Term Week

1 2 3 4 1 2 3 4 5 6 7 8 9 10 11

Mathematics
Reg

Stage 3
Resources
Numeral cards Playing cards

Outcomes
NS3.1 Students read, write and order numbers of any size. Week 1

Teaching and Learning Activities

Maths Tipping. Students stand around the room. Make a set of five/six digit number cards. Ask questions such as: how many tens altogether in 50000? What number is 100 more than 60002? The student who answers correctly may take one step towards another student. If that student is tipped they sit down. Revise place value with students. Have students change numbers by set criteria, eg. What number is 1000 more than 56 000. Discuss what they notice about the numbers. Provide students with sets of playing cards. Students take turns turning numbers over and placing in front of them to make the highest number. Student who has the highest number gets a point. Students are unable to move cards once they are placed. Students then change number by adding 100, 1000, 10000, etc. Provide students with a range of clues for them to determine a large number. Practice writing numbers as words and numerals. Use numbers previously created and order in ascending and descending order. Roman Numeral Bingo Commonwealth Games Theme Park activities

PAS3.1b Constructs, verifies and completes number sentences involving the four operations with a variety of numbers

Week 1 View BODMAS Powerpoint and Youtube clip Discuss concept of BODMAS with students Complete questions using small numbers extend students by using numbers created in Number lesson. Students create signs on the computer explaining BODMAS Powerpoint and You Tube clip Computers

NS3.1 Students read, write and order numbers of any size.

Week 2 Revise Roman Numerals Practice reading and writing large numbers using cards students make a number for their peer and the student needs to read it back to them. Practice expanded notation Decimals reads and orders decimals Decimal Numbers Grid for 0.1 to 10 with missing numbers Decimal Jigsaw Place Numbers on a Number Line http://numeracylinks123.wikispaces.com/file/view/CountingOn_Teaching_Activities%5B1%5D.pdf Commonwealth Games Theme Park activities

MS3.5 Uses twenty-four hour time and am and pm notation in real-life situations and constructs timelines PAS3.1b Constructs, verifies and completes number sentences involving the four operations with a variety of numbers

Week 2 Teach 24 hour time. Complete exercises in their books. Look at a schedule for a TV station. Convert times to 24 hour times. Complete number sentences that involve more than one operation by calculating missing values eg Find _ so that 5 + _ = 12 4 Complete number sentences involving fractions or decimals eg Find _ so that 7 _ = 7.7 Construct a number sentence to match a problem that is presented in words and requires finding an unknown eg I am thinking of a number so that when I double it and add 5 the answer is 13. What is the number? Check solutions to number sentences by substituting the solution into the original question Identify and using inverse operations to assist with the solution of number sentences eg Find _ so that 125 5 = _ becomes find _ so that _ 5 = 125. Continue with practicing order of operations using word problems.

NS3.2 Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

Week 3 Adds and Subtracts decimals, fractions and whole numbers Speeding A Mental Computation lesson with cards http://www.australiancurriculumlessons.com.au/2013/03/09/speeding-a-mental-computationlesson-with-cards/ Make 10 A card lesson to build number facts http://www.australiancurriculumlessons.com.au/2013/03/02/make-10-a-card-lesson-to-buildnumber-facts/ Commonwealth Games Theme Park activities Playing Cards

MS3.1 Selects and uses the appropriate unit and device to measure lengths, distances and perimeters

Week 3 Converting Between Millimetres, Centimetres and Metres - Students find, measure and record the lengths of three things: smaller than 1 cm bigger than 1 cm and smaller than 10 cm bigger than 10 cm and smaller than 1 m. Students record measurements in metres, centimetres and millimetres using decimal notation. Possible questions include: can you estimate and measure the perimeter of six different objects in the classroom? what measuring device did you use? Why? What unit did you use to record your measurement initially? how did you convert your measurements to millimetres? Centimetres? Metres? Week 4 Greedy Pig 1. To play this game you need an ordinary 6-sided die. 2. Each turn of the game consists of one or more rolls of the die. You keep rolling until you decide to stop, or until you roll a 1. You may choose to stop at any time. 3. If you roll a 1, your score for that turn is 0. 4. If you choose to stop rolling before you roll a 1, your score is the sum of all the numbers you rolled on that turn. 5. Each player has 10 turns. 6. The player with the highest score wins. Addition and Subtraction of large numbers using different strategies Commonwealth Games Theme Park activities

NS3.2 Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

SGS3.1 Identifies threedimensional objects, including particular prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views

Week 4 http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literac yy7/s4geometry.pdf

Paper Houses 3D Shapes, Area and Volume

NS3.3 Selects and applies appropriate strategies for multiplication and division

Week 5 Dividing by Ten - The teacher poses the scenario: On the way to school 4 children found a $50 note. They handed it in to the principal. They will get a share of the $50 if no one claims it after a week. Possible questions include: how much would each child get? how much would each child get if $5 was found? how much would each child get if 50c was found? which operation would you use to check if your answer is correct? Students discuss the solutions and make generalisations about placement of the decimal point when dividing by ten. Mixed Operations Game In pairs, students are given a set of different-coloured counters each, three dice and a game board. Students create the game board by using any 25 numbers from 1 to 50. In turns, students roll the three dice, use these numbers with any operations to create a number from the board, and cover the number with a counter .The game continues until one player has three counters in a row in any direction. Variation: Students use four dice and make game boards with higher/lower numbers. The game could also be played with cards. Use Targeting Maths Numbers, Fractions and Money to prompt problems for students to work out.

MS3.2 Selects and uses the appropriate unit to calculate area, including area of squares, rectangles and triangles

Week 5 Converting between, mm, cm, m and km Perimeter and Area area of non standard shapes. Use Targeting Maths Geometry, Statistics and Probability to prompt problems for students to work out. Paper Houses 3D Shapes, Area and Volume Week 6 Explore prime and composite numbers - Ask students what they understand by a prime number (ie a number that has exactly two factors ie 1 is not a prime or composite number) Use the sieve of Eratosthenes. A hundreds chart cross off the 1. Put a circle around the first number (2) and cross off all multiples of 2. Circle the next available number and cross off all the multiples of three continue until all prime numbers are found. How many primes are there less than 100? Is there any pattern to the prime numbers? (no). Prime numbers that are two apart are called twin primes. How many twin primes exist on your chart? Ask questions relating to prime numbers what is the next prime after 30? What is the closest prime to 50? Composite numbers are numbers that have more than 2 factors. List all the factors of the numbers 2-16. Some numbers have an odd number of factors and some have even number of factors why? (Square numbers have an odd number of factors) Use Maths Tracks Stage 3B, p32-36 & 50-51 as stimulus for questions.

NS3.3 Selects and applies appropriate strategies for multiplication and division

MS3.3 Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms

Week 6 Explicit Mathematical Teaching - Volume refers to the space occupied by an object or substance. Capacity refers to the amount a container can hold. Capacity is only used in relation to containers. It is not necessary to refer to these definitions with students. When the students are able to measure efficiently and effectively using formal units, they could use centimetre cubes to construct rectangular prisms, counting the number of cubes to determine volume and then begin to generalise their method for calculating the volume. The cubic metre can be introduced and related to the metre as a unit to measure length and the square metre as a unit to measure area. It is important that students are given opportunities to reflect on their understanding of length and area so they can use this to calculate volume. Provide students with a range of containers and have them select the appropriate unit to measure volume and capacity. Estimate and measure the volume of rectangular prisms

Week 6 cont Students record volume and capacity using decimal notation to three decimal places Use Maths Tracks Stage 3B, p126-132 as stimulus for questions. A job at Legoland A maths lesson about shape shape and area http://www.australiancurriculumlessons.com.au/2013/04/09/a-job-at-legoland-a-maths-lessonabout-shape-shape-and-area/ NS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages Week 7 Brainstorm Fractions - The teacher selects a fraction between 0 and 1 with a denominator of 2, 3, 4, 5, 6, 8, 10, 12 or 100. Students brainstorm everything they know about that fraction eg equivalent fractions, decimal equivalence, location on the number line. Variation: Students record different ways to represent a fraction eg , 50%, 0.5. http://www.seemath.com/#/Menu--Adding-(fractions)/ http://www.harcourtschool.com/activity/con_math/g04c22b.html Fractions, Decimals and Percentages Lesson Plan a Park http://www.australiancurriculumlessons.com.au/2013/04/04/fractions-decimals-andpercentages-lesson-plan-a-park/ DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence Week 7 Find the mean for a small set of data Line Graphs Name and label the horizontal and vertical axes Draw a line graph to represent any data that demonstrates a continuous change eg hourly temperature Determine a suitable scale for the data and recording the scale on the vertical axis Use the scale to determine the placement of each point when drawing a line graph Interpret a given line graph using the scales on the axes Divided Bar Graphs and Sector (Pie) Graphs Name a divided bar graph or sector (pie) graph Name the category represented by each section Interpret divided bar graphs Interpreting sector (pie) graphs

NS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages

Week 8 Find equivalent fractions Adding and Subtracting fractions Lowest equivalent form Week 8 cont Multiplying simple fractions Calculating Simple percentages Fractions, Decimals and Percentages Lesson Plan a Park

MS3.4 Selects and uses the appropriate unit and measuring device to find the mass of objects

Week 8 Aussies Abroad - Students work in small groups to investigate the gross and net weights of small plastic jars and large glass containers of vegemite. If several different examples are used, each container can be examined by a small group and then rotated to the next group. Students determine which containers would hold the greater volume of Vegemite and find how many of each container would fit into a 10 kilogram carton (students may choose to use a calculator). Extension: compare the vegemite containers by finding the best value-for-money. Convert between kilograms and grams and between kilograms and tonnes and recognise the need for tonnes Record mass using decimal notation to three decimal places Use Maths Tracks Stage 3B, p133-137 as stimulus for questions.

NS3.5 Orders the likelihood of simple events on a number line from zero to one

Week 9 Horse Racing Probability and Chance http://www.australiancurriculumlessons.com.au/2012/10/08/horse-racing-probability-andchance/

SGS3.2a Manipulates, classifies and draws two-dimensional shapes and describes side and angle properties

Week 9 Revise types of angles. Create angles posters Angle Lesson Design Your Dream Mini Golf Course http://www.australiancurriculumlessons.com.au/2012/11/26/angles-lesson-design-your-dreammini-golf-course/ Week 9 Treasure Island Students draw a Treasure Island map, creating a scale and compass rose, and imposing a grid and coordinates. They write a set of directions, using compass points and grid coordinates, to the location of a hidden treasure on their map. Students exchange maps and follow the directions to find the treasure. They are encouraged to comment on the scale used. Variation: Students could reproduce their maps on a computer.

SGS3.3 Uses a variety of mapping skills

Week ASSESSMENT

Evaluation -