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PIALBA STATE SCHOOL: MATHEMATICS PREP SEMESTER 2 UNIT 3 PLAN

Proficiency StrandsIn this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situationsThrough the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of: Using units of measurement - make direct and indirect comparisons of mass, explain comparisons

of mass, sequence familiar events in time order, sequence the days of the week, connect days of the week to familiar events.

Number and place value - compare quantities, equalise quantities, combine small collections, represent addition situations, identify parts and the whole, partition quantities flexibly, share collections, identify equal parts of a whole.

Patterns and algebra - identify, copy, continue and describe growth patterns, describe equal quantities.

Data representation and interpretation - identify questions, answer yes/no questions, use data displays to answer simple questions.

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 / monitoringDeep 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

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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

1 D Show Me Term 3 Pre-Test

3 S Time: Duration of Weekly Events

5 S Data: Answering Questions

7 M Measurement (Mass): Shopping Bags

9 M Exploring Equivalence

10 M Investigating Duration of a Week

9 D Show Me Term 3 Post-Test

10 D Show Me Term 4 Pre-Test

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(The What)

Active Learning Engagement(The How)

Lesson 1-3, 8-10

Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

L2B U2BNumber and Algebra: Comparing Quantities

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.

Count and compare quantities of objects Show equal quantities Combine small collections

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 Library

https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1/Mathematics_Library/Number_Algebra.html Scattered materials (sports) up

to 20 items 5-6 whiteboards Container of beads of various

colours/shapes 2 different coloured beads on

groups of 10 on a 3 pipe cleaners (60)

6 containers/bowls Linking cubes 2 container of the same size Balance scales Counting materials Dominoes and domino sheet Random set 10 frames Learning objects – ten frames Large ten frame with 10

coloured paper plates Website – Count Us In

Vocabulary:

Walt: Describe collections using number amounts.

Wilf: Using counting strategies to identify more/less/equal

Tib: We need to recognise more/less and equal amounts in our everyday lives.

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https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/1/Mathematics_Library/Number_Algebra.html








Lesson 4-7


Internal monitoring data Formative

(Feedback)



Resources

L2B U2BNumber & Algebra:

Addition Describe addition, using concrete materials Model addition using small collection of

objects Represent addition, using numbers

Allow 'wait time' for the student to process informationSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.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 WorkPeer InstructionTiered tasks


Familiar texts – There was an old Lady Who Swallowed a Fly

Props for There was an old Lady Who Swallowed a Fly

Paper plates and an assortment of objects like counters, sacks/ pillowcases, pegs, clothesline, etc.

Hoops, building blocks, playdough and toothpicks

Beanbags (different colours) 2 hole punchers that produce

different shapes Egg cartons, 10 frames

Vocabulary:

Walt: Join collections together identify the total.

Wilf: Addition sentences and number stories to match situations

Tib: Addition helps us to solve problems in our everyday lives

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Lesson 11-13


Internal monitoring data Formative (Feedback)



Resources


Part/Part/Whole and Partitioning

Partition small collections Add, by combining the parts of the whole Partition and add together small collections

in one process

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 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.

Mathematics Digital Resource Library Up to 10 objects for

grouping e.g. blocks or toys Playdough and tools, sticky

tape paper strips 10 different coloured

counters per student Learning Objects – 10

frames (2) Handprint cards (made) Cards with numerals to 10,

counters, double sided counters, strips of paper

Large 10 frame on carpet Egg carton cut back to 10 20 bead strings Collage materials 10 stones or marbles Glue, blank paper, buttons,

coins

Vocabulary:

Walt: Identify parts in a whole and combining them together to make the whole.

Wilf: See that numbers made with different parts. Students can relate this to addition.

Tib: Parts of numbers relate together to make a whole

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Lesson 14-17



(Feedback)



Resources

L2B U2BChance & Data: Asking

Questions Answer questions to collect information Shows/ represent the responses to questions

in a data display Interpret simple data displays Answer questions and collect data Make simple inferences






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.


Classroom and environment materials

YES and NO labels for the classroom and cards for students

Blocks Class data display

(favourite cereal, sport, etc.)

Materials to make a class display

Vocabulary

Walt: Ask questions to collect data

Wilf: correct recording and explanation of data

Tib: Using data helps us to make decisions

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Lesson 18-20



(Feedback)



Resources


Part/Part/Whole and Partitioning Share collection of objects

Share whole objects into equal parts Share collections equally










E book – The Nest Deck of playing cards,

dominoes Play equipment and games

for students to play in pairs Learning object – Sharing Square sheets of paper Collections of materials to

share (crayons, counters) Images of 20 cookies or

food objects printed on cardboard (sheet – Cookies)

Paper plates

Vocabulary

________________________

Walt: Share into equal parts

Wilf: Equal parts

Tib: Equal sharing is a skill that is important to students

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Lessons 21-27



(Feedback)



Resources

L2B U2BMeasurement: Duration

Connect the days of the week with familiar events (Music, PE, Computers, etc)

Represent the duration of a week Sequence the days of the week in order

(caterpillar activity) Sequence the events of a play experience

(playground, soccer, running) To connect events and days of the week, and

explain the order and duration of events

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 mathematical vocabulary.Ensure work is interesting and appropriate to the student's age and ability – provide extension activities.Provide frequent and specific feedback.



Sheet – Days of the week Caterpillar

Calendar, simple timetables, craft materials

Learning Object – Days of the Week

Paper strips 3 minute egg timers

Vocabulary

Walt: Measure time of familiar events. Link familiar events to days of the week.

Wilf: Sequence time events in order

Tib: We need use our understanding of time to plan events in our daily lives

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Lesson 28-31



(Feedback)



Resources

L2B U2BNumber & Algebra: Growing Patterns Identify and describe a growth

pattern (1, 2, 3, etc.) Continue growth patterns Describe the change in the growth

pattern Apply the change rule to continue

the growth pattern Create a growth pattern Determine if a pattern is a growth

pattern



Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategies.


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.


Learning object – Patterns Galore

Learning object – Growing Patterns

Learning object – More Growing Patterns

Colour paper, paper plates, pipe cleaners, straws/ twigs

Threading materials, such as beads, macaroni

Vocabulary

Walt: Identify copy and continue growth patterns

Wilf: Identifying and creating growth pattern

Tib: There are different types of patterns in our environment

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Lesson 32 - 35



(Feedback)



Resources

L2B U2BMeasurement: MASS Describe objects by referring to their

mass Sort objects according to their mass Heft objects to compare mass Describe the relative masses of

objects, using Mathematical language Use balance scales to compare the

mass of objects to observe balanced and not balanced

Explain observations using Mathematical language










Balance scales Balance beams Everyday objects of different size

and MASS Jack Hartman balancing videos “Jack and Jill” poem Bucket Human scales for hefting Balloons, bubbles, pebbles,

feathers, sinkers, rocks, cricket bats Heavy suitcase or bag Wire coat hangers String / wool (same length) to

attach to the coat hangers Sticky tape Blocks or materials to make a

balancing scale Sheet – Make balance scales

Vocabulary

Walt: Describe and compare objects that are heavy or light

Wilf: Sort objects by MASS (by pictures and holding)

Tib: Everyday objects have MASS or a weight

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Year Prep Unit 3Assessment task — Answering questions

Name Date

Question: Do you like to read in your free time?

My Question:

Name:

NoYes

Year Prep Mathematics: Unit 3 — Answering questions

Purpose of assessment: To answer simple questions to collect information and make simple inferences.

Understanding and Fluency Problem-solving and Reasoning

Answer yes/no questions to collect information. Make simple inferences.

Poses a question to gather specific information. Provides a meaningful inference about data collected.

Appl

ying

Poses a question. Makes a reasonable prediction about data to be collected.

Mak

ing

conn

ecti

ons

Answers a simple question.Collects information from four peers. Makes simple inferences about data collected.

Wor

king

wit

h

Records information about the question. States a prediction.

Expl

orin

g

States a response. Comments about a free-time activity.

Beco

min

g aw

are

Feedback:

MODIFIED Year Prep Unit 3Assessment task — Explaining duration and event sequences

Name Date

Task1. a) Draw a circle around the activity that would take the shortest time.

b) Write or tell your teacher why you chose that one.

c) In the blank box above, draw a matching activity that would take more time to complete than the first three.

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d) Write or tell your teacher why you drew that activity.

2. Place a tick in the box beside the series of pictures that are in the correct order.

a) Write or tell your teacher why you chose that one.


b) Draw what you think might happen next.

c) Write or tell your teacher why you think that could happen next.


3. Draw one picture in each box to show different activities you do each day.

On Sunday I … On Monday I … On Tuesday I … On Wednesday I … On Thursday I … On Friday I … On Saturday I …

Write or tell your teacher what is happening on each day.


Year Prep Mathematics: Unit 3 — Explaining duration and event sequences Name:

Purpose of assessment: To connect events and days of the week, and explain the order and duration of events.

Understanding and Fluency Problem-solving and Reasoning

Connect events and days of the week. (Q3) Explain the order and duration of events. (Q1 & Q2)

Identifies an appropriate different activity for every day of the week. Explains why an activity is longer in duration than those given. (1 d)

Explains why their identified event could occur next in a sequence. (2 d) Appl

ying

Identifies a different activity for most (5 or 6) days of the week.

Identifies an event that that could occur next in a sequence. (2 c)Identifies an activity that takes more time to complete than previous three

pictures. (1 c) Mak

ing

conn

ecti

ons

Connects three or more activities and days of the week.Explains the order of a series of pictures. (2 b)

Explains the duration of events. (1 b) Wor

king

wit

h

Connects one or two activities to some days of the week.Indicates the correct order of a series of pictures. (2 a)

Indicates the correct image of the shortest time. (1 a) Expl

orin

g

Identifies an activity in the week but may not attach to a specific day. Draws a circle around an activity.

Beco

min

g aw

are

Feedback:


Draft Year Prep Unit 3Assessment task — Explaining duration and event sequences: Teaching notes

Assessment purpose: To connect events and days of the week, and explain the order and duration of events.

Resources:• Assessment task — Explaining duration and event sequences (includes the Guide to making

judgments)

The task

Students are asked to:

• decide on the activity that would be the shortest in duration from a series of three pictures

• explain why they chose that activity and draw a matching activity that would take more time than all three

• decide on the correct order of a series of pictures and explain their choice

• draw and explain an event that may happen after the sequence

• draw activities they are involved in for each day of the week

• explain what is happening in each picture.

For each part of this assessment task, it is expected that an adult will scribe for students when necessary.

Administering the task

• Explain the task to students.

• Provide students with the assessment task.

• Ask students to:

o circle the activity that will take the shortest time, explain their choice and then draw a matching activity that would take more time than the first three

o decide on, and indicate, which sequence of pictures is in the correct order by placing a tick in the appropriate box and explain their choice

o draw and explain what they think might happen next

o Draw pictures of activities that would correspond with each day of the week, and explain what is happening in each picture in each box.

• Observe students during the task and record their responses (when required).


Australian Curriculum

Mathematics - Foundation YearFoundation Year Achievement StandardBy the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.Content DescriptionsMeasurement and Geometry Number and Algebra Statistics and ProbabilityUsing units of measurement

Compare and order duration of events using everyday language of time (ACMMG007)

Connect days of the week to familiar events and actions (ACMMG008)

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

Number and place value Compare, order and make

correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

Represent practical situations to model addition and sharing (ACMNA004)

Subitise small collections of objects (ACMNA003)

Patterns and algebra Sort and classify familiar objects

and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

Data representation and interpretation

Answer yes/no questions to collect information and make simple inferences (ACMSP011)


Curriculum Priorities - PedagogyConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

awareness of numbers in the environment exposure to rote re-count of counting sequences similarities and differences of objects manipulating every day materials quantifying personally significant collections following simple routines.

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

compare objects using mass, length and capacity connect events and the days of the week explain the order and duration of events count to and from 20 and order small collections answer simple questions to collect information and make simple inferences.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and culturesStudents 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


General capabilitiesThis unit 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 Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Investigating 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-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.


http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice

Assessing student learningAssessment name: Answering questionsAssessment description: Students answer simple questions to collect information and make simple inferences.Assessment name: Explaining duration and event sequencesAssessment description: Students connect events and days of the week, and explain the order and duration of events. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Studentsconnect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.

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.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

represent practical situations to model addition and sharing compare objects using mass explain the order and duration of events connect events and the days of the week represent responses to questions using simple displays answer yes/no questions to collect information.

Monitoring taskMonitoring name: Investigating connections between quantitiesMonitoring description: Students make connections between quantities.Monitoring name: Investigating the duration of a weekMonitoring description: Students connect days of the week to familiar events and activities and represent the duration of a week.Monitoring name: Comparing objects using massMonitoring description: Students compare objects, using mass.


Prep Semester 2 Term 3 Mathematics Report Card Comment BankAssessment Task 1: Answering Questions

A B C D E2MPA1 2MPB1 2MPC1 2MPD1 2MPE1

Answering Questions

{Name} posed a question to gather specific information. {She,He} provided a meaningful inference about data collected.

Answering Questions

{Name} posed a question. {She,He} made a reasonable prediction about data to be collected.

Answering Questions

{Name} answered a simple question. {She,He} collected information from four peers. {Name} made simple inferences about data collected.the duration of events provided.

Answering Questions

{Name} recorded information about the question. {She,He} stated a prediction.

Answering Questions

{Name} stated a response. {She,He} commented about a free-time activity.

Assessment Task 2: Explaining duration and event sequences

A B C D E2MPA2 2MPB2 2MPC2 2MPD2 2MPE2

Explaining duration and event sequences

{Name} identified an appropriate different activity for every day of the week. {She,He} explained why an activity is longer in duration than those given. {Name} explained why their identified event could occur next in a sequence.


{Name} identified a different activity for most (5 or 6) days of the week. {She,He} identified an event that could occur next in a sequence. {Name} identified an activity that takes more time to complete than previous three pictures provided.


{Name} connected three or more activities and days of the week. {She,He} explained the order of a series of pictures and explained the duration of events provided.


{Name} connected one or two activities to some days of the week. {She,He} indicated the correct order of a series of pictures and indicated the correct image of the shortest time.


{Name} identified an activity in the week but may not attach to a specific day. {She,He} drew a circle around an activity.


Maths Pre-ModerationPrep: Unit 3 Semester 2 Title: Mathematics

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply Maths knowledge and skills through guided play and tasks integrated and embedded into other key learning areas. Students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Learning opportunities support students to: Compare and order duration of events using everyday language of time Connect days of the week to familiar events and actions Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Compare, order and make correspondences between collections, initially to 20, and explain reasoning Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20,

moving from any starting point Represent practical situations to model addition and sharing Subitise small collections of objects Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects

and drawings Answer yes/no questions to collect information and make simple inferences

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Foundation Year Achievement Standard

By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.

Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 Math 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 in this unit may include:

quantifying collections accurately using 'more', 'less' and 'the same' to compare quantities identifying equal quantities equalising collections representing quantities in a variety of arrangements combining quantities using a variety of arrangements explaining how the total changes when addition is performed modelling an addition experience identifying the total in an addition model and represent addition experiences comparing quantities describing the parts of the whole adding by combining parts of a whole applying partitioning in addition situations identifying questions posing questions identifying information collected from asking questions representing responses using simple displays describing information in a data display Making predictions based on information in data displays sharing collections into equal parts making equal parts describing sharing recalling the days of the week in sequence identifying daily and weekly events recalling events in the correct sequence sequencing events identifying a growth pattern describing the change occurring in a growth pattern applying the change rule to continue a growth pattern creating growth patterns describing objects by referring to their mass sorting objects according to their mass hefting objects to compare mass describing the relative masses of objects using mathematical language identifying balanced and not balanced explaining the mass of objects in relation to using balance.


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)

Assessment Task 1: Answering Questions Answers a simple question. Collects information from four peers. Makes simple inferences about data collected.

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

Assessment Task 1: Poses a question. Makes a reasonable prediction about data to be collected.

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

Assessment Task 1: Poses a question to gather specific information. Provides a meaningful inference about data collected.

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 1Comparing and ordering quantitiesExample learning sequence

Establish learning context Quantify collections Compare collections Order quantities

Evidence of learningCan the student:

Quantify collections accurately? Use more, less and the same to compare

quantities? Order collections?

Lesson 2Making equal quantitiesExample learning sequence

Establish learning context Recognise equal quantities Equalise quantities Describe the process of making up to a larger

quantity


Identify equal quantities? Equalise collections?

Lesson 3Combining small collectionsExample learning sequence

Establish learning context Combine collections of familiar objects Combine collections in different arrangements


Represent quantities in a variety of arrangements? Combine quantities, using a variety of

arrangements?

Lessons 8-10Investigating connections between quantitiesExample learning sequence

Establish learning context Explore balance and number (Discover) Plan how to explore situations when numbers may

balance (Devise) Identify when numbers may balance (Develop) Explain how numbers can be balanced (Defend) Explore further questions (Diverge)


Identify equal quantities? Describe how to equalise collections?

Lesson 4Describing addition situationsExample learning sequence

Establish learning context Observe the results of combining collections Model familiar addition experiences


Explain how the total changes when addition is performed?

Lesson 5Modelling addition situationsExample learning sequence

Establish learning context Determine how many altogether Model addition


Model an addition situation? Identify the total of an addition?

Lessons 6-7Representing additionExample learning sequence

Establish learning context Observe addition in play contexts Identify ways of representing addition Informally record addition


Model and represent addition situations? Explain the addition in the representation?


Teaching Sequence FeedbackLesson 11Exploring part- whole relationshipsExample learning sequence

Establish learning context Partition and identify the parts of a collection Explore partitioning and rejoining parts Identify parts of ten


Describe the parts of a whole?

Lesson 12Representing addition as combining parts of a wholeExample learning sequence

Establish learning context Identify part combinations Model addition using part-whole combinations Visualise part-whole combinations


Identify parts of a whole? Represent addition?

Lesson 13Exploring flexible partitioningExample learning sequence

Establish learning context Represent different ways of partitioning a quantity Apply partitioning in addition situations


Partition, then combine parts of a collection? Apply partitioning in addition situations?

Lessons 14-15Collecting information by answering questionsExample learning sequence

Establish learning context Answer questions Explore ways of displaying responses


Answer yes/no questions? Represent responses, using simple displays?

Lesson 16Interpreting data displaysExample learning sequence

Establish learning context Interpret classroom data displays Explore real-life contexts where data is displayed

and interpreted Interpret simple data displays, based on yes/no

responses


Describe the information in a data display? Make predictions based on this information?

Lesson 17Assessing student learningExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purpose:To answer simple questions to collect information and make simple inferences.


Teaching Sequence FeedbackLesson 18Exploring the concept of sharingExample learning sequence

Establish learning context Discuss the process of sharing Observe and describe sharing Represent a sharing situation


Share a collection into equal parts?

Lesson 19Making equal parts of a wholeExample learning sequence

Establish learning context Make equal parts of a continuous whole Share collections and check for equivalence Identify equal sharing


Make equal parts? Describe sharing?

Lesson 20Sharing collectionsExample learning sequence

Establish learning context Explore different ways of sharing a quantity Use sharing in simple everyday situations


Make equal parts? Describe the sharing process?

Lessons 21-23Investigating the duration of a weekExample learning sequence

Establish learning context Explore the features of a week (Discover) Plan how to observe changes during a week

(Devise) Observe changes that may occur in a week

(Develop) Explain the changes observed (Defend) Explore further questions (Diverge)


Connect the days of the week with familiar events? Represent the duration of a week? Sequence the names of the days of the week?

Lesson 24Recalling sequences of eventsExample learning sequence

Establish learning context Identify familiar recurring events Establish a daily routine Follow a simple timeline for a week


Recall the sequence of events? Identify daily and weekly events?

Lesson 25Representing personal events in sequenceExample learning sequence

Establish learning context Follow a simple movement sequence Compare personal home routines


Recall details of a familiar home event? Accurately sequence the events?

Lesson 26Constructing timelinesExample learning sequence

Establish learning context Follow a simple play sequence Construct a timeline Order the duration of events


Recall the events in the correct sequence?


Teaching Sequence FeedbackLesson 27Assessing student learningExample assessment sequence

Understand the assessment Review the Guide to making judgments and understand

the standards A-E Conduct the assessment

Assessment purposeTo connect events and days of the week, and explain the order and duration of events.

Lesson 28Observing growth patternsExample learning sequence

Establish learning context Identify patterns and non-patterns Identify growth patterns Copy growth patterns


Identify a growth pattern? Describe the growth pattern?

Lessons 29-30Identifying change in growth patternsExample learning sequence

Establish learning context Explore the concept of change to describe a growth

pattern Describe growth patterns Continue growth patterns


Describe the change occurring in a growth pattern? Apply the change rule to continue a growth pattern?

Lesson 31Describing growth patternsExample learning sequence

Establish learning context Describe growth patterns Create growth patterns Evaluate patterns


Create growth patterns? Determine if a sequence is a growth pattern?

Lesson 32Describing the mass of objectsExample learning sequence

Establish learning context Describe the mass of objects in familiar contexts Sort light and heavy objects Make connections between function and mass


Describe objects by referring to their mass? Sort objects, according to their mass?

Lesson 33Making direct comparisons of massExample learning sequence

Establish learning context Describe objects using the terms 'lighter' and 'heavier' Heft to compare mass Represent differences in mass

Evidence of learning

Can the student: Heft objects to compare mass? Describe the relative masses of objects, using

mathematical language?

Lesson 34Comparing mass using balance scales Example learning sequence

Establish learning context Explore the concept of balance Compare mass using balance


Identify balanced and not balanced? Explain the mass of objects, using balance?

Lesson 35Comparing massExample learning sequence

Establish learning context Adjust mass Compare the mass of collections (Monitoring task) Interpret visual representations of comparative mass


Describe the comparative mass of objects? Explain observations of comparative mass?


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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