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PIALBA STATE SCHOOL: MATHEMATICS YEAR 3 SEMESTER 1 UNIT 2 PLANProficiency Strands

In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations. Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:

Number and place value - compare and order three-digit numbers, partition three-digit numbers into place value parts, investigate 1 000, count to and beyond 1 000, use place value to add and subtract numbers, recall addition number facts, add and subtract three-digit numbers, add and subtract numbers eight and nine, solve addition and subtraction word problems, double and halve multiples of ten.

Fractions and decimals - describe fractions as equal portions or shares; represent halves, quarters and eighths of shapes and collections; represent thirds of shapes and collections.

Money and financial mathematics - count collections of coins and notes, make and match equivalent combinations, calculate change from simple transactions, solve a range of simple problems involving money.

Patterns and algebra - infer pattern rules from familiar number patterns, identify and continue additive number patterns, identify missing elements in number patterns.

Shape - identify and describe the features of familiar three-dimensional objects, make models of three-dimensional objects.

Location and transformation - represent positions on a simple grid map, show full, half and quarter turns on a grid map, describe positions in relation to key features, represent movement and pathways on a simple grid map.

Geometric reasoning - identify angles in the environment, construct angles with materials, compare the size of familiar angles in everyday situations.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: MathsYear Level Team: add teacher names

Term 3: Semester 2Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit

WALT/WILF/TIB Active Learning Engagement Check for Differentiation Resources1 of 43

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

1 D Show Me Term 2 Pre-Test

3 S Adding, Subtracting and Partitioning Numbers

4 M Classifying Numbers as Odd or Even and Continuing Number patterns

6 S Investigating Positions on Maps

9 D Show Me Term 2 Post-Test

10 D Show Me Term 3 Pre-Test

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

Creativity Critical Thinking Citizenship Character Communication

(The What) (The How)

Lessons 1 - 3

UnderstandingInternal monitoring data

Formative (Feedback)

Content: WhatProcess: Pedagogy – How

Product: Check for Understanding

L2B U2B

Shape: 3D Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

#Warm Up

#Activities Identifying and describe features (faces,

edges & corners)o Use 3D modelso Find them in magazines

Sort and compare 3D shapes depending on features

Common features of prisms & visible objects

Make 3D objects o Using netso Using materials such as playdough,

straws, string, grid paper Use Computers (eg. MSWord) to draw

and label shapes Learning object: 3D Shapes from

different views Mystery object / ‘feely’ bag or box for

students to guess what shape it is depending on the features they can feel.

Play ‘What am I?’ by listing features of shapes for them to decide which shape it is.

Internal Monitoring Show Me – Term 2

What am I? – listing features for them to guess what shape it is

Evidence of LearningCan the student: Identify similarities

and differences between three-dimensional objects?

Describe and 'like groups' of three-dimensional objects using appropriate geometric terms?

Make and explain the features that make it a prism?

Monitor through: Exit card /

passes Quiz Observation Checklist

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Allow 'wait time' for the student to process information.

Plan for visual supports to instruction.Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies.

Expose to more technical or specific Maths vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Independent Work

Peer Instruction

Tiered tasks

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html

Show Me Term 2 assessment

Materials: Playdough Straws String Nets Grid paper Magazines ‘Feely’ bag

Other: Word walls Anchor charts 3D name cards (sheet)

Game:What am I? {Listing features for them to guess what shape it is}

Learning Object: 3D shapes from different views

Vocabulary:Faces, edges, corners, 3 dimensional, 2 dimensional, straight

Walt: Identify similarities and differences of 3D shape features

Wilf: Identify similarities and differences of 3D shape features. Create various 3D shapes accurately.

Tib: We need to be able to recognise three-dimensional shapes and their features and create them

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https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html






WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 4-8

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

L2B U2B

Number and Place Value: Three Digit Numbers

#Warm Ups

#Activities Comparing, ordering and partitioning

3digit numberso greater than / less thano sequencingo roundingo place value partso number lines

Using place value in addition and subtraction

Adding and subtracting 3 digit numberso add and subtract of 10 & 100

Adding and subtracting eight and nine o compensate strategyo anchor postero ten frameso number lines

Solving addition and subtraction word problems

o four squares (part-part-whole)o anchor posters

Evidence of LearningCan the student:

Describe three-digit numbers as 'greater than' and 'less than'?

Arrange three-digit numbers in order of 'least, middle, greatest' and 'greatest, middle, least'?

Record the result of place value partitioning with drawings and simple number sentences?

Explain personal methods for rounding three-digit numbers?

Use a range of strategies to recall addition number facts to 9 + 9?

Identify values as 'parts' or 'the whole'?

Choose the appropriate operation for solving a given problem?

Monitor through: Exit card / passes Quiz Observation Checklist

Allow 'wait time' for the student to process information


Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

.

Expose to more technical or specific Maths vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Independent Work

Peer Instruction

Tiered tasks


LEARNING OBJECTS Number expander Double Dice Ten dice

SHEETS Place Value Mats Place value houses Number expander (HTO) Partitioning Game: three-digit

number cards Expand your mind bingo Match three-digit

representatives Addition Grid Absent Numbers Tenpin bowling scores Add 9 and 19 with Undercover

Cat Addition and subtraction

problems Part-part-whole

Vocabulary:Comparing, ordering, partitioning, digits, number, addition, subtraction

Walt: Solve addition and subtraction word problems with three digits

Wilf: Use various strategies and explain thinking to solve addition and subtraction word problems

Tib: 3 digit numbers exist all around us and we need to use these numbers in everyday life

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Lessons 9-12

Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

L2B U2BPatterns and Algebra:

Describing, investigating and continue additive number patterns, plus

odd/even.

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency. #Warm Ups#Activities Identify rules in number patterns involving recurring

increment o materials o number lineso hundred board

Describe pattern rules in terms of starting number and changeo Use materials (counters, linking cubes) and tools

(number line, hundred board, calculators) to represent and determine missing elements in number sequences

Odd/Even – describe and sort collections (messy box = paper clips, shells, beads, string, sticks, pegs)

Identifying and continuing number patterns – using materials to show why a number is odd or even, use pattern rules to continue number sequences

#Open-ended

Evidence of LearningCan the student:

Describe pattern rules involving patterns with a recurring increment?

Use materials to represent and continue number patterns?

Identify rules in number patterns.

Apply pattern rules to continue number sequences and identify missing elements.

Describe collections as odd or even?

Sort numbers into collections of odd and even numbers?

Monitor through: Exit card Quiz Observation Checklist


Allow 'wait time' for the student to process information.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategies.

Expose to more technical or specific mathematical vocabulary.

Ensure work is interesting and appropriate to the student's age and ability – provide extension activities.

Provide frequent and specific feedback.

Use computers to provide additional practice of concepts and skills.


Formative – Classifying numbers as odd or even and continuing number patterns

Formative – feedback directly during group work

LEARNING OBJECT Number lines

OTHER Counters Blocks Calculators Hundreds Boards

Vocabulary:Number sentences, number patterns, odd, even,

Walt: Describing, investigating and continue additive number patters, plus odd/even

Wilf: Use materials to show why a number is odd or even and use pattern rules to continue number sentences.

Tib: Knowing odd and even numbers help with division and pattern rules is a stepping stone for algebra

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Lessons 13-16





Resources

L2B U2BFractions and Decimals:

Fractions#Warm Up

#ActivitiesRepresenting and comparing unit fractions – shapes and collections

Collections – using a variety of materials [counters, blocks, etc] to put into collections (halves, quarters, thirds and eighths).

2D shapes – fold familiar shapes into halves, quarters, eighths and thirds.

Paper strips - Order fractional parts of the same whole shape according to their size.

Compare fraction sizes of the same shape for ½, ¼, 1/8 and 1/3

o Pizzao Chocolateo Fraction Flipbook (TpT

website – free)

Evidence of LearningCan the student: Partition a range

of models into halves, quarters and eighths?

Describe the fractional relationship between parts and one whole?

Share collections equally to represent halves, quarters and eighths?

Partition a continuous quantity of set objects into equal parts?

Represent and compare halves, quarters, eighths and thirds using a range of models and materials?


Use manipulatives

Concrete materials

Group and small team work

Referral to anchor charts and other visual prompts

Wait time

Teaching specific language

Break tasks into smaller steps

Elbow partners


Encourage specific mathematical language in responses

Peer teaching

Demonstrate methods to the class or small groups

Open ended questions and problem solving


SHEETS 2D shapes – Folding thirds

with a circle instructions Paper strips Fraction flipbook

OBJECTS Blocks Paddlepop sticks Counters Real or pictures of:

chocolate, celery, bread Fraction Games from

resources room

Vocabulary Fraction, whole, halves, eighths, thirds, quarters, compare, represent, share, divide, objects

Walt: Represent thirds

Wilf: Show thirds of a shape or a collection of objects

Tib: creating fractions occurs regularly in everyday life when sharing or dividing items equally.

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Lessons 17-18





Resources

L2B U2BNumber & Place Value:

Partitioning 3Digit Numbers and Representing 1000

Summative Assessment: Adding, subtracting and partitioning numbers

#Warm Up:

#Activities Partition 3 digit numbers in a variety of

ways o materials & visual models (MABs,

number expanders, number expanders HTOs) in a number sentence

o describing processo count beyond 1000 in multiples of

1,10,100 {4 Square}

Evidence of LearningCan the student: Partition three-digit

numbers using materials and visual models?

Record place value parts in a number sentence?

Describe how partitioning can assist mental computation?

Count beyond 1 000 in multiples of one, 10 and 100?


Use concrete materials and manipulatives

Group and small team work

Referral to anchor charts and other visual prompts



Use small group instruction and cooperative learning

Encourage specific mathematical language in responses

Peer teaching

Provide answers in two or more methods

Demonstrate methods to the class or small groups

Open ended questions and problem solving


Learning Objects: Number Expander

Materials: Number expander MABs 4 Squares

Other: Expand your Mind Bingo!

Game 2 Partitioning Game 4 Squares

Vocabulary Partitioning, digits, numbers________________________Walt: Partition three-digit numbers and representing 1000

Wilf: Partition numbers, count beyond 1000 in multiples of 1, 10 and 100, and record place value parts in a number sentence.

Tib: Using numbers over 1000 occurs regularly in everyday life.

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strategies.






Lessons 23-24





Resources

L2B U2BNumber and Place Value:

Multiplication#Warm Ups

#Activities Doubling and halving multiples of ten =

2digit and 3digit multiples of 10 by two Practising multiplication facts = recall

familiar multiplication facts: 2s, 5s, 10s, 1s and 0s.

Summative: Adding, subtraction and partitioning numbers


Evidence of LearningCan the student: Use materials to

represent multiplication and division with multiples of 10 (doubling and halving)?

Solve multiplication and division problems involving two-digit and three-digit multiples of 10 (doubling and halving)?

Recall familiar facts using an efficient thinking strategy?

Describe related










Learning Objects: Mini-beasts mission Multiplication gird Down the River Tren’s Alien Pet Shop

Materials: Playing cards Counters Dice with the numbers

0, 1, 2, 2, 5, 10 Calculators

Other: Shoot out game Place value chart MABs

Vocabulary

Walt: identify and work out multiples of 10

Wilf:

Tib:

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multiplication facts?

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Lessons 19-22





Resources

L2B U2BLocation &

Transformation:Investigating positions on

maps

#Warm Ups

#ActivitiesLocation and transformation* refer to C2C assessment task for types of questions to be taught and language White board / messy maths

book to show working out – use various pair and share strategies – show and explain to partner

Summative: Investigating Positions on Maps

Evidence of LearningCan the student: Match positions

on simple maps from given information?

Represent positions and pathways on simple grid maps?











Game: Scavenger hunt – location

items

Learning Object: Map-tastic The Sunken Treasure Dance Moves

Sheet: Grid Unlabelled grid Sunny Park School

evacuation plan Paragon Island

VocabularyPositions, pathway, grid

Walt: Investigate positions on maps

Wilf: Match positions on a map and represent positions and pathways on grid maps.

Tib: We use maps and grid maps regularly when trying find particular locations in various areas (schools, shopping centres, towns, states, countries, world, zoos)

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Lessons 25-28





Resources

L2B U2BGeometric Reasoning:

Angles#Warm Ups:

#Activities: Identifying angles in the

environment – take photos Constructing angles – use split

pin so they can construct requested angles or paddlepop sticks

Comparing angles – use arms to show angles that are smaller, greater or equal to a right angle

Extending understanding of angles

#Open ended:

Evidence of LearningCan the student: Use











Objects: Geoboards Paddlepop sticks Photos of objects Cameras / iPads Split pins

Sheet: Tangles the angle bear

Learning Object: Angles (3)

VocabularyAngles, right, more, less, greater, smaller

Walt: Identify, construct and compare angles

Wilf: Find angles in the environment, make different angles and look for right (square) angles, plus compare angles to a right angle.

Tib: Angles surround us in our environment and its important to be able to compare these for various jobs.

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Lessons 29-32





Resources

L2B U2BMoney and financial

mathematicsEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

#Warm Ups

#Activities Counting money – coins and notes

(order & describe) Making equivalent money

combinations – match a value or price, match equivalent collections of coins and notes

Calculating change Solving simple money problems

Evidence of LearningCan the student: Order coins and

notes according to their value?

Describe strategies for counting collections of coins and notes?

Make money amounts to match a value or price?

Match equivalent collections of coins and notes?

Calculate change from simple transactions?

Calculate totals by adding the price of two items?











Objects: Replica/imitation money

Learning Objects: Australian money Correct money and change

Sheet: Coin combinations to remember Common coin combinations Dollar and cent amounts Equivalent money cards Ways with Money Using coins and notes Goods for sale

VocabularyMoney, coins, notes, cents, dollars

Walt: count money and work out change

Wilf: Identify values and create the correct change

Tib:We use money all the time and we need to be able to make the correct amount and ensure we get/give the correct change

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Assessment tasks:

Mth_Y03_U2_MT_NumberPatterns

MathematicsMonitoring task — Classifying numbers as odd or even and continuing number patterns Year 3 Unit 2

Name Date

Link to relevant section of the achievement standard

Students classify numbers as either odd or even.

Students continue number patterns involving addition and subtraction.

Materials

counters, linking cubes or bundled base 10 materials

0 to 99 hundred board

Task 1: Identifying odd and even numbers

The goal is for students to identify odd and even numbers. In particular, observe how a student justifies why a number is odd or even. For example, does a student partition 30 into two groups or use a hundred board to explain how whole numbers ending in 0, 2, 4, 6 or 8 are even numbers?

• Provide students with familiar classroom resources and materials.

• Students can use these materials to help them justify how numbers can be classified as odd and even numbers.

Task 2: Identifying, representing and continuing additive number patterns

Students identify and continue additive number patterns. In completing some tasks, students are required to describe patterns. It is appropriate for students to describe these patterns as complete sentences (e.g. three is added each time), as an abbreviated description (e.g. pattern is +3) or symbolically (e.g. +3).

• Provide students with familiar classroom resources and materials.

• Students can use these materials to make appropriate mathematical models that can help them identify, represent and continue additive number patterns.


Teacher note:

Task 3 provides an opportunity to gather evidence about student learning. It is expected that teachers provide each student with a copy of the task listed on the following pages.

Name: Teacher:

Class: Date:

Task 3: Classifying odd and even numbers

1. To raise money for their next camp to Uluru-Kata Tjuta National Park the local scout group organised a bingo night. The following numbers were drawn by a random number generator.

In the table below, correctly identify, classify and list the odd and even numbers.

Odd Even

2. A group of Year One students were not sure if 30 was an even number or an odd number. Using counters, how would you show that 30 is an even number?


Task 2: Identifying, representing and continuing additive number patterns

1. Taylor made four number patterns. Describe each pattern and write the next three numbers in each number pattern.0, 3, 6, 9, 12, …, …, …

13, 19, 25, 31, …, …, …

20, 21, 23, 26, 30, 35, …, …, …

70, 64, 58, 52, 46, …, …, …

2. Navod wrote a number pattern. He added 5 to each number to get the next number. Identify and circle Navod’s number pattern.5, 10, 20, 40, … 10, 14, 19, 25, …

12, 17, 22, 27, … 15, 25, 35, 45, …3. Lee is making towers using blocks. In the table below, draw Lee’s missing towers.

Tower1

Tower2

Tower3

Tower4

Tower5

Tower6

Tower7

Tower8

How many blocks will Lee need for Tower 10?

Can you describe Lee’s pattern?

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4. Holly loves science and enjoys finding patterns in nature. Using her microscope she observed and photographed how bacteria grew and noticed an interesting growth pattern.

1 2 4 8 16

Hour 1 Hour 2 Hour 3 Hour 4 Hour 5 Hour 6 Hour 7

How many bacteria did Holly see in Hour 6 and Hour 7?Hour 6 _________ Hour 7 _________

Can you describe the pattern that Holly saw?

5. Ben is competing in an archery tournament. To win the tournament he must score a certain number of points before progressing to the next stage.

Level Points to win

Stage1 5

Stage 2

10

Stage 3

20

Stage 4

40

How many points will Ben need to win Stage 7? ________

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Australian Curriculum

Mathematics- Year 3

Year 3 Achievement Standard

By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.

Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.

Content Descriptions

Measurement and Geometry Number and Algebra

Shape

Make models of three-dimensional objects and describe key features (ACMMG063)

Geometric reasoning

Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

Location and transformation

Create and interpret simple grid maps to show position and pathways (ACMMG065)

Money and financial mathematics

Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

Number and place value

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056) Recognise and explain the connection between addition and subtraction (ACMNA054) Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) Represent and solve problems involving multiplication using efficient mental and written

strategies and appropriate digital technologies (ACMNA057)

Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)

Patterns and algebra

Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculumStudents require prior experience with:

recognising increasing and decreasing number sequences involving 2s, 3s and 5s identifying the missing element in a number sequence recognising the features of three-dimensional objects performing simple addition and subtraction calculations using a range of strategies dividing collections and shapes into halves, quarters and eighths drawing two-dimensional shapes representing multiplication and division by grouping into sets associating collections of Australian coins with their value interpreting simple maps of familiar locations counting to and from 1 000.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

solving problems using efficient strategies for multiplication representing money values in various ways matching positions on maps with given information recognising angles in real situations counting to and from 10 000 recalling multiplication facts for single-digit numbers correctly counting out change from financial transactions.

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Investigating with ICT Creating with ICT Communicating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp

Username: CCPYDM Password: Curriculum#1

Assessing student learning

Assessment name: Adding, subtracting and partitioning numbers

Assessment description: Students recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.

Assessment name: Investigating positions on maps

Assessment description: Students use simple strategies to reason and solve a location inquiry question.

In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Monitoring taskMonitoring name: Classifying numbers as odd or even and continuing number patterns

Monitoring description: Students identify odd and even numbers, justify why a number is odd or even, and identify, continue and describe number patterns.Specific monitoring opportunities in this unit may include observations, consultations and samples of students work, for example:

partition three-digit numbers for the purpose of adding, subtracting and multiplying represent three-digit numbers identify place value parts compare standard and non-standard place value parts represent multiplication problems with materials represent fractional parts of shapes and collections (halves, quarters, eighths, thirds) solve simple number problems involving fractions count collections of coins and notes calculate change from simple transactions describe rules for number patterns identify missing elements in number sequences identify rules for number patterns

make models of three-dimensional objects describe the features of three-dimensional objects create and follow pathways on simple grid maps identify angles in real situations compare angles using simple tools.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

three-dimensional objects and their features making models of three-dimensional objects standard and non-standard place value partitioning involving three-digit numbers efficient strategies for recalling multiplication number facts describing number patterns identifying missing elements within familiar number sequences representing fractional parts of shapes and collections solving simple problems involving fractions. representing place value parts comparing and ordering numbers strategies for solving addition and subtraction problems counting collections of coins and notes calculating change representing locations and pathways on grid maps identifying angles in real situations describing and comparing angles.

Year 3 Semester 1 Term 2 Mathematics Report Card Comment Bank

Assessment Task 1: A B C D E

1M3A4 1M3B4 1M3C4 1M3D4 1M3E4Investigating positions on maps

{Name} accurately transferred knowledge of location understanding to show position and pathways on simple grid maps. {She,He} consistently and clearly used appropriate mathematical language, materials and diagrams. {Name} developed and applied methods to gather relevant evidence for a viable conclusion. {She,He}represented and presented evidence logically. {Name} clearly explained mathematical thinking including choices made, strategies used and conclusions reached.

Investigating positions on maps

{Name} recalled and used appropriate location understanding connected to the inquiry question. {She,He}consistently used appropriate mathematical language, materials and diagrams. {Name} developed a method to gather evidence to support a conclusion. {She,He}explained mathematical thinking including choices made, strategies used and conclusions reached.


{Name} used and applied location understanding to match positions on simple grid maps. {She,He} used appropriate mathematical language, materials and diagrams. {Name} chose a known method to gather evidence to support a conclusion. {She,He} represented and presented evidence. {Name} described mathematical thinking including strategies used and conclusions reached.


{Name} followed a direction on a simple grid map. {She,He} used aspects of mathematical language, materials or diagrams. {Name} followed a given method to gather evidence. {She,He} made statements about choices or strategies used, when prompted.


{Name} located a symbol on a map. {She,He} used everyday language to describe location. {Name} made isolated statements.

Assessment Task 2: A B C D E

1M3A5 1M3B5 1M3C5 1M3D5 1M3E5Adding, subtracting and partitioning numbers

{Name} used non-standard place value partitioning flexibly with 3-digit numbers, including situations that are both complex and unfamiliar.{She,He} demonstrated a flexible understanding of the relationship between addition and subtraction. {Name} applied appropriate and efficient strategies to solve problems that are increasingly complex and unfamiliar.

Adding, subtracting and partitioning numbers

{Name} applied basic fact knowledge to solve complex familiar number sentences. {She,He} renamed 3 digit numbers, using non-standard place value partitioning. {Name} used non-standard place value partitioning flexibly with 3-digit numbers, including situations that are both complex and unfamiliar. {She,He} solved a multi-step problem. {Name} solved increasingly complex problems using basic fact knowledge. {She,He} represented a p-p-w situation (fact family) to extended facts.


{Name} recognised the connection between addition and subtraction. {She,He} recalledl addition (and subtraction) facts for single digit numbers. {Name} renamed 3 digit numbers, using standard place value partitioning. {She,He} used number fact knowledge to generate multiple p-p-w frames for the same whole.{Name} used place value understanding to solve simple familiar calculations. {She,He} applied a strategy to solve a simple, familiar problem. {Name} represented a p-p-w situation (fact family) as number sentences and word problems.


{Name} solved simple addition and subtraction calculations.{She,He} applied part-part-whole combinations to some different addition and subtraction representations. {Name} used some standard place value partitioning.{She,He} solved a simple familiar problem using an extended multiplication fact. {Name} displayed some selection and application of problem solving approaches in simple familiar situations.


{Name} Attempts to solve simple addition and subtraction calculations and partition numbers.{She,He} attempted to solve simple addition and subtraction problems

Maths Pre-Moderation

Year: 3 Term 2 Unit 2 Semester 1 Title: Mathematics

Curriculum Intent for the Unit (see unit /task description)

In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Learning opportunities support students to: Number and place value - compare and order three-digit numbers, partition three-digit numbers into place value parts,

investigate 1 000, count to and beyond 1 000, use place value to add and subtract numbers, recall addition number facts, add and subtract three-digit numbers, add and subtract numbers eight and nine, solve addition and subtraction word problems, double and halve multiples of ten.

Fractions and decimals - describe fractions as equal portions or shares; represent halves, quarters and eighths of shapes and collections; represent thirds of shapes and collections.

Money and financial mathematics - count collections of coins and notes, make and match equivalent combinations, calculate change from simple transactions, solve a range of simple problems involving money.

Patterns and algebra - infer pattern rules from familiar number patterns, identify and continue additive number patterns, identify missing elements in number patterns.

Shape - identify and describe the features of familiar three-dimensional objects, make models of three-dimensinoal objects. Location and transformation - represent positions on a simple grid map, show full, half and quarter turns on a grid map,

describe positions in relation to key features, represent movement and pathways on a simple grid map. Geometric reasoning - identify angles in the environment, construct angles with materials, compare the size of familiar angles

in everyday situations.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Investigating positions on mapsUnderstanding and Fluency Match positions on simple grid maps with given information. Connect and apply location understanding to the inquiry question. Use mathematical language and symbols.Problem solving and reasoning Interpret, model and investigate matching positions on a map with given information. Explain and justify conclusions using mathematical evidence.

Adding, subtracting and partitioning numbers Understanding and Fluency Recall addition facts and related subtraction facts. Recognise equivalent representations for the same number.Problem solving and reasoning Partition, regroup and rearrange numbers to solve problems..

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 Maths unit 1. Were there any literacy / numeracy identified areas?

Scan and Assess

Prioritise

Develop and Plan

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

three-dimensional objects and their features making models of three-dimensional objects standard and non-standard place value partitioning involving three-digit numbers efficient strategies for recalling multiplication number facts describing number patterns identifying missing elements within familiar number sequences representing fractional parts of shapes and collections solving simple problems involving fractions. representing place value parts comparing and ordering numbers strategies for solving addition and subtraction problems counting collections of coins and notes calculating change representing locations and pathways on grid maps identifying angles in real situations describing and comparing angles.

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Investigating positions on mapsUnderstanding and Fluency Match positions on simple grid maps with given information. Connect and apply location understanding to the inquiry question. Use mathematical language and symbols.Problem solving and reasoning Interpret, model and investigate matching positions on a map with given information. Explain and justify conclusions using mathematical evidence.

Adding, subtracting and partitioning numbers Understanding and Fluency Recall addition facts and related subtraction facts. Recognise equivalent representations for the same number.Problem solving and reasoning Partition, regroup and rearrange numbers to solve problems..

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Adding, subtracting and partitioning numbers Understanding and Fluency Represents three-digit number 952 on a number expander and identifies the digit in the hundreds place.

Problem solving and reasoning Partitions and regroups numbers to determine the total number of cartons or the number that is the total number of

cartons left in the van and records thinking.

Investigating positions on mapsUnderstanding and Fluency Recalls and uses appropriate location understanding connected to the inquiry question. Consistently uses appropriate mathematical language, materials and diagramsProblem solving and reasoning

Develops a method to gather evidence to support a conclusion. Explains mathematical thinking including choices made, strategies used and conclusions reached.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Adding, subtracting and partitioning numbers Understanding and Fluency Writes 34 tens as an equivalent value.

Problem solving and reasoning Partitions and regroups numbers to solve all problems and clearly explains thinking.Investigating positions on mapsUnderstanding and Fluency Accurately transfers knowledge of location understanding to show position and pathways on simple grid maps. Consistently and clearly uses appropriate mathematical language, materials and diagrams.

Problem solving and reasoning Develops and applies methods to gather relevant evidence for a viable conclusion.

Represents and presents evidence logically. Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student interests? What prior learning experiences are required? How will I know what students already know? Which

data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already have

this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Identifying features of three- dimensional objects and describing prisms

Example learning sequence

Establish learning context Name familiar three-dimensional objects Identify the features of three-dimensional objects Sort three-dimensional objects Describe the features of prisms Identify prisms Make a model of a prism

Evidence of learning

Can the student: Identify similarities and differences between three-

dimensional objects? Describe three-dimensional objects and 'like groups' of

three-dimensional objects using appropriate geometric terms?

Make a model of a prism and explain the features that make it a prism?

Lesson 2Making models of 3D objects


Establish learning context Make models of three-dimensional objects Name and describe three-dimensional objects


Can the student: Make solid models of three-dimensional objects? Identify and label faces, edges and corners?

Lesson 3Constructing models of 3D objects


Establish learning context Describe skeletal models Construct skeletal models of three-dimensional objects Name and describe three-dimensional objects


Can the student: Construct skeletal models of three-dimensional objects? Identify faces of skeletal models? Identify and label edges and corners?

Lesson 4Comparing, ordering and partitioning three-digit numbers


Establish learning context Compare three-digit numbers Order three-digit numbers Represent place value parts Round three-digit numbers


Can the student: Describe three-digit numbers as 'greater than' and 'less

than'? Arrange three-digit numbers in order of 'least, middle,

greatest' and 'greatest, middle, least'? Record the result of place value partitioning with

drawings and simple number sentences? Explain personal methods for rounding three-digit

numbers?

Lesson 5Using place value in addition and subtraction


Establish learning context Represent addition and subtraction Add and subtract using place value parts


Can the student: Represent addition and subtraction problems with base

10 materials? Identify place value parts that make addition and

subtraction easier?

Lesson 6Adding and subtracting three digit numbers


Establish learning context Recall addition and subtraction number facts Add and subtract with multiples of 10 and 100 Add three-digit numbers Subtract three-digit numbers Add three two-digit numbers


Can the student: Use a range of strategies to recall addition number facts

to 9 + 9? Use a variety of strategies to add and subtract

efficiently? Record methods for adding and subtracting with

informal jottings and recordings?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 7Adding and subtracting numbers eight and nine


Establish learning context Add eight and nine using a compensate strategy Subtract eight or nine using a compensate strategy


Can the student: Represent and explain a compensate strategy?

Lesson 8Solving addition and subtraction word problems


Establish learning context Interpret word problems Solve word problems Write word problems


Can the student: Identify values within an addition or subtraction

problem as 'parts' or 'the whole'? Choose the appropriate operation for solving a given

problem?

Lesson 9Describing additive number patterns


Establish learning context Describe number patterns Identify the recurring increment in a number pattern Identify missing elements


Can the student: Describe pattern rules involving patterns with a

recurring increment? Use materials to represent and continue number

patterns?

Lesson 10Investigating additive number patterns


Establish learning context Describe number patterns Identify pattern rules Identify missing elements


Can the student: Describe pattern rules in terms of starting number and

change? Use materials and tools to represent and determine

missing elements in number sequences?

Lesson 11Investigating odd and even numbers


Establish learning context Represent even and odd numbers Describe odd and even counting sequences Identify odd and even numbers


Can the student: Describe collections as odd or even? Sort numbers into collections of odd and even numbers?

Lesson 12Identifying and continuing number patterns.Example learning sequence

Establish learning context Classify numbers as either odd or even (Monitoring task) Continue number patterns involving addition and

subtraction (Monitoring task)


Can the student: Use materials to show why a number is odd or even? Use pattern rules to continue number sequences?

Teaching Sequence FeedbackLesson 13Representing unit fractions


Establish learning context Identify models of fractions Partition and identify halves Describe the relationship between halves, quarters and

eighths


Can the student: Partition a range of models into halves, quarters and

eighths? Describe the fractional relationship between parts and

one whole?

Lesson 14Representing fractions of a collection


Establish learning context Represent fractional parts Compare halves, quarters and eighths Share collections to solve simple problems


Can the student: Use a range of models and materials to compare the size

of fractions? Share collections equally to represent halves, quarters

and eighths?

Lessons 15Representing thirds.


Establish learning context Investigate thirds Represent fractional parts


Can the student: Represent thirds using a range of materials and models? Name and record thirds of a whole?

Lesson 16Representing thirds of a collection


Establish learning context Share collections to represent thirds Compare thirds with other fractions


Can the student: Partition a continuous quantity of set objects into equal

parts? Compare halves, quarters, eighths and thirds using a

range of models and materials?

Lesson 17Partitioning three-digit numbers and representing 1 000

Example learning sequence Establish learning context Represent place value parts Round three-digit numbers Use place value parts for adding and subtracting Represent 1 000 Represent counting sequences involving 1 000

Evidence of learningCan the student:

Partition three-digit numbers using materials and visual models?

Record place value parts in a number sentence? Describe how partitioning can assist mental

computation? Count beyond 1 000 in multiples of one, 10 and 100?

Lesson 18Assessing student learning

Example learning sequence Understand the assessment Review the Guide to making judgments and understand

the standards A-E Conduct the assessment

Assessment purposeTo recall addition and subtraction facts and apply place value understanding to partition, rearrange and regroup numbers.

Teaching Sequence FeedbackLesson 23Doubling and halving multiples of ten


Establish learning context Multiply and divide two-digit and three-digit multiples of

10 by two Solve multiplication and division problems


Can the student: Use materials to represent multiplication and division

with multiples of 10 (doubling and halving)? Solve multiplication and division problems involving

two-digit and three-digit multiples of 10 (doubling and halving)?

Lesson 24Practising multiplication facts


Establish learning context Recall facts from known strategies


Can the student: Recall familiar facts using an efficient thinking strategy? Describe related multiplication facts?

Lessons 19-22Investigating positions on maps

Example learning sequence Establish learning context Explore the language and tools for representing position

and pathways (Discover) Plan how to explore the MGI question (Devise) Follow plan to represent the positions and pathways in a

game (Develop) Explain and determine the success of the representation

(Defend) Explore further questions for mapping grids (Diverge)

Evidence of learningCan the student:

Match positions on simple maps from given information?

Represent positions and pathways on simple grid maps?

Lesson 25Identifying angles in the environment


Establish learning context Establish a definition of 'angle' Represent angles Locate angles in the environment


Can the student: Represent angles with materials? Describe an angle as the amount of turn from one line to

a second line?

Lesson 26Constructing angles


Establish learning context Construct angles Identify 'square angles' (right angles)


Can the student: Construct different angles with materials and tools? Identify 'square corner angles'? Describe 'square corner angles' as angles with a quarter

turn?

Lesson 27Comparing angles


Establish learning context Compare angles of familiar shapes Compare angles in the environment


Can the student: Make direct angle comparisons by overlaying shapes? Make indirect comparisons of angles by using a self-

made angle tester?

Teaching Sequence Feedback

Lesson 28

Extending understanding of angles


Establish learning context Represent angles Extend understanding of angle comparisons Identify angles using simple tools


Can the student: Make indirect comparisons of angles by using a self-

made angle tester? Identify 'right angles' and angles that are 'smaller than a

right angle' and 'larger than a right angle'?

Lesson 29Counting money


Establish learning context Identify features of Australian coins and notes Explore coins and notes from other countries Count collections of coins and notes Write money amounts


Can the student: Order coins and notes according to their value? Describe strategies for counting collections of coins and

notes?

Lesson 30Making equivalent money combinations


Establish learning context Buy goods Give change Calculate change


Can the student: Tender appropriate coins and notes in shopping

situations? Identify situations of 'too much' and 'not enough' to buy

an item? Describe personal methods for calculating change from

simple transactions?

Lesson 31Calculating change


Establish learning context Buy goods Give change Calculate change


Can the student: Tender appropriate coins and notes in shopping

situations? Identify situations of 'too much' and 'not enough' to buy

an item? Describe personal methods for calculating change from

simple transactions?

Lesson 32Solving simple money problems


Establish learning context Calculate change Calculate totals


Can the student: Calculate change from simple transactions? Calculate totals by adding the price of two items?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed MATHS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Maths Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation as well as the Show Me Tasks.

Scan and Assess

Act

Review

Prioritise

Review

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