AiZ (Zones 2 & 3)Session 2May 2010

Sue Gunninghamsue.gunningham@bigpond.com

PROGRAMSession 1: Whole school planning for

numeracy Session 2: What to teach

Session 3: Using data effectively

Session 4: Planning units of work

AGENDA9 - 9.30 Feedback: Action since S1 9.30 – 10.00 Recap key ideas session 1

10.00 – 11.00 Session 2 The whole school maths plan11.00 – 11.30 MT

11.30 -1 The whole school maths plan- cont’d

1-1.30 Light Lunch

1.30 – 3.30 Session 3 Using data effectively

The purpose of session 2 is for participants to:

• Share progress made towards developing a whole school mathematics plan since Session 1

• Revisit the main points from Session 1

• Make sense of what to teach, when and why

• Use the VELS to help plan effectively

• Develop some planning resources & templates

Turn and tellIn pairs: 5 min

“Discuss experiences you’ve had as a resultof Session 1 that will advance our skills,thinking & knowledge about whole schoolplanning”

Each write 2 highlights/revelations from your own experiences

Warm Up27 13 47 26

34 52 17 43

56 82 73 38

79 61 58 46

23 54 72 81

54 29 44 11

76 96 70 59

98 56 14 37

12 43 26 62

76 58 83 51

Guiding principles for all maths lessons

1. Explicit number fluency practice every lesson

2. Explicit purpose for every lesson

3. Formal structure for every lesson

4. Students working on tasks beyond their current levels of thinking (differentiated tasks)

5. Teacher communicating high expectations and using purposeful feedback

6. Established classroom norms for working

“ It is important ..….(to) measure students’ ability to apply their mathematics knowledge, rather than simply their ability to remember facts and formulas”

(2006 Report from the Parliamentary Inquiry into mathematics & science education Executive Summary Pxv)

Skills AND Thinking & Reasoning

Skills and Thinking & Reasoning

2¾ - 1⅓ =

247 × 32 =

1 4 3+ 8 7 6 5

3¾ - 1⅓ = 15/4 – 4/3

→ 45/12 - 16/12 = 29/12

→ 25/12

OR you could think:

2+ (1 ¾ - 1⅓ ) = 2 + (9/12 - 4/12) = 25/12

OR you could think

1⅓ (add 2/3 ) = 2 (add 1 ¾) = 3 ¾

and (2/3 + 1 ¾ = 25/12)

X 200+ 40 + 7 OR 7 × 2 7 × 30 40 × 2 40 × 30 247 30 200 × 2 200 × 30 × 32 + 2

B O Y Digits 0-9+ G I R L L O V E

Some things to consider:• Planning – school, level, individual

• Time allocated to maths

• Mix/match of Dimensions in a week

• Weighting of skill, thinking and reasoning lessons

• Guiding principles: Specific lesson purpose, agreed lesson structure, number fluency, teacher expectations, degree of challenge

• Differentiation- Student groupings

• Assessment plan

• Teacher accountability

Whose plan and why?Teacher Daily

Lesson Plan

Teacher Weekly Plan

PLT Fortnightly Plan

PLT Term Plan

PLT (VELS LEVEL) Annual Plan

WHOLE SCHOOL PLAN (Guiding principles, Scope/sequence)

Planning Format?

• Hardcopy

• Electronic

• Hyperlinked

• Share drive

• Assessment – pre/ ongoing/ post

• Skills, thinking and reasoning

Eight models for a whole school mathematics plan

1. Mathematician’s model2. Reflective model3. Graft-on model4. Replacement unit5. Menu model6. Mixed media model7. Thematic model8. Concept – Skill – Application model

Morning tea yet?

Planning

Begin with the whole school Eg NUMBER

Level 1 Level 2 Level 3 Level 4 Level 5

1. ..

2. ..

3. ..

4. ..

5. ..

READY RECKONER – NumberLEVEL 1 (Prep)• Number names • Counting on and back to 20• Symbols for objects• Ordinal number• One-to one correspondence• Form equal groups• Model addition and subtraction with objectsLEVEL 2 (Yrs 1/2)• Count on/back to 100• Ordinal number• Meaning of equal• Skip count by 2,5,10• ½ and ¼ and 1∕3• Fact families• Number facts (shortcuts and recall)• Coins• Place value• Simple addition, subtraction, • Repeated addition as multiplication, Sharing as division

• Yr 1 /2 INCIDENTAL MATHS • Place (next to, beside, in front of, behind, over and

under)• Odd and even numbers• 2D shapes such as triangles, circles, squares• Cycles: day/night and the seasons• Order days, weeks, months and years • Hand claps to measure time• Longer, taller, larger, holds more and heavier• Cold, cool, warm, hot and boiling• Time line for daily activity• Continue patterns• Follow instructions to place shapes and objects in

familiar situations

LEARNING FOCUS STATEMENTS

Level 2 NUMBER Learning focus

As students work towards the achievement of Level 2 standards in Number, theylearn to use base 10 models (units, longs, flats and cubes) and arrays to identify,order and model the counting numbers up to1000. They create number patternsmentally, by hand and with the use of the constant addition facility of calculators.They use models and arrays to support the development of skip counting up to 100.They recognise patterns created by skip counting (for example, when countingby fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Students perform simpleaddition (count on) and subtraction (count back) using numbers up to 100. They useequal groups of objects and rectangular arrays to model multiplication and equalsharing for division. Students divide geometric objects including lines, arrays andregular shapes into equal parts to develop the concept of a simple fraction as part ofa whole. They learn to order money amounts in dollars and cents, form differenttotals using dollars and cents, and carry out simple calculations such as change

fromsmall amounts.

NUMBER PROGRESSION POINTSAt 0.5 •associate number names with numerals and models of numbers (counting or subitising) •draw simple symbols in place of objects(eg, B for boy) •order objects and sets (eg largest to smallest) •place a variety of objects in order from first to third •use one-to-one correspondence and numbers 1 to 10 when counting •At Level 1•form small sets of objects from simple descriptions and make simple correspondences between those sets•count the size of small sets using the numbers 0 to 20 •use one-to-one correspondence to identify when two sets are equal in size and when one set is larger than another•form collections of sets of equal size•use ordinal numbers to describe the position of elements in a set from 1st to 10th•use materials to model addition and subtraction by the aggregation (grouping together) and disaggregation (moving apart) of objects •add/subtract by counting forward and backward using numbers from 0 to 20. •At 1.25•order lists of small sets of numbers up to 20 •count forwards and backwards by 1 from starting points between 1 and 100 •calculate the next number when asked to add 1 or 2 to any natural number from 0 to 10 •draw diagrams to show sharing of up to 20 items •draw diagrams to show subtraction activities

COUNT PLACE VALUE

ADDITION AND SUBTRACTION

MULTIPLICATION AND DIVISION

FRACTIONS MONEY

GRADE PREP

GRADE 1Count by 1 from any number to 100. skip count by 5 and 10 from any number to 100 skip count by 2 from any number to 50 count backwards starting from any number less than 100

read and say numbers to 99 write numerals to 99 correctlyorder numbers to 99 starting from any number Understands place value to 99 using materials such as bundles of 10 and single sticks

perform basic addition of numbers to 20 perform basic subtraction of numbers to 20 solve real or picture problems using addition and subtraction

solve basic multiplication equations solve basic division equations

Can recognise and show half of a shape, object or group Can read, record and order coins to $2.00

GRADE 2Count by 1, 10 and 100 from any number to 100. skip count by 2, 4 and 5 from any number to 100

recognise and write numbers to 999 order numbers to 999 starting from any number Understands place value to 999 using models such as MAB

recall addition and subtraction facts to 20 add 2 digit numbers with regrouping using materials such as MAB subtract 2 digit numbers with regrouping using materials such as MAB create and solve real and picture problems using a single operation

Understands the concept of grouping in multiplication Understands the concept of sharing in division create and solve real and picture problems using a single operation

recognise and draw simple fractions (1/2, 1/3, 1/4 ) of an object and a group of objects

recognise and order money using coins and notes use coins to make various amounts in different ways

GRADE3 skip count by 2, 3, 4 and 5 from any number to 100

Understands whole number place value to at least 9 999 count, read, write and order numbers to at least 9 999

recall automatically basic number facts using addition and subtraction Add 2 digit numbers with renaming e.g. 45 + 49 = subtract 2 digit numbers with regrouping e.g. 95 – 48 =

recall multiplication and division facts within the 2, 3, 4, 5 and 10 times tables multiply 2 digit numbers by a single digit number e.g. 39 x 4 =divide 2 digit numbers by a single digit number e.g. 39 ÷ 4 = solve worded problems using basic written computations

read, write, compare and order decimal fractions to 1 decimal place name and compare simple common fractions

Can solve simple addition and subtraction problems involving money

GRADE 4 skip count by any number from 2 to 10 at least to 100

Understands whole number place value to at least 99 999count, read, write and order numbers to at least 99 999

recall automatically basic number facts using addition and subtraction Add 2 and 3 digit numbers with renaming e.g. 498 + 524 = subtract 2 and 3 digit numbers with regrouping e.g. 435 – 148 = solve worded problems using a variety of strategies

recall multiplication and division facts up to 10 x 10 times tables divide 2 and 3 digit numbers by a 1 digit divisor e.g. 439 ÷ 4 =solve worded problems using a variety of strategies

read, write, compare and order decimal fractions to 2 decimal places Understands decimal place value to hundredths name simple common fractions and identify equivalent fractions

Can do basic calculations with money

GRADE5 generate and investigate simple number patterns and sequences

count, read, write and order numbers up to 1 000 000 Understands whole number place value up to 1 000 000

Has automatic response of basic addition, subtraction, multiplication and division facts add 3, 4 and 5 digit numbers with renaming eg. 5 498 + 3 524 = subtract 3, 4 and 5 digit numbers with regrouping eg 6 435 – 4 148 = use rounding off and estimation to verify calculations solve word problems involving whole numbers, decimals and fractions

Has automatic response of basic addition, subtraction, multiplication and division facts multiply 2 and 3 digit numbers by 1 and 2 digit numbers eg 309 x 43 = divide 3 and 4 digit numbers by 1 digit divisor eg 5 439 ÷ 4 = use rounding off and estimation to verify calculations solve number sentences involving a number of operations eg (9 x 8) + (5 x 6) = solve word problems involving whole numbers, decimals and fractions

compare and order common fractions and find equivalents of common faction using models count, read, write and order decimal numbers to at least hundredths Understands decimal place value to at least hundredths Understands the relationship between simple common fractions and decimal fractions add and subtract decimal numbers and common fractions with the same denominator solve word problems involving whole numbers, decimals and fractions

GRADE 6 Can generate and investigate complex number patterns and sequencesCan identify multiples, factors and prime numbers

Can count, read, write and order numbers up to 1 000 000Understands whole number place value up to 1 000 000Can count, read, write and order decimal numbers to thousandthsUnderstands decimal place value to thousandths

Has automatic response of basic addition and subtraction factsCan add 4, 5 and 6 digit numbers with renaming eg. 423,328+ 526,135 =Can subtract 4, 5 and 6 digit numbers with regrouping eg 523,638 – 176,379=Can use rounding off and estimation to verify calculationsCan construct, verify and solve number sentences eg (9 x 8) + (5 x □) =200-98

Has automatic response of basic multiplication and division factsCan multiply 4, 5 and 6 digit numbers by 1 and 2 digit numbers eg 309 x 43 =Can divide 4, 5 and 6 digit numbers by 1 digit divisor eg 445 439 ÷ 4 2=Can use rounding off and estimation to verify calculationsCan construct, verify and solve number sentences eg (9 x 8) + (5 x □) =200-98

Can compare and order common fractions and find equivalents of common factionsCan add and subtract decimal numbers and common fractions with different denominatorsCan multiply and divide simple common fractionsUnderstands the relationship between common fractions and decimal fractions and percentages Can solve word problems involving whole numbers, decimals and fractions

YEAR 7 Shows an understanding of prime numbers, prime factors, powers and square roots

Can round off and estimate answers to written computationsUses correct order of operations to solve number sentencesApplies reasoning strategies to solve problems

Can multiply whole numbers and decimals by 3 digit numbersCan divide decimal numbers and measurements by single digit whole numbersCan round off and estimate answers to written computationsUses an appropriate sequence of operations to sole word problemsUses correct order of operations to solve number sentencesApplies reasoning strategies to solve problems

Can compare and order common and decimal fractions, percentages and ratiosAdds and subtracts decimals with different numbers of decimal placesAdds and subtracts common fractions with different denominatorsCan multiply and divide simple common fractionsFinds fractions and percentages of quantities eg. Find 25% of $48Can solve word problems related to common fractionsApplies reasoning strategies to solve problems

Year 5 overview

Topics Term 1 Term 2 Term 3 Term 4

Place value

Addition and subtraction

Multiplication and division

Patterns and structure

Equivalence and equations

Measurement

Data

Space

Major focus

Minor focus

Incidental

VELS 2.5 – 4.0 Structure Number patterns**#**#**?3, 6, 9, ?

The equals sign Properties of numbersOdd, even, prime, square, etc+ is inverse of –× is inverse of ÷

Associative Law(7+3)+ 2 = 7 + (3+2)(a+b)+c= a+(b+c)(2×3)× 5=2 × (3×5)(a×b)× c = a×(b× c)

Distributive law of multiplication5×(3+4)=(5×3)+(5×4)a×(b+ c)= (a×b)+(a×c)

Combining number properties(Shortcuts)24 × 13 = 20 4 10 3

Combining number properties(Shortcuts)68 ÷ 4 =(40 ÷ 4) + (28 ÷ 4 )

Venn diagrams Intersection of multiples of 4 & multiples of 6

VELS 3.0 – 5.0 SpaceLines vertical, horizontal parallel, curved, perpendicular

Polygons2D shapes, names, features, symmetry

Tessellate tangrams

Angles measure, supplementary, complementary, internal, corresponding

Prisms 3D shapes, names, features, facesedges vertices

Transformations flip, rotate, reflect

Reduce/Enlargegrids, scale, ratio

Nets Maps scale, compass directions, grid references, networks

Visualisationorientation

Year 7 Interpretation of Mathematics VELS & Progression Points

NumberProgression Points 4.25 June Yr 7 4.50 Dec Yr 7

SpaceProgression Points 4.25 June Yr 7 4.50 Dec Yr 7

Measurement, chance & dataProgression Points 4.25 June Yr 7 4.50 Dec Yr 7

StructureProgression Points 4.25 June Yr 7 4.50 Dec Yr 7

Working MathematicallyProgression Points 4.25 June Yr 7 4.50 Dec Yr 7

DECIMALS, PERCENTAGES, FRACTIONS. (Term 1 wks 1-2)------------------------------------SPECIAL NUMBERS: primes, composites, factors, multiples, squares & square roots. Estimating √of other numbers. (Term 2 wks 2-3)DIRECTED NUMBERIntroduction to directed number(Term 2 wk 9).------------------------------------POWERS of 10Division & multiplication by powers of 10, with estimation. Simplifying ratio, 2 : 5 = 1 : 2.5(Term 3 wk 1) RATIO (Term 3 wks 2-3)

CO-ORDINATE GRAPHS (1st quadrant) mapping. (Term 1 wks 3-4)----------------------------------2D SHAPES, triangles, & angles., quadrilaterals, tessellation, transformations. (Term 2 wks 4-5)----------------------------------LINES & ANGLESProperties of angles & lines, congruent shapes.(Term 3 wks 4-5)NETS 3D solids, sorting, netsSolids to nets and vice versa for polyhedron & interpolation between labeled co-ordinates (Term 4 wks 5-6).

PERIMETER, AREA, VOLUMEEstimating & measuring perimeter & area of rectangles, basic volume, capacity, temperature (Term 1 wks 5-7)------------------------------------CHANCE & DATA: probabilities for chance outcomes, simulate chance events, multiple event experiments & calculate and interpret measures of centrality (mean, median, mode) and data spread (range). (Term 2 wks 6-8)------------------------------------CIRC, AREA, VOLUMEPerimeter & area of triangles & parallelograms, area of simple composite shapes. Calculations of time – elapsed and duration. (Term 3 wks 6-7)TIME & SPEED (Term 3 wk 9)

CHANCE & DATA:- two event experiments, represent uni-variate data as stem – leaf, bar charts & histograms. (Term 4 wks 1-2)

INTRODUCTION TO ALGEBRA. (Term 1 wks 8-9) (Term 2 wks 1)-------------------------------------BACK TRACKINGIntroduction to back tracking and inverse operations, Venn Diagrams & Karnaugh maps. (Term 2 wks 10 -11)-------------------------------------LINEAR EQUATIONS & GRAPHING, using table of values & inverse operations. Term 3 wk 8)

EQUATIONS & INEQUATIONSSolving inequations, rearrange simple formulas, distributive law. (Term 4 wks 3-4

Develop generalizations, find patterns, identify relevant variables, use spreadsheets.(all year)

Incorporate in a project, explain mathematical relationships by extending patterns.( all year)

1 /7.

RATIOAt SSC we have a different number of students at each year level

2 /7

DECIMALSHow many ways can you make the calculator show 12.34 without pressing the decimal button?

3 /7

ESTIMATIONIn the film ‘Local Hero’ a man says he will pay $1 for every grain of sand he can hold in one hand. a)Estimate how much money he will pay.b)Justify your answer (use text, mathematical calculations and/or diagrams)

4 /7

MASSa) Find three things that are bigger than     a potato but lighter. Describe how the      items are ‘bigger’ than the potato      using mathematical terms (eg width,      length, circumference, etc)a)Find two objects that have the same mass but are different sizes. Describe their sizes using mathematical terms (eg perimeter, area, length, etc).b)I weighed an item in the classroom that was between ¾ kg and 1 kg. What might the item have been?

Yr Level No of students

7 68

8 72

9 76

10 52

11 44

12 50a)Represent this data in ratio formb)Represent the above in simplest ratio formc)Represent each Yr level as a fraction of the total school population

FOLIO CARDS

Suggested Year 10 Course OutlineTerm 1 ( 9 weeks)2 weeks- Mathematical Structure (Bills, interest, inflation, sets) * activity: Telephone call costs pg8 Heinemann2 weeks- Surds2 weeks- Indices* activity: The von Koch snowflake (pg69 Heinemann) Dry Cleaning VELS task (pg79)1 week- Scientific Notation and Exponential relationships.2 weeks- Expanding in Algebra* activity: Proving Generalisations (pg 114) The Firefighter’s Ladder (pg 115)Term 2 ( 11 weeks)2 weeks- Factorisation in Algebra3 weeks- Measurement (Time and time zones, Perimeter, Area, TSA, Volume, Density and Capacity)*activity: Pizza Prices (pg 175) Project (Design your own Can)2 weeks- Linear Equations*activity: Lost in the desert (pg 232),CAS investigation (pg240)2 weeks- Simultaneous Equations and Inequations*activity: The tourist railway (pg 265)2 weeks- Year 10’s on work experience.Term 3 (10 weeks)2 weeks- Geometry (circle geometry, polyhedra, Euler’s rule and transformations.*activity: Looking at the circle theorems. (pg399) Problem solving – folding and cutting (pg 426)3 weeks- Trigonometry*activity: Insurance Claim (pg 305) Investigation: pg 310 Problem solving pg 318

STAGES OF LEARNING LEVEL 4 PROGRESSION POINTS & STANDARDS

TEACHING & LEARNING TOOLS & STRATEGIES

ASSESSMENT TOOLS / TASKS / EVIDENCE

“Building Breadth and Depth” 5-8.In these years students progress beyond the foundations and their literacy and numeracy becomes more developed. An expanded curriculum program provides the basis for in depth learning within all domains in the strand.

LEARNING FOCUSStudents extend their understanding of whole numbers, fractions and decimals. They use patterns and arrays to develop understanding of multiples (including lowest common multiple), factors (including highest common factor), prime and composite numbers. They recognise and use simple powers (for example, 23 = 8). Students investigate and use equivalent forms of common fractions. They order fractions and decimals and locate them on a number line. They investigate temperature and other contexts to develop the concept of negative numbers. They explore ideas of ratio (as a comparison) and percentage (comparing to 100). They use materials to explore decimals, ratios and percentages as equivalent forms of fractions (for example, 1/2 = 0.5 = 50% = 1 : 2). Students devise and use mental and written methods (algorithms) to add, subtract, multiply and divide whole numbers. For division they recognise remainders as common fractions or decimals. They devise and use mental and written methods to add and subtract decimals. They use materials and number lines to develop understanding of multiplication and division of decimals (to two decimal places) and simple common fractions. They routinely make estimations and approximations in calculations and make judgments about their accuracy. LEARNING FOCUSStudents extend their understanding of whole numbers, fractions and decimals. They use patterns and arrays to develop understanding of multiples (including lowest common multiple), factors (including highest common factor), prime and composite numbers. They recognise and use simple powers (for example, 23 = 8). Students investigate and use equivalent forms of common fractions. They order fractions and decimals and locate them on a number line. They investigate temperature and other contexts to develop the concept of negative numbers. They explore ideas of ratio (as a comparison) and percentage (comparing to 100). They use materials to explore decimals, ratios and percentages as equivalent forms of fractions (for example, 1/2 = 0.5 = 50% = 1 : 2). Students devise and use mental and written methods (algorithms) to add, subtract, multiply and divide whole numbers. For division they recognise remainders as common fractions or decimals. They devise and use mental and written methods to add and subtract decimals. They use materials and number lines to develop understanding of multiplication and division of decimals (to two decimal places) and simple common fractions. They routinely make estimations and approximations in calculations and make judgments about their accuracy.

3.25½ wayGrade 5

3.5EndGrade 53.75 ½ way Grade 64.0 End Grade 6

demonstrate understanding of whole numbers up to millions and decimals to hundredths using models, including number linesestimate the results of whole number or decimal calculations mentally by using near whole numbers and known facts such as 3.1 x 8 is about 3 x 8 = 24multiply a whole number by a single digitdivide a whole number by a single digit, expressing remainder as a whole number or fraction in context, such as decimal remainder for many metres eachuse brackets to show order of operations in simple cases, such as calculate (3 + 4) x 5 = 35understand subtraction as both “take away” and “difference between”choose multiplication or division rather than repeated addition or subtraction, such as finding how many 20ml doses in a 300ml bottle of medicine by divisionfind equivalent fractions, multiples and fractions of fractions, such as twice one sixth or half of one thirdperform simple addition and subtraction with fractions using fraction models, including linear models.use physical models and number lines to compare, rename and identify decimals, such as 3.2 is 32 tenths. create and describe patterns using calculators, including sets of multiples and squaresmodel and identify integers, positive and negative, on a number lineinterpret a remainder of division appropriately, depending on contexthave a range of personal benchmarks for appreciating the size of large numbers, such as knowing an Olympic pool contains about 1 million litres of wateruse the language of multiplication to describe enlargement and reduction, such as 3 times as tall or one fifth the sizefind equivalent fractions, multiples and fractions of fractionsperform more complex addition and subtraction using fraction models, including the number linemodel percentages as fractions out of 100 and find equivalences with decimals and fractions in simple cases. estimate the results of calculations including decimal numbers mentally, such as 35.832÷93 is about 35÷100=0.35link fractions with division, such as knowing 3 ÷ 4 is ¾explain multiplying by a number less than one, such as explaining multiplying by a third as dividing by 3identify multiples and factors, using factor trees, powers, prime and composite numberscount and skip count with both positive and negative integersadd two integers, positive or negative using modelsuse percentage notation, describe its relationship to decimals and some simple cases of equivalences to common fractionsuse ratios to compare the sizes of two quantitiesdemonstrate equivalent ratios and rates for simple whole numbers, such as making a profit of $3 for every $4, is the same as making $6 for every $8. comprehend the size and order of small numbers (to thousandths) and large numbers (to millions)model integers (positive and negative whole numbers and zero), common fractions and decimalsplace integers, decimals and common fractions on a number linecreate sets of number multiples to find the lowest common multiple of the numbersinterpret numbers and their factors in terms of the area and dimensions of rectangular arrays (for example, the factors of 12 can be found by making rectangles of dimensions 1 × 12, 2 × 6, and 3 × 4)identify square, prime and composite numberscreate factor sets (for example, using factor trees) and identify the highest common factor of two or more numbersrecognise and calculate simple powers of whole numbers (for example, 24 = 16)use decimals, ratios and percentages to find equivalent representations of common fractions (for example, 3/4 = 9/12 = 0.75 = 75% = 3 : 4 = 6 : 8)explain and use mental and written algorithms for the addition, subtraction, multiplication and division of natural numbers (positive whole numbers)add, subtract, and multiply fractions and decimals (to two decimal places) and apply these operations in practical contexts, including the use of moneyuse estimates for computations and apply criteria to determine if estimates are reasonable or not.

Week 1 Monday Tuesday

Warm up How many more to 10? Count on

Launch Focus: Model +, - with materialActivity: Big Book ‘Ten in the Bed’

Focus: Begin with larger number for additionActivity: Which number is bigger? 100 chart, objects

Explore Use 10 frame and 2 different coloured counters to make 10(6 + 4 =10)

Use 10 frame and one set of counters to calculate what’s been taken away

(10- 3 =7)

Use counters to create addition algorithms7 + 4 =1113 = 2 + 4 + 5 + 2

Use counters to create subtraction algorithms14 – 3 = 11

Create related +,- algorithms 7+ 4 = 11 4+ 7 = 1111 – 4 = 7 11 -7 = 4

Order number pairsUse a mirror to check 3 + 4 = 4 + 3

Card game in pairs, biggest number wins the pair of cardsPlace a straw between counters to prove7 = 3 + 47 = 4 + 3

Use your own 100 chart and count on from the bigger number4 + 237 + 15

Write your own algorithms that use 2 diff numbers, the bigger first and total > 20

Summarise Share in groupsOne highlight per group

Add a fact to the fact wallTch highlight few

MATHEMATICS / UNIT PLANNER–VELS Level 4 Term 2 Year 2007 Year Level 5

Dimension – NumberFocus: Decimals

Standards: * Comprehend the size and order of small numbers (to thousandths). * Model decimals. * Place integers, decimals and common fractions on a number line. •Use decimals, ratios and percentages to find equivalent representations of common fractions (for example, 3/4 = 9/12 = 0.75 = 75% = 3 * Add, subtract, and multiply decimals (2 decimal places) and apply these operations in practical contexts, including the use of money. * Use estimates for computations and apply criteria

Vocabulary: average, calculate, decimals, decimal point, decade, estimate, fractions, hundredths, nought, numeral, ones, percentages,

Pre- Assess tasksDEECD Fractions & Decimals Interview Qs XXX - XXXXX

Activityone

Use place-value knowledge to read, write and order negative whole numbers and decimal numbers from thousandths

Measuring heightsStudents measure and record each other’s heightin decimal form then order the measurements fromshortest to tallest. Do this the first day of eachmonth throughout the year noting growth. Materials required : Tape measures Activity: In pairs, measure and record eachother’s height. Record measurements in decimalform (1.34 m). When completed, the class ordersthe heights from shortest to tallest.Extension: XXXXXXXXXXXXX

Assessment

Ask chn the differencein height betweenthemselves andanother child. Eg1.34m and 1.56m

MATHS TERM PLANNER GRADE 5 AND 6

TOPIC NUMBER

EXPLICIT LEARNING GOALS

Recognise and use simple powers Devise and use mental and written methods to add and subtract decimals

INDICATORS OF PROGRESS

MISCONCEPTIONS List some of these as key points

ASSESSMENT&

DEVELOPMENTAL OVERVIEWS

Diagnostic: (Should include aspects of the Indicators of Progress)

Formative: Summative:

VOCABULARY

TEACHING APPROACHESModelled Maths LessonsShared Maths LessonsGuided Maths Lessons

LEARNING ACTIVITIESASSESSMENT

& REFLECTION

RESOURCES & LINKS

1.

2.

3.

Whole School Assessment PlanV

ELS

Term 1 Term 2 Term 3 Term 4

Level 1

Level 2

Level 3

Level 4