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OneSchoolUnit Plan
Name: Unit 2 - Mathematics Year 3 (V8)Duration: 8 Weeks
Year Level: Year 3
Applicable LearningAreas/Subjects: Mathematics
Unit Plan
In this unit apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.
Through the proficiency strands - understanding, fluency, problem-solving and reasoning students have opportunities to develop understandings of:
Number and place value - compare and order three-digit numbers, partition three-digit numbers into place value parts, investigate 1 000, count to and beyond 1 000, use place value to add and subtract numbers, recall addition number facts, add and subtract three-digit numbers, add and subtract numbers eight and nine, solve addition and subtraction word problems, double and halve multiples of ten.
Fractions and decimals - describe fractions as equal portions or shares; represent halves, quarters and eighths of shapes and collections; represent thirds of shapes and collections.
Money and financial mathematics - count collections of coins and notes, make and match equivalent combinations, calculate change from simple transactions, solve a range of simple problems involving money.
Patterns and algebra - infer pattern rules from familiar number patterns, identify and continue additive number patterns, identify missing elements in number patterns.
Shape - identify and describe the features of familiar three-dimensional objects, make models of three-dimensinoal objects. Location and transformation - represent positions on a simple grid map, show full, half and quarter turns on a grid map, describe positions in relation to key
features, represent movement and pathways on a simple grid map. Geometric reasoning - identify angles in the environment, construct angles with materials, compare the size of familiar angles in everyday situations.
For further information to support teaching of the unit, view the:
Year level plan Teacher lesson overview Supporting learning resource - Misunderstandings and misconceptions
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Adding, subtracting and partitioning numbers (Yr 03)Students recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.
Short answer questions
Mathematics Unscheduled
Classifying numbers as odd or even and continuing number patterns (Yr 03)Students identify odd and even numbers, justify why a number is odd or even, and to identify, continue and describe number patterns.
Monitoring Mathematics Unscheduled
Investigating positions on maps (Yr 03)Students use simple strategies to reason and solve a location inquiry question.
Assignment/Project Mathematics Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Shape Number and place value Patterns and algebra Fractions and decimals and
Number and place value Location and transformation Number and place value Geometric reasoning Money and financial
mathematics
Resources Attachments Plan Resource Bank
Assessment Assignment/Project - Investigating
positions on maps (Yr 03) Monitoring - Classifying numbers as
odd or even and continuing number patterns (Yr 03)
Short answer questions - Adding, subtracting and partitioning numbers (Yr 03)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Australian Curriculum
Mathematics - Year 3
Year 3 Achievement StandardBy the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Content Descriptions
Measurement and Geometry Number and Algebra
Shape
Make models of three-dimensional objects and describe key features (ACMMG063)
Geometric reasoning
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)
Location and transformation
Create and interpret simple grid maps to show position and pathways (ACMMG065)
Money and financial mathematics
Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
Number and place value
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)
Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
Recognise and explain the connection between addition and subtraction (ACMNA054)
Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
Fractions and decimals
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
Patterns and algebra
Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with:
recognising increasing and decreasing number sequences involving 2s, 3s and 5s identifying the missing element in a number sequence recognising the features of three-dimensional objects performing simple addition and subtraction calculations using a range of strategies dividing collections and shapes into halves, quarters and eighths drawing two-dimensional shapes representing multiplication and division by grouping into sets associating collections of Australian coins with their value interpreting simple maps of familiar locations counting to and from 1 000.
Curriculum working towardsThe teaching and learning in this unit work towards the following:
solving problems using efficient strategies for multiplication representing money values in various ways matching positions on maps with given information recognising angles in real situations counting to and from 10 000 recalling multiplication facts for single-digit numbers correctly counting out change from financial transactions.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating
Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement
Information and communication technology (ICT) capability Investigating with ICT Creating with ICT Communicating with ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-management Social awareness Social management
For further information, refer to refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support . https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp:
Username: CCPYDM Password: Curriculum#1
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessing student learningAssessment name: Adding, subtracting and partitioning numbersAssessment description: Students recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.Assessment name: Investigating positions on mapsAssessment description: Students use simple strategies to reason and solve a location inquiry question.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Monitoring taskMonitoring name: Classifying numbers as odd or even and continuing number patternsMonitoring description: Students identify odd and even numbers, justify why a number is odd or even, and identify, continue and describe number patterns.Specific monitoring opportunities in this unit may include observations, consultations and samples of students work, for example:
partition three-digit numbers for the purpose of adding, subtracting and multiplying represent three-digit numbers identify place value parts compare standard and non-standard place value parts represent multiplication problems with materials represent fractional parts of shapes and collections (halves, quarters, eighths, thirds) solve simple number problems involving fractions count collections of coins and notes calculate change from simple transactions describe rules for number patterns identify missing elements in number sequences identify rules for number patterns make models of three-dimensional objects describe the features of three-dimensional objects create and follow pathways on simple grid maps identify angles in real situations compare angles using simple tools.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:
three-dimensional objects and their features making models of three-dimensional objects standard and non-standard place value partitioning involving three-digit numbers efficient strategies for recalling multiplication number facts describing number patterns identifying missing elements within familiar number sequences representing fractional parts of shapes and collections solving simple problems involving fractions. representing place value parts comparing and ordering numbers strategies for solving addition and subtraction problems counting collections of coins and notes calculating change representing locations and pathways on grid maps identifying angles in real situations describing and comparing angles.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
3 Lessons Shape Lesson 1: Identifying features of three-dimensional objects and describing prisms Lesson 2: Making models of 3D objects Lesson 3: Constructing models of 3D objects
5 Lessons Number and place value Lesson 4: Comparing, ordering and partitioning three-digit numbers Lesson 5: Using place value in addition and subtraction Lesson 6: Adding and subtracting three digit numbers Lesson 7: Adding and subtracting numbers eight and nine Lesson 8: Solving addition and subtraction word problems
4 Lessons Patterns and algebra Lesson 9: Describing additive number patterns Lesson 10: Investigating additive number patterns Lesson 11: Investigating odd and even numbers Lesson 12: Identifying and continuing number patterns
6 Lessons Fractions and decimals and Number and place value Lesson 13: Representing unit fractions Lesson 14: Representing fractions of a collection Lesson 15: Representing thirds Lesson 16: Representing thirds of a collection Lesson 17: Partitioning three-digit numbers and representing 1 000 Lesson 18: Assessing student learning
4 Lessons Location and transformation Lessons 19-22: Investigating positions on maps
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
2 Lessons Number and place value Lesson 23: Doubling and halving multiples of ten Lesson 24: Practising multiplication facts
4 Lessons Geometric reasoning Lesson 25: Identifying angles in the environment Lesson 26: Constructing angles Lesson 27: Comparing angles Lesson 28: Extending understanding of angles
4 Lessons Money and financial mathematics Lesson 29: Counting money Lesson 30: Making equivalent money combinations Lesson 31: Calculating change Lesson 32: Solving simple money problems
32 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Shape Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify features of three-dimensional objects, describe prisms and construct models of three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Identifying features of three- dimensional objects and describing prisms
Lesson objectivesStudents will:
Identify and describe the face, edge and corner features of three-dimensional objects.
Sort and compare three-dimensional objects by looking at their features.
Describe the common features of prisms. Identify three-dimensional objects that are prisms.
Evidence of learningCan the student:
Identify similarities and differences between three-dimensional objects?
Describe three-dimensional objects and 'like groups' of three-dimensional objects using appropriate geometric terms?
Make a model of a prism and explain the features that make it a prism?
Example learning sequence Establish learning context Name familiar three-dimensional objects Identify the features of three-dimensional objects Sort three-dimensional objects Describe the features of prisms Identify prisms Make a model of a prism
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Identifying features of three-dimensional objects Sheet - Three-dimensional objects Supporting learning resource - Monitoring audit - by the end of Year 3 modelling material (e.g. reusable modelling clay, connecting blocks) models of three-dimensional objects (e.g. cone, cube, cylinder, pyramid, sphere,
rectangular prism) or objects to represent these models Learning object - 3D shapes from different views Sheet - 3D name cards 'feely' bag or box Magazines
Helpful information Video - Prisms https://learningplace.eq.edu.au/cx/resources/items/524e45aa-329a-44a3-
bc76-22e9fd30685d/0/Prism.mp4 Website - Mathematics library
https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Shape Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify features of three-dimensional objects, describe prisms and construct models of three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 2
Making models of 3D objects
Lesson objectivesStudents will:
Make solid models of three-dimensional objects. Describe the features of three-dimensional objects.
Evidence of learningCan the student:
Make solid models of three-dimensional objects? Identify and label faces, edges and corners?
Example learning sequence Establish learning context Make models of three-dimensional objects Name and describe three-dimensional objects
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Making solid models of 3D objects Sheet - Playdough recipe modelling materials (reusable modelling clay, playdough, modelling clay, connecting
blocks) digital camera (optional)
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Shape Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify features of three-dimensional objects, describe prisms and construct models of three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 3
Constructing models of 3D objects
Lesson objectivesStudents will:
Construct skeletal models of three-dimensional objects. Describe the features of three-dimensional objects.
Evidence of learningCan the student:
Construct skeletal models of three-dimensional objects? Identify faces of skeletal models? Identify and label edges and corners?
Example learning sequence Establish learning context Describe skeletal models Construct skeletal models of three-dimensional objects Name and describe three-dimensional objects
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Constructing models of 3D objects grid mat drinking straws, pipe cleaners and/or toothpicks elastic (2 m lengths tied in a loop) - at least four lengths reusable modelling clay or modelling clay
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will compare, order and partition three- digit numbers, use place value in addition and subtraction, solve addition and subtraction word problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 4
Comparing, ordering and partitioning three-digit numbers
Lesson objectivesStudents will:
Compare three-digit numbers. Order three-digit numbers. Identify standard and non-standard place value parts. Round three-digit numbers to the nearest ten and nearest
hundred.Evidence of learningCan the student:
Describe three-digit numbers as 'greater than' and 'less than'? Arrange three-digit numbers in order of 'least, middle, greatest'
and 'greatest, middle, least'? Record the result of place value partitioning with drawings and
simple number sentences? Explain personal methods for rounding three-digit numbers?
Example learning sequence Establish learning context Compare three-digit numbers Order three-digit numbers Represent place value parts Round three-digit numbers
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Partitioning three-digit numbers 1 Sheet - Match three-digit representations Sheet - Number match cards (Note: to cut out) Sheet - 0 to 9 digit cards 10 sided dice (0 to 9) Learning object - Number expander Sheet - Number expander (HTO) Sheet - Partitioning game Sheet - Expand your mind bingo Sheet - Partitioning game: three-digit number cards base 10 materials place value chart place value beads counters
Helpful information Supporting learning resource - Partitioning - What is it?
https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will compare, order and partition three- digit numbers, use place value in addition and subtraction, solve addition and subtraction word problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 5
Using place value in addition and subtraction
Lesson objectivesStudents will:
Describe how partitioning into place value parts can help to solve addition and subtraction problems.
Use rounding to determine a reasonable answer.Evidence of learningCan the student:
Represent addition and subtraction problems with base 10 materials?
Identify place value parts that make addition and subtraction easier?
Example learning sequence Establish learning context Represent addition and subtraction Add and subtract using place value parts
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Using place value in addition and subtraction Learning object - MAB: base 10 Sheet - Place value chart (HTO) MAB base 10 materials
Helpful information Supporting learning resource - Partitioning - What is it?
https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc
Supporting learning resource - Number facts: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Mental strategies: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will compare, order and partition three- digit numbers, use place value in addition and subtraction, solve addition and subtraction word problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 6
Adding and subtracting three digit numbers
Lesson objectivesStudents will:
Recall addition and subtraction number facts. Add and subtract with multiples of 10 and 100. Add and subtract two-digit and three-digit numbers. Describe and record personal methods for adding and subtracting.
Evidence of learningCan the student:
Use a range of strategies to recall addition number facts to 9 + 9? Use a variety of strategies to add and subtract efficiently? Record methods for adding and subtracting with informal jottings
and recordings?Example learning sequence
Establish learning context Recall addition and subtraction number facts Add and subtract with multiples of 10 and 100 Add three-digit numbers Subtract three-digit numbers Add three two-digit numbers
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Adding and subtracting three-digit numbers Learning object - Double dice Learning object - Tens dice Sheet - Addition grid Sheet - 0 to 9 digit cards Sheet - Absent numbers bead strings (20-string) addition bingo cards Sheet - Tenpin bowling scores base 10 materials two-digit number cards Find and prepare 'hot potato' sheets, showing two-digit and three-digit addition and
subtraction problems.Helpful information
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1, 2, 4 and 5
Supporting learning resource - Number facts: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Attachments Lesson plan
Lesson 7 Lesson objectivesStudents will:
Resources Supporting learning resource - Mathematics tool kit Years 3-6
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will compare, order and partition three- digit numbers, use place value in addition and subtraction, solve addition and subtraction word problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Adding and subtracting numbers eight and nine
Use a compensate strategy to add eight and nine to two-digit and three-digit numbers.
Use a compensate strategy to subtract eight and nine from a two-digit number.
Describe and record personal methods for adding and subtracting.Evidence of learningCan the student:
Represent and explain a compensate strategy?Example learning sequence
Establish learning context Add eight and nine using a compensate strategy Subtract eight or nine using a compensate strategy
Supporting learning resource - Adding and subtracting numbers eight and nine Learning object - Add 9 and 19 with Undercover Cat MAB base 10 materials bundled base 10 materials
Helpful information Supporting learning resource - Mental strategies: Addition and subtraction
https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684212&stream_asset=true Calculate, Key understandings 4 and 5
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will compare, order and partition three- digit numbers, use place value in addition and subtraction, solve addition and subtraction word problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 8
Solving addition and subtraction word problems
Lesson objectivesStudents will:
Use part-part-whole thinking to interpret and solve addition and subtraction problems.
Apply a range of strategies to add and subtract.Evidence of learningCan the student:
Identify values within an addition or subtraction problem as 'parts' or 'the whole'?
Choose the appropriate operation for solving a given problem?Example learning sequence
Establish learning context Interpret word problems Solve word problems Write word problems
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Solving addition and subtraction word problems Sheet - Addition and subtraction problems base 10 materials (MAB, bead strings, bean sticks)
Helpful information Supporting learning resource - Part-part-whole reasoning: Addition and subtraction
https://learningplace.eq.edu.au/cx/resources/items/34ae4a5d-2d85-4f1a-a1bd-fc730c4343f4/0/Mth_Y03_U3_SLR_PartPartWholeReasoning.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 2 and 6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, continue and create additive number patterns.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Describing additive number patterns
Lesson objectivesStudents will:
Identify rules in number patterns involving a recurring increment. Use pattern rules to continue number sequences and identify
missing elements.Evidence of learningCan the student:
Describe pattern rules involving patterns with a recurring increment?
Use materials to represent and continue number patterns?Example learning sequence
Establish learning context Describe number patterns Identify the recurring increment in a number pattern Identify missing elements
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Describing additive number patterns Learning object - Hundred board and calcuklator combo Calculators
Helpful information Learning object - Hundred board
http://learningplace.eq.edu.au/cx/resources/items/45dc336e-bfb3-6650-8f97-a5ba35215b15/0/ViewIMS.jsp
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, continue and create additive number patterns.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 10
Investigating additive number patterns
Lesson objectivesStudents will:
Identify rules in number patterns. Apply pattern rules to continue number sequences and identify
missing elements.Evidence of learningCan the student:
Describe pattern rules in terms of starting number and change? Use materials and tools to represent and determine missing
elements in number sequences?Example learning sequence
Establish learning context Describe number patterns Identify pattern rules Identify missing elements
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Investigating additive number patterns calculators counters or linking cubes paper for folding
Helpful information Learning object - Hundred board
http://learningplace.eq.edu.au/cx/resources/items/45dc336e-bfb3-6650-8f97-a5ba35215b15/0/ViewIMS.jsp
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, continue and create additive number patterns.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 11
Investigating odd and even numbers
Lesson objectivesStudents will:
Describe the conditions for a number to be odd or even. Identify odd and even numbers. Describe pattern rules for even and odd number sequences.
Evidence of learningCan the student:
Describe collections as odd or even? Sort numbers into collections of odd and even numbers?
Example learning sequence Establish learning context Represent even and odd numbers Describe odd and even counting sequences Identify odd and even numbers
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Investigating odd and even numbers Sheet - Ten frame counters (20 per student) bundling materials (e.g. ice-cream sticks, connecting blocks) messy box (container/s containing counting items such as paperclips, blocks, pegs) sets of number cards dice
Helpful information Learning object - Hundred board
http://learningplace.eq.edu.au/cx/resources/items/45dc336e-bfb3-6650-8f97-a5ba35215b15/0/ViewIMS.jsp
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, continue and create additive number patterns.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 12
Identifying and continuing number patterns
Lesson objectivesStudents will:
Identify odd and even numbers. Justify why a number is odd or even. Identify, continue and describe number patterns.
Evidence of learningCan the student:
Use materials to show why a number is odd or even? Use pattern rules to continue number sequences?
Example learning sequence Establish learning context Classify numbers as either odd or even (Monitoring task) Continue number patterns involving addition and subtraction
(Monitoring task)
Resources Monitoring task - Classifying numbers as odd or even and continuing number
patterns Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Monitoring audit - by the end of Year 3
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals and Number and place value Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will model and represent unit fractions and represent and partition three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 13
Representing unit fractions
Lesson objectivesStudents will:
Describe fractions as equal-sized parts of one whole. Represent halves, fourths and eighths of a whole shape or object.
Evidence of learningCan the student:
Partition a range of models into halves, quarters and eighths? Describe the fractional relationship between parts and one whole?
Example learning sequence Establish learning context Identify models of fractions Partition and identify halves Describe the relationship between halves, quarters and eighths
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing unit fractions Sheet - Fraction extraction game board Sheet - Blank dice counters paper squares rectangle paper strips
Helpful information Learning object - Geoboard http://learningplace.eq.edu.au/cx/resources/items/f25af64c-
62cb-8251-d5b6-43d44631d6f5/0/ViewIMS.jsp Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals and Number and place value Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will model and represent unit fractions and represent and partition three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 14
Representing fractions of a collection
Lesson objectivesStudents will:
Represent fractions using linear materials and recognise key equivalent fractions.
Share collections equally to solve simple problems (halves, quarters and eighths).
Evidence of learningCan the student:
Use a range of models and materials to compare the size of fractions?
Share collections equally to represent halves, quarters and eighths?
Example learning sequence Establish learning context Represent fractional parts Compare halves, quarters and eighths Share collections to solve simple problems
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing fractions of a collection Sheet - Fraction extraction game board Sheet - Fraction extraction: Greater than/less than cards rectangular strips of paper counters or joining cubes items to partition
Helpful information Learning object - Geoboard http://learningplace.eq.edu.au/cx/resources/items/f25af64c-
62cb-8251-d5b6-43d44631d6f5/0/ViewIMS.jsp Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals and Number and place value Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will model and represent unit fractions and represent and partition three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 15
Representing thirds
Lesson objectivesStudents will:
Investigate and represent thirds using a range of models and materials.
Describe the fractional relationship between parts and the whole.Evidence of learningCan the student:
Represent thirds using a range of materials and models? Name and record thirds of a whole?
Example learning sequence Establish learning context Investigate thirds Represent fractional parts
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing thirds chart of flags of the world (or use online pictures of flags) objects that can be partitioned into thirds (e.g. a slice of bread, a chocolate bar, a
piece of celery) A4 paper
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1
Sheet - Folding thirds from a circle https://learningplace.eq.edu.au/cx/resources/items/3457a49e-0126-4d05-a7f6-189142ed431c/0/Mth_Y03_U3_SH_FoldThirdsCircle.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals and Number and place value Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will model and represent unit fractions and represent and partition three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 16
Representing thirds of a collection
Lesson objectivesStudents will:
Share collections into thirds. Solve simple problems involving thirds.
Evidence of learningCan the student:
Partition a continuous quantity of set objects into equal parts? Compare halves, quarters, eighths and thirds using a range of
models and materials?Example learning sequence
Establish learning context Share collections to represent thirds Compare thirds with other fractions
Resources Supporting learning resource - Mathematics tool kit Years 3-6 Supporting learning resource - Representing thirds of a collection Sheet - Fraction extraction game board Sheet - Fraction extraction: Matching cards counters rectangular strips of paper modelling material materials for sharing (counters, joining cubes, ice-cream sticks)
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals and Number and place value Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will model and represent unit fractions and represent and partition three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 17
Partitioning three-digit numbers and representing 1 000
Lesson objectivesStudents will:
Partition three-digit numbers in a variety of ways. Identify and describe standard and non-standard place value
parts. Count beyond 1 000 in multiples of one, 10 and 100.
Evidence of learningCan the student:
Partition three-digit numbers using materials and visual models? Record place value parts in a number sentence? Describe how partitioning can assist mental computation? Count beyond 1 000 in multiples of one, 10 and 100?
Example learning sequence Establish learning context Represent place value parts Round three-digit numbers Use place value parts for adding and subtracting Represent 1 000 Represent counting sequences involving 1 000
Resources Supporting learning resource - Partitioning three-digit numbers 2 Learning object - Number expander Sheet - Partitioning game Sheet - Number expander (HTO) Sheet - Arrow cards Sheet - Expand your mind bingo! Game 2 Sheet - Number Detective vs The Number Dodger Learning object - MAB: base 10 Learning object - Number line Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4-6
Supporting learning resource - Partitioning - What is it? https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals and Number and place value Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will model and represent unit fractions and represent and partition three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 18
Assessing student learning
Assessment purposeTo recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.Example learning sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Adding, subtracting and partitioning numbers Assessment task - Adding, subtracting and partitioning numbers: Teaching notes Assessment task - Adding, subtracting and partitioning numbers: Model response Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive
number facts) (slideshow) Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive
number facts) - Model response (slideshow)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 29 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create and interpret simple grid maps to show position and pathways.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lessons 19-22
Investigating positions on maps
Lesson objectivesStudents will:
Match and represent positions and pathways.
Evidence of learningCan the student:
Match positions on simple maps from given information?
Represent positions and pathways on simple grid maps?
Example learning sequence Establish learning context Explore the language and tools for
representing position and pathways (Discover)
Plan how to explore the MGI question (Devise)
Follow plan to represent the positions and pathways in a game (Develop)
Explain and determine the success of the representation (Defend)
Explore further questions for mapping grids (Diverge)
Resources Assessment task - Investigating positions on maps Supporting learning resource - Investigating positions on maps Sheet - Sunny Park School evacuation plan Sheet - Paragon Island Website - Map-tastic https://learningplace.eq.edu.au/cx/resources/items/b1af59f2-4ac8-773a-6789-2ce551aed000/0/
index.html Learning object - Position: describing positions (TLF 85112)
https://learningplace.eq.edu.au/cx/resources/items/2773fec9-b806-b791-da88-4a268a5652bc/0/viewIMS.jsp © 2011, Alan McSeveny www.mathsbuilder.com.au
Learning object - The sunken treasure Learning object - Dance moves Sheet - Unlabelled grid counters traditional game (this could be a board game, social game or sporting activity) list of items to locate in a simple scavenger hunt equipment and materials for planning games grid paper or grid overlays Maths mat Supporting learning resource - Evidence cycle Supporting learning resource - Guided inquiry poster Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Learning object - Position: describing positions (TLF S5112)
https://learningplace.eq.edu.au/cx/resources/items/2773fec9-b806-b791-da88-4a268a5652bc/0/viewIMS.jsp © 2011, Alan McSeveny www.mathsbuilder.com.au
Supporting learning resource - Yulunga: Traditional Indigenous Games (ASC) https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga (Note: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.)
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent location, Key understandings 1-3
Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 30 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create and interpret simple grid maps to show position and pathways.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Video - What is a mathematical guided inquiry? https://learningplace.eq.edu.au/cx/resources/items/80ba6d23-8db5-41ca-b520-ba1bf926b872/1/Mth_Y3_U2_ILM16_Dig_What_is_a_guided_inquiry_3-4.mp4
Attachments Lesson plan
Teaching Sequence
Topic Number and place value Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will double and halve multiples of ten and practise multiplication facts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 23
Doubling and halving multiples of ten
Lesson objectivesStudents will:
Double two-digit and three-digit multiples of 10. Halve two-digit and three-digit multiples of 10.
Evidence of learningCan the student:
Use materials to represent multiplication and division with multiples of 10 (doubling and halving)?
Solve multiplication and division problems involving two-digit and three-digit multiples of 10 (doubling and halving)?
Example learning sequence Establish learning context
Resources Supporting learning resource - Doubling multiples of 10 Learning object - MAB: base 10 Sheet - Place value chart MAB base 10 materials dice bean bags calculators Learning object - Mini-beasts mission Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Supporting learning resource - Number facts: Multiplication and division
https://learningplace.eq.edu.au/cx/resources/items/89bc859b-fb4e-491d-a462-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 31 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create and interpret simple grid maps to show position and pathways.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Multiply and divide two-digit and three-digit multiples of 10 by two Solve multiplication and division problems
ce73e3fa9a67/0/Mth_Y03_U4_SLR_NumberFacts_MultiplicationAndDivision.docx Supporting learning resource - Mental strategies: Multiplication and division
https://learningplace.eq.edu.au/cx/resources/items/76c77be1-a474-4705-9a1c-16dcfafbc226/0/Mth_Y06_U2_SLR_MultDiv.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 4 and 5
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 32 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create and interpret simple grid maps to show position and pathways.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 24
Practising multiplication facts
Lesson objectivesStudents will:
Recall familiar multiplication facts: 2s, 5s, 10s, 1s and 0s.Evidence of learningCan the student:
Recall familiar facts using an efficient thinking strategy? Describe related multiplication facts?
Example learning sequence Establish learning context Recall facts from known strategies
Resources Supporting learning resource - Practising multiplication facts Learning object - Multiplication grid Learning object - Down the river Learning object - Tren's alien pet shop playing cards counters paper grid paper calculators dice with the numbers 0, 1, 2, 2, 5, 10 Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Supporting learning resource - Number facts: Multiplication and division
https://learningplace.eq.edu.au/cx/resources/items/89bc859b-fb4e-491d-a462-ce73e3fa9a67/0/Mth_Y03_U4_SLR_NumberFacts_MultiplicationAndDivision.docx
Supporting learning resource - Mental strategies: Multiplication and division https://learningplace.eq.edu.au/cx/resources/items/76c77be1-a474-4705-9a1c-16dcfafbc226/0/Mth_Y06_U2_SLR_MultDiv.docx
Learning object - Maths - sing it! https://learningplace.eq.edu.au/cx/resources/items/c29ba0ab-b340-010c-02ae-f7e9e51badba/0/viewIMS.jsp
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 4 and 5
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 33 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Geometric reasoning Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify angles in the environment, construct and compare angles.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 25
Identifying angles in the environment
Lesson objectivesStudents will:
Describe angles as the amount of turn between two lines. Locate angles in the environment.
Evidence of learningCan the student:
Represent angles with materials? Describe an angle as the amount of turn from one line to a second
line?Example learning sequence
Establish learning context Establish a definition of 'angle' Represent angles Locate angles in the environment
Resources Supporting learning resource - Identifying angles in the environment two-dimensional shapes (e.g. square, rectangle, triangle, hexagon) camera marker or cone (e.g. witch's hat) everyday objects and shapes (examples of angles) Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 34 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Geometric reasoning Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify angles in the environment, construct and compare angles.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 26
Constructing angles
Lesson objectivesStudents will:
Use materials and tools to construct angles. Identify and describe 'square corner angles'.
Evidence of learningCan the student:
Construct different angles with materials and tools? Identify 'square corner angles'? Describe 'square corner angles' as angles with a quarter turn?
Example learning sequence Establish learning context Construct angles Identify 'square angles' (right angles)
Resources Supporting learning resource - Constructing angles Learning object - Geoboard Learning object - Angles (3) Sheet - Tangles the angle bear geoboards and rubber bands analog clock paper circles cardboard strips split pins construction material (reusable model construction systems, geostrips or similar) 6 mm nuts and bolts (optional) ice-cream sticks (optional) drill and drill-bit (optional) Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 35 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Geometric reasoning Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify angles in the environment, construct and compare angles.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 27
Comparing angles
Lesson objectivesStudents will:
Compare familiar angles in the environment. Describe angles in general terms: 'larger', 'smaller', 'same size'.
Evidence of learningCan the student:
Make direct angle comparisons by overlaying shapes? Make indirect comparisons of angles by using a self-made angle
tester?Example learning sequence
Establish learning context Compare angles of familiar shapes Compare angles in the environment
Resources Supporting learning resource - Comparing angles collection of two-dimensional shapes (paper cut-outs, attribute blocks or similar) angle testers cameras scrap paper Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Lesson 28
Extending understanding of angles
Lesson objectivesStudents will:
Compare angles of familiar shapes and objects. Describe angles as 'right angle', 'larger than a right angle', 'smaller
than a right angle'.Evidence of learningCan the student:
Make indirect comparisons of angles by using a self-made angle tester?
Identify 'right angles' and angles that are 'smaller than a right angle' and 'larger than a right angle'?
Example learning sequence Establish learning context Represent angles Extend understanding of angle comparisons Identify angles using simple tools
Resources Supporting learning resource - Extending understanding of angles Learning object - Geoboard magazines and newspapers cardboard strips split pins construction material (reusable model construction systems, geo strips or similar) Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 36 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 37 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Money and financial mathematics Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will double and halve multiples of ten and practise multiplication facts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 29
Counting money
Lesson objectivesStudents will:
Describe the features of Australian coins and notes. Count collections of coins and notes.
Evidence of learningCan the student:
Order coins and notes according to their value? Describe strategies for counting collections of coins and notes?
Example learning sequence Establish learning context Identify features of Australian coins and notes Explore coins and notes from other countries Count collections of coins and notes Write money amounts
Resources Supporting learning resource - Counting money Learning object - $5 and $10 notes Learning object - $20, $50 and $100 notes Sheet - Coin combinations to remember Sheet - Money exchange game Sheet - Money bingo gameboards Sheet - Money bingo cards imitation coins and notes, money dice (marked 5c, 10c, 10c, 20c, 20c, 50c) Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Website - Royal Australian Mint (Australian Government) http://www.ramint.gov.au/ Sheet - Counting coins https://learningplace.eq.edu.au/cx/resources/items/e911459d-3167-
4540-8615-a9bb7d752061/0/Mth_Y02_U4_SH_InfoSheetCountCoin.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 38 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Money and financial mathematics Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will double and halve multiples of ten and practise multiplication facts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 30
Making equivalent money combinations
Lesson objectivesStudents will:
Represent money amounts in different ways.Evidence of learningCan the student:
Make money amounts to match a value or price? Match equivalent collections of coins and notes?
Example learning sequence Establish learning context Make combinations with coins Make combinations with coins and notes Match representations
Resources Supporting learning resource - Making equivalent money combinations Learning object - $5 and $10 notes Learning object - $20, $50 and $100 notes Sheet - Common coin combinations Sheet - Dollar and cent amounts Sheet - Equivalent money cards (Note: to cut out) Sheet - Ways with money imitation coins and notes Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Lesson 31
Calculating change
Lesson objectivesStudents will:
Identify situations that require change. Describe strategies for calculating change.
Evidence of learningCan the student:
Tender appropriate coins and notes in shopping situations? Identify situations of 'too much' and 'not enough' to buy an item? Describe personal methods for calculating change from simple
transactions?Example learning sequence
Establish learning context Buy goods Give change Calculate change
Resources Supporting learning resource - Calculating change Learning object - Australian money: Correct money and change Sheet - Using coins and notes imitation coins and notes everyday items labelled with price tags Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Lesson 32 Lesson objectives Resources
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 39 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Money and financial mathematics Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will double and halve multiples of ten and practise multiplication facts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Solving simple money problems
Students will: Solve simple problems involving money.
Evidence of learningCan the student:
Calculate change from simple transactions? Calculate totals by adding the price of two items?
Example learning sequence Establish learning context Calculate change Calculate totals
Supporting learning resource - Solving simple money problems Sheet - Goods for sale imitation coins and notes everyday items labelled with price tags Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 40 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Shape Lesson plan - Mth_Y03_U2_LP01.docx
Lesson plan - Mth_Y03_U2_LP02.docx
Lesson plan - Mth_Y03_U2_LP03.docx
Sequence - Number and place value Lesson plan - Mth_Y03_U2_LP04.docx
Lesson plan - Mth_Y03_U2_LP05.docx
Lesson plan - Mth_Y03_U2_LP06.docx
Lesson plan - Mth_Y03_U2_LP07.docx
Lesson plan - Mth_Y03_U2_LP08.docx
Sequence - Patterns and algebra Lesson plan - Mth_Y03_U2_LP09.docx
Lesson plan - Mth_Y03_U2_LP10.docx
Lesson plan - Mth_Y03_U2_LP11.docx
Lesson plan - Mth_Y03_U2_LP12.docx
Sequence - Fractions and decimals and Number and place value
Lesson plan - Mth_Y03_U2_LP13.docx
Lesson plan - Mth_Y03_U2_LP14.docx
Lesson plan - Mth_Y03_U2_LP15.docx Lesson plan - Mth_Y03_U2_LP16.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 41 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Lesson plan - Mth_Y03_U2_LP17.docx
Lesson plan - Mth_Y03_U2_LP18.docx
Sequence - Location and transformation Lesson plan - Mth_Y03_U2_LP19-22.docx
Sequence - Number and place value Lesson plan - Mth_Y03_U2_LP23.docx
Lesson plan - Mth_Y03_U2_LP24.docx
Sequence - Geometric reasoning Lesson plan - Mth_Y03_U2_LP25.docx
Lesson plan - Mth_Y03_U2_LP26.docx
Lesson plan - Mth_Y03_U2_LP27.docx
Lesson plan - Mth_Y03_U2_LP28.docx
Sequence - Money and financial mathematics
Lesson plan - Mth_Y03_U2_LP29.docx
Lesson plan - Mth_Y03_U2_LP30.docx
Lesson plan - Mth_Y03_U2_LP31.docx
Lesson plan - Mth_Y03_U2_LP32.docx
Sequence 10 sided dice (0 to 9)
6 mm nuts and bolts (optional)
A4 paper
addition bingo cards
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 42 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
analog clock
angle testers
base 10 materials
bead strings (20-string)
bean bags
bundled base 10 materials
bundling materials (e.g. ice-cream sticks, connecting blocks)
calculators
cameras
cardboard strips
chart of flags of the world (or use online pictures of flags)
collection of two-dimensional shapes (paper cut-outs, attribute blocks or similar)
construction material (reusable model construction systems, geo strips or similar)
counters
counters (20 per student)
counters (20 per student) counters or joining cubes
dice
dice with the numbers 0, 1, 2, 2, 5, 10
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 43 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
digital camera (optional)
drill and drill-bit (optional)
drinking straws, pipe cleaners and/or toothpicks
elastic (2 m lengths tied in a loop) - at least four lengths
equipment and materials for planning games
everyday items labelled with price tags
everyday objects and shapes (examples of angles)
'feely' bag or box
Find and prepare 'hot potato' sheets, showing two-digit and three-digit addition and subtraction problems
geoboards and rubber bands
grid mat
grid paper
grid paper or grid overlays
ice-cream sticks (optional)
imitation coins and notes
imitation coins and notes, money dice (marked 5c, 10c, 10c, 20c, 20c, 50c)
items to partition
Learning object - $20, $50 and $100 notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 44 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Learning object - $5 and $10 notes
Learning object - 3D shapes from different views
Learning object - Add 9 and 19 with Undercover Cat
Learning object - Angles (3)
Learning object - Australian money: Correct money and change
Learning object - Dance moves
Learning object - Double dice
Learning object - Down the river
Learning object - Geoboard
Learning object - Hundred board http://learningplace.eq.edu.au/cx/resources/items/45dc336e-bfb3-6650-8f97-a5ba35215b15/0/ViewIMS.jsp
Learning object - Hundred board and calculator combo
Learning object - MAB: base 10
Learning object - Maths - sing it! https://learningplace.eq.edu.au/cx/resources/items/c29ba0ab-b340-010c-02ae-f7e9e51badba/0/viewIMS.jsp
Learning object - Mini-beasts mission
Learning object - Multiplication grid
Learning object - Number expander Learning object - Number line
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 45 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Learning object - Position: describing positions (TLF S5112) https://learningplace.eq.edu.au/cx/resources/items/2773fec9-b806-b791-da88-4a268a5652bc/0/viewIMS.jsp © 2011, Alan McSeveny www.mathsbuilder.com.au
Learning object - Tens dice
Learning object - The sunken treasure
Learning object - Tren's alien pet shop
list of items to locate in a simple scavenger hunt
MAB base 10 materials
magazines
magazines and newspapers
marker or cone (e.g. witch's hat)
materials for sharing (counters, joining cubes, ice-cream sticks)
Maths mat
messy box (container/s containing counting items such as paperclips, blocks, pegs)
modelling materials (reusable modelling clay, playdough, modelling clay, connecting blocks)
models of three-dimensional objects (e.g. cone, cube, cylinder, pyramid, sphere, rectangular prism) or objects to represent these models
Monitoring task - Classifying numbers as odd or even and continuing number patterns
objects that can be partitioned into thirds (e.g. a slice of bread, a chocolate bar, a piece of celery)
paper
paper circles
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 46 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
paper for folding
paper squares
place value beads
place value chart
playing cards
rectangular strips of paper
reusable modelling clay or modelling clay
Scrap paper
sets of number cards
Sheet - 0 to 9 digit cards
Sheet - 3D name cards
Sheet - Absent numbers
Sheet - Addition grid
Sheet - Arrow cards
Sheet - Blank dice
Sheet - Coin combinations to remember
Sheet - Common coin combinations Sheet - Counting coins https://learningplace.eq.edu.au/cx/resources/items/e911459d-3167-4540-8615-a9bb7d752061/0/Mth_Y02_U4_SH_InfoSheetCountCoin.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 47 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sheet - Dollar and cent amounts
Sheet - Equivalent money cards
Sheet - Expand your mind bingo
Sheet - Expand your mind bingo! Game 2 Sheet - Folding thirds from a circle https://learningplace.eq.edu.au/cx/resources/items/3457a49e-0126-4d05-a7f6-189142ed431c/0/Mth_Y03_U3_SH_FoldThirdsCircle.docx
Sheet - Fraction extraction game board
Sheet - Fraction extraction: Greater than/less than cards
Sheet - Fraction extraction: Matching cards
Sheet - Goods for sale
Sheet - Match three-digit representations
Sheet - Money bingo cards
Sheet - Money bingo gameboards
Sheet - Money exchange game
Sheet - Number Detective vs The Number Dodger
Sheet - Number expander (HTO)
Sheet - Number match cards
Sheet - Paragon Island Sheet - Partitioning game
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 48 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sheet - Partitioning game: three-digit number cards
Sheet - Place value chart
Sheet - Place value chart (HTO)
Sheet - Playdough recipe
Sheet - Sunny Park School evacuation plan
Sheet - Tangles the angle bear
Sheet - Ten frame
Sheet - Tenpin bowling scores
Sheet - Three-dimensional objects
Sheet - Unlabelled grid
Sheet - Using coins and notes
split pins
Supporting learning resource - Adding and subtracting numbers eight and nine
Supporting learning resource - Adding and subtracting three-digit numbers
Supporting learning resource - Calculating change
Supporting learning resource - Comparing angles Supporting learning resource - Constructing angles
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 49 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Constructing models of 3D objects
Supporting learning resource - Counting money
Supporting learning resource - Describing additive number patterns
Supporting learning resource - Doubling multiples of 10
Supporting learning resource - Evidence cycle
Supporting learning resource - Extending understanding of angles Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Supporting learning resource - Guided inquiry poster Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Identifying angles in the environment
Supporting learning resource - Identifying features of three-dimensional objects
Supporting learning resource - Investigating additive number patterns
Supporting learning resource - Investigating odd and even numbers
Supporting learning resource - Investigating positions on maps
Supporting learning resource - Making equivalent money combinations
Supporting learning resource - Making solid models of 3D objects Supporting learning resource - Mathematics tool kit Years 3-6
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 50 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Mental strategies: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx
Supporting learning resource - Mental strategies: Multiplication and division https://learningplace.eq.edu.au/cx/resources/items/76c77be1-a474-4705-9a1c-16dcfafbc226/0/Mth_Y06_U2_SLR_MultDiv.docx
Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Number facts: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Number facts: Multiplication and division https://learningplace.eq.edu.au/cx/resources/items/89bc859b-fb4e-491d-a462-ce73e3fa9a67/0/Mth_Y03_U4_SLR_NumberFacts_MultiplicationAndDivision.docx
Supporting learning resource - Part-part-whole reasoning: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/34ae4a5d-2d85-4f1a-a1bd-fc730c4343f4/0/Mth_Y03_U3_SLR_PartPartWholeReasoning.docx
Supporting learning resource - Partitioning - What is it? https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc
Supporting learning resource - Partitioning three-digit numbers 1
Supporting learning resource - Partitioning three-digit numbers 2
Supporting learning resource - Practising multiplication facts
Supporting learning resource - Representing fractions of a collection
Supporting learning resource - Representing thirds
Supporting learning resource - Representing thirds of a collection
Supporting learning resource - Representing unit fractions
Supporting learning resource - Solving simple money problems Supporting learning resource - Using place value in addition and subtraction
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 51 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Supporting learning resource - Yulunga: Traditional Indigenous Games (ASC) https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4-6Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1, 2, 4 and 5Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent location, Key understandings 1-3Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1
traditional game (this could be a board game, social game or sporting activity)
two-digit number cards
two-dimensional shapes (e.g. square, rectangle, triangle, hexagon)
Video - Prisms https://learningplace.eq.edu.au/cx/resources/items/524e45aa-329a-44a3-bc76-22e9fd30685d/0/Prism.mp4
Video - What is a mathematical guided inquiry? https://learningplace.eq.edu.au/cx/resources/items/80ba6d23-8db5-41ca-b520-ba1bf926b872/1/Mth_Y3_U2_ILM16_Dig_What_is_a_guided_inquiry_3-4.mp4
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Website - Map-tastic https://learningplace.eq.edu.au/cx/resources/items/b1af59f2-4ac8-773a-6789-2ce551aed000/0/index.html
Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 52 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Website - Royal Australian Mint (Australian Government) http://www.ramint.gov.au/
Assessment Planner - Adding, subtracting and partitioning numbers
Assessment task - Mth_Y03_U2_AT_Number.docx
Assessment task - Mth_Y03_U2_AT_MR_Number_Ans.docx
Assessment task - Mth_Y03_U2_SS_AT_AdditiveFacts.pptx
Assessment task - Mth_Y03_U2_SS_AT_AdditiveFacts_Answers.pptx
Assessment task – Mth_Y03_U2_AT_TN_Number.docx
Assessment Planner - Classifying numbers as odd or even and continuing number patterns
Assessment task - Mth_Y03_U2_ MT_NumberPatterns.docx
Assessment Planner - Investigating positions on maps Assessment task - Mth_Y03_U2_AT_MathGuidedInquiries.docx
Assessment Assessment task - Adding, subtracting and partitioning numbers
Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive number facts) - Model response (slideshow)
Assessment task - Adding, subtracting and partitioning numbers (PartA: Additive number facts) (slideshow)
Assessment task - Adding, subtracting and partitioning numbers: Model response
Assessment task - Adding, subtracting and partitioning numbers: Teaching notes
Assessment task - Investigating positions on maps
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 53 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task - Marking guide
AssessmentTask Name
Adding, subtracting and partitioning numbers (Yr 03)Type Short answer questions
Date
Description Students recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.
Learning Area Mathematics
Understanding and fluency Problem solving and reasoning
Recall addition facts and related subtraction facts.Recognise equivalent representations for the same number.
Partition, regroup and rearrange numbers to solve problems.
A ◄ Writes 34 tens as an equivalent value. ◄ Partitions and regroups numbers to solve all problems and clearly explains thinking.
B ◄ Represents three-digit number 952 on a number expander and identifies the digit in the hundreds place. ◄
Partitions and regroups numbers to determine the total number of cartons or the number that is the total number of cartons left in the van and records thinking.
C ◄Recalls addition and subtraction number facts.Represents 952 on a number expander.Counts forwards and backwards by 10 involving three digit numbers.
◄Explains how Dale changed the value of the number 796 to 806.Correctly calculates the total number of egg cartons or the number that is the total number of cartons left in the van.
D ◄ Reads a three-digit number and identifies the digit in the hundreds place. ◄ Identifies the total number of cartons delivered to all three shops.
E ◄ Recalls an addition or subtraction number fact. ◄ Writes a number or number sentence.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 54 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task - Marking guide
AssessmentTask Name
Investigating positions on maps (Yr 03)Type Assignment/Project
Date
Description Students use simple strategies to reason and solve a location inquiry question.
Learning Area Mathematics
Understanding and fluency Problem solving and reasoning
Match positions on simple grid maps with given information.Connect and apply location understanding to the inquiry question.Use mathematical language and symbols.
Interpret, model and investigate matching positions on a map with given information.Explain and justify conclusions using mathematical evidence.
A ◄
Accurately transfers knowledge of location understanding to show position and pathways on simple grid maps.Consistently and clearly uses appropriate mathematical language, materials and diagrams.
◄
Develops and applies methods to gather relevant evidence for a viable conclusion.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.
B ◄Recalls and uses appropriate location understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.
◄Develops a method to gather evidence to support a conclusion.Explains mathematical thinking including choices made, strategies used and conclusions reached.
C ◄Uses and applies location understanding to match positions on simple grid maps.Uses appropriate mathematical language, materials and diagrams.
◄
Chooses a known method to gather evidence to support a conclusion.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.
D ◄Follows a direction on a simple grid map.Uses aspects of mathematical language, materials or diagrams.
◄Follows a given method to gather evidence.Makes statements about choices or strategies used, when prompted.
E ◄Locates a symbol on a map.Uses everyday language to describe location.
◄ Makes isolated statements.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 55 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 56 of 57
Unit Plan Plan Name: Unit 2 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.
This publication is not part of NEALS.
Written requests for permission should be addressed to the:
Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 57 of 57