, model, represent and order numbers to at least
1000 (VCMNA104)
Term 2, Week 2 - game of "making ten' with a partner using
counters. Emphasising that 10 ones make 1 ten.
Term 2, Week 2 - Students can draw a place value house in their
book with a 'just right' number displayed. They can then build
their number using ten frames and bundling sticks to represent
their number in a few different ways. If teachers still have
odometers created last year they can use these as another tool
for representing their numbers. Ensure students write the
number they have made e.g. 77 = 7 tens 7 ones.
Term 2, Week 3 - Students are to work in pairs for this activity.
Each pair will have a pile of bundling sticks to work with and
elastic bands. Partners will take in turns to roll a dice and collect
the amount of sticks needed to make that number from the pile.
Once one player has reached 50 and represented this as 5
bundles of 10, they have won the game. Once the pair has
completed representing 50 they will play again, working towards
reaching 100 by bundling 10 groups of 10 sticks. The player who
wins will be the one who reaches 100 first.
Term 2, Week 3 - Students can have a go representing 'just right'
numbers in their maths journal. Encourage them to draw the
place value houses that apply to their number. They can choose
other maths resources to represent their thinking.
Term 2, Week 4 - Students use their maths book. They choose a
'Just Right Number' and demonstrate different ways to represent
this number to show place value.
Term 2, Week 4 - Students will be given a page of number
expanders based on their ability. Students will use their maths
books. They will choose a series of 'Just Right Numbers' and
write these in their book, leaving space underneath each to
paste their number expanders. Once students have selected
their numbers they will represent these numbers on number
expanders and cut and paste the expanders underneath the
number they belong to in their maths book.
Term 2, Week 5 WIPEOUT Game
Term 2, Week 5 - Students to choose a just right number which
contains zeros. Students to then represent the number using
bundling sticks or MAB.
Term 2, Week 5 - Students are to be provided with copies of the
flash card sheets. They are to then cut them out and glue them
into their maths books in order of smallest to largest. Students
will have to turn their math books 90 degrees so that the flash
cards will fit when glued in and glue them on the left hand side.
Opposite each flash card they will write the number expressing it
in hundreds, tens and ones. I.e. 427 = 4 hundreds, 2 tens and 7
ones.

Level 2
Group, partition and rearrange collections up to 1000 in hundreds, tens
and ones to facilitate more efficient counting (VCMNA105)
Term 2, Week 2 - game of "making ten' with a partner using
counters. Emphasising that 10 ones make 1 ten.
Term 2, Week 2 - Students can draw a place value house in their
book with a 'just right' number displayed. They can then build
their number using ten frames and bundling sticks to represent
their number in a few different ways. If teachers still have
odometers created last year they can use these as another tool
for representing their numbers. Ensure students write the
number they have made e.g. 77 = 7 tens 7 ones.
Term 2, Week 4 - Students use their maths book. They choose a
'Just Right Number' and demonstrate different ways to represent
this number to show place value.
Term 2, Week 4 - Students will be given a page of number
expanders based on their ability. Students will use their maths
books. They will choose a series of 'Just Right Numbers' and
write these in their book, leaving space underneath each to
paste their number expanders. Once students have selected
their numbers they will represent these numbers on number
expanders and cut and paste the expanders underneath the
number they belong to in their maths book.
Level 2
Solve simple addition and subtraction problems using a range of efficient
mental and written strategies (VCMNA107)
Term 2, Week 5 WIPEOUT Game

Level 2
Describe patterns with numbers and identify missing
elements (VCMNA112)

Level 1
Recognise, describe and order Australian coins according to their
value (VCMNA092)

Level 2
Count and order small collections of Australian coins and notes according
to their value (VCMNA111)

Level 1
Recognise, describe and order Australian coins according to their
value (VCMNA092)

Outcome

Term 3
Duration 10 weeks
NUMBER APPLIED
NUMBER & ALGEBRA STATISTICS & PROBABILITY
Level 1 Level 1
Represent and solve simple addition and subtraction problems using a Identify outcomes of familiar events involving chance and describe them
range of strategies including counting on, partitioning and rearranging using everyday language such as will happen, wont happen or might
parts (VCMNA089) happen (VCMSP100)

Level 1 Level 2
Topic/ Focus Recognise and describe one-half as one of two equal parts of a Identify practical activities and everyday events that involve chance.
whole (VCMNA091) Describe outcomes as likely or unlikely and identify some events as
certain or impossible (VCMSP125)
Level 1
Recognise the importance of repetition of a process in solving
problems (VCMNA094) MEASUREMENT & GEOMETRY
Level 1
Level 2 Give and follow directions to familiar locations (VCMMG099)
Solve problems by using number sentences for addition or
subtraction (VCMNA113) Level 2
Interpret simple maps of familiar locations and identify the relative
Level 2 positions of key features(VCMMG122)
Explore the connection between addition and subtraction (VCMNA106)
Level 2
Level 2 Investigate the effect of one-step slides and flips with and without digital
Solve simple addition and subtraction problems using a range of efficient technologies (VCMMG123)
mental and written strategies (VCMNA107)
Level 2
Identify and describe half and quarter turns(VCMMG124)

Outcome

Term 4
Duration 9 weeks
NUMBER APPLIED
Level 2 Level 2
Recognise and represent multiplication as repeated addition, groups and Describe the features of three-dimensional objects (VCMMG121)
arrays (VCMNA108)

Level 2
Recognise and represent division as grouping into equal sets and solve
simple problems using these representations (VCMNA109)

Topic/ Focus
Level 2
Recognise and interpret common uses of halves, quarters and eighths of
shapes and collections (VCMNA110)

Level 2
Apply repetition in arithmetic operations, including multiplication as
repeated addition and division as repeated subtraction (VCMNA114)

Outcome