maths investigation overview, term 1 - the web viewyear 1. number & algebra. ... acmsp262 choose...

MATHS INVESTIGATION OVERVIEW, TERM 1 YEAR LEVEL CONTENT DESCRIPTORS ASSESSMENT

Year 1 Number & Algebra Investigation: Garden MathematicsDURATION ACMNA0012 Develop confidence with number sequences to and from 100 by

ones from any starting point. Skip count by twos, fives and tens starting from zero ACMNA013 Recognise, model, read, write and order numbers to at least 100.

Locate these numbers on a number line ACMNA014 Count collections to 100 by partitioning numbers using place value

ACMNA015 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging partsACMNA016 Recognise and describe one-half as one of two equal parts of a whole

ACMMG017 Recognise, describe and order Australian coins according to their value

ACMMG018 Investigate and describe number patterns formed by skip counting and patterns with objects

During this unit the children will: plant, grow, package and sell a selection of herbs. It is assumed that other maths lessons are also being completed during this time. Through this real life experience students will have opportunities to recognise and communicate: number sequences and solve simple addition and subtraction problems. Students will be become familiar with Australian coins and collect and display data associated with their garden.

Assessment for learningKWL chartClass graph

Assessment as learning (throughout the unit)Ongoing, constructive feedback.Group Rotations.Term 1 Maths observation checklist

Assessment of learningTask and Criteria sheets

10 WeeksLINKS TO OTHER LA’s

EnglishScienceTechnologyArt

Measurement & Geometry ACMMG019 Measure and compare the lengths and capacities of pairs of objects

using uniform informal unitsACMSP020 Tell time to the half-hourACMMG021 Describe duration using months, weeks, days and hours

ACMSP022 Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious featuresACMSP023 Give and follow directions to familiar locations

DEVELOPING INQUIRING & REFLECTIVE LEARNERSCOMMUNITY CONTRIBUROR

Statistics & Probability LEADER AND COLLABORATORACMSP262 Choose simple questions and gather responses

ACMSP263 Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

EFFECTIVE COMMUNICATORACTIVE INVESTIGATORDESIGNER AND CREATORQUALITY PRODUCER

Diocese of Cairns, Catholic Education Services

CROSS CURRICULAR PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


2. current environmental issues

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their


ideas transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


Week: 1 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORSNumber & Algebra ACMNA012 ACMNA013 ACMNA014 ACMNA015 ACMNA016 ACMMG017 ACMMG018Measurement & Geometry ACMMG019 ACMSP020 ACMMG021 ACMSP022 ACMSP023Statistics & Probability ACMSP024 ACMSP262 ACMSP263

CE SE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESrecognise and communicate number sequences and solve simple addition and subtraction problems.

Teacher Instruction Shared/Independent Practice AssessmentBrainstorm the knowledge and understanding needed to grow and sell plants. This can be done as a KWL chart- How do we grow plants? What do we need to know about? How do we know our plants are growing? How can we sell the plants? What do we need to sell the plants? Write the questions and responses on butcher’s paper. This will form the beginning of our class graffiti wall*.

Identify and predict familiar outcomes for the plant- what will happen, what might happen, what won’t happen.

Plant the plants. Encourage students to think of questions about their learning, collate on the butchers paper and display on graffiti wall.

Counting

Using 100s board teacher guides counting to 100

- by 1’s starting at any given number- by 10’s starting at 0- by 5’s starting at 0Go to the herb garden and count plants planted in the garden. Count the plants in

Maths Rotations based on ability groupsStudents, with teacher supervision, begin to count, package (whole and half bunches), label, add and sell their herbs in their class shop, to the school community.

CountingStudents count how many sprigs are in a bunch? How many sprigs are in half a bunch?

Australian Coins and AdditionDecide how much a bunch would be sold for. How much half a bunch would be sold for?Students are guided on how to add bunches together.‘If a person asks for two bunches it will be1bunch+1bunch=2bunches$1 + $1 = $2’MeasurementStudents measure plant growth using uniform units of measurement.

2D and 3D shapesStudents revise the shapes of faces of 3D objects. Students go to the garden and

Students take turns to ‘run’ the shop. They will need to:

Bunch/package groups of herbs- What is a bunch?- What is half a bunch?

Sell plants- How much for a bunch?- How much for half a bunch?

Graph how many bunches they sold onto a graph. Why did ____ sell more in week __?

Add bunches together to make a given number of bunches.

Counting, Addition and Australian Coins

Students will count the number of bunches each customer requires.

Students calculate amounts owing from customers using dollar coins.

MeasurementStudents measure each plant using

MENTAL COMPUTATION☐Rehearse- Count to 100 from zero

- by 1’s starting at any given number- by 10’s starting at 0- by 5’s starting at 0☐Reason- Simple addition and subtraction activities

MATHEMATICAL LANGUAGENumber names to 100.Coins- dollar, cents.Graph- graph, data.Statistics- what will happen, what might happen, what won’t happen, possible

Graffiti Wall- used to display students learning from the beginning to the end of the unit. The wall should include language used in context during the unit: graphs, KWL chart, diagrams etc...


1’s, 2’s, 5’s and 10’s.AdditionUse concrete materials to introduce addition concept. Use addition mats and counters to add two numbers together- one plant add three plants makes how many altogether?

Students create their own plant addition problems for the class to solve.

Australian Coins

Introduce Australian coins. Split the class into ‘coin groups’ each group has to report to the whole class about their coin-What picture was on the coin? What shape is the coin? What colour was the coin? How much is that coin, What is its value? What number is on the front of the coin? Count using 1 , 2, dollar coins.

Record combinations of 1 and 2 dollar coins to pay for plants using Australian currency.

Whole and HalfIntroduce the concept of whole and half.Demonstrate how to cut an object into two equal parts. Use apple, orange, chocolate to demonstrate cutting an object in half.Describe parts of an object or collection of objects as a half when the whole has being partitioned.Reconstruct the two equal parts to make one whole.Model how to ‘bunch/package’ herbs. ‘This is a bunch (6 sprigs). This is half a bunch (3 sprigs).’

draw a ‘bird’s eye view’ image of the garden using 2D shapes. Use designs as a tool for mapping activities.

In small groups, students collect and display weekly data for their allocated herb.

uniform units of measurement. Students can choose to measure plants using formal or informal units of measurement.

2D and 3D shapesStudents identify 2D and 3D shapes in the garden. Students identify the properties of 2D and 3D shapes- face, side, edge, corner.

Students use the data they have collected to graph each plant. Students then answer question applicable to their graph.


MeasurementMeasure (on a selected day) plant growth using uniform units of measurement. Expose students to centimeters and metres.

2D shapesRecognising critical properties of 2D and 3D shapes- corner, curve, straight, side, flat, surface, edge, face. Recognising 2D shapes in every day objects. This can be achieved by looking at artwork by Picasso (The Weeping Woman). Students can then highlight or colour different 2D shapes in the artwork. Students can then complete their own ‘shape artwork’. See resources.

Recognise that 2D shapes are faces of 3D shapes or objects. This could be done by printing 3D shapes.

3D shapesPrint faces of 3D shapes. Introduce the terminology associated with 3D shapes (corner, face, edge). Discuss the number of faces, sides, edges of a particular shape.Graph data (plant growth) in a whole class graph. Explicitly teach graphing terminology.

Other graphs will be modelled and examined throughout the unit.

Week: 1 2 3 4 5 6 7 8 9 10


GROUP ONE SUPPORT GROUP TWO DEVELOPING GROUP THREE SOUND GROUP FOUR HIGH

The following table suggests Maths Rotation Activities for each ability group. After completion of the Unit Observation Checklist, teacher can group students according to their ability level and focus on supporting and extending the concepts taught. These activities are to be completed during Maths Rotations in the shared section of the unit plan (weeks 4-7).Number-Counting- Count to 100 in 1’s

- Sequence numbers 1-20

- Count using dollar coins

Addition- addition to 5 using concrete materials and addition mats.

- Add using dollar coinsGrouping- halve a group of objects.

Measurement and Geometry-Measurement- Sequence heights of different plants.2D shapes- identify 2D shapes and their features3D shapes- identify 3D shapes and their features

Number-Counting- Count to 100 in 1’s

- Sequence numbers 1-100- Count using dollar coins

Addition- addition to 10 using concrete materials and addition mats.

- Add using dollar coins.Grouping- halve a group of objects.

Measurement and Geometry-Measurement- Sequence heights of different plants.Measure the class plants using uniform units of measurement.2D shapes- Identify 2D shapes and their features.3D shapes- Identify 3D shapes and their features.


- Count to 100 in 10’s- Count using dollar or two dollar coins- Sequence numbers 1-50

Addition- addition to 20 using concrete materials and other addition strategies.Grouping- halve a group of objects.

Measurement and Geometry-Measurement- Measure the class plants using uniform units of measurement. Compare different uniform units of measurement e.g. why are there more MABs needed to measure the beanstalk compared to unifix cubes2D shapes- Identify 2D shapes and their features.3D shapes- Identify 3D shapes and their features.


- Count to 100 in 2’s- Count to 100 in 10’s- Count using coins.- Sequence numbers 1-100

Addition- addition experiences to any number. Students use mental computation strategies.Grouping- share a group of objects into equal groups.

Measurement and Geometry-Measurement- Measure the class plants using uniform units of measurement. Compare different uniform units of measurement e.g. why are there more MABs needed to measure the beanstalk compared to unifix cubesExplore measuring the class plants using formal units of measurement e.g. ruler.2D and 3D shapes- identify 2D and 3D shapes in magazine pictures and their environement.

RESOURCES100’s board. Butchers paper. ‘Weeping Woman’ picture by Picasso Halving objects- apple, orange. Coloured paper for artwork. Garden equipment. Planting equipment. Plant addition mats. Coin description sheet. Coins 2D and 3D shapes. Coins. 2D and 3D shapes. Concrete materials. Packaging materials for plants e.g. rubber bands, zip lock bags. Unifix cubes, ruler. 100’s board. Shop setup- desk. Coin float.

REFLECTION


CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written,

Diocese of Cairns, Catholic Education Services9

dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials


What picture was on the coin? What shape is the coin? What number is on the front of the coin?

What colour was the coin? How much is that coin?


Assessment Task Sheet Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name: Year Level: 1

Name of Task: Garden Mathematics Teacher:

Type of Task: ✔ Oral ✔ Written ✔ Other

Task Conditions: ✔ Individual ☐ Pair ✔ Group Work✔ In Class ☐ Homework ☐ Other

Opportunity to use ✔ Books ✔ Notes ☐ Library ☐ Technology

Assessed by ☐ Self ☐ Peer ✔ Teacher

Task Description:

Students are required to set up a class shop. In the class shop students will: label/package (half bunch, whole bunch) and sell plants to the school community. Students will also have to graph their success on a graph.

Students will: plant, grow, package and sell a selection of herbs over a period of time (two terms).

Through this real life experience students will have opportunities to recognise and communicate: number sequences, solve simple addition and subtraction problems, measure plant growth, classify 2D and 3D shapes, identify familiar events and represent data. Students will become familiar with Australian coins and collect and display data associated with their garden.

Students will sell their plants to the school community.

Task Procedure(You will)

1. Divide herbs into half bunches and whole bunches.


2. Label the herbs with dollar amounts $1 or $2.

3. Sell the herbs.

Resources:

Grown plants.

Scissors.

Containers of various shapes in which to grow herbs.

A defined quantity for a ‘bunch’ e.g. 6 sprigs of parsley.

Labels and packaging for herbs.

Somewhere to sell herbs- a class shop.

Coin float.

Observation Criteria SheetStudent Name: ND D Date CommentCount in 1’s to 100

2’s to 1005’s to 10010’s to 100

Solve simple addition problemsMeasure a given object using uniform unitsRecognise half as two equal parts of a wholeOrder Australian Coins

Recognise Australian coinsDescribe Australan coins

Measure using informal uniform units


Compare given lengthsCreate a simple graph which dispalys data on the plants with the least and most growthRecognise attributes of 2D shapesRecognise 3D shapes


ASSESSMENT CRITERIANumber & Alegbra

1. Listen to students count in 1’s, 2’s, 5’s and 10’s from any given number. Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required.

2. Students solve simple addition problems . Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required.

3. Students recognise and describe halving. Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required.

4. Students recognise, describe and order Australian coins. Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required.

Content Descriptor Very High High Sound Developing Support Required

Develop confidence with number sequences to and from 100 by ones from any starting point. (ACMNA012)

Count 0-100 from any starting point on demand forwards and backwards accurately.

Count forward and backwards in number sequences to and from 100 in 1s from familiar starting points.

Count forward in number sequences less than 100.

Count forward in number sequences less than 100 with assistance.

Unable to count in familiar number sequences to 100.

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

Mentally compute simple addition and subtraction problems with two numbers. Able to justify their reasoning using a number line model

Use the count on and back strategies to solve addition and subtraction problems with two numbers.

Manipulate concrete materials to solve addition and subtraction problems with two numbers.

With prompting, manipulate concrete materials to solve addition and subtraction problems with two numbers.

Unable manipulate concrete materials to solve addition and subtraction problems with two numbers.

Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)

Accurately use partitioning language to describe sharing a group into more than two equal parts verbalizing the strategies used.

Accurately use the language to describe sharing a group into two equal parts verbalizing the strategies used.

Accurately use the language to describe halves as two part of a whole

With prompting, use the language to describe halves and wholes

Unable to use the language to describe the relationship of half to whole

Recognise, describe and order Australian coins according to their value (ACMNA017)

Recognize, describe and order by value all Australian coins using a variety of criteria.

Recognize and describe (including the language of value) all Australian coins using a variety of

Recognize and describe all Australian coins using a variety of criteria e.g.

Recognize and describe some Australian coins.

With prompting, recognise and describes some Australian coins.


criteria. colour, animal, size.

Feedback:

Signed Dated

Measurement & Geometry1. Measure and compare the lengths and capacities of pairs of objects using uniform

informal units (ACMMG019)2. Recognise and classify familiar two dimensional shapes and three-dimensional

objects using obvious features (ACMMG022)

1. Measure the plant beds and the growth of the plants using informal (unifix cubes) units of measurement.

2. Using the herb garden, students identify the 3D and 2D shapes included in the design.

Content Descriptor Very High High Sound Developing Support Required

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

Accurately use an informal unit of measurement to measure and can use halves to precisely measure a given object.

Use formal units of measurement to determine the length of a given object.

Accurately use an informal unit of measurement to measure and can use halves to precisely measure a given object e.g. two and a half unifix cubes.

Use an informal unit of measurement to measure a given object.

With prompting, can use an informal unit of measurement to measure a given object.

Unable to use an informal unit of measurement to measure a given object.

Recognise and classify familiar two dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

Identify and describe 2D and 3D shapes with words such as: corners, edges and faces.

Identify 3D shapes and can describe 2D shapes (rectangle, square, triangle and circle) with words such as: corners and edges.

Describe 2D shapes (rectangle, square and triangle) with words such as: corners and edges.

With prompting, can describe 2D shapes (rectangle, square and triangle) with words such as: corners and edges.

Unable to describe 2D shapes (rectangle, square and triangle) with words such as: corners and edges.

Feedback

Signed Dated


Statistics & Probability1. Identify outcomes of familiar events involving chance and describe them using

everyday language such as ‘will happen’,‘won’t happen’ or might happen’(ACMSP024)

2. Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

1. Students identify familiar events concerning the herb garden.2. Students represent data using a pictogram or a bar graph.

Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’,‘won’t happen’ or might happen’(ACMSP024)

Identify outcomes of familiar events using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ and can justify their choice of language with reasons that demonstrate an understanding of cause and effect.

Identify outcomes of familiar events using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ and attempts to justify their choice of language with reasons.

Identify outcomes of familiar events using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen.’

With prompting identify outcomes of familiar events using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen.’

Unable to use everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen.’

Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Use the language ‘grew the most’, ‘grew the least’ to describe plants in the garden and attempts to justify their choice of language with reasons that demonstrate an understanding of cause and effect.

Represents data where one picture or drawing represents one data value and is able to identify other elements of pictogram or bar graph. Student can identify all the elements of the graph.

Use the language ‘grew the most’, ‘grew the least’ to describe plants in the garden and attempts to justify their choice of language with reasons.

Represents data where one picture or drawing represents one data value and is able to identify other elements of pictogram or bar graph. Student can identify the one or two elements of the graph.

Use the language ‘grew the most’, ‘grew the least’ to describe plants in the garden.

Represents data where one picture or drawing represents one data value.

With prompting student attempts to use the language ‘grew the most’, ‘grew the least’ to describe plants in the garden.

With prompting, student attempts to represents data where one picture or drawing represents one data value.

Unable to use the language ‘grew the most’, ‘grew the least’ to describe plants in the garden.

Unable to represent data where one picture or drawing represents one data value.

Feedback


Signed Dated


maths investigation overview, term 1 - the web viewyear 1. number & algebra. ... acmsp262 choose...

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