investigation !#$%##&'$()$*#$+,

Investigation

The wheels on the bus

Essential word list

Buses, trucks, cars and other vehicles are the context for this Investigation. Students will practise early numeracy concepts relating to counting, sorting, collecting data and problem solving. Students compare vehicles and choose appropriate information in order to determine the best vehicle in different circumstances, and then explain their choices.

Student Book linksThe following Topic pages can be used to introduce or consolidate the maths concepts in this Investigation.

NA11 Traffic count ................................................. page 18NA15 Which bowls are the same? ..................... page 23NA31 Show more, show less ............................... page 39NA41 Spotty dragon – draw and count ............ page 51NA42 Count to 20................................................. page 52NA47 How many altogether? .............................. page 57NA48 Colour and count ....................................... page 58NA49 Addition stories .......................................... page 59MG5 Triangles ........................................................ page 75MG6 Squares .......................................................... page 76MG7 Circles ............................................................ page 77MG8 Rectangles .................................................... page 78MG9 Little Miss Muffett shape search ............. page 79MG10 Match 2D shapes ..................................... page 80SP5 Hair colour tally ............................................. page 97SP6 Who’s on the bus? ......................................... page 98

Positional languageleft, right, top, bottom, front, back, side

Common 2D shapescircles, triangles, rectangles, squares

Quantitative languagemore, less, the same, least, most, lots, few, many, not many

Operational languagejoin, and, add, makes, another, altogether, count on, take away, take out, how many left, less, leaves, how many more, lots of

It’s iMaths Time CD tracksTrack 10: One red bike

Track 19: The wheels on the bus

ISBN 978 1 74135 168 2 iMaths Foundation Teacher Book 89

iMTB_NF (No Code)_BOOK.indb 89 7/04/14 12:22 PM

Investigation 7 The wheels on the bus

Indoor activities:ÝÛÛCYj_]ÛlgofÛemjYdÝÛÛ:YjÛjY[af_ÛljY[cÝÛÛ;]ka_fÛYÛfmeZ]jÛhdYl]ÝÛÛ:gfkljm[lagf

Outdoor activities:ÝÛÛ?meYfÛoYdcaf_ÛZmkÝÛÛFZklY[d]Û[gmjk]ÝÛÛ:gfkljm[lÛn]`a[d]kÝÛÛJYf\ÛhdYq

Explore and play

Resources Props: coloured paper shapes, magazines, A3 sheetsiMaths CD: The wheels on the bus (Track 19)

Resources Books: non-fiction books about vehicles (cars, trucks, motorbikes etc)BLMs: 7.1, 7.2, 7.3, 7.4, 7.5 and 7.6

Resources Props: small models of vehicles, magazines, photos of vehicles, large sheet of cardiMaths CD: One red bike (Track 10)

Resources Props: small models of vehicles, magazines, photos of vehicles, large sheet of cardBLMs: 7.7, 7.8, and 7.9

Investigation overviewBelow are the activities that occur within each step. Detailed explanations for each activity can be found on pages 93–99.

Step 1. Wheels on the busÝÛ Introduce the context – sing The wheels on the bus and

then discuss the attributes of various 2D shapes.ÝÛ Shape bus – create a bus using 2D paper shapes of

different colours and sizes.ÝÛ Show and tell – students show and tell their shape bus

pictures.

Step 2. Types of vehiclesÝÛ Types of vehicles – find and identify different vehicles. Sort

the vehicles into groups.ÝÛ Vehicle display – create a vehicle display labelling main

features.ÝÛ Alternative transport – use the What If strategy to explore

alternative forms of transport.

Step 3. Most popular vehicleÝÛ Data collection – collect data about vehicles passing the

school.ÝÛ Probability – discuss the likelihood of different vehicles

driving past.ÝÛ Problem solving – use a variety of strategies to model,

represent and solve simple story problems about vehicles.

Step 4. Best vehicle for the jobÝÛ Best vehicle pictures – draw pictures to show the best

vehicle for different situations, and justify choices made.

90 iMaths Foundation Teacher Book ISBN 978 1 74135 168 2



BLM 7.4

Vehicles 4Copy to card for students to sort.


ISBN 978 1 74135 175 0 iMaths Foundation Black Line Masters © Mary Serenc and Lena Ford 2011 Firefl y Education

BLM 7.4

SHOPS

BLM 7.8

Going shoppingWhich vehicle would you choose to take your family shopping? Draw it.



BLM 7.8

BLM 7.1




BLM 7.1

BLM 7.5




BLM 7.5

BLM 7.9

Wildlife parkWhich vehicle would you choose to take your whole class to the wildlife park? Draw it.



BLM 7.9

BLM 7.2




BLM 7.2

BLM 7.6




BLM 7.6

KINGSBURY

BLM 7.3




BLM 7.3

BLM 7.7

At the parkWhich vehicle would you choose at the park? Draw it.



BLM 7.7

Black Line MastersBlack Line Masters can be downloaded from imathsonline.com.au.




Curriculum match for Investigation 7 The grid below shows the content descriptions for each of the maths strands that are addressed in Investigation 7.

Content strand

Content descriptionInvestigation 7

references

Number and Algebra

Number and place valueÝÛÛ<klYZdak`Ûmf\]jklYf\af_Ûg^Ûl`]ÛdYf_mY_]ÛYf\Ûhjg[]kk]kÛg^Û[gmflaf_Û

by naming numbers in sequences, initially to and from 20, moving from any starting point. (ACMNA001)

ÝÛÛ:gff][lÛfmeZ]jÛfYe]k�Ûfme]jYdkÛYf\ÛimYflalala]k�Ûaf[dm\af_Ûr]jg�Ûinitially up to 10 and then beyond. (ACMNA002)

ÝÛÛJmZalak]ÛkeYddÛ[gdd][lagfkÛg^ÛgZb][lk� (ACMNA003)

ÝÛÛ:gehYj]�Ûgj\]jÛYf\ÛeYc]Û[gjj]khgf\]f[]kÛZ]lo]fÛ[gdd][lagfk�Ûinitially to 20, and explain reasoning. (ACMNA289)

ÝÛI]hj]k]flÛhjY[la[YdÛkalmYlagfkÛlgÛeg\]dÛY\\alagfÛYf\Ûk`Yjaf_�

Patterns and algebraÝÛÛJgjlÛYf\Û[dYkka^qÛ^YeadaYjÛgZb][lkÛYf\Û]phdYafÛl`]ÛZYkakÛ^gjÛl`]k]Û

classifications. Copy, continue and create patterns with objects and drawings. (ACMNA005)

Step 1, 2 & 3

Step 1, 2 & 3

Step 1, 2 & 3Step 2 & 3

Step 3

Step 1 & 2

Measurement and Geometry

ShapeÝÛÛJgjl�Û\]k[jaZ]ÛYf\ÛfYe]Û^YeadaYjÛlog¤\ae]fkagfYdÛk`Yh]kÛYf\Û

three-dimensional objects in the environment. (ACMMG009)

Step 1

Statistics and Probability

Data representation and interpretationÝÛ8fko]jÛq]k£fgÛim]klagfkÛlgÛ[gdd][lÛaf^gjeYlagf� (ACMSP011) Step 3

The Content strand descriptions © Australian Curriculum, Assessment and Reporting Authority 2012. This material is reproduced with the permission of ACARA.The extract is from the Australian Curriculum. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home




Step 1. Wheels on the busIntroduce the contextSing The wheels on the bus and then discuss the attributes of various 2D shapes.

Play It’s iMaths Time CD, Track 19: The Wheels on the bus and have your class sing along.

Have the whole class look at different paper shapes and their attributes. Sort them by shape and size. Then discuss their possible use in making a shape bus picture.

Shape busStudents create a bus using 2D paper shapes of different colours and sizes.

Ask students how they could make a bus out of different paper shapes. For example: use a large rectangle for the body of the bus. Use small rectangles for doors, windows and steps. Use squares for windows and circles for wheels, the steering wheel, lights and faces.

Using a coloured paper rectangle, show how representing a shape in different orientations can change its use. For example, a rectangle can either be a door or a window, depending on its orientation.

Be creative! Encourage students to try different things, like adding cut-out faces from magazines for people on the bus, or making a double-decker bus. You could take digital photos of class members, print them and add the photos to the bus, or paint a giant class bus and add individual student photos in the windows.

Show and tell Students show and tell their shape bus pictures.

At the end of the task, ask students to show and tell their pictures, explaining which shapes and colours they used and how many. Alternatively, ask the students to name the shapes they are using as they work on their bus picture Display the bus pictures and add captions (see Fig 7.1).

We know buses are a great way to carry people to where they need to go, but what other vehicles are there on the road? What is the best vehicle to carry: ÝÛqgmÛYjgmf\Ûl`]ÛhYjc� ÝÛqgmjÛ^YeadqÛgfÛYÛk`ghhaf_ÛljahÛaflgÛlgof� ÝÛqgmjÛ[dYkkÛgfÛYfÛ]p[mjkagf�

Let’s get started

My bus has 4 wheels

Suggested Student Book pagesMG5 Triangles (page 75)MG6 JimYj]k (page 76)MG7 Circles (page 77)MG8 Rectangles (page 78)MG9 Little Miss Muffett shape search (page 79)MG10 Match 2D shapes (page 80)

Fig 7.1 – Example shape bus

Focus questions

* How do wheels help us?

* Where do you see wheels?

* Why do you think wheels are round?

* What if wheels were square?

* How many wheels does a bus have?

* Do all buses have the same number of wheels? ✶

* Which other vehicles have wheels?✶Note: The number of wheels on buses can vary. Some buses have 4 wheels. However, many buses have 2 wheels at the front and 2 pairs of wheels at the rear, for a total of 6 wheels.




Suggested Student Book pagesNA15 Which bowls are the same? (page 23)

NA31 Show more, show less (page 39)

Step 2. Types of vehiclesTypes of vehiclesStudents find and identify different vehicles. Sort the vehicles into groups.

Ask students what are some other vehicles on the road, and how can they find out. Suggestions may include: ÝÛÛ\jYoaf_ÛYf\Ûdaklaf_Ûn]`a[d]kÛklm\]flkÛcfgoÛYZgml�ÛgjÛ

have at homeÝÛdggcaf_ÛafÛZggckÛgjÛk]Yj[`af_Ûl`]Ûafl]jf]lÝÛÛ[mllaf_ÛYf\ÛhYklaf_Ûha[lmj]kÛ^jgeÛeY_Yraf]kÛYf\Û

newspapersÝÛgZk]jnaf_ÛhYkkaf_ÛljY^x[Ûf]YjÛl`]Ûk[`ggd�

If possible, take students to a safe zone within school limits from which they may observe passing traffic. Take digital photos of vehicles for classroom reference.

Print BLMs 7.1–7.6 to card. Cut out the pictures and invite students to colour them, identify categories for sorting, and then sort the vehicles into groups.

Vehicle displayCreate a vehicle display, labelling the main features.

Create a vehicle display with the digital photos you have taken. With student input, label the main features, including how many people each vehicle can carry and its main function (see Fig 7.2).

Newspaper/magazine photos and car or vehicle brochures will also be useful in identifying vehicles and labelling the features, such as doors, windscreen, exhaust pipe and number plate.

The vehicle display provides an ideal opportunity to encourage students to visualise (use Mind pictures) the features that cannot be clearly seen in the photos, such as number of wheels, seats and doors.

Encourage the use of Mind pictures by asking students to think about their own experiences. For example they may imagine their car at home, or use models to show complete number of wheels, doors etc.

Remind students that there are usually the same number of wheels on the left and right sides of vehicles like cars, buses and trucks. For example:

“We can’t see the other side, but we know the wheels are there. Imagine what would happen if there were no wheels on the other side.”

“If there are 2 wheels on this side, how many are on the other side?”

4 wheels

1 door

A bus carries lots of people

Windows

KINGSBURY

Bus

Fig 7.2 – Example bus vehicle display

Focus questions

* What is a vehicle? (Something that can carry people.)

* Which has more/less (wheels)✶ – a car or motorbike? How many more/less?

* Which vehicles have the same number of wheels?

* Which vehicle has more than 4 wheels? How many does it have? How do you know?

* Which vehicle can carry the most people? How do you know?

* Which vehicle carries the least number of people?

✶Note: Ask similar questions about doors, seats and seatbelts (Which has more/less doors – a car or a bus?)




Alternative transportUse the What If strategy to explore alternative forms of transport.

The What If strategy allows students to tap into lateral thinking and their knowledge base as they generate innovative ideas (see page 13).

ÝÛN`YlÛa^Ûl`]j]Ûo]j]ÛfgÛ[Yjk�ÝÛN`YlÛa^ÛZa[q[d]kÛo]j]Ûl`]ÛgfdqÛlqh]Ûg^ÛljYfkhgjl�ÝÛN`YlÛa^Ûl`]j]Ûo]j]ÛfgÛkm[`Ûlàf_ÛYkÛo`]]dk�Û

Design and make a futuristic vehicle.

Step 3. Most popular vehicleData collection Students collect data about vehicles passing the school.

Ask students which are the most common or popular vehicles on the road, why this is so, and how they can find out the information.

Copy and paste the vehicle display pictures from Step 2 on to a large chart. Then, use this chart to record the numbers of different vehicles driving past the school. Do this by setting up a simple data collection system, such as using tally marks (see Fig 7.3).

Again, take students to a safe zone within school limits, to observe and record the types and numbers of vehicles driving past.

Suggested Student Book pagesNA11 Traffic count (page 18)NA41 Spotty dragon – draw and count (page 51)NA42 Count to 20 (page 52)SP5 Hair colour tally (page 97)SP6 Who’s on the bus? (page 98)

KINGSBURY

Car Motorbike Truck Bus

Total: 60 Total: 6 Total: 17 Total: 1

Fig 7.3 – Example vehicle chart

Communicating and reflectingÝÛÛNà[`Ûn]à[d]Û\a\Ûo]Ûk]]Ûl`]Ûegkl�Û?goÛeYfqÛ

did we see? Why do you think it was the most popular vehicle?

ÝÛÛNà[`Ûn]à[d]Û\a\Ûo]Ûk]]Ûl`]Ûd]Ykl�Û How many did we see?

ÝÛ8j]Ûl`]j]ÛYfqÛn]à[d]kÛo]Û\a\ÛfglÛk]]Ûlg\Yq�ÝÛÛN`YlÛgl`]jÛn]à[d]kÛea_`lÛqgmÛk]]ÛgjÛ

use at home or at school (bicycle, scooter, pram, skateboard, rollerblade and wheelchair)?




Step 3. Most popular vehicle (cont.)

ProbabilityDiscuss the likelihood of different vehicles driving past.

This is an opportune time to ask ‘yes’ or ‘no’ questions regarding the likelihood of certain vehicles driving past. For example:

“Is it likely that an aeroplane/tram/fire engine/car will drive past along the road? Why/why not?”

As an extension, you may wish to investigate the most popular colour for cars driving past the school, and present the information using an appropriate data display.

Problem solving Use a variety of strategies to model, represent and solve simple story problems about vehicles.

Play It’s iMaths Time CD, Track 10: One red bike. Ask students to count in 2s to work out the number of wheels with each verse.

Continue with other problems relating to the number of wheels or passengers in a vehicle. For example:

ÝÛÛ@^Ûo]ÛY\\ÛYÛljYad]jÛoal`Û�Ûo`]]dkÛlgÛYÛ[Yj�Û`goÛeYfqÛwheels is that altogether?

ÝÛÛKgeÛjg\]ÛhYklÛgfÛ`akÛkcYl]ZgYj\ÛYf\Û<eeYÛjg\]ÛZqÛon her scooter. How many wheels is that altogether?

ÝÛÛKogÛlYpakÛ\jgn]ÛZq�ÛFf]ÛlYpaÛ`Y\Û�Ûh]ghd]�ÛK`]Ûgl`]jÛ had 3. How many people altogether?

ÝÛÛAY[cÛkYoÛ�ÛeglgjZac]kÛgfÛ`akÛoYqÛlgÛk[`ggd�Û How many wheels is that? (See Fig 7.4.)

ÝÛÛK`]j]Ûo]j]Û�Û[YjkÛafÛYÛjY[]�Û`goÛeYfqÛo`]]dkÛÛ ÛÛÛaltogether on the racetrack?

ÝÛÛ8ÛkeYddÛk[`ggdÛZmkÛ[Yjjqaf_Û~�Ûklm\]flkÛklghh]\ÛYlÛ our school. 5 students hopped off. How many are left on the bus?

ÝÛÛ<nY¿kÛeme¿kÛ�N;Ûk]YlkÛ�Ûh]ghd]�Û@^Û`]jÛemeÛoYkÛ driving our class to the park, could we all fit? How many trips would her mum have to make to take us all to the park?

Encourage students to use a variety of problem solving strategies to work out the answers to these problems. Problem solving strategies could include:

ÝÛÛ;jYoÛYÛha[lmj]ÛgjÛ\aY_jYeÝÛÛ8[lÛalÛgmlÝÛÛ>m]kkÛYf\Û[`][c�

See page 14 for more information about problem solving strategies.

Jack said he saw 3 motorbikes today on his way to school.

Each motorbike has 2 wheels. That’s 2 and 2 and 2 more – 3 lots of 2 wheels. 2 and 2 more makes 4. Then, count on 2 more... 5 and 6.

3 bikes makes 6 wheels altogether.

Fig 7.4 – Problem solving strategy (Draw a picture)

Suggested Student Book pagesNA47 How many altogether? (page 57)NA48 Colour and count (page 58)NA49 Addition stories (page 59)

altogether

How many wheels?




Step 4. Best vehicle for the job

I’m riding my bike.

Fig 7.5 – At the park

To the shopping centrePrint a copy of BLM 7.8 for each student. Ask students to draw their family in the vehicle they would choose, and with teacher support, add a caption (see Fig 7.6).

“Your whole family wants to go shopping on the weekend. Which vehicle would be best for the job?”

SHOPS

My family goes shopping in a car.

Fig 7.6 – Going shopping

Best vehicle pictures Students draw pictures to show the best vehicle for different situations, and justify choices made.

At the parkPrint a copy of BLM 7.7 for each student. Ask students to draw themselves on their chosen vehicle, and with teacher support, add a caption to the page (see Fig 7.5).

“You are going to the park. At the park there are lots of concrete paths, which you like to use. You want to zoom around and have fun on the paths. Which vehicle would be best for the job?”

Focus questions

* Which vehicles could you use at the park? (Bicycle, scooter, skateboard, roller skates, waveboard)

* Would you use a car at the park? Why/why not?

* Which other vehicles could you not use?

Focus questions

* How many people are in your family?

* Which vehicle would fit all of your family?

* What if you didn’t own a vehicle to fit all of your family? What else could you do? (Catch a taxi, bus or train.)




To the wildlife parkPrint a copy of BLM 7.9 for each student. Ask students to draw their class in the vehicle they would choose, and with teacher support, add a caption on the page (see Fig 7.7).

“Your class is going on an excursion to the wildlife park. Which vehicle would be best for the job?”

My class goes to the park in a bus.

Fig 7.7 – Wildlife park

Staple each student’s completed BLMs 7.1–7.3 together and attach a cover page with their name and a title, such as ‘Best vehicle for the job’. Then have students share their choices.

Ask them to explain why they chose each particular vehicle.

Communicating and reflectingÝÛNà[`Ûn]à[d]Û\a\ÛqgmÛ[`ggk]Û^gjÛl`]ÛhYjc�ÛN`q�ÝÛ@kÛl`]j]ÛYfgl`]jÛn]à[d]ÛqgmÛ[gmd\Ûmk]�ÝÛÛNà[`Ûn]à[d]Û\a\ÛqgmÛ[`ggk]Û^gjÛqgmjÛ^Yeadq¿kÛ

shopping trip? Why?ÝÛÛNà[`Ûn]à[d]Û\a\ÛqgmÛ[`ggk]Û^gjÛgmjÛ[dYkkÛ]p[mjkagf�Û

Why?ÝÛÛN`qÛ[gmd\f¿lÛo]Ûmk]ÛYÛxj]Û]f_af]Û^gjÛgmjÛk`ghhaf_Ûljah�ÝÛÛN`qÛ[gmd\f¿lÛo]Ûmk]ÛYÛeglgjZac]Û^gjÛgmjÛ[dYkkÛ]p[mjkagf�

Making connections;ak[mkkÛl`]Û^gddgoaf_Ûim]klagfkÛlgÛ]f[gmjY_]Ûstudents to apply what they have learned in this Investigation to other everyday situations.ÝÛÛN`YlÛn]à[d]kÛ\gÛqgmÛ`Yn]ÛYlÛ`ge]�ÛN`qÛ\gÛqgmÛ

think your parents decided on that type of vehicle?ÝÛÛ@^ÛqgmÛ`Y\Ûegj]ÛZjgl`]jkÛgjÛkakl]jkÛogmd\ÛqgmjÛ

family need to buy a different vehicle? Why?

Focus questions

* How many students are in our class?

* Which vehicle would best fit all of us?

* What if we couldn’t get a vehicle to fit all of us at once? What else could we do? (Use parent’s cars, or walk if not too far.)




Indoor activities

Outdoor activities

Large town mural – draw or paint a bird’s-eye mural of a town, including roads, parks, school, houses, shops, farm etc. This can be discussed and negotiated with students. Then ask the class to contribute pictures, drawings or collages of vehicles to place in appropriate areas on the town mural. For example: a tractor on the farm, a bus parked near the school, a student riding a bicycle along a bike path, a skateboarder in the park. Add captions.

Car racing track – design and construct a racing track for small toy cars or vehicles. Use construction blocks, paint car tracks on card, or use chalk on concrete.

Design a number plate – paste letters and numbers on a piece of card (use magazines or prepared sheets of numbers).

Construction – build a garage to fit a toy car or truck using recycled materials. Add number stickers to match each car to its garage. Design and build a vehicle using recycled and craft materials, such as shoe and cereal boxes.

Human walking bus – students form a line pretending to be bus passengers, with a driver at the front. The line moves around the playground, led by the driver, dropping them off at pretend bus stops.

Obstacle course – make a track with road signs.

Construct vehicles – students use large construction boxes to create vehicles, such as planes, buses or taxis.

Sand play – make tracks and roads for cars, trucks, bulldozers and other toy vehicles.

Explore and playStudents explore and consolidate concepts covered in this Investigation in fun and engaging ways. Remember to play the It’s iMaths Time CD for students to enjoy as they work through the activities.




Step Content strand and description Task and proficiency strandDemonstrates understanding

Working towards

understanding

Needs support

1 MG ShapeSort, describe and name familiar two-dimensional and three-dimensional objects in the environment. (ACMMG009)

NA Number and place valueConnect number names, numerals and quantities, including zero, initially up to 10 and then beyond. (ACMNA002)

Creates a bus picture using 2D paper shapes and identifies which 2D shapes were used and how many.

Understanding, Fluency, Reasoning

2 NA Patterns and algebraSort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. (ACMNA005)

Sorts vehicles into groups and explains why they belong together.

Reasoning

2 NA Number and place valueConnect number names, numerals and quantities, including zero, initially up to 10 and then beyond. (ACMNA002)

NA Number and place valueSubitise small collections of objects. (ACMNA003)

Helps create a vehicle display and suggests ideas for labels and sentence captions, incorporating numerals and number names that describe features of vehicles.

Understanding, Fluency

3 SP Data representation and interpretationAnswer yes/no questions to collect information. (ACMSP011)

Helps to compile a tally chart showing the number of vehicles driving past the school.

Understanding

3 NA Number and place valueCompare, order and make correspondences between collections, initially to 20, and explain reasoning. (ACMNA289)

Answers questions about the number of vehicles by referring to the tally chart.

Reasoning

3 NA Number and place valueRepresent practical situations to model addition and sharing. (ACMNA004)

Explains how to solve given addition and subtraction problems about vehicles.

Problem solving

4 NA Patterns and algebraSort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. (ACMNA005)

Chooses the best vehicle for the job, at the park, going shopping and going on a class excursion by drawing the appropriate vehicle, and justifies their choice for each.

Understanding, Reasoning


Investigation 7 checklist The checklist provides a snapshot of the student’s learning and development through this Investigation, and should be used in conjunction with other collected evidence for planning and reporting.Download this checklist from imathsonline.com.au and print one for each student.

The Content strand descriptions © Australian Curriculum, Assessment and Reporting Authority 2012. This material is reproduced with the permission of ACARA.



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