Maths Plan

Year 5: MathematicsYear Level Theme Duration of UnitMapping 6 weeks – Term 2, 2013

ACARA ObjectivesACMMG113: Use a grid reference system to describe locations. Describe routes using landmarks and directional language:

1. comparing aerial views of Country, desert paintings and maps with grid references2. creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

ACMNA291: Use efficient mental and written strategies and apply appropriate digital technologies to solve problems.

Unit OverviewMaps have five key components: scale, legend, grid, coordinates and compass rose. Each of these parts are vital when interpreting maps. A compass rose has four cardinal directions (N, S, E & W) and four intercardinal directions (NE, NW, SE & SW). A compass rose aids us in orientating maps and finding directions.Scale is used to represent much larger or much smaller relationships in real life. For example, a map of Australia can be scaled down to an A4 size. A scale represents the distance between two objects on the map, whilst also indicating how to calculate the distance between those same two objects in real life.Symbols are used on maps to represent real objects or landmarks found in the world. A legend is used to indicate what each symbol represents.Each map uses a grid overlay and coordinates that are labeled on each axis. The numbered axes can provide coordinate references that relate to a specific point on the map.

Cross Curriculum Priorities Literacy Numeracy Intercultural Understanding Critical and creative thinking

iMaths Reference MG11 – Map References MG12 – Using Scale MG13 – Compass Points

Lesson number: 1 Lesson title: Diagnostic Assessment

Selected Learning

Outcomes (AC)

Learning Experiences and Objectives Resources Teaching Strategies and Group Structure (whole class, small groups or individual)Lesson outline

Assessment

Mathematics

ACMMG113 ACMNA291

English

ACELA1504

Students will:

1. Complete Mental Maths column for the day and record their scores.

2. Complete the tracker test for iMaths topics MG11, MG12 and MG13.

Mental Maths books.

iMaths Tracker books.

TimerTools on SmartBoard

Records sheet.

Whole class: Have the students complete their 5 minute Mental Maths.

Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class.

Individually: Have the students complete the tracker tests for iMaths topics MG11, MG12 and MG13.

Note: Shortened lesson.

Diagnostic:The Tracker Test results will directly influence the ability level of the following four lessons and dictate the grouping of children for this Measurement unit.

The scores will be tallied in a spreadsheet and attached to the program.

Ongoing:Each Thursday and Friday Mental Maths scores will be recorded.

Lesson number: 2 Lesson title: Compass Points

Selected Learning

Outcomes (AC)


Assessment

Mathematics

ACMMG113 ACMNA291

English

ACELA1504

Students will:


2. Identify a compass rose and list the 8 directions (N, NE, E, SE, S, SW, W & NW).Extension children will continue to NNE, NNW, SSE and SSW. Remedial will label 8 on their compass rose for reference but focus on N, S, E & W throughout the lesson.

3. Practise identifying the directions through aural, kinesthetic and visual methods.

4. Accurately place the directions on the compass rose.

5. Use a compass rose to identify which direction towns and cities are from other cities or landmarks. For example: Sydney is East of Perth. New Zealand is East of Australia.

6. Write original questions and exchange questions with a partner.

Mental Maths books.

Atlases – 1 per child.

Activity sheet – Where in the World is Room 17? x 30.

Compass Rose reference sheets for Maths scrapbooks. x 30.

A4 North, West, East, South indicators.

SelectorTools and TimerTools app.

Records sheet.

Whole class: Have the students complete their 5 minute Mental Maths. Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class.

Whole class: Introduce the topic for the lesson – the compass rose. Explain that by the end of the lesson the class will be able to: correctly label all 8 points of the compass rose and use the compass rose to find directions to and from major cities and countries.

ICT: Display the compass rose on the SmartBoard. Ask students to come up to the board and fill in the missing directions.

Independently: Have each student fill in the directions on their own compass rose. This sheet will be used for reference and glued into their Maths book at the end of the lesson.

Class: Ask all the students to find a space to stand in the room. Show the class the A4 N, W, S, E adhered to the walls. Explain to the students that they are going to play a game using their new knowledge of the compass points. When they hear a direction called out, they are to jump and point to the area of the room that represents that direction. For example, if North is called, the students would point at the front of the room. Start with the easiest directions to give the weaker students extra practise, then move to West, East and finally NNE/NNW and SSE/SSW.

Pairs: Where in the World is Room 17? Students are to work in pairs (partners sitting next to them) in order to work on the activity sheet provided. Model the first question together as a class. Once they have finished, they can check their answers and write original questions and quiz their partner. Working with [redacted] for understanding.

Conclusion: Mix-Pair-ShareAs a concluding activity to consolidate knowledge, students are to mix-pair-share. When they hear the word ‘stop’ they are to find a partner and answer the following questions.

What do we call the figure on a map that helps us with directions? Compass rose.

What are the eight main directions on a compass rose? What activities might require you to understand how to read a compass rose?

Observation:Interaction between pairs will be observed and close observations will be made of the extension children and remedial groups in order to assess their ability and adjust as necessary.

Marking:Sheets will be marked and feedback will be written for the children. If there are any issues they will be addressed before the end of the day in order to provide timely corrections.


Lesson number: 3 Lesson title: Map References Part 1

Selected Learning

Outcomes (AC)


Assessment

Mathematics

ACMMG113 ACMNA291

English

ACELA1504

Students will:


2. Identify that grid coordinates are read latitude first, then longitude. X axis before Y axis.

3. Practise this rule by completing exercise 3 from the iMaths book, page 105.

4. Play a game of Battleships with a partner, calling out the grid coordinates to find their partner’s ships.

Mental Maths books.

iMaths Student books.

TimerTools on the SmartBoard.

Records sheet.

Grid displayed on the SmartBoard.


Review: As every student but one scored 5 out of 5 on the Map References section of the pre-test, a quick review is needed to ensure all students understand that grid coordinates are read X axis before Y axis. I.e. A1 (when numbers are along the Y axis and letters are along the X axis).

Refer to the grid displayed on the SmartBoard and quiz different students on the coordinates of selected squares.

Partners: Students are to form a pair and play Battleships using the grid paper provided. Battleship instructions will be attached to their grid sheets. When it is a child’s turn, they are to say the coordinates clearly in order to launch an attack on their partner’s ship.

Once the class has finished they are to complete Question 3 in their iMaths book. This involves cutting and pasting grid coordinates back into their correct position on the map.

Conclusion: Using the grid displayed on the SmartBoard, draw a door representing the door to the classroom. Explain that students are to call out the coordinate on the count of three and if they can say it right they can leave through that very door to have lunch.

Differentiation: Weaker children ([redacted]) will have smaller grid spaces and/or colours to indicate which line to read first. Extension children ([redacted] will have a grid that is numbered on both sides.

Marking:iMaths books will be collected and marked. If there are any issues the children will be consulted before the end of the day in order to correct misunderstandings in a timely fashion.


Lesson number: 4 Lesson title: Map References Part 2

Selected Learning

Outcomes (AC)


Assessment

Mathematics

ACMMG113 ACMNA291

English

ACELA1504

Students will:


2. Use a compass rose to follow directions to a coordinate on the map provided.

3. List coordinates using the map provided for reference.

iMaths Student Books.

Mental Maths books.


Records sheet.


Rally Robin: Students are to Rally Robin with a partner on the topic of mapping. They are to take turns sharing as many things that they have learned so far in the unit as they can in 1 minute.

Choose some partners to share one thing they have learned. Give the class an opportunity to discuss the points brought up, i.e. Did anyone else learn this? Did anyone else share this point with his or her partner?

Task: Independently, students are to open to page 108 in their iMaths Student Books (MG13 Compass Points) and complete the two pages.

Differentiation: The results of this formative assessment will aid in planning for the weaker children and their summative task. If they are feeling too overwhelmed with the amount of information to process, they may refer to their Maths workbooks during the final assessment. The summative task is assessing their ability to implement map key points, rather than their declarative knowledge of what the key points are.

Formative:The iMaths map reading activity will be collected, marked and discussed with individual children in order to correct misunderstandings developed throughout the unit.


Lesson number: 5 Lesson title: Using Scale

Selected Learning

Outcomes (AC)


Assessment

Mathematics

ACMMG113 ACMNA291

English

ACELA1504

Students will:


2. Identify that a scale is used to represent much larger or much smaller relationships between real world objects on their paper. For example, a scaled model of the Earth. A scaled picture of Australia.

3. Practise interpreting and implementing scales by placing laminate objects onto a laminated grid and identifying what the scale for that grid would be.

4. Complete pages 106 and 107 in the iMaths Student book to further consolidate and practise scale knowledge.

5. Identify at least two benefits of using a scale.

Mental Maths books.

iMaths Student books.

Laminated grids. 1cm x 1cm.

Laminated objects to place over grids.


Records sheet.


Review: Write the word ‘scale’ on the SmartBoard. Ask students what the word means in Maths and Science. Using the ideas of the class, brainstorm words and experiences that come to mind when they read the word scale. If needed, prompt them to look at the scaled Earth, Moon and Sun models that they made earlier in the Term.

Remind students that scaled models and maps are very important in Science and Mathematics as they help us to see a lot of information in a small area, whilst keeping the proportion and relationships the same.

Activity: Students will be given Ziploc bags containing laminate objects of various sizes to fit onto a laminated grid. Objects will be grouped together according to their scale. Students are to fit the objects onto their laminated grid and determine the scale using the real life measurements on the back of the objects.

Conclusion: Think-Pair-Share at least two benefits of using a scale. Select students to share with the class.

Differentiation: Weaker children will be given laminate objects that relate to the grid in simple scales. For example, a bed that is 1 metre long in real life but takes up 1 cm of the grid. Extension children will be given objects that require them to measure the width of the object and convert units.

Marking:iMaths books will be collected and marked. If there are any issues the children will be consulted before the end of the day in order to correct misunderstandings in a timely fashion.


Lesson number: 6 Lesson title: Assessment

Selected Learning

Outcomes (AC)


Assessment

Mathematics

ACMMG113 ACMNA291

English

ACELA1504

Students will:


2. Construct a map to direct a friend to buried treasure.

3. Identify key features of a map: grid coordinates, compass rose, scale, labeled axes and legend.

4. Write at least five directions, which refer to both the grid coordinates and compass rose, to the location of hidden treasure.

5. Swap their maps with a friend and follow the directions to see if they can find another person’s treasure.

Mental Maths books.

Assessments for each student.

Copy of the assessment rubric for each student.

TimerTools on SmartBoard

Records sheets.

Rubrics.

Whole class: Have the students complete their 5 minute Mental Maths.

Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class.

Independently: Each student is to be given the assessment sheet.

Set the timer for 20 minutes. Students will have this time to construct their treasure map and ensure they have added all necessary details. They may refer to the rubric to complete the task and check that they have added all the necessary information.

Once the time is up, students are to exchange their map with a friend and attempt to follow the directions on the new map.

Group: Students are to Mix-Pair-Share and discuss the following questions. What are the 8 directions on a compass rose? What are the key features of a map? What challenges did you face when constructing your treasure map? What did you enjoy about constructing your treasure map? What did you like about your partner’s treasure map? Why?

Differentiation: Based on the results of the formative task, weaker children may use their Maths workbooks as a reference.

Summative:A final assessment will be completed and marked according to the rubric.

Assessment: Construct a treasure map ensuring major components of a map are included. Exchange maps with friends and attempt to follow one another’s directions.


Maths Scores Tracker Tests (Out of 10) Notes Friday Tests

Assessment

Names MG11Map References

MG12Using Scale

MG13Compass Points

31st May 7th June 14th June 21st June 28th June A, B, C, D

9 3 1 Remedial

8 8 9 NNE/NNW & SSE/SSW



10 5 8 At level


6 2 3 Remedial

10 10 10 Extension (Degrees)

9 9 10 Extension (Degrees)



10 9 7 At level

10 9 8 At level


9 9 5 At level


10 9 0 Remedial

9 6 6 At level



10 8 8 At level

8 0 1 Remedial

6 8 7 At level

6 8 0 Missed page?



6 4 4 Remedial

Assessment Rubric

Name: ______________

✔✔- Above level / Consistently demonstrated ✔- At level / Frequently demonstrated - Near level / Occasionally demonstrated

✖ - Below level / Not demonstrated

Uses a scale to describe the map.Uses a legend to describe key

symbols on the map.Labels the axes of the map

(numbers and letters or numbers and numbers).

Draws a compass rose on the map.

Writes at least 5 directions to their hidden treasure.

Directions refer to the compass rose.

Directions refer to grid coordinates.

Map is neatly presented.

MG11 Know

Map References

MG11 Apply

Map References

MG12 Know Scale

5 ✔ 4 O 0 x5 ✔ 3 O 3 O5 ✔ 4 O 2 O5 ✔ 3 O 1 O5 ✔ 5 ✔ 2 O5 ✔ 3 O 0 x5 ✔ 1 O 1 O

x x x5 ✔ 5 ✔ 5 ✔4 O 5 ✔ 4 O5 ✔ 5 ✔ 3 O5 ✔ 5 ✔ 3 O5 ✔ 5 ✔ 4 O5 ✔ 5 ✔ 4 O5 ✔ 5 ✔ 4 O5 ✔ 4 O 4 O5 ✔ 5 ✔ 3 O5 ✔ 5 ✔ 4 O5 ✔ 4 O 2 O5 ✔ 5 ✔ 2 O5 ✔ 5 ✔ 4 O5 ✔ 5 ✔ 4 O5 ✔ 3 O 0 x5 ✔ 1 O 3 O5 ✔ 1 O 3 O5 ✔ 3 O 3 O5 ✔ 5 ✔ 4 O5 ✔ 1 O 0 x

MG12 Apply Scale

MG13 Know

Compass Rose

MG13 Apply

Using Compass

Rose2 O 0 x 1 O5 ✔ 5 ✔ 4 O1 O 5 ✔ 4 O5 ✔ 5 ✔ 5 ✔3 O 5 ✔ 3 O5 ✔ 5 ✔ 5 ✔1 O 2 O 1 O

x x x5 ✔ 5 ✔ 5 ✔5 ✔ 5 ✔ 5 ✔5 ✔ 5 ✔ 5 ✔5 ✔ 5 ✔ 5 ✔5 ✔ 4 O 3 O5 ✔ 5 ✔ 3 O5 ✔ 4 O 5 ✔5 ✔ 5 ✔ 0 x5 ✔ 5 ✔ 5 ✔5 ✔ 0 x 0 x4 O 1 O 5 ✔5 ✔ 5 ✔ 4 O5 ✔ 5 ✔ 5 ✔5 ✔ 5 ✔ 3 O0 x 0 x 1 O5 ✔ 5 ✔ 2 O5 ✔ 0 x 0 x5 ✔ 5 ✔ 4 O5 ✔ 5 ✔ 5 ✔4 O 0 x 4 O

Where in the world is Room 17?Name: _________________ Date: _________

Use your compass rose and an atlas to answer these questions and find out where in the world Room 17 is hiding!

1. Start on page 74 and find Perth. Room 17 was last seen in this Asian country directly N of Perth:

a. __________________________

2. Turn to page 82. From Jakarta, a journalist reported that Room 17 had moved NW to a nearby capital city starting with S:

b. __________________________

3. Room 17 was then photographed in Madagascar (back cover of the atlas)! Which direction did they travel if they started from Australia?

c. __________________________

4. Months had passed but witnesses say they saw Room 17 in Ireland (page 92). By the time the investigators had arrived, Room 17 had moved to this country that lies directly to the E:

d. __________________________

5. Room 17 were found buying a ticket to Algeria (page 94). What direction did they travel if they started in Spain?

e. __________________________

6. After eating churros in Madrid on page 94, Room 17 decided to head SW to this major Moroccan major city starting with C:

f. __________________________

7. Room 17’s holiday was nearly over. On one of the last nights they decided to see the glaciers in Alaska (page 71). The next day they headed S to this tropical island state:

g. __________________________

8. Finally, Room 17 were found. They had traveled NE from Taiwan (page 85) and arrived in their final destination, the country of:

h. __________________________!

AssessmentName: ________________ Date: ________

Your task is to construct a treasure island map to help a friend find your gold. Your treasure map must include a scale, compass rose, legend, grid and coordinates. You must write a set of at least five directions that make reference to the coordinates and the compass rose.

Directions:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Once you have finished, swap with a friend and see if you can find each other’s treasure!

Maths Plan

Documents

Transcript of Maths Plan