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3 Resources ............................................................................................................................................ 4 Assessment .......................................................................................................................................... 4 Planning .............................................................................................................................................. 6 Icon board ........................................................................................................................................... 8 Topic Focus: Number Numbers...................................................................................................... 9 Topic Focus: Number Number Patterns ..................................................................................... 13 Topic Focus: Number Addition and Subtraction Number Facts .............................................. 15 Topic Focus: Number - Addition .................................................................................................... 17 Topic Focus: Number - Subtraction ............................................................................................... 19 Topic Focus: Number - Multiplication........................................................................................... 21 Topic Focus: Number -Division ...................................................................................................... 25 Topic Focus: Number Using Brackets and the Four Processes ................................................ 27 Topic Focus: Number Money....................................................................................................... 29 Topic Focus: Number Money and Decimals............................................................................... 31 Topic Focus: Number -Fractional Numbers ................................................................................. 33 Topic Focus: Measurement - Time ................................................................................................. 35 Topic Focus: Measurement Length ............................................................................................. 39 Topic Focus: Measurement Volume, Mass, Capacity ............................................................... 43 Topic Focus: Space- Location, Position and Orientation ............................................................. 45 Topic Focus: Space Shape-2D ...................................................................................................... 47 Topic Focus: Space Shape 3D ................................................................................................... 49 Topic Focus: Chance and Data - Chance ....................................................................................... 51 Topic Focus: Chance and Data Collecting, Displaying & Interpreting Data .......................... 53 1-100 Number Chart ........................................................................................................................ 55 Australian Money ............................................................................................................................. 58 MAB Base 10 Materials ................................................................................................................ 58 Common Shapes ............................................................................................................................... 59 3D Nets .............................................................................................................................................. 60
2 Mathematics Learning Centres Mathematics learning centres foster many flexible, empowering and creative teaching and learning strategies. They support and provide: Ease of teacher demonstration and instruction during whole class, small group or individual sessions. Students with scaffolding to develop and extend their mathematics learning. Independent group and individual participation. Students with choice and opportunities to explore mathematics concepts through engagement and stimulation in a variety of multi-sensory activities. To have fun and develop a positive attitude to mathematics learning in a non-threatening environment. How to use this book This book presents fun, interesting and straightforward mathematics learning centre activities that will empower teachers to work smarter not harder during the planning, implementation and assessment of mathematics lessons. They are based around the Level 3 outcomes as defined by the national curriculum statements in Mathematics- a Curriculum Profile for Australian Schools. Activities are best used and adapted for students between the ages of 8 and 11 years. Or in extension or support programs for those students who are working with in the level 3 national outcomes. The book is split into two major areas Establishing & Maintaining Mathematics Learning Centres and Activities and Lesson Plans. The first section guide teachers through the process of establishing and maintaining effective mathematic learning centres. With the next section providing the activities that teachers can plan and implement into their mathematics planning and implementation. Each section outlines and presents: Establishing & Maintaining Mathematics Learning Centres: An overview of lesson structures Planning overview and weekly proforma Assessment checklist and overview. Mathematics icons Activities & Lesson Plans: Activities created with a thinking curriculum in mind provide a variety of learning opportunities that enable students of all abilities to develop and strengthen mathematics skills and knowledge. Detailed teacher notes to give an overview about each lesson. Activities matched to Mathematics- a curriculum profile for Australian schools. Lessons are organised into strands of Number, Space, Measurement, Chance and Data with the Working Mathematically integrated into these lessons although outcomes are not included. Lessons cover national level 3 outcomes. Learning centres task cards that suggest activities that stimulate and develop all student abilities, learning and thinking styles. Resources: 1-100 Numbers Chart Australian Coins and Notes MAB Base 10 diagrams 2D Shapes 3D Nets Grid paper Dorothea Scanlon 2011
3 Lesson structure For optimal mathematics learning it is suggested that lessons be structured using the organisational structure of whole, part, whole. The concept of whole suggests the whole class engaging in collaborative learning activities as opposed to part which refers small group or individual participation. Therefore, lessons are planned and implemented according to the following structure: Setting the scene & activity introduction: To set the scene for mathematics learning the whole class begins learning together and participates in 5 minute energising activities. Energisers relate to concepts being introduced and investigate during the lesson. After the initial scene is set class teachers lead whole class discussions and demonstrations that tune students into mathematical concepts and processes. Learning activities are then explained. Students are directed to their activity with the use of an Icon Board. Learning centre activities, focussed teaching & classroom roving: This aspect of the mathematics lesson takes up the majority of lesson time. Students spilt into groups or work individually to actively engage in learning centre activities. While students independently complete their learning centre the teacher conducts focused teaching and learning groups and general classroom roving. Learning centre activities: A variety of different learning centres can run simultaneously during this time. Depending on the needs of students or classroom dynamics teachers may choose to structure learning centre engagement in a variety of ways. These include: Students not participating in Teaching Group complete an activity sheet then select an activity from the selection on the task card. Students not participating in Teaching Group complete an activity sheet then separate into pre-determined groups to complete a pre-determined activity from the task card. For example, group 1 moves to the computer to complete the ICT activity while group 2 works at a set of tables to complete the Creating & Making activity. The activity sheet is used as a pre-determined or individual choice learning centre. Focussed teaching and learning groups: These are generally known as Teaching groups. Teachers draw out a small group of students to provide them with either extra teaching support or extension. This time can also be used to conduct assessment activities. Classroom Rove: When focussed teaching sessions are complete teachers conduct general roving of the room. Teacher move around the room from individual to individual or group to group to observe student learning. Informal assessment such as anecdotal note taking is a useful tool to record observations. Share-time: To conclude the lesson students and the teacher again meet as a whole class for share time. Share time enables all students to celebrate successes, discuss concerns, reflect upon learnings and further draw upon or seek clarification about the mathematical concepts and processes investigated and employed during the lesson.
4 Resources Concrete mathematics resources should be made available to students at all times. This may be a simple as creating a tool box using a large plastic container or tub to, creating mathematics resource shelves or trollies. Resources readily available should include: Calculators Plastic counters Bottle tops M.A.B. Unifix Buttons Rulers Counting Frames Icy-pole sticks Dice container Number Charts Writing & Drawing tools Hands on concrete materials can also be created quickly easily and at low cost. Make or collect the following: Number Flash Cards Cut coloured card into rectangles and handwrite numbers or alternatively use a desktop publishing program to print them out. Luck dip number boxes Enlarge the Number Chart (pg 56) and cut out each number place into a washed take away food tub. Raffle ticket books or pre-used numbered ticket stubs Any old or used ticket tubs with numbers on them that are clearly readable Note: For maximum use and longevity laminate number charts and flash cards. Assessment All activities in this book are linked to the National Curriculum Outcomes. Assessment should be an ongoing process. Ongoing assessment assists in the process of planning and curriculum implementation. Student assessment can be easily integrated into the structure of the mathematics lesson therefore, making it non-threatening for students. Assessment can be formal with the use of standardised testing kits or informal. Informal assessments can include student checklists or anecdotal notes of any observations that occurred. The following is an example of a completed assessment checklist using the proforma provided in this book. Assessment Check List Strand: Measurement Level: 2 Class Junior 1
Students Outcome: Measuring 1.21 Refers to familiar recurring phenomena when describing time. Indicators: Order events within today and place regular activities in typical order. Understand that clocks are used to tell the time of day and link specific times on clock to recurring daily phenomena. Understand that clocks are used to reflect the passage of time, linking the movement of hands or changing of numbers to the passage of time. Student Name Comment
Beginning Consolidating Established
5/8/07 5/8/07
Completed What Did you do Yesterday Ordered some events in correct sequence. Orders all events appropriately and is able to tell oclock times.
5 Assessment Check List Strand: Level: Students Outcome: Indicator: Student Name
Beginning Consolidating Established
Class
Comment
6 Planning Detailed documentation of practice is a key feature in the establishment and maintenance of effective mathematics learning centres and mathematics learning. The following details should be clearly outlined in planning documents: Focus/foci for lessons. Assessment outcomes. Activity/ies description. Student grouping and activities they are expected to complete. List of students for focused teaching group and what skills will be taught. List of resources. The following is an example of detailed classroom planning with the aid of teaching notes and activity ideas:
Focus: Ordinal Number Year Level: Prep (Fig 1)Student Outcome: Number Level 1: 1.11 Count and order: Counts and estimates collections, orders two or more collections, orders things within collections Indicator: Use terms first, second, third to indicate position in a sequence (Fig 2)Mathematical Concepts: Ordinal number language e.g. First, second, third One-to one correspondence Counting collections Ordering and creating sequence (Fig 3)Resources: Mathematics tool box Glue coloured paper pencils & markers Mathematical Words & Symbols Card. copies of ordinal number activity sheet & task cards
(Fig 4)Whole Class Shared Maths Energiser Activity: Students participate in races such as running, hopping, skipping, sack, walking/tossing balloons etc. Award students with a place in the race using ordinal number i.e. First, Second, Third, Fourth etc. Discuss: Language of ordinal number that was used in the energising activity. Explain: Activity sheet and learning centre activities. Demonstrate: How to record and write ordinal numbers in numerals and words. (Fig 5)Independent Maths: Students select one of the following activities: Ordinal Number activity sheet Use a desktop publishing program to create a poster displaying a line of animals and label the order they are placed. Play board game and record the order each person finished. Draw counting materials (unifix, teddy counters, buttons) out of a container. Create a poster to show what order they were drawn out. Make a great presents book. On each page draw and write presents that would be appropriate to give someone on their 1st, 3rd 6th 10th 16th and 35th birthday (Fig 6)Teaching Group Angela, Michael, Connor, Aimee & Nickos (Fig 7)Teaching Group Focus Ordering and creating sequence Ordinal number language e.g. First, second, third (Fig 8)Share time: Students discuss with a partner a fact they know about ordinal number. For example the winner or leader in a line is always the 1st.
Helpful Hint : Enlarge the weekly planning proforma (over leaf) to allow for ease of planning and maximum space. Dorothea Scanlon 2011
8 Icon board An icon board containing pictorial icons, student groups and student name tags should be established and updated for each mathematics lesson. The icon board is a reference for students who need further clarification about what is expected of them during the lesson. The board should display what mathematical activity students will engage in and which students will participate in focussed teaching sessions. The following is an example of how the board can be organised. Page 3 contains a set of icons that may be used to create the icon board. Figure 1. Figure 2 ICT Icon
9 Teacher Notes: Topic Focus: Number Numbers Student Outcomes: Count and Order 3.11 Counts, orders, estimates and describes with whole numbers, common fractions and decimal fractions for money or measurements (two places). Indicator: Use multiples equivalent groups- to count and compare collections. Use place value to read, write, say and interpret whole numbers, oral or written Use place value to assist in estimation. Mathematical Concepts: Reading and writing numbers in numerals and words. Place value. Rounding numbers to nearest 10 or 100. Odd and even numbers. Extended form. Creating pictorial representations of numbers. Setting the Scene: Five Minute Energiser Number Who Am I? Select a number between 0- 9999 write in down but dont show anybody else. Students try to guess the number by asking questions that can only receive a yes no answer. For example students could ask, is it a 3 digit number?, is it odd or even?, does it have a 0 in it? etc. Tunning In and Activity Introduction: Discuss: Which questions were most successful in giving information about the number and why? Revise: Place value, identifying odd and even numbers, making and drawing MAB number models. Introduce: Rounding numbers to their nearest 10 or 100. Sharetime Students share the numbers they have rounded to the nearest 10 or 100 and discuss the strategies they used to do so.
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11 Teacher Notes: Topic Focus: Number Number Student Outcomes: Count and Order 3.11 Counts, orders, estimates and describes with whole numbers, common fractions and decimal fractions for money or measurements (two places). Indicator: Use multiples equivalent groups- to count and compare collections. Use place value to read, write, say and interpret whole numbers, oral or written Use place value to assist in estimation. Mathematical Concepts: Reading and writing numbers in numerals and words. Place value. Rounding numbers to nearest 10 or 100. Odd and even numbers. Extended form. Creating models and pictorial representations of numbers. Teaching Tips: MAB Picture Another idea is to cut out a one, ten, hundred and thousand block pictures (pg and scan the MAB pictures into a computer and then save each one as a picture file. Students can then insert them instead of creating a picture and taking a digital photo of it. Setting the Scene: Five Minute Energiser Number Models Play in groups of three, one player uses MAB to make a number, while the other two verse each other to guess the number. The player who guess correct wins. Tunning In and Activity Introduction: Discuss: What strategies students used to figure out the number. Revise and demonstrate: How to make numbers using MABs; draw visual representations of them; and how to write numbers in numerals, words and extended form. Sharetime: Students share a fact about place value, rounding or making models of numbers that they learnt today or yesterday.
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13 Teacher Notes: Topic Focus: Number Patterns Student Outcomes: Number Patterns 3.12 Identifies, continues and invents whole number patterns involving the four operations, including where successive terms in a sequence can be linked by an addition or subtraction strategy. Indicators: Describe a rule that could be used to generate a sequence involving an addition or subtraction strategy which may involve more than adding a constant amount. Describe a rule that could be used to generate a multiplying or repeated addition sequence. Continue or fill in number sequences based on an addition or subtraction strategy involving more than adding a constant amount. Follow a rule to generate a number sequence based on addition or subtraction strategy. Use patterns in digits to make predictions. Mathematical Concepts: Skip counting Creating sequence Predicting, creating and describing counting patterns. Repeated addition and subtraction. Setting the Scene: Five Minute Energiser Pattern Hunt- Go on a hunt for all the patterns in and around the classroom that you can find. Take digital photos of these or a written list. Tunning In and Activity Introduction: Classify: Classify the patterns that were discovered into groups of number, shape or other. Explain: Number patterns and their relation to multiplication, repeated addition and subtraction. Demonstrate: How to create and identify number patterns with alternate amounts Sharetime: Share the strategies that you used to solve your number patterns.
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Number Patterns
Fill and Find. Complete these counting patterns and describe their rule. 5, 10, 15, 20 -------------------100 6, 12, 18, 24--------------------72 4, 8, 12, 16----------------------60 2, 4, 6, 8, 10---------------------38 1, 3, 5, 7, 9--------------------------31 2, 5, 8, 11, 14----------------------35 3, 8, 13, 18, 23--------------------43 101, 98, 95, 92--------------------62 143, 139, 135, 131, ----------------91 Dice Patterns. Select one of the numbers below to start your number pattern. Roll a dice to find out what you will add on or subtract to create your number pattern. 67 54 221 1 0 8 5 7 88 54 186 754 653 11 21 38 Roll the dice twice to create an alternate number pattern. Our House. Generally streets and roads are numbered odds on one side and evens on the other. Why do you think this is? Use a desktop publishing program to create your poster. If you live in a street or road use your house as a start and create a poster to show the number pattern on your side of the street or road. If you live in a crescent, court, avenue or other does the same rule apply to you? If yes complete the above activity. If no, create a poster showing the house numbers in your street. True or False Number Pattern Facts. Answer these questions with either true or false and explain why? 12 is in the 3s counting pattern. 54 is in the 7s counting pattern. 13 is in the even numbers counting pattern. 45 is in the fours counting pattern. 91 is in the eights counting pattern. 89 is in the 4s counting pattern. 76 is in the 6s counting pattern. 452 is in the 3s counting pattern. 654 is in the 6s counting pattern. 99 is in the 9s counting pattern. 101 is in the 11s counting pattern.
15 Teacher Notes: Topic Focus: Number Addition and Subtraction Number Facts Student Outcomes: Mental Computation 3.15 Estimates and calculates mentally, including adding (sum to 100) and subtracting two-digit numbers and multiplying numbers to 10. Indicator: Remember basic addition facts and some multiplication facts and calculate mentally basic multiplication facts they dont recall. Equations 3.13 Uses understanding of whole and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicator: Use addition/subtraction and multiplication/division relationships to solve missing number problems. Use patterns in sequences of number equations to generate new equations. Mathematical Concepts: Automatic response of numbers to 20. The relationship between addition and subtraction. Mental computation of numbers up to 100 Teaching Tips: Round the World in 25 Change the number in the title to the number of students in your class. Setting the Scene: Five Minute Energiser Round the world in 25 Students stand in a circle, select two students to begin. Call out automatic response equations to students, the first to answer moves along to the next student. The student who can travel around the world and beat their opponents is the winner. Tunning In and Activity Introduction: Explain: The addition and subtraction relationship when completing number facts to 100. Demonstrate: How to complete fact families and number sequences. Sharetime: Share the strategies you used to complete number fact equations.
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17 Teacher Notes: Topic Focus: Number - Addition Student Outcomes: Applying Numbers 3.14 Makes a suitable choice of operation for situations involving whole numbers, amounts of money and familiar measurements. Indicator: Suggest a story question that relates to a given number sentence. Equations 3.13 Uses understanding of whole numbers and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicator: Use addition/subtraction and multiplication/division relationships to solve missing number problems. Written Computation 3.16 Uses understood written methods to add and subtract any whole numbers and amounts of money and to multiply and divide whole numbers by whole numbers to 10. Indicator: Add columns of whole numbers and subtract one number from another. Give a reasonable explanation of their written method for adding or subtracting numbers works by referring to place value. Calculators 3.17 Uses a calculator for operating on whole numbers, amounts of money and measurements. Mathematical Concepts: Language of addition. Vertical and horizontal addition of three digit numbers. Manipulate materials to solve addition picture, number and word problems. Recording addition number and word problems. Trading. Teaching Tips: Luck Dip MAB Addition Use the MAB diagrams to create cards representing three, two and single digit numbers. Setting the Scene: Five Minute Energiser Bingo Addition: Students create a 5 by 5 grid and add numbers 1-20 in each box. Teacher calls out addition sum to 20 and students mark off the answer if it exists on their grid. The first student to get four in a row is the winner. Tunning In and Activity Introduction: Brainstorm: All the strategies that students used when adding the answers for addition bingo. Introduce and demonstrate: Vertical addition with trading. Estimate and record estimation first. Use MAB materials to complete problem and write a number problem to accompany it. Sharetime: Students share the strategies that they found to be the easiest use to solve addition problems. Ask students if there were different strategies for different types of sums. Ask students if their estimations were accurate and why?
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Create your own bulls-eye target and allocate point to it. Use it to play a game. Addition Grids + 5 17 34 99 + 16 44 63 + 34 88 97 150 14 56 188 76 236 76 61 53 270 114 90 480 + 346 543 672 989 453 567 765 865 Try creating your own addition grids.
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19 Teacher Notes: Topic Focus: Number - Subtraction Student Outcomes: Applying Numbers 3.14 Makes a suitable choice of operation for situations involving whole numbers, amounts of money and familiar measurements. Indicator: Suggest a story question that relates to a given number sentence. Equations 3.13 Uses understanding of whole numbers and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicator: Use addition/subtraction and multiplication/division relationships to solve missing number problems. Written Computation 3.16 Uses understood written methods to add and subtract any whole numbers and amounts of money and to multiply and divide whole numbers by whole numbers to 10. Indicator: Add columns of whole numbers and subtract one number from another. Give a reasonable explanation of their written method for adding or subtracting numbers works by referring to place value. Calculators 3.17 Uses a calculator for operating on whole numbers, amounts of money and measurements. Mathematical Concepts: Vertical and horizontal subtraction of three, two and single digit number. Estimating before solving subtraction problems. Manipulate MAB and other materials to solve subtraction number and word problems. Recording subtraction number problems appropriately and creating subtraction number stories. Regrouping Teaching Tips: The Weekend Footy Results To extend this activity allow students to explore the sports section of the newspaper to find other game results and then work out the difference in these results. Setting the Scene: Five Minute Energiser Tell me what you know about subtraction- Students sit in a circle and take turns to tell the class something they know about subtraction. Record student answers, Tunning In and Activity Introduction: Discuss: Answers given about subtraction and address any misconceptions. Demonstrate: How to estimate, use MAB to solve vertical subtraction problems using regrouping, record problems appropriately and write a word problem to accompany the number problem. Sharetime: Ask students to share something about subtraction they found hard or easy and ask them to explain why? If students encountered a difficulty ask them what they did to solve this problem.
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21 Teachers Notes: Topic Focus: Number - Multiplication Student Outcomes: Applying Numbers 3.14 Makes a suitable choice of operation for situations involving whole numbers, amounts of money and familiar measurements. Indicator: Select an appropriate multiplication to deal with repeated addition. Equations 3.13 Uses understanding of whole numbers and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicator: Use the relationship between multiplication and division to solve missing number problems. Written Computation 3.16 Uses understood written methods to add and subtract any whole numbers and amounts of money and to multiply and divide whole numbers by whole numbers to 10. Indicator: Multiply by single digit numbers. Calculators 3.17 Uses a calculator for operating on whole numbers, amounts of money and measurements. Mathematical Concepts: Creating equal and unequal groups Recognition of multiplication symbol (x) and language (groups of, lots of, times) Repeated addition Counting rows and arrays Skip counting Teaching Tips: Find your group: Use the BLM on page 50 to cut up for this activity. Setting the Scene: Five Minute Energiser Find your group Give students each a card that they need to hold in-front of themselves. They need to move around the room silently to make groups of three. The set comprise of a multiplication algorithm, the answer a repeated addition picture. Tunning In and Activity Introduction: Explore: Give students a calculator and ask them to complete a variety of repeated addition algorithms e.g. 5+5+5+5+5= Mention to the students that it is taking a while to key in all of the numbers can anybody think of a quicker way to solve these problems. Discuss: Multiplication and its relationship to repeated addition. Demonstrate: How to estimate, use materials to solve multiplication problems, how to solve multiplication with remainders and how to record them. Sharetime: Students share a strategy that they found useful to solve multiplication problems.
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23 Teacher Notes: Topic Focus: Number - Multiplication Student Outcomes: Applying Numbers 3.14 Makes a suitable choice of operation for situations involving whole numbers, amounts of money and familiar measurements. Indicator: Select an appropriate multiplication to deal with repeated addition. Equations 3.13 Uses understanding of whole numbers and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicator: Use the relationship between multiplication and division to solve missing number problems. Written Computation 3.16 Uses understood written methods to add and subtract any whole numbers and amounts of money and to multiply and divide whole numbers by whole numbers to 10. Indicator: Multiply by single digit numbers. Calculators 3.17 Uses a calculator for operating on whole numbers, amounts of money and measurements Mathematical Concepts: Creating equal and unequal groups Recognition of multiplication symbol (x) and language (groups of, lots of, times) Repeated addition Counting rows and arrays Skip counting Teaching Tips: Times Table Poster.- You may choose to select the set of times tables students use so that a class set can be created for display purposes. Setting the Scene: Five Minute Energiser Pattern Scramble Select a number pattern and write it on the board in a jumbled manner. Students need to un-scramble the pattern. Tunning In and Activity Introduction: Revise: The relationship between counting patterns, repeated addition and multiplication. Discuss: Times tables and how they make solving multiplication and repeated addition problems quick and easy. Demonstrate: The structure of times tables and strategies to solve them. Sharetime: Students share some time tables facts that they know of have learnt during the lesson.
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25 Teacher Notes: Topic Focus: Number -Division Student Outcomes: Applying Numbers 3.14 Makes a suitable choice of operation for situations involving whole numbers, amounts of money and familiar measurements. Indicator: Select an appropriate division to deal with sharing and grouping where the divisor is a whole number and smaller than the dividend. Equations 3.13 Uses understanding of whole numbers and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicator: Use the relationship between multiplication and division to solve missing number problems. Written Computation 3.16 Uses understood written methods to add and subtract any whole numbers and amounts of money and to multiply and divide whole numbers by whole numbers to 10. Indicator: Divide a whole number by a one digit number, expressing the results with remainders or fractions. Mathematical Concepts: Sharing collections of objects to create equal and unequal groups. Identifying the relationship between counting patterns, multiplication and division. Recognition and use of division symbol () Making, drawing and writing division number stories Setting the Scene: Five Minute Energiser Reorganise the collection. Ask students to each take a large handful of counting materials and to organise this large group into smaller equal groups. Tunning In and Activity Introduction: Discuss: How groups of collections were reorganised, if they were all successful in creating equal groups and if not what did they do with the left overs. Explain: The strategies of division and what to do when numbers cant be divided equally. Demonstrate: How to estimate and solve division problems and then record them. Sharetime: Students share something they found to be interesting about division.
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27 Teacher Notes: Topic Focus: Number Using Brackets and the Four Processes Student Outcomes: Equations 3.13 Uses understanding of whole numbers and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicator: Complete numerical statements involving brackets where only one number is missing. Mathematical Concepts: Brackets in algorithms. Completing number sentences with missing symbols or digits. Teaching Tips: Setting the Scene: Five Minute Energiser Dont Burst the Balloon!- Draw 20 balloons on the board and a blank number problem. E.g. _ _ _=_ Students need to guess what the number sentence is by asking yes or no questions. For example is the first number a double digit number. A no answer leads to the popping (crossing out) of a balloon. Students need to guess the answer before all the balloons have been burst. Tunning In and Activity Introduction: Discuss: Strategies used to complete the number sentence in the fastest way. Introduce: Brackets and their function (i.e. complete first) in algorithms. Demonstrate: How to solve algorithms that include brackets and missing digits or symbols. Sharetime:
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29 Teacher Notes: Topic Focus: Number Money Student Outcomes: Count and Order 3.11 Counts, orders, estimates and describes with whole numbers, common fractions and decimal fractions for money or measurements (two places). Indicator: Regroup money to fewest possible number of notes or coins Use decimal notation to two places to represent quantities and money Mathematical Concepts: Identifying features of coins and notes. Exchanging coins and notes. Skip counting Repeated addition Teaching Tips: Learning & Earning -Classroom money can be created and used as a positive behaviour reward system before conducting money lessons. Students can use the money they earned in the Class Auction. How can I pay?- Collect a variety of catalogues that students can use to cut out for this activity. Setting the Scene: Five Minute Energiser Counting the Cash- Tell students that you have some coins and notes in your purse and all added up it equals to $10.50. As a class guess the possible combinations of notes and coins that may be in your purse. Tunning In and Activity Introduction: Discuss: The strategies used to create the different combinations of coins and notes. Which combination used the least amount of coins and notes, is there another? Introduce: The concept of swapping coins and notes to attain the fewest possible coins and notes. Demonstrate: Which combinations can be exchanged to achieve smallest amounts e.g. 5cent coins x10 could be exchanged for 1 50cent coin. Sharetime Select a student from each group to share their activity and show their combinations of money. Ask the whole class to point out each combination that showed the least amount of coins in each activity. Ask students if there are other combinations that use even fewer coins or notes.
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31 Teacher Notes: Topic Focus: Number Money and Decimals Student Outcomes: Count and Order 3.11 Counts, orders, estimates and describes with whole numbers, common fractions and decimal fractions for money or measurements (two places). Indicator: Regroup money to fewest possible number of notes or coins Use decimal notation to two places to represent quantities and money Calculators 3.17 Uses a calculator for operating on whole numbers, amounts of money and measurements. Indicator: Enter and read amounts of money and measurements on a calculator, rounding calculator to the nearest cent or unit, and recognising, for example, 1.5 as $1.50 Mathematical Concepts: Decimals and money Identifying features of coins and notes. Exchanging coins and notes. Skip counting Repeated addition Teaching Tips: Decimal Hunt A number program such as or similar to Microsoft Excel is great to use for this activity. Setting the Scene: Five Minute Energiser Money Groups: Give each student a coin (try to have a variety) and then call out a monetary amount e.g. $1.30 Students need to find others in the class who have coins that will create that combination. When students have created that combination they sit down. Tunning In and Activity Introduction: Discuss: The different combinations used to create the monetary amounts. Introduce: The concept of decimal numbers. Demonstrate: How to recognise decimals in monetary amounts. Sharetime Students each read out 5 decimal amounts.
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33 Teacher Notes: Topic Focus: Number -Fractional Numbers Student Outcomes: Count and Order 3.11 -Counts, orders, estimates and describes with whole numbers, common fractions and decimal fractions for money or measurements (two places). Indicators: Use materials and diagrams to represent fractional amounts where the whole may be an object, quantity or collection. Express generalisations about fractional numbers symbolically Count in common fractional amounts. Equations 3.13 Uses understanding of whole numbers and fractional numbers, relationships and operations to construct and complete simple statements of equality. Indicators: State fractional equivalents in words and symbols Mathematical Concepts: Recognising fractional numbers Fractional language. Recording fractional numbers. Making, drawing and writing fractional numbers. Fractional Equivalents Teaching Tip: Shape Fraction Match Draw common shapes onto A4 paper and cut them up into equal parts. Eg cut a square into quarters, a rectangle into sixths or a circle into 12ths. Setting the Scene: Five Minute Energiser Shape Fraction Match- Give each student a part of a pre- cut shape fraction (see teaching tip). Students need to move silently around the room to re-create the whole shape. Students need to then express their part of the shape as a fraction. Tunning In and Activity Introduction: Discuss: What is meant by the term fraction and how to we label them Demonstrate: How read and write fractions and how to identify their equivalents. Sharetime Share strategies for creating equivalent fractions.
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35 Teacher Notes: Topic Focus: Measurement - Time Student Outcomes: Time 3.21 Measures time and duration of time, reading clocks, calendars and straightforward timetables. Indicators: Estimate time of day, week or year using clues such as shadows, weather, clothing, fullness of car park, shop signs, plant behaviour. Tell the time on digital and analog clocks. Read and make simple schedules Classify events into those that take more than or less than or about one hour or one half hour or five minutes. Ask and answer questions about how long things took or will take and measure time intervals using natural units of time, artificial non-standard units, or standard units. Mathematical Concepts: Investigating instruments that measure time e.g. digital and analog clocks. Recording time. Estimating time. Telling time. Creating time tables. Setting the Scene: Five Minute Energiser What time could it be?- Explain a situation to students and using the clue they need to guess the time of day. E.g. I went to the shopping centre and the car park was full, I bought some food and ate it in the food court, Lots of others were buying food too. The tables around me were quite full. I ate a salad sandwich What time of the day was it? Tunning In and Activity Introduction: Discuss: Events around us that can predict the time of day. Consider more formal ways of measuring time. Demonstrate: How to tell the times using a digital clock and analog. Sharetime Students tell a time on an analog or digital clock.
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Pictures and Words to Describe Time Use a desktop publishing program to create a list of pictures and word poster that describe times of the day. E.g. Sunrise night How long is an hour? Classify activities that take an hour to complete, more than an hour and less than a hour. Include the approximate times that it does take to complete them
37 Teacher Notes: Topic Focus: Measurement - Angles Student Outcomes: Measuring 3.19 Directly and indirectly compares things including by counting uniform units of angle, area, capacity and mass and measuring length to the nearest marked graduation. Indicators: Identify angles in turns or rotations. Order angles by direct comparison of the amount of turn and by using such units as a quarter turn or an angle of their own making. Mathematical Concepts: Introducing angles and their relationship to everyday objects. Setting the Scene: Five Minute Energisers Select one or both of the following activities: Human Clock. Ask students to stand up and use their arms to create different times on an analog 12 hour clock face. Tunning In and Activity Introduction: Discuss. That as their hands were moving and creating different times it reminded you of angles. Consider what an angle is and what students already know about angles. Introduce: The concept and use of angle. Demonstrate: How to label and identify angles that show a quarter turn, half turn, turn and full turn. Sharetime Students each share something they learnt about angles during the lesson.
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Equilateral
39 Teacher Notes: Topic Focus: Measurement Length Student Outcomes: Measuring 3.19 Directly and indirectly compares things including by counting uniform units of angle, area, capacity and mass and measuring length to the nearest marked graduation. Indicators: Measure length to the nearest marked graduation. Use numerical measurements of objects to order the objects. Estimating 3:20 Makes sensible numerical estimates using units that can be seen or handled and uses words such as between to describe estimates. Indicators: Make sensible numerical estimates based on provided units. Use body parts and movements as a unit to help estimate length Mathematical Concepts: Language of measurement Measuring lengths using informal and formal units Estimating lengths Comparing lengths Counting Teaching Tips: String Measuring: Cut up different lengths of string, make sure you have an equal amount that are the same length and an equal amount that are uneven Measure and Order Paper Strips: Cut up a varying lengths of A4 and A3 paper to create a container full of paper strips. Five Minute Energiser String Measuring: Give students each a length of string and ask students to find something in the room than is the size, twice the size or the same length. Select a variety of students to share their discoveries. Tunning In and Activity Introduction: Discuss: What strategy students used in order to find their objects. Ask students is they know of a more accurate way of measuring to find objects that are exactly the same, or twice the size. Demonstrate: How to accurately measure using a ruler. Sharetime Students share the measurement of the longest or shortest objects they measured and provide a brief explanation or demonstration of how they measure these objects.
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41 Teacher Notes: Topic Focus: Measurement Length Student Outcomes: Measuring 3.19 Directly and indirectly compares things including by counting uniform units of angle, area, capacity and mass and measuring length to the nearest marked graduation. Indicators: Order regions by direct comparison of area and by using a unit. Use numerical measurements of objects to order the objects. Estimating 3:20 Makes sensible numerical estimates using units that can be seen or handled and uses words such as between to describe estimates. Indicators: Make sensible numerical estimates based on provided units. With a physical model of unit available for comparison, estimate which regions they can see have an area of about or less than or more than a square meter. Choosing Units 3.18 Selects suitable and uniform things to use as units when measuring and a common unit to compare two things. Indicators: Choose same size objects to use as a repeated unit for measuring. Explain differences in the number of units different students took to cover an object by referring to different sizes of the units. Refer to gaps and overlaps in explaining differences in the number of units taken to cover an object. Mathematical Concepts: Language of measurement Measuring area using centimetre square Estimating area Comparing area Counting Teaching Tips: Area of a Table: Prepare enough 10x10 paper square for each group to cover a table top. Computer Generated Area- You may have to demonstrate this process to students and show them how to change the table properties. Area of a Picture-Photocopy the grid paper (pg 53) for student use. Setting the Scene: Five Minute Energiser Area of a Table Students work in groups to figure out how to measure the area of a table top using only square pieces of paper. Tunning In and Activity Introduction: Discuss: What the area was, how they measured it and any problems they encountered. Introduce: Area and how it is formally measure e.g. centimetre or meter squared. Demonstrate: How to measure the area of objects using square centimetres or informal units (such as the paper units used above. Sharetime Students share and compare the area of an object they measured.
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43 Teacher Notes: Topic Focus: Measurement Volume, Mass, Capacity Student Outcomes: Measuring 3.19 Directly and indirectly compares things including by counting uniform units of angle, area, capacity and mass and measuring length to the nearest marked graduation. Indicators: Use numerical measurements of objects to order the objects. Uses the number of uniform bricks or cubes as a measure of volume. Estimating 3:20 Makes sensible numerical estimates using units that can be seen or handled and uses words such as between to describe estimates. Indicators: Make sensible numerical estimates based on provided units. Choosing Units 3.18 Selects suitable and uniform things to use as units when measuring and a common unit to compare two things. Indicators: Choose same size objects to use as a repeated unit for measuring. Explain differences in the number of units different students took to cover an object by referring to different sizes of the units. Mathematical Concepts: Understanding the difference between volume, mass and capacity. Weighing using a variety of scales. Estimating and measuring volume, mass and capacity. Language of measurement Hefting Comparing volumes, masses and capacities. Teaching Tips: Mass is how much an object weighs. Capacity is how much an object can hold. Volume is how much space an objects takes up. Setting the Scene: Five Minute Energiser Weighing Without Scales- Line up a variety of different objects of the table, e.g a piece of paper, pencil, empty can, full can, empty box, full box etc. Ask students to order them from lightest to heaviest with out any tools. Tunning In and Activity Introduction: Discuss: Discuss the strategies used to do this. Test: Conduct a test using the appropriate tool and determine who was closest. Introduce and Consider: Introduce the terms volume, mass and capacity and set a challenge for students to find out what the difference between these measures are. Sharetime Students share their definitions of volume, mass and capacity. As a class create a sentence to define their differences.
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45 Teacher Notes: Topic Focus: Space- Location, Position and Orientation Student Outcomes: Visualising, analysing and representing arrangements and locations 3.8 Visualises, follows and gives descriptions of locations and paths and attends to order and proximity in reading and making maps. Indicators: Recognise a map as a birds-eye view and attempt to provide this view of familiar locations such as their classroom. Attend to the order and proximity of things in drawing maps, giving directions or describing the main features of a familiar path. Use directional language Interpret and order proximity from maps Mathematical Concepts: Language of position, movement and orientation Give and follow directions and paths Reading, interpreting and creating informal maps Teaching Tips: Directions Tape- A recording device will be needed for this activity. If a tape player is unavailable a computer with a microphone also works effectively for this activity. Setting the Scene: Five Minute Energiser Help Im Lost- Give students an oral explanation of a location somewhere in the school that you could be found. E.g. I am standing next to a pole. It is near the big gumtree. I can see the oval to my right and a classroom to my left. Where could I be? Activity Innovation-If you have access to walky-talkies perhaps you could get the students to actually do this activity using them. Tunning In and Activity Introduction: Discuss: What strategies were used to solve the above problem. Introduce: A formal map and how they are used to read, give and follow directions. Demonstrate: How to create a map from a birds eye view. Sharetime Students share some of the directional language used in their activities. Create a list of these and display them.
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47 Teachers Notes: Topic Focus: Space Shape-2D Student Outcomes: Visualising, analysing and representing shapes 3.9 Interprets common spatial language and uses it to describe and compare features of things. Indicators: Integrate conventional names of shapes and parts of shapes into their descriptions of things. Identify prisms and pyramids in their environment. Describe and compare the spatial features of various mathematical objects they can see and handle, including by the number of edges and vertices and the number, shape and position of faces. Given a description of its spatial features, select an object from a collection. Visualising, analysing and representing movements and transformations 3.10 Recognises and uses repetitions and movements of the same shape embedded within arrangements and patterns. Mathematical Concepts: Language of shape Identifying, drawing and constructing common 2D shapes and pictures Identifying attributes of 2D shapes such as sides, apex, vertices, corners Teaching Tips: See page 57 for 2D shape outlines. The use of attribute blocks are highly recommended for these activities. Setting the Scene: Five Minute Energiser: True or False 2D Shape Quiz- Each student needs to write a true or false answer on a piece of paper. Read out a set of questions about shapes that require a true or false answer. E.g. An equilateral triangle has 3 sides. Give answer straight after quiz. Tunning In and Activity Introduction: Survey: Find out how many right and wrong answers were given for each question. Discuss: Any words used in the quiz that students did not understand. Eg equilateral triangle did everyone know the meaning of this? Introduce: 2D shape categories such as polygons, triangles, quadrilaterals, circles, regular and irregular and their attributes. Sharetime: Students share their work and share an interesting fact about it or shapes.
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49 Teacher Notes: Topic Focus: Space Shape 3D Student Outcomes: Visualising, analysing and representing shapes 3.9 Interprets common spatial language and uses it to describe and compare features of things. Indicators: Integrate conventional names of shapes and parts of shapes into their descriptions of things. Identify prisms and pyramids in their environment. Describe and compare the spatial features of various mathematical objects they can see and handle, including by the number of edges and vertices and the number, shape and position of faces. Given a description of its spatial features, select an object from a collection. Using Spatial ideas, tools and techniques to interpret, draw and make 3.7a Pays attention to the shape and placement of parts when matching, making and copying things, including matching nets with 3D shapes Indicators: Make polyhedra in solid, hollow and skeleton forms. Discuss the features of 3D shapes emphasised by and best represented in solid, hollow and skeleton forms. Mathematical Concepts: Language of shape Identifying, drawing and constructing common 3D shapes and objects Identifying attributes of shapes and objects such as edges, sides, apex, faces, vertices Teaching Tips: The use of attribute blocks and 3D shape models are highly recommended to complete these activities. See page 58 for net outline that can be used in these activities. Setting the Scene: Five Minute Energiser Guess the Object- Place an object into a box and describe the object using spatial language such as edges, sides, round, apex, 3D object etc. Students use the clues to guess the contents of the box. Tunning In and Activity Introduction: Discuss: What words were most useful when guessing the object and why? Which words were not useful and why? Introduce: The features of 3D shapes and their terms. Demonstrate: How to identify and explain the attributes of 3D shapes. Sharetime Students share something they learnt about 3D shapes.
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51 Teacher Notes: Topic Focus: Chance and Data - Chance Student Outcomes: Understanding, estimating and measuring chance variation 3.23 Distinguishes certain from uncertain things, describes familiar easily understood events as having equal chance or happening or being more or less likely. Indicators: Use data to compare events within their experience, describing them as more and less likely. Describe outcomes as having an equal chance or being equally likely. Order a few easily understood situations from least to most likely. Mathematical Concepts: Language of chance Comparison of events Probability of outcomes of events Setting the Scene: Five Minute Energiser Snap- Play a game of snap using all the cards in a standard deck and then again purposely taking some out. Snap- Divide all cards equally between each other, cards need to be picture side down. Players create two piles of cards by each taking a turn to add a card. When two of the same cards appear on the top of each deck the first player to slap the pile with their hand is the winner and keeps the cards. Tunning In and Activity Introduction: Discuss: In the first game did each card have an equal chance of being drawn? Explain answers. What about the second game, were the chances of each card being drawn equal? Explain answers Introduce: The likelihood of events occurring in terms of equal, certain, uncertain, likely or less likely. Sharetime Students share something that they are certain will occur tomorrow.
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53 Teacher Notes: Topic Focus: Chance and Data Collecting, Displaying & Interpreting Data Student Outcomes: Collecting Data - 3.24 Contributes to discussions to clarify what data would help answer particular questions or test predictions, and takes care in collecting data. Organising Data- 3.25 Classifies, sequences and tabulates data to help answer particular questions and varies the classification to answer different questions. Displaying and summarising data 3.26 Displays and summarises data using frequencies, measurements and many-to-one correspondence between data and representation. Interpreting Data 3.27 Reads and describes information in simple tables, diagrams, pictographs and bar graphs. Mathematical Concepts: Creating tallies, Venn diagrams, Pictographs, Frequency Bar graphs Creating axis where one contains whole numbers Collecting and interpreting data. Counting Ordering Setting the Scene: Five Minute Energiser Whats Your Favourite Team- Select a type of a relevant type of sport to survey the class about. Create labels with the names of the teams on the. For example if Aussie Rules create a label different label for West Coast Eagle, Adelaide Crows, Richmond Tigers, No team etc. Ask students to stand behind the sign that shows their team. Ask students to tell you the team that is the most and least popular. Record the results. Tunning In and Activity Introduction: Explain: The together the class just created a human graph. Discuss: What information was discovered from creating a graph of this sort. Consider: Other types of graphs such as frequency bar graphs, pictographs and Venn Diagrams. Demonstrate: How to conduct a survey, create tallies and create the above graphs. Sharetime Share a strategy used to create a tally or conduct a survey. Students interpret someone elses graph and share a fact about it.
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Different
Different
Ask each other about your likes and dislikes of food, sport, clothes, music, books, subjects, hobbies etc. Eye Colour Digital Pictograph. Survey the class to find out about the eye colours in your class. Use a desk top publishing program to create a pictograph to display the results. Write a few sentences about the data your have collated. Top 5s Survey the class to find out about their top 5 favourite foods, least favourite foods, favourite books, favourite toys, favourite computer games and favourite seasons. Display your results in a tally. Write about the class top 5s.
1 11 21 31 41 51 61 71 81 91
2 12 22 32 42 52 62 72 82 92
3 13 23 33 43 53 63 73 83 93
4 14 24 34 44 54 64 74 84 94
5 15 25 35 45 55 65 75 85 95
6 16 26 36 46 56 66 76 86 96
7 17 27 37 47 57 67 77 87 97
8 18 28 38 48 58 68 78 88 98
9 19 29 39 49 59 69 79 89 99
10 20 30 40 50 60 70 80 90 100
Please enlarge number chart to fit whole page and change font to an Australian school writing font e.g Victorian Cursive.
56 Grid Paper
8 15 12 42 33 25 16 54
MAB Base 10 Materials Insert picture of Base 10 thousands block Insert picture of Base 10 hundreds block Insert picture of Base 10 tens Insert picture of Base 10 ones cube
59 Common Shapes Insert pictures of these shapes: Square Equilateral Triangle Right Angle Triangle Isosceles Triangle Scalene Circle Oval/Ellipse Rectangle Kite Diamond Hexagon Pentagon Octagon Decagon Rhombus Parallelogram Trapezium
60 3D Nets Cube Cylinder Regular Prism Square Pyramid Triangular Pyramid Square Prism Pentagonal Prism