year x unit overview — australian curriculum:...

Year 2 unit overview — Term 2 MathematicsSchool name Unit title Duration of unit

St Francis Term 2 - Mathematics 10 Weeks

Unit outline

This unit will enhance students’ numeracy skills and in particular their number and statistical and probability skills. In this unit students will gain an understanding of:-

- How to identify and compare the quality of whole numbers using place value of digits to 1000;- Mental strategies for addition and subtraction including commutation of numbers and doubles;- The concepts of addition and subtraction of single digit whole numbers that do not bridge a decade;- The connection between addition and subtraction;- How to collect and display data and make judgements in relation to outcomes (probability and statistical skills);- The number of days in each month and the seasons in each year;- Number sequences including those increasing and decreasing by twos, threes, fives and tens from any starting point;- Grouping, partitioning and rearranging numbers up to 1000 in hundreds, tens and ones to facilitate more efficient counting;- How to count money, in particular small coins according to their value;- 2D and 3D shapes and will compare and recognise their features;- Different types of measurements, including metre and centimetre.

These understandings will assist students’ not only through their schooling years but beyond.The unit will:

- Show how numeracy skills are used in our everyday lives;- Show there are different ways to reach a correct answer, some ways are easier than others;- Show that numeracy is a process and if the process is understood than the problems can be simplified.- Show that data can be represented in a number of ways;- Show the likelihood or probability of investigations of everyday events.

Inquiry questions for the unit include:- How many ones make a ten?- How many tens make a hundred?- What is addition, add or plus?- What is subtraction, takeaway, minus?- How many days in a month?

Janeen Smithson – Grade 2S

School name Unit title Duration of unit

- What are the names of the months and seasons?- How can data be represented?- How many cents make a dollar?- How do I measure using metres/centimetres?

Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum prioritiesNumber and Algebra Measurement and Geometry Statistics and Probability

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Name and order months and seasons (ACMMG040.

Collect, check and classify data (ACMSP049) ICT capability

Students will: Experiment with different ICTs Organise data and information Represent information Record evidence of their learning Follow guidelines.Australian Curriculum: EnglishStudents will: Understand the use of vocabulary

about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose.

Australian Curriculum: Science Respond to and pose questions

and make predictions about familiar objects and events (ACSIS037)

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas and accessing information sources (ACSIS038).

Use informal measurements in the collection and recording of observations (ACSIS039)

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

Use a calendar to identify the date and determine the number of days in each month (ACMMG041).

Create displays of data using lists, tables and picture graphs and interpret them. (ACMSP040).

Explore the connection between addition and subtraction. (ACMNA029)

Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)

Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG046).

Solve simple addition and subtraction problems using a range of efficient mental and written strategies. (ACMNA030).

Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (ACMNA026)

Describe the features of three-dimensional objects (ACMMG043)

2 | JANEEN SMITHSON – Class 2S

Identify curriculum

Count and order small collections of Australian coins and notes according to their value (ACMNA034)

Tell time to the quarter hour, using the language of past and to (ACMMG040)

Describe patterns with number sentences for addition and subtraction (ACMNA036)

Solve problems by using number sentences for addition or subtraction (ACMNA036)

Assessment

Describe the assessment Assessment date

Summative Assessment:Students will complete an individual test which will contain 30 questions for them to answer. These questions will be based on addition, subtraction, expanders, graphing, counting on, number lines, shapes and coins as learned throughout the term.

Formative Assessment:

Observations of students will be made throughout the term to determine students ability to:

- Use appropriate strategies;- Understand concepts;- Complete tasks;- Participation in group work.

Observations will be done in the following ways:- Students’ completion of workbooks/worksheets;- Whole class collaborations/group work- Small group work- Students’ completion of Imaths tracker book.

Week 5

Ongoing throughout term


MATHS UNIT OUTLINEWeek Monday Tuesday Wednesday Thursday Friday

1 Place Value Place Value Addition single digit – NA9

Time – O’Clock

Addition double digit – NA 10

Time – O’clock

Addition hundreds – NA11

Time – O’clock

2 Addition facts (doubles, near doubles, add to ten) – NA9

Time –Half Past

Addition – facts (doubles and near doubles, add to ten) – NA9

Time –Half Past

Addition – regrouping – NA10

Time –Half Past

Addition – regrouping – NA10

Time –Half Past

Imaths Tracker

Time – Half Past

3 Addition – problem solving – PS1

Time – O’Clock/Half Past

Addition problem solving – PS1


Addition Problem solving – more than 2 numbers


Addition Problem Solving – more than 2 numbers


Imaths Tracker



4 Money – make $1 total – NA 24


Money – coins and notes – NA25


Money – Comparing coins – NA26


Money – NA27 – Do I have enough money


Investigation 2- Show Time

5 Mid Term Assessment Mid Term Assessment

Time – quarter past – MG 7

Time – quarter past/quarter to – MG8

Imaths

Tracker

6 Subtraction Facts – Count Back – NA 12

Time Quarter past/Quarter to

Subtraction Facts – Count Back – NA12


Subtraction Facts Count on – NA 12


Subtraction to two digits – NA13


Imaths Tracker

7 Subtraction to two digits – NA13


Subtraction to two digits – regrouping – NA14


Subtraction with regrouping – NA14


Subtraction with regrouping – NA14


Imaths Tracker

8 Classify 2D Shapes – MG11

Time – O’Clock, Half Past, Quarter to and Past

Construct 2D Shapes – MG12


Classify 3D Objects – MG13

Identify Faces, edges and corners of objects – MG15

Time – O’Clock, Half Past, Quarter to and

Imaths Tracker



Past

9 Nets of 3D Objects – MG14

Drawing 3D Objects – MG16

Flip, side, turn – MG20 Measurement with metres – MG1

Measurement with centimetres – MG2

10 Area – MG3 Collecting data SP2 Collecting Data SP2 Revision Revision

Everyday Each morning one group will be placed on mathletics in rotation.

Each morning students will change the calendar, say the days of the week, months of the year and calendar song.

Each morning students will count in number sequences, including 5s, 10s, 2s, 3s and 100s starting from any point.

UNIT - LESSON STRATEGIESWeek LESSON PLAN1 Place Value

Review place value using MAB Blocks. Write some numbers on the board and get students to collect the MAB Blocks and insert them in the correct columns on a sheet labelled with the 3 columns Hundred/Tens/Ones.

Give each student a number printed on an A4 piece of paper. Place 3 columns on the wall. Each column will be labelled Hundred/ Ten/ One. Call out a number (eg. 746) and get the student who holds those numbers to stand in the correct column. Then get students to complete worksheet/NA9


Addition – Single Digit

Students have prior knowledge of counting on from the highest number. Using counters get students to revisit this by adding simple single digit addition. They will only use the counters to add on. For example, 8 + 5 they would only get 5 counters out and count up from 8. Then students will complete worksheet/NA9

Addition – Double Digit/Hundreds

Students have prior knowledge of adding double digits. Ask students “what is the golden rule” (always add the ones column first). Demonstrate an example to students. Give each student a whiteboard and get them to answer some addition sums created by rolling the dice. Ie. the first student will roll 2 dice to create the first number and the second student will roll 2 dice to create the second number. Then students will complete worksheet/NA10/NA11

Time

Discuss with students the big hand and the small hand on a clock. Demonstrate using a clock. Ask “what time is it if the big hand is on the 12?” Confirm it will be an O’clock time. Place the small hand on the 3 and the big hand on the 12 and get students to identify the time. Go around the clock. Then give each student a clock. Call out some O’Clock times and get students to move the hands on their clock to create the time.

2 Addition Facts – Doubles

Place students in 2 lines according to their abilities ie. black group will line up next other students in the black group etc. Give each student at the front of the line a ball. Call out some doubles sums (ie. 5 + 5). The student who calls out the answer correct and first will pass their ball to the person behind them. The team that gets their ball to the end of the line will win.

Then place some double digit addition sums on the board making sure that one column contains double digits. Ie. 33 + 13. Get students to identify that double digits and suggest that they will not need to count on as they should know their double addition facts. Get students to complete a worksheet/NA9


Addition Facts – Near Doubles

Place a simple near double addition sum of the board (ie. 5 + 6). Ask “what do you notice about these 2 numbers?” Ask “who has an easy way to add this?” Confirm that we can double the 5 and add 1 because 6 is only 1 number more than 5.

Show what happens to the sum on the board by crossing out the 6 and turning it into a 5 and then adding the 1.

Give each student a whiteboard and get them to do some near double addition sums. When they are completing the sums they must write how they came to the answer. Then give students a worksheet to complete/NA9

Addition to Ten

Show students a rainbow chart that shows the numbers that can be added together to reach 10. Ie. 8 and 2 will be on the same colour etc.

Get students to identify the different numbers that can be added together to create 10.

Give students a rainbow chart and get them to colour. Then get them to complete a chart showing the connections on the rainbow chart and NA9.

Addition with Regrouping

Students have prior knowledge of regrouping. To review this students will use a dice and MAB Blocks. Students will take turns rolling the dice. Each time the dice is rolled a student will collect the MAB Blocks needed to make the number rolled. The student will place those MAB Blocks into the correct Tens or Ones Column Chart. Once the number is more than 10 students will swap ten ones MAB Blocks for 1 Ten block etc. Ask students “why are you swapping the one blocks?” “Why can’t the ten block go in the ones column?’.

Then demonstrate a double addition sum with regrouping. Talk aloud while demonstrating. Confirm that the ones column is to be added first.

Give each student a whiteboard and get them to add some sums. Then give worksheet/NA10.


Time

Demonstrate half past on the clock. Confirm that when the big hand is on the 6 it will be a half past time. Then place the small hand on some numbers on the clock and get students to identify the time. Then give each student a clock and get them to move the hands on the clock to create times that are called out.

3 Problem Solving

Select 2 students. Give 1 student 4 strawberry cards. Give the other student 3 strawberry cards. Then say aloud. Tom has 4 strawberries and Seyana has 3 strawberries. How many strawberries do they have altogether? Ask “what do you think the word altogether means?” Do a couple more examples.

Then place a written problem on the board. Highlight the word altogether and ask again. “What do you think we have to do with this problem?” Get students to add the numbers together. Give worksheet/PS1.

Problem Solving – More than 2 Numbers

Give students some strawberry cards like in previous example. This time make sure that one number is more than 10 and the other 2 numbers are less than 10. Ask students how many do the students have altogether. Reiterate that altogether means add. For the next example ask a student to come to the whiteboard and write the numbers into the tens and ones column. Let them write it in any order. Ask “does it matter what order we put the numbers in – do we have to put the first person’s number first?” Get students to understand that when we are adding it doesn’t matter what order the numbers go in as long as they are all there. Ask “do you think it would be easier to see the numbers clearly if we put the larger numbers first?” Re-write the sum next to the old sum and show it looking clearer. Explain that by doing this we don’t get our numbers mixed up. Show an example of what can happen if the numbers are mixed up. Suggest that students write the large numbers first and then go down.

Give each student a whiteboard and get them to write some examples. Then give worksheet.

Time

Give each student a clock and get them to move the hands on the clock to create times that are called out.


4 Money – Make $1 Total

Place some flash cards in front of students. Each flashcard will have some money patterns on it. Get students to count aloud the amount on the flashcard. Confirm that we always start with the largest amount first.

Then give each student some money. Say an amount and get students to create the amount using their money. Select students to count aloud the money that they have chosen.

Then place some coins on the board. Get students to write on a whiteboard how much they think the coins add to.

Get students to complete NA24.

Money – Compare Coins and Notes

Demonstrate what notes look like and confirm how much each note is worth. Explain that counting notes is similar to how we count the coins. Ie. When counting $5 notes we count in 5s. When we count $10 notes we count in 10s etc.

Place some coins on the floor that total $5. Get students to count the coins. Then show the $5 note. Ask are these two amounts the same? Ask why do you think a note was created when you can make $5 using coins?

Then place some notes out and get students to tally the total. Demonstrate that a $ sign must be placed before the total because notes are dollars.

Then place 2 X $5 and ask students to say the total. Then hold the $10 note and ask is this the same amount?

Give students some notes and get them to create an amount displayed using the notes. Explain that there are many different ways the same amount can be made, so your way may be different to your friend’s and still be correct.

Then students will complete worksheet/NA25.


Money – Coins and Notes

Place some coins and notes on the board. Get students to identify how much money is shown. Demonstrate to students how to write the total showing $1 and cents. Explain that when the coins are less than a dollar they are cents.

Give each student a whiteboard and get them to write the amount of some different notes and coins shown.

Students will complete NA26.

Money – Do I have Enough Money

Give 2 students 2 different amounts of money. Get them to count how much money they have. Then ask “Who has the most money”. Explain that students need to look at who has more dollars and then look at the cents. Do a couple more explanations where the dollar amount is different. Then choose 2 students with the same amount of dollars but different cents. Get students to choose who has the most money.

Then show students the shop. Get students to identify how much each object costs. Choose a student and give him/her some money. Get the student to count how much money he/she has. Then hold up an item. Ask “does the student have enough money to buy this item?” Explain that he needs to have the same amount or more money to buy it. Do a couple of examples.

Then students complete worksheet/NA27.

5 Time – Quarter Past

Look at prior knowledge by demonstrating times involving o’clock and half past. Then place the big hand on the 3. Explain that when the big hand is on the 3 the time will be quarter past. Move the small hand to the 8 and explain that the time would then be quarter past 8. Do some more examples.

Then give each student a clock. Call out some times and get students to move the hand on their clock to the correct time.

Get students to complete worksheet/MG7


Time Quarter to

Do same as above but for quarter to. Then place some large numbers around the room indicating a clock. 12 at the top of the room. 6 at the bottom of the room and a 3 and 6 at the sides. Explain that the students are the large hand of the clock. They need to move to the part of the room where the big hand needs to be for the time called out. ie. if it is 4 oclock students would move to the top of the room where the 12 is placed.

Get students to complete worksheet and MG8.

6 Subtraction – Count Back

Place some bowling pins (use plastic cups) in front of students. Give each student a clip board and a worksheet to complete. Ask each student to count how many bowling pins are lined up and write their answer on the worksheet. Then select 1 student to use a tennis ball and gently roll it at the pins. Get students to count how many pins were knocked down. Get each student to put this number in the worksheet. Then ask students to see how many pins are still standing. Write this number on the worksheet.

Then write the same equation on the board while talking aloud, saying for example, we had 10 pins if we take away the 3 pins that were knocked down then we have 7 left. The equation on the board should show the take away sign. Discuss the take away sign with the class and talk about the different words that can be used to say take away, including minus, less etc.

Do a couple more rolls.

Then put some images of fruit on the board. Get students to count it. Write the total amount underneath the images. Then take two pieces of fruit away and away. Ask what should I write underneath now? Is it a plus or minus? How much is taken away? Then ask, what is my answer?

Then say, what if we didn’t have the pictures here. How else could I work out this answer? Put a sum on the board. Ie. 9 take away 3. Ask students to put 3 fingers on their hand and count backwards from 9. Get the answer. Suggest that we check this is correct. Put 9 pieces of fruit on the board, take away 3 and get students to count what remains to confirm it is the correct answer.


Do a couple more examples counting back.

Get students to complete worksheet/NA12.

Subtraction – Count On

Explain that there are different ways to get the same answer when we are doing take away. Explain that today students are going to learn another way. Place 4 counters on the board. Ask students to count how many extra counters will be needed to make 7 by getting them to count up. Confirm it is 3. Then write the sum 7 – 4 and show how the two are linked. Do a few more examples.

Give each student a whiteboard to practice some equations as a group.

Put students in groups of 2. Give each student a Connect 4 Bingo Game. For this game students will draw a card which will contain a takeaway sum on it. The student must calculate the answer. If the answer is contained on their game card then they place a token on it. Once they have 4 answers in a straight line they will win. Give worksheet.

Subtraction – Double Digits

Place an addition double digit sum on the board. Ask “what is the golden rule when we add this” (start with the ones column). Explain that the same rule applies with take away sums. Place a double digit takeaway sum on the board. Demonstrate how to do the sum while talking aloud (ie. start with the ones column and count back/count up). Do some more examples but call students to the board to complete.

Put students in groups of 2. Give each student a snakes and ladder game. For this game students must answer subtraction double digit sums. When they get the answer correct they move the number of spaces rolled with a dice. Give worksheet/NA13.


7 Subtraction with Regrouping

Place a double digit subtraction equation on the board that shows the top number to be less than the bottom number in the ones column (ie. 35 – 17). Ask students what they think the answer to the equation is (often students will reverse the numbers). Explain that with subtraction you can swap them around. Ask them again to count back (use a number line to assist). Explain that we can’t do it because it takes us less than 0. Show students a sign that says ‘More on the Top No Need to Stop’ and ‘Bottom Number Bigger Borrow’. Explain that these are our rules for subtraction. Ask them to look at the number on the top. Ask is it bigger or smaller than the bottom number? Confirm it is smaller so we need to borrow. Ask “the ones column doesn’t have enough so where would we borrow from?” Confirm it is the 10s column. Cross out the number in the tens column. Explain we only need 1 ten so we will leave the rest here. Change the numbers. Then place the 1 that is borrowed directly in front of the number in the 1s column so that it looks like a double digit number. Say we have taken 10 and added to our 1 that is already here so now we have 15. Then ask “now what is 15 takeaway 7”. Do a few more examples.

Give each student a whiteboard and have them attempt as a group. Call students to the board to show how they worked it out. Talk aloud while doing this.

Give students worksheet/NA14.

8. Hold up some 2D shapes and get students to call out the names of each shape. Get students to identify how many sides each shape has.

Place different shapes around the room. Have students walk around the room while music is played. When the music stops students are to walk to the shape that is called out.

Get students to complete worksheet/MG11.


Construct 2D Shapes

Students will create a mobile using coat hangers and hanging different 2D shapes. The students will write the name of the shape and its features on the display.

Classify 3D Shapes

Hold up some 3D objects and explain what each object is (ie. cube, rectangular prism, cylinder, pyramid, cone and sphere). Ask students where they may have seen each shape before. Then place some items on the ground. Select students to identify what type of shape each item is (ie. match box, dice, ball etc).

Get students to complete MG13.

Faces, Edges and Corners

Hold up a 2D object and have students identify what the sides and corners of the shape are. Then hold up a 3D shape. Explain how 3D shapes are different. Explain because they have many sides we often identify them by looking at their face. Show where the face is. There edges. Show where the edge is and the corners. Show where the corners are.

Give each student a cube and ask them to count how many faces, edges and corners it has. Then give each student a rectangular prism, cone, cylinder and sphere to do the same thing.


9 Net of 3D Objects

Get students to construct a 3D object – MG14.


Drawing 3D Objects

Demonstrate to students in a step by step manner how to draw each 3D shape. Have students copy and then colour.

Complete MG16.

Flip, Side, Turn

Hold up a shape with a right angle at the top. Trace around the shape on the whiteboard. Ask if I flip this shape what will it look like? Flip the shape and show the class then trace around the shape on the whiteboard showing the flip. Do the same with slide and turn.

Use a different shape. Get a students to use whiteboards and draw what the shape will look like if it is flipped, slid or turned etc.

Complete MG20.

Measurement with Metres

Hold up the 1m ruler. Explain that this rule is 1metre in length. Confirm that we use it to measure items. Draw an object on the carpet using chalk. Demonstrate how to measure using the 1m ruler.

Put students into groups of 4. Give each group a 1m ruler. Take students to the oval. When at the oval get students, within their group to run and jump off from a marked section (ie. long jump). Get the other students in their group to measure how far the student jumped and record the results in test to find out who could jump the furthest.



Measurement with Centimetres

Explain that there are different types of measurements. Hold up a 1 metre ruler and a normal 30cm ruler. Explain that the 1 metre ruler measures in metres and the normal ruler measures in centimetres. Ask “what do you notice about these rulers?” Then ask “what sort of things do you think we would measure with the 1metre ruler? “what sort of things do you think we would measure with the centimetre ruler?”

Demonstrate how to measure with the ruler.

Place 30 different items in 5 areas (6 items per table) ranging in size up to 30cm. Put students into 5 groups and place 1 group at each table. Get each student in the group to use their ruler to measure the items on the table and record the results in the text at p.95. Rotate groups until all items have been measured and recorded.

Area

Give each student a triangle cut out and some counters. Ask each student to use as many counters as they need to fill the inside of the triangle so that there is no space but they must not go outside the lines. Then get students to count how many counters they used.

Confirm that they have just worked out the area of the star shape. Explain that the area of the shape is the space within the shape and we can work out what that area is by placing other hard fixed materials inside it like we just did.

Give students some blocks and get them to do the same activity. Explain that this time they will calculate the area of the star using blocks. Ask students what the area was using the blocks.

Get students to take the counters and blocks back to their desk and complete the activity in the text MG3.


10 Collecting Data

Write 5 ice cream flavours on the board. Ask students to look at the flavours and decide which is their favourite of those flavours. Using a show of hands get students to raise their hand if they like each flavour. Record the result using tally marks.

At the end, explain what a tally mark is and how it works.

Get students to collect their text Imaths book and bring it to the floor.

Complete the surveys in SP2 and have students record the results in their text.


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