5/6B 2013 Mathematics Program

5/6 B Mathematics Program Overview

Organisational Statement The main pedagogical approach taken to the teaching and learning of mathematics in 5/6 B is the constructivist approach. Pre assessment identies the knowledge and skills that the students already have and begins the teaching and learning cycle. This prior knowledge is also made explicit for students through the use of teacher questioning to provide a scaffold for future learning. The teacher then models the knowledge or skill using real world examples and contextualised problems where possible. Students then work in cooperative learning groups to solve problems and apply knowledge and skills in supportive social contexts. These groups provide opportunities for students to communicate mathematically and to extend their thinking as they are exposed to the mathematically reasoning presented by their peers. As teaching and learning progresses the teacher and students collaborate to represent the knowledge or skill being developed both in the success criteria set for the particular learning intention and in the classroom knowledge and skill displays with appropriate examples. Assessment then provides the basis for further teaching and learning with a mastery based approach used to ensure students gain conceptual knowledge and contextualised skills as a basis for moving on to deeper learning within the sub strand they have been working on. Quality Teaching A quality learning environment is established through the use of explicit learning intentions and success criteria created with, and for, the students throughout the program. High expectations are communicated in these intentions and criteria, as well as in the feedback that is provided to students. Group tasks are utilised to ensure that students are socially supported and have opportunities to construct knowledge and skills in a social context. A time out reection form is used as a scaffold for students self regulation. They are asked to identify any causes of off task behaviours and are then supported to identify strategies to address them. The intellectual quality of numeracy teaching and learning is ensured as students use metalanguage to reect on their learning in relation to the learning intention and success criteria set. The importance of the learning intention beyond the classroom is communicated to students with the use of real life examples of when they would use a specic area of mathematical content knowledge or a specic mathematical process.

Outcomes: WMS3.1 Asks questions that could be explored using mathematics in relation to Stage 3 content. WMS3.3 Describes and represents a mathematical situation in a variety of ways using mathematical terminology and some conventions. WMS3.4 Gives a valid reason for supporting one possible solution over another. NS3.1 Orders, reads and writes numbers of any size. NS3.2 Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size. DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence. SGS3.2b Measures, constructs and classies angles.
Indicators: Applies an understanding of place value and the role of zero to read, write and order numbers of any size. Records large numbers in expanded notation. Recognises different abbreviations of numbers used in everyday contexts. Interpret information from the Internet, media, environment and other sources that use large numbers. Selects and applies appropriate mental, written or calculator strategies to solve addition and subtraction problems. Uses a formal written algorithm and applies place value concepts to solve addition and subtraction problems involving counting numbers of any size. Explain how an answer was obtained for an addition or subtraction problem and justify the selected calculation method. Reect on chosen method of solution for a problem considering whether it can be improved. Uses the term mean for average. Finding the mean for a small set of data. Picture Graphs and Column Graphs Determines a suitable scale for data and records the scale in a key. Interprets a given picture or column graph using the key or scale. Line Graphs Names and labels the axes. Determines a suitable scale for data and records the scale on the vertical axis Uses the scale to determine the placement of each point when drawing a line graph. Interprets a given line graph using scales Poses questions that can be answered using information from a table or graph Collects, represents and evaluates a set of data as part of an investigation including data collected using the internet Determines what type of graph is the best one to display a set of data Identies the arms and vertex of angles. Uses a protractor to construct an angle of a given size and to measure angles. Uses the symbol for degrees. Classies angles as right, acute, obtuse, reex, straight or a revolution. Explains how an angle was measured. !

Assessment & Formative Assessment: Differentiation Formative assessment occurs throughout each lesson in the form of teacher observations. The reection that takes place at the end of each lesson is also a key source of formative Core, Modied and Extension activities are assessment in the form of student self assessment. outlined throughout the program. The teacher It also occurs on a daily basis as students books are marked. rotates between groups to provide small Summative assessment is also conducted at various intervals throughout the term to inform further group and individual instruction as necessary. instruction and to provide the basis for program evaluation. Summative assessment strips outlining the learning intentions and students results are glued into student workbooks to provide feedback for students and a basis for students to reect upon and monitor their own learning.

Program Organisation: Mathematics is taught everyday between ten and eleven for an hour.

Teaching and Learning Sequences

Week One Learning Intention: To assess students knowledge of key number concepts. Teaching and Learning Sequence: (1) Stage number assessment. The results are analysed to provide the basis for further programming. (2) Timetable assessment to determine the timetable facts they can quickly recall.

Teaching and Learning Sequences

Week Two Learning Intentions: To develop quick recall all timetable facts. To be able to draw picture, column, line and bar graphs and read and interpret them where scales of many to one correspondence have been used. Teaching and Learning Sequence: (1) Students record the predicted minimum and maximum temperatures of a world city of their choice onto a table. (2) Class timetable knowledge displayed. (3) Multiplication think board completed. Extension (These students have quick recall of all timetable facts) (1) Students use the above data to construct a column graph. (2) Students use the above data to construct a line graph. (3) Students record questions that could be answered using their graph. (4) Students swap graphs and answer the questions their peer has posed. (5) Students make a statement regarding which type of graph best displays the information. Core and Modied (1) Students rst write, then chant the timetable they are currently developing quick recall for. They then record them in random order and test themselves recording the time they took to complete them. They then repeat this process trying to complete the random order accurately and in less time each time.

Teaching and Learning Sequences

Week Three Learning Intentions: To develop quick recall all timetable facts. To be able to draw picture graphs and read and interpret them where scales of many to one correspondence have been used. Teaching and Learning Sequence: Whole Class (1) Students pose questions that could be the focus of data to be graphed. (2) Students collect and record data for a selected question. (3) Students use this data to construct a picture and bar graph. Extension (1) Students play Headache. (2) Students interpret a range of graphs that have one to one correspondence. (3) Students nd the mean for given sets of data. Core and Modied (1) Students play Headache. (2) Students use the previously collected temperature data to construct a column graph. (3) Students use the previously collected temperature data to construct a line graph.

Teaching and Learning Sequences

Week Four Learning Intentions: To be able to classify angles and measure angles as acute, right, obtuse, reex, straight or revolution. To be able to measure angles in degrees and construct angles using a protractor. Teaching and Learning Sequence: Whole Class (1) Students introduced to the denition of angle and draw and label the parts of an angle. Group Task: (2) Groups draw as many different angles as they can. (3) Groups asked to identify any angles that seem similar Whole Class (4) Students introduced to the different angles and draw and label them. Group Task: Note: Teacher rotates the focus group. (5) Students work with teacher in small focus groups to construct an example of each of the angles. (6) Students not working with the teacher continue their timetable practice if in the core and modied groups for timetables or play headache if in the extension group.

Teaching and Learning Sequences

Week Five Learning Intentions: To be able to record numbers in expanded notation. To use formal written algorithms for addition. Teaching and Learning Sequence: Angles (Continued from previous week) Whole Class (1) Students measure angles using a protractor. Addition Whole Class (2) Teacher models and students record a given set of numbers in expanded notation. Extension and Core: (These students are all able to complete written algorithms for addition) (1) Students complete given sets of addition algorithms ranging in difculty focusing on checking their addition and achieving accuracy. Modied: (1) Students work with teacher in small groups to complete addition algorithms. (Some students using MAB blocks to complete and record addition with trading, some working to accurately complete addition algorithms)

Teaching and Learning Sequences

Week Six Learning Intentions: To select and apply appropriate mental strategies for addition with counting numbers of any size. To use formal written algorithms for addition. Modied: (1) Students continue to work with teacher in small group to complete addition algorithms. (2) Teacher models the make ten strategy and students are given a set of two digit addition algorithms and are asked to identify those they can use the make ten strategy for, and to record a number sentence to demonstrate how they would use this strategy. (3) Teacher models the split strategy and students are given a set of two digit addition algorithms and are asked to identify those they can use the make ten strategy for, and to record a number sentence to demonstrate how they would use this strategy. Core / Extension: (1) Teacher models the make ten/hundred strategy. Students are given two digit (core) or three digit addition (extension) questions and asked to work in pairs to identify those questions they think are suitable for this strategy. Students then record number sentences demonstrating how they would mentally compute each question. (2) Teacher models the split strategy. Students then work in pairs to identify which of the two digit (core) or three digit (extension) addition questions they think would be suitable for this strategy. Students then record number sentences demonstrating how they would mentally compute each question.

Teaching and Learning Sequences

Week Seven Learning Intentions: To select and apply appropriate mental strategies for addition with counting numbers of any size. Modied: (1) Teacher models the split strategy and students are given a set of two digit addition algorithms and are asked to identify those they can use the make ten strategy for, and to record a number sentence to demonstrate how they would use this strategy. (2) Teacher models the jump strategy and students are given a set of two digit addition algorithms and are asked to identify those they can use the make ten strategy for, and to record a number sentence to demonstrate how they would use this strategy. Core / Extension: (3) Teacher models the jump strategy. Students then work in pairs to identify which of the two digit (core) or three digit (extension) addition questions they think would be suitable for this strategy. Students then record number sentences demonstrating how they would mentally compute each question. (4) Teacher models the compensation strategy. Students then work in pairs to identify which of the two digit (core) or three digit (extension) addition questions they think would be suitable for this strategy. Students then record number sentences demonstrating how they would mentally compute each question. (5) Students use dice and cards to create random two digit (core) and three digit (extension) addition questions. Students then race to add the given numbers recording a point each time they win the addition race.

Teaching and Learning Sequences

Week Eight Learning Intentions: To be able to record numbers in expanded notation. To use formal written algorithms for addition. Whole Class (1) Students complete a number assessment. (2) Review of place value chart and reading numbers. (3) Review of place value and value using MAB materials. Week Nine Learning Intentions: To be able to classify angles and measure angles as acute, right, obtuse, reex, straight or revolution. To be able to measure angles in degrees and construct angles using a protractor. Whole Class (1) Number Thinkboards - representing a number according to its place value, value, in words and in expanded notation. (2) Review of angles - Simon Says game (3) Teacher models how to use protractor to measure angles. Students draw and measure angles in groups. (4) Subtraction algorithm pre assessment. Week Ten Learning Intentions: