2017 Mathematics Program Term 2 2017 Belinda Reedman

Organisation
My maths group consists of the top children in the grade in maths. These children were ranked following the beginning of the year
Stage assessments, with reference to their rankings from their end of year assessments. The top 22 Year 4 students and the top 10
Year 3 students have been targeted for my maths class in Term 1. After taking into consideration the results from the end of Term 1
assessments, small changes were made. There will be a combination of whole class and group work. The children will be split up
into four ability-based groups. They will rotate around each activity throughout the week. Friday is where we mark the homework
and revise concepts learnt from previous weeks.

Lesson Organisation
Monday and Tuesday will be whole class, with some group work when necessary. Wednesday and Thursday will be group work with students working
on more individualised learning. Students will complete four different activities. One group will be working with me targeting individual needs. Another
group will be consolidating new learning by completing written sheets independently. The third group will be completing Mathletics, whilst the final
group will be completing problem solving focused on the topic for the week. Students rotate around each group each week. Each group has
approximately 25 minutes each week on each activity.
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2017 Mathematics Program Term 2 2017 Belinda Reedman

Maths Groups
BB8 C3PO Leia Yoda

Isabella Bradley Amelia Liam

Brooklyn Judah Koby Brianna
Zachary Daniel Grace Chloe
Buster Hunter George Finlay
Allegra Shaun Mateen Ava
Olivia Eamon Luca Christian
Jack Emilie Harrison Evie
Axl Louise Dylan Elyssa

Activity
Wednesday 1 Wednesday 2 Thursday 1 Thursday 2

Guided Maths BB8 C3PO Leia Yoda

Written Activity Yoda BB8 C3PO Leia
Problem Solving Leia Yoda BB8 C3PO
Mathletics C3PO Leia Yoda BB8
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2017 Mathematics Program Term 2 2017 Belinda Reedman
Overview of the Term
Week Focus
1 Data / 2D Space

2 Angles / Position

3 Volume and Capacity / Mass

4 Patterns and Algebra / Whole Numbers

5 Addition and Subtraction

6 3D space

7 Multiplication and Division

8 Time

9 Fractions and Decimals

10 Fractions and Decimals

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2017 Mathematics Program Term 2 2017 Belinda Reedman

Outcomes, Descriptors, Background Knowledge and Language

Working Mathematically
Outcomes
MA2 – 1WM – uses appropriate terminology to describe, and symbols to represent, mathematical ideas.
MA2 - 2WM – selects and uses appropriate mental or written strategies, or technology, to solve problems
MA 2 – 3WM – checks the accuracy of a statement and explains the reasoning use
Background Information
develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-
solving skills and mathematical techniques, communication and reasoning
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Whole Number 2

Outcome: MA2 – 4NA – applies place value to order, read and represent numbers of up to five digits
Support Content Descriptors
Background Information The convention for writing numbers of more Recognise, represent and order numbers to at least tens of thousands (ACMNA072)
than four digits requires that numerals have a space (and not a comma) to the left • apply an understanding of place value to read and write numbers of up to five digits
of each group of three digits when counting from the units column, eg 16 234. No • state the place value of digits in numbers of up to five digits
space is used in a four-digit number, eg 6234. • use place value to partition numbers of up to five digits and recognise this as
'expanded notation', eg 67 012 is 60 000 + 7000 + 10 + 2
Language Students should be able to communicate using the following • partition numbers of up to five digits in non-standard forms, eg 67 000 as 50 000 +
language: largest number, smallest number, ascending order, descending order, 17 000
digit, ones, tens, hundreds, thousands, tens of thousands, place value, expanded • round numbers to the nearest ten, hundred, thousand or ten thousand
notation, round to.
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Whole Number 1

Outcome: MA3 – 4NA – orders, reads and represents integers of any size and describes properties of whole numbers
Support Content Descriptors
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2017 Mathematics Program Term 2 2017 Belinda Reedman
Background Information Students need to Recognise, represent and order numbers to at least tens of millions
develop an understanding of place value relationships, • apply an understanding of place value and the role of zero to read and write numbers of any size
such as • state the place value of digits in numbers of any size
10 thousand = 100 hundreds = 1000 tens = 10 000 ones. • arrange numbers of any size in ascending and descending order
• record numbers of any size using expanded notation, eg 163 480 = 100 000 + 60 000 + 3000 + 400 + 80
Language Students should be able to communicate • partition numbers of any size in non-standard forms to aid mental calculation, eg when adding 163 480 and
using the following language: ascending order, descending 150 000, 163 480 could be partitioned as 150 000 + 13 480, so that 150 000 could then be doubled and
order, zero, ones, tens, hundreds, thousands, tens of added to 13 480
thousands, hundreds of thousands, millions, digit, place • use numbers of any size in real-life situations, including in money problems
value, expanded notation, round to, whole number, factor, • interpret information from the internet, the media, the environment and other sources that use large numbers
highest common factor (HCF), multiple, lowest (Communicating, Reasoning)
common multiple (LCM). • recognise different abbreviations of numbers used in everyday contexts, eg $350 K represents $350 000
In some Asian languages, such as Chinese, Japanese and • round numbers to a specified place value, eg round 5 461 883 to the nearest million
Korean, the natural language structures used when Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
expressing numbers larger than 10 000 are 'tens of • determine all 'factors' of a given whole number, eg 36 has factors 1, 2, 3, 4, 6, 9, 12, 18 and 36
thousands' rather than 'thousands', and 'tens of millions' • determine the 'highest common factor' (HCF) of two whole numbers, eg the HCF of 16 and 24 is 8
rather than 'millions'. For example, in Chinese (Mandarin), • determine 'multiples' of a given whole number, eg multiples of 7 are 7, 14, 21, 28, …
612 000 is expressed as '61 wàn, 2 qiān', which translates • determine the 'lowest common multiple' (LCM) of two whole numbers, eg the LCM of 21 and 63 is 63
as '61 tens of thousands and 2 thousands'. • determine whether a particular number is a factor of a given number using digital technologies
The abbreviation 'K' is derived from the Greek word • recognise that when a given number is divided by one of its factors, the result must be a whole number
khilios, meaning 'thousand'. It is used in many job (Problem Solving)
advertisements to represent salaries (eg a salary of $70 K • solve problems using knowledge of factors and multiples, eg 'There are 48 people at a party. In how many
or $70 000). It is also used as an abbreviation for the size ways can you set up the tables and chairs, so that each table seats the same number of people and there
of computer files (eg a size of 20 K, meaning twenty are no empty chairs?'
thousand bytes).
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Addition and Subtraction 2

Outcome: MA2 – 5NA – uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers
Support Content Descriptors
Background Information Students should be encouraged to estimate answers Apply place value to partition, rearrange and regroup numbers to at least tens of
before attempting to solve problems in concrete or symbolic form. There is still a need to thousands to assist calculations and solve problems (ACMNA073)

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2017 Mathematics Program Term 2 2017 Belinda Reedman
emphasise mental computation, even though students can now use a formal written • select, use and record a variety of mental strategies
method. to solve addition and subtraction problems, including
When developing a formal written algorithm, it will be necessary to sequence the word problems, with numbers of up to and including
examples to cover the range of possibilities, which include questions without trading, five digits, eg 159 + 23: 'I added 20 to 159 to get 179,
questions with trading in one or more places, and questions with one or more zeros in the then I added 3 more to get 182', or use an empty number line:
first number. • pose simple addition and subtraction problems and apply appropriate
Language Students should be able to communicate using the following language: strategies to solve them (Communicating, Problem Solving)
plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal • use a formal
to, empty number line, strategy, digit, estimate, round to, change (noun, in transactions written algorithm
of money). to record
Word problems requiring subtraction usually fall into two types − either 'take away' or addition and
'comparison'. subtraction calculations involving two-, three-, four- and five-digit numbers, eg
Take away – How many remain after some are removed? • solve problems involving purchases and the calculation of change to the
eg 'I have 30 apples in a box and give away 12. How many apples do I have left in the nearest five cents, with and without the use of digital technologies
box?' (ACMNA080)
Comparison – How many more need to be added to a group? What is the difference • solve addition and subtraction problems involving money, with and without the
between two groups? use of digital technologies
eg 'I have 18 apples. How many more apples do I need to have 30 apples in total?', 'Mary • use a variety of strategies to solve unfamiliar problems involving money
has 30 apples and I have 12 apples. How many more apples than me does Mary have?' (Communicating, Problem Solving)
Students need to be able to translate from these different language contexts into a • reflect on their chosen method of solution for a money problem, considering
subtraction calculation. whether it can be improved (Communicating, Reasoning)
The word 'difference' has a specific meaning in a subtraction context. Difficulties could • calculate change and round to the nearest five cents
arise for some students with phrasing in relation to subtraction problems, eg '10 take away • use estimation to check the reasonableness of solutions to addition and
9' should give a response different from that for '10 was taken away from 9'. subtraction problems, including those involving money
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Addition and Subtraction 1

Outcome: MA3 – 5NA – selects and applies appropriate strategies for addition and subtraction with counting numbers of any size
Support Content Descriptors
Background Information In Stage 3, mental strategies need to be continually Use efficient mental and written strategies and apply appropriate digital
reinforced. technologies to solve problems (ACMNA291)
Students may find recording (writing out) informal mental strategies to be more efficient than • use the term 'sum' to describe the result of adding two or more numbers,
using formal written algorithms, particularly in the case of subtraction. eg 'The sum of 7 and 5 is 12'

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2017 Mathematics Program Term 2 2017 Belinda Reedman
For example, 8000 − 673 is easier to calculate mentally than by using a formal algorithm. • add three or more numbers with different numbers of digits, with and
Written strategies using informal mental without the use of digital technologies, eg 42 000 + 5123 + 246
strategies (empty number line): • select and apply efficient mental, written and calculator strategies to solve
The jump strategy can be used on an addition and subtraction word problems, including problems involving money
empty number line to count up rather than • interpret the words 'increase' and 'decrease' in addition and subtraction
back. word problems, eg 'If a computer costs $1599 and its price is then decreased
The answer will therefore be 7000 + 300 + by $250, how much do I pay?' (Communicating, Problem Solving)
20 + 7 = 7327. Students could share possible approaches and compare them to determine the • record the strategy used to solve addition and subtraction word problems
most efficient. • use empty number lines to record mental strategies (Communicating,
The difference can be shifted one unit to the left on an empty Problem Solving)
number line, so that 8000 − 673 becomes • use selected words to describe each step of the solution process
7999 − 672, which is an easier subtraction (Communicating, Problem Solving)
to calculate. • check solutions to problems, including by using the inverse operation
Written strategies using a formal algorithm (decomposition method): • Use estimation and rounding to check the reasonableness of answers to
An inverse operation is an operation that reverses the effect of the original calculations (ACMNA099)
operation. Addition and subtraction are inverse operations; multiplication and division are • round numbers appropriately when obtaining estimates to numerical
inverse operations. calculations
Language Students should be able to communicate using the following language: plus, • use estimation to check the reasonableness of answers to addition and
sum, add, addition, increase, minus, the difference between, subtract, subtraction, decrease, subtraction calculations, eg 1438 + 129 is about 1440 + 130
equals, is equal to, empty number line, strategy, digit, estimate, round to, budget. Create simple financial plans (ACMNA106)
Teachers should model and use a variety of expressions for the operations of addition and • use knowledge of addition and subtraction facts to create a financial plan,
subtraction, and should draw students' attention to the fact that the words used for subtraction such as a budget, eg organise a class celebration on a budget of $60 for all
may require the operation to be performed with the numbers in the reverse order to that in expenses
which they are stated in the question. For example, '9 take away 3' and 'reduce 9 by 3' require • record numerical data in a simple spreadsheet (Communicating)
the operation to be performed with the numbers in the same order as they are presented in the • give reasons for selecting, prioritising and deleting items when creating a
question (ie 9 – 3). However, 'take 9 from 3', 'subtract 9 from 3' and '9 less than 3' require the budget (Communicating, Reasoning)
operation to be performed with the numbers in the reverse order to that in which they are stated
in the question (ie 3 – 9).
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Multiplication and Division 2

Outcome: MA2 – 6NA – uses mental and informal written strategies for multiplication and division
Support Content Descriptors
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2017 Mathematics Program Term 2 2017 Belinda Reedman
Background Information Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
An inverse operation is an operation • count by fours, sixes, sevens, eights and nines using skip counting
that reverses the effect of the original • use the term 'product' to describe the result of multiplying two or more numbers, eg 'The product of
operation. Addition and subtraction 5 and 6 is 30'
are inverse operations; multiplication • use mental strategies to build multiplication facts to at least 10 × 10, including:
and division are inverse operations. • using the commutative property of multiplication, eg 7 × 9 = 9 × 7
Linking multiplication and division is • using known facts to work out unknown facts, eg 5 × 7 is 35, so 6 × 7 is 7 more, which is 42
an important understanding for • using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 × 8 is double 7,
students in Stage 2. They should double again and then double again
come to realise that division 'undoes' • using the relationship between multiplication facts, eg the multiplication facts for 6 are double the
multiplication and multiplication multiplication facts for 3
'undoes' division. Students should be • factorising one number, eg 5 × 8 is the same as 5 × 2 × 4, which becomes 10 × 4
encouraged to check the answer to a • recall multiplication facts up to 10 × 10, including zero facts, with automaticity
division question by multiplying their • find 'multiples' for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, …
answer by the divisor. To divide, • relate multiplication facts to their inverse division facts, eg 6 × 4 = 24, so 24 ÷ 6 = 4 and 24 ÷ 4 = 6
students may recall division facts or
• determine 'factors' for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12
transform the division into a
• use the equals sign to record equivalent number relationships involving multiplication, and to mean 'is the same as', rather than to
multiplication and use multiplication
mean to perform an operation, eg 4 × 3 = 6 × 2
facts, eg 35÷7 is the same
as ◻× 7=35. • connect number relationships involving multiplication to factors of a number, eg 'Since 4 × 3 = 6 × 2, then 4, 3, 2 and 6 are factors of
12' (Communicating, Reasoning)
The use of digital technologies
• check number sentences to determine if they are true or false and explain why, eg 'Is 7 × 5 = 8 × 4 true? Why or why not?'
includes the use of calculators.
(Communicating, Reasoning)
Language Students should be Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there
able to communicate using the is no remainder (ACMNA076)
following language: multiply, multiplied • multiply three or more single-digit numbers, eg 5 × 3 × 6
by, product, multiplication, • model and apply the associative property of multiplication to aid mental computation, eg 2 × 3 × 5 = 2 × 5 × 3 = 10 × 3 = 30
multiplication facts, tens, ones, • make generalisations about numbers and number relationships, eg 'It doesn't matter what order you multiply two numbers in because
double, multiple, factor, shared the answer is always the same' (Communicating, Reasoning)
between, divide, divided by, • use mental and informal written strategies to multiply a two-digit number by a one-digit number, including:
division, halve, remainder, equals, is
• using known facts, eg 10 × 9 = 90, so 13 × 9 = 90 + 9 + 9 + 9 = 90 + 27 = 117
the same as, strategy, digit.
• multiplying the tens and then the units, eg 7 × 19: 7 tens + 7 nines is 70 + 63, which is 133
As students become more confident
with recalling multiplication facts, they • using an area model, eg 27 × 8
may use less language. For example, • using doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 × 4 is double 23 and then double again
• using the relationship between multiplication facts, eg 41 × 6 is 41 × 3, which is 123, and then double to obtain 246
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2017 Mathematics Program Term 2 2017 Belinda Reedman
'five rows (or groups) of three' • factorising the larger number, eg 18 × 5 = 9 × 2 × 5 = 9 × 10 = 90
becomes 'five threes' with the 'rows of' • create a table or simple spreadsheet to record multiplication facts, eg a 10 × 10 grid showing multiplication facts (Communicating)
or 'groups of' implied. This then leads • use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including:
to 'one three is three', 'two threes are • using the inverse relationship of multiplication and division, eg 63 ÷ 9 = 7 because 7 × 9 = 63
six', 'three threes are nine', and so on. • recalling known division facts
The term 'product' has a meaning in • using halving and repeated halving to divide by 2, 4 and 8, eg 36 ÷ 4: halve 36 and then halve again
mathematics that is different from its • using the relationship between division facts, eg to divide by 5, first divide by 10 and then multiply by 2
everyday usage. In mathematics,
• apply the inverse relationship of multiplication and division to justify answers, eg 56 ÷ 8 = 7 because 7 × 8 = 56 (Problem Solving,
'product' refers to the result of
Reasoning)
multiplying two or more numbers
• record mental strategies used for multiplication and division
together.
Students need to understand the • select and use a variety of mental and informal written strategies to solve multiplication and division problems
different uses for the = sign, • check the answer to a word problem using digital technologies (Reasoning)
eg 4 × 3 = 12, where the Use mental strategies and informal recording methods for division with remainders
= sign indicates that the right side of • model division, including where the answer involves a remainder, using concrete materials
the number sentence contains 'the • explain why a remainder is obtained in answers to some division problems (Communicating, Reasoning)
answer' and should be read to mean • use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder,
'equals', compared to a statement of eg 27 ÷ 6: if 4 × 6 = 24 and 5 × 6 = 30, the answer is 4 remainder 3
equality such as 4 × 3 = 6 × 2, where • record remainders to division problems in words, eg 17 ÷ 4 = 4 remainder 1
the = sign should be read to mean 'is • interpret the remainder in the context of a word problem, eg 'If a car can safely hold 5 people, how many cars are needed to carry 41
the same as'. people?'; the answer of 8 remainder 1 means that 9 cars will be needed
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Multiplication and Division 1

Outcome: MA3 – 6NA – selects and applies appropriate strategies for multiplication and division, and applies the order of operations to
calculations involving more than one operation
Support Content Descriptors
Background Information Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies
Students could extend their recall of and appropriate digital technologies (ACMNA100)
number facts beyond the multiplication • use mental and written strategies to multiply three- and four-digit numbers by one-digit numbers, including:
facts to 10 × 10 by memorising
multiples of numbers such as 11, 12,
15, 20 and 25. They could also utilise
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2017 Mathematics Program Term 2 2017 Belinda Reedman
mental strategies, eg '14 × 6 is 10 sixes • multiplying the thousands, then the hundreds, then the tens and then the ones, eg
plus 4 sixes'. 673×4=(600×4)+(70×4)+(3×4)=2400+280+12=2692
In Stage 3, mental strategies need to • using an area model, eg 684 × 5
be continually reinforced.
Students may find recording (writing • using the formal algorithm, eg 432 × 5
out) informal mental strategies to be
more efficient than using formal written • use mental and written strategies to multiply two- and three-digit numbers by two-digit
algorithms, particularly in the case of numbers, including:
multiplication. • using an area model for two-digit by two-digit multiplication, eg 25 × 26
An inverse operation is an operation
that reverses the effect of the original • factorising the numbers, eg 12 × 25 = 3 × 4 × 25 = 3 × 100 = 300
operation. Addition and subtraction are • using the extended form (long multiplication) of the formal algorithm, eg
inverse operations; multiplication and
division are inverse operations. • use digital technologies to multiply numbers of up to four
The area model for two-digit by two- digits
digit multiplication in Stage 3 is a • check answers to mental calculations using digital
precursor to the use of the area model technologies (Problem Solving)
for the expansion of binomial products • apply appropriate mental and written strategies, and digital technologies, to solve multiplication word
in Stage 5. problems
Language Students should be able • use the appropriate operation when solving problems in real-life situations (Problem Solving)
to communicate using the following • use inverse operations to justify solutions (Problem Solving, Reasoning)
language: multiply, multiplied by, • record the strategy used to solve multiplication word problems
product, multiplication, multiplication • use selected words to describe each step of the solution process (Communicating, Problem Solving)
facts, area, thousands, hundreds, Solve problems involving division by a one-digit number, including those that result in a remainder (ACMNA101)
tens, ones, double, multiple, factor, • use the term 'quotient' to describe the result of a division calculation, eg 'The quotient when 30 is divided by 6 is 5'
divide, divided by, quotient, division,
halve, remainder, fraction, decimal, • recognise and use different notations to indicate division, eg 25 ÷ 4, , 254
equals, strategy, digit, estimate, round • record remainders as fractions and decimals, eg 25÷4=614 or 6.25
to. • use mental and written strategies to divide a number with three or more digits by a one-digit divisor where there is no remainder,
In mathematics, 'quotient' refers to the including:
result of dividing one number by • dividing the hundreds, then the tens, and then the ones, eg 3248 ÷ 4
another. 3200÷440÷48÷4so 3248÷4=800=10=2=812
Teachers should model and use a • using the formal algorithm, eg 258 ÷ 6
variety of expressions for multiplication
and division. They should draw
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2017 Mathematics Program Term 2 2017 Belinda Reedman
students' attention to the fact that the • use mental and written strategies to divide a number with three or more digits by a one-digit divisor where there is a remainder,
words used for division may require the including:
operation to be performed with the • dividing the tens and then the ones, eg 243 ÷ 4
numbers in the reverse order to that in 240÷43÷4so 243÷4=60=34=6034
which they are stated in the question. • using the formal algorithm, eg 587 ÷ 6
For example, 'divide 6 by 2' and • explain why the remainder in a division calculation is always less than the number divided by (the divisor)
'6 divided by 2' require the operation to (Communicating, Reasoning)
be performed with the numbers in the • show the connection between division and multiplication, including where there is a remainder, eg 25 ÷ 4 = 6 remainder 1, so
same order as they are presented in 25 = 4 × 6 + 1
the question (ie 6 ÷ 2). However, 'How • use digital technologies to divide whole numbers by one- and two-digit divisors
many 2s in 6?' requires the operation to • check answers to mental calculations using digital technologies (Problem Solving)
be performed with the numbers in the • apply appropriate mental and written strategies, and digital technologies, to solve division word problems
reverse order to that in which they are • recognise when division is required to solve word problems (Problem Solving)
stated in the question (ie 6 ÷ 2). • use inverse operations to justify solutions to problems (Problem Solving, Reasoning)
The terms 'ratio' and 'rate' are not • use and interpret remainders in solutions to division problems, eg recognise when it is appropriate to round up an answer, such as
introduced until Stage 4, but students 'How many 5-seater cars are required to take 47 people to the beach?'
need to be able to interpret problems • record the strategy used to solve division word problems
involving simple rates as requiring • use selected words to describe each step of the solution process (Communicating, Problem Solving)
multiplication or division. • Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
• round numbers appropriately when obtaining estimates to numerical calculations
• use estimation to check the reasonableness of answers to multiplication and division calculations, eg '32 × 253 will be about, but
more than, 30 × 250'
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Fractions and Decimals 2

Outcome: MA2 – 7NA – represents, models and compares commonly used fractions and decimals
Support Content Descriptors
Background Information In Investigate equivalent fractions used in contexts (ACMNA077)
Stage 2 Fractions and Decimals 2, • model, compare and represent fractions with denominators of 2, 4 and 8; 3 and 6; and 5, 10 and 100
fractions with denominators of 2, 3, 4,
5, 6, 8, 10 and 100 are studied.
Denominators of 2, 3, 4, 5 and 8 were

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2017 Mathematics Program Term 2 2017 Belinda Reedman
introduced in Stage 2 Fractions and • model, compare and represent the equivalence of fractions with related denominators by redividing the whole, using concrete
Decimals 1. materials, diagrams and number lines, eg
Fractions are used in different ways: to
describe equal parts of a whole; to • record equivalent fractions using diagrams and numerals, eg 3/5= 6/10
describe equal parts of a collection of Recognise that the place value system can be extended to tenths and
objects; to denote numbers (eg 12 is hundredths, and make connections between fractions and decimal
midway between 0 and 1 on the notation (ACMNA079)
number line); and as operators related • recognise and apply decimal notation to express whole numbers, tenths
to division (eg dividing a number in
half). and hundredths as decimals, eg 0.1 is the same as 1/10
Money is an application of decimals to • investigate equivalences using various methods, eg use a number line or a calculator to show that 1/2 is the same as 0.5 and 5/10
two decimal places. (Communicating, Reasoning)
Language Students should be able • identify and interpret the everyday use of fractions and decimals, such as those in advertisements (Communicatg, Problem Slving)
to communicate using the following • state the place value of digits in decimal numbers of up to two decimal places
language: whole, part, equal parts, half, • use place value to partition decimals of up to two decimal places, eg 5.37=5 + 3/10 + 7/100
quarter, eighth, third, sixth, fifth, tenth, • partition decimals of up to two decimal places in non-standard forms, eg 5.37=5 + 37/100
hundredth, one-sixth, one-tenth,
one-hundredth, fraction, numerator, • apply knowledge of hundredths to represent amounts of money in decimal form, eg five dollars and 35 cents is 535/100, which is
denominator, whole number, number the same as $5.35 (Communicating)
line, is equal to, equivalent fractions, • model, compare and represent decimals of up to two decimal places
decimal, decimal point, digit, place • apply knowledge of decimals to record measurements, eg 123 cm = 1.23 m (Communicating)
value, round to, decimal places, • interpret zero digit(s) at the end of a decimal, eg 0.70 has the same value as 0.7, 3.00 and 3.0 have the same value as 3 (Commu
dollars, cents. • recognise that amounts of money are written with two decimal places, eg $4.30 is not written as $4.3 (Communicating)
The decimal 1.12 is read as 'one point • use one of the symbols for dollars ($) and cents (c) correctly when expressing amounts of money, ie $5.67 and 567c are correct,
one two' and not 'one point twelve'. but $5.67c is not (Communicating)
• use a calculator to create patterns involving decimal numbers, eg 1 ÷ 10, 2 ÷ 10, 3 ÷ 10 (Communicating)
• place decimals of up to two decimal places on a number line, eg place 0.5, 0.25 and 0.75 on a number line
• round a number with one or two decimal places to the nearest whole number
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Fractions and Decimals 1

Outcome: MA3 – 7NA – compares, orders and calculates with fractions, decimals and percentages
Support Content Descriptors
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2017 Mathematics Program Term 2 2017 Belinda Reedman
Background Information In Stage 3 Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)
Fractions and Decimals, students study
fractions with denominators of 2, 3, 4, 5, 6, 8, place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12 on a number line
•
10, 12 and 100. A unit fraction is any proper between 0 and 1, eg
fraction in which the numerator is 1, • compare and order unit fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and
eg 12, 13, 14, 15, … 100
Fractions may be interpreted in different ways • compare the relative value of unit fractions by placing them on a number line
depending on the context, eg two-quarters between 0 and 1 (Communicating, Reasoning)
(24) may be thought of as two equal parts of • investigate and explain the relationship between the value of a unit fraction and its
one whole that has been divided into four denominator (Communicating, Reasoning)
equal parts. Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator
(ACMNA103)
Alternatively, two-quarters (24) may be • identify and describe 'proper fractions' as fractions in which the numerator is less than the denominator
thought of as two equal parts • identify and describe 'improper fractions' as fractions in which the numerator is greater than the denominator
of two wholes that have each • express mixed numerals as improper fractions and vice versa, through the use of diagrams and number lines, leading to a
been divided into quarters. mental strategy, eg
• model and represent strategies, including using
Students need to interpret a diagrams, to add proper fractions with the same
variety of word denominator, where the result may be a mixed numeral, eg
problems and translate • model and represent a whole number added to a
them into mathematical proper fraction, eg 2+3/4=2 3/4
diagrams and/or • subtract a proper fraction from another proper
fraction notation. fraction with the same denominator, eg 7/8−2/8= 5/8
Fractions have different meanings depending • model and represent strategies, including using diagrams, to add mixed numerals with the same denominator, eg
on the context, eg show on a diagram three- • use diagrams, and mental and written strategies, to
quarters (3/4) of a pizza, draw a diagram to subtract a unit fraction from any whole number
show how much each child receives when including 1, eg
four children share three pizzas.
Language Students should be able to • solve word problems that involve addition and subtraction of fractions with the
communicate using the following same denominator, eg 'I eat 1/5 of a block of chocolate and you eat 3/5 of the same
language: whole, equal parts, half, quarter, block. How much of the block of chocolate has been eaten?'
eighth, third, sixth, twelfth, fifth, tenth, • use estimation to verify that an answer is reasonable (Problem Solving, Reasoning)
hundredth, thousandth, one-thousandth, Recognise that the place value system can be extended beyond hundredths (ACMNA104)
fraction, numerator, denominator, mixed • express thousandths as decimals
numeral, whole number, number line, proper
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2017 Mathematics Program Term 2 2017 Belinda Reedman
fraction, improper fraction, decimal, decimal • interpret decimal notation for thousandths, eg 0.123= 123/1000
point, digit, place value, decimal places. • state the place value of digits in decimal numbers of up to three decimal places
The decimal 1.12 is read as 'one point one Compare, order and represent decimals (ACMNA105)
two' and not 'one point twelve'. • compare and order decimal numbers of up to three decimal places, eg 0.5, 0.125, 0.25
When expressing fractions in English, the • interpret zero digit(s) at the end of a decimal, eg 0.170 has the same value as 0.17
numerator is said first, followed by the • place decimal numbers of up to three decimal places on a number line between 0 and 1
denominator. However, in many Asian
languages (eg Chinese, Japanese), the
opposite is the case: the denominator is said
before the numerator.
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Patterns and Algebra 2

Outcome: MA2 – 8NA – generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences
by calculating missing values
Support Content Descriptors
Background Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)
• complete number sentences involving addition and subtraction by calculating missing numbers,
Information In eg find the missing numbers: ◻+55=83, ◻−15=19
Stage 2, the
investigation of odd • use inverse operations to complete number sentences (Problem Solving)
and even numbers • justify solutions when completing number sentences (Communicating, Reasoning)
leads to • find the missing number in a number sentence involving operations of addition or subtraction on both sides of the equals sign, eg 8+◻=6+7
understanding what Investigate and use the properties of even and odd numbers (ACMNA071)
happens to numbers • investigate and generalise the result of adding, subtracting and multiplying pairs of even numbers, pairs of odd numbers, or one even and one odd
when they are added number, eg even + odd = odd, odd × odd = odd
together or multiplied • explain why the result of a calculation is even or odd with reference to the properties of the numbers used in the calculation (Communicating,
together. For Reasoning)
example, 'An odd • predict whether the answer to a calculation will be even or odd by using the properties of the numbers in the calculation (Re
number added to an Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 (ACMNA074)
even number always • generate number patterns using multiples of 3, 4, 6, 7, 8 and 9, eg 3, 6, 9, 12, ...
results in an odd • investigate visual number patterns on a number chart (Problem Solving)
number', 'An even Explore and describe number patterns resulting from performing multiplication (ACMNA081)
number multiplied by • use the word 'term' when referring to numbers in a number pattern
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2017 Mathematics Program Term 2 2017 Belinda Reedman
an even number • describe the position of each term in a given number pattern, eg 'The first term is 6' (Communicating)
always results in an • find a higher term in a number pattern resulting from performing multiplication, given the first few terms, eg determine the next term in the pattern 4,
even number'. 8, 16, 32, 64, …
Language • describe how the next term in a number pattern is calculated, eg 'Each term in the pattern is double the previous term' (Com
Students should be Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA
able to communicate • complete number sentences involving multiplication and division by calculating missing numbers, eg find the missing numbers: 28=◻×7,
using the following 40÷◻=5
language: pattern, • represent and solve multiplication and division word problems using number sentences, eg 'I buy six pens and the total cost is $24. What is the cost
term, missing
of each pen?' can be represented as 6×◻=24 or 24÷6=◻
number, odd, even,
number sentence, is • discuss whether it is more appropriate to represent the problem using × or ÷ in order to calculate the solution (Cmunictg, Rg
the same as, • pose a word problem based on a given number sentence, eg given 4×◻=28, a problem could be: 'I have 28 cans of drink and stack them into rows
equals. of 4. How many rows will there be?' (Communicating, Problem Solving, Reasoning)
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Volume and Capacity 2

Outcome: MA2 – 11MG – measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres
Support Content Descriptors
Background Information The displacement Use scaled instruments to measure and compare capacities (ACMMG084)
strategy for finding the volume of an object relies on • recognise the need for a formal unit smaller than the litre to measure volume and capacity
the fact that an object displaces its own volume when • recognise that there are 1000 millilitres in one litre, ie 1000 millilitres = 1 litre
it is totally submerged in a liquid. The strategy may be • relate the millilitre to familiar everyday containers and familiar informal units, eg 250 mL fruit juice
applied in two ways: using a partially filled, calibrated, containers, 1 teaspoon is approximately 5 mL (Reasoning)
clear container and noting the change in the level of • make a measuring device calibrated in multiples of 100 mL to measure volume and capacity to the nearest 100 mL
the liquid when an object is submerged; or • use the millilitre as a unit to measure volume and capacity, using a device calibrated in millilitres, eg place a
submerging an object in a container filled to the brim measuring cylinder under a dripping tap to measure the volume of water lost over a particular period of time
with liquid and measuring the overflow. • record volumes and capacities using the abbreviation for millilitres (mL)
• convert between millilitres and litres, eg 1250 mL = 1 litre 250 millilitres
Language Students should be able to • compare and order the capacities of two or more containers measured in millilitres
communicate using the following language: capacity, • interpret information about volume and capacity on commercial packaging (Communicating)
container, litre, millilitre, volume, measure, estimate. • estimate the capacity of a container in millilitres and check by measuring

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2017 Mathematics Program Term 2 2017 Belinda Reedman
Capacity refers to the amount a container can hold, • compare the volumes of two or more objects by marking the change in water level when each is submerged in a
whereas volume refers to the amount of space an container
object or substance (including liquids) occupies. For • estimate the change in water level when an object is submerged (Reasoning)
example, we refer to the capacity of a dam (the • measure the overflow in millilitres when different objects are submerged in a container filled to the brim with water
amount of water it can hold) and the volume of water • estimate the volume of a substance in a partially filled container from the information on the label detailing the
in the dam, which is usually less than the capacity of contents of the container
the dam.
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Volume and Capacity 1

Outcome: MA3 – 11MG – selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts
between units of capacity
Support Content Descriptors
Background Information The attribute of volume is the amount of space Choose appropriate units of measurement for volume and capacity (ACMMG108)
occupied by an object or substance and is usually measured in cubic units, eg cubic • select and use appropriate units to measure the capacities of a variety of
centimetres (cm ) and cubic metres (m ).
3 3 containers, eg millilitres for a drinking glass, litres for a water urn
Capacity refers to the amount a container can hold and is measured in units, such as • measure the volumes of rectangular containers by packing them with cubic-
millilitres (mL), litres (L) and kilolitres (kL). Capacity is only used in relation to containers centimetre blocks
and generally refers to liquid measurement. The capacity of a closed container will be • explain the advantages and disadvantages of using cubic-centimetre blocks as
slightly less than its volume – capacity is based on the inside dimensions, while volume is a unit to measure volume (Communicating, Reasoning)
determined by the outside dimensions of the container. It is not necessary to refer to these • describe arrangements of cubic-centimetre blocks in containers in terms of
definitions with students (capacity is not taught as a concept separate from volume until layers, eg 5 layers of 8 cubic-centimetre blocks (Problem Solving)
Stage 4). • recognise the need for a formal unit larger than the cubic centimetre
Once students are able to measure efficiently and effectively using formal units, they • construct and use the cubic metre as a unit to measure larger volumes
could use centimetre cubes to construct rectangular prisms, counting the number of cubes • explain why volume is measured in cubic metres in certain situations, eg wood
to determine volume, and then begin to generalise their method for calculating the bark, soil, concrete (Communicating, Reasoning)
volume. • recognise that a cubic metre can have dimensions other than a cube of side 1
The cubic metre can be related to the metre as a unit to measure length and the square metre,
metre as a unit to measure area. It is important that students are given opportunities to eg 2 metres by 12 metre by 1 metre (Problem Solving)
reflect on their understanding of length and area so that they can use this to calculate • record volumes using the abbreviation for cubic metres (m3)
volume. • estimate the size of a cubic metre, half a cubic metre and two cubic metres
• select and use appropriate units to estimate the volumes of a variety of objects,
eg cubic centimetres for a lolly jar, cubic metres for the classroom

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2017 Mathematics Program Term 2 2017 Belinda Reedman
Language Students should be able to communicate using the following
language: capacity, container, volume, layers, cubic centimetre, cubic metre, measure,
estimate.
The abbreviation m3 is read as 'cubic metre(s)' and not 'metre(s) cubed'.
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Mass 2
Outcome: MA2 – 12MG – measures, records, compares and estimates the masses of objects using kilograms and grams
Support Content Descriptors
Background Information In Stage 2, students should Use scaled instruments to measure and compare masses (ACMMG084)
appreciate that formal units allow for easier and more accurate • recognise the need for a formal unit smaller than the kilogram
communication of measures. Students are introduced to the • recognise that there are 1000 grams in one kilogram, ie 1000 grams = 1 kilogram
kilogram and gram. They should develop an understanding of • use the gram as a unit to measure mass, using a scaled instrument
the size of these units, and use them to measure and estimate. • associate gram measures with familiar objects, eg a standard egg has a mass of about 60 grams
(Reasoning)
Language Students should be able to communicate using • record masses using the abbreviation for grams (g)
the following language: mass, measure, scales, kilogram, • compare two or more objects by mass measured in kilograms and grams, using a set of scales
gram. • interpret statements, and discuss the use of kilograms and grams, on commercial packaging
The term 'scales', as in a set of scales, may be confusing for (Communicating, Problem Solving)
some students who associate it with other uses of the word • interpret commonly used fractions of a kilogram, including 12, 14, 34, and relate these to the number of
'scales', eg fish scales, scales on a map, or musical scales. grams
These other meanings should be discussed with students. • solve problems, including those involving commonly used fractions of a kilogram (Prblm Solvg)
• record masses using kilograms and grams, eg 1 kg 200 g
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Mass 1
Outcome: MA3 – 12MG – selects and uses the appropriate unit and device to measure the masses of objects and converts between units of
mass
Support Content Descriptors

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2017 Mathematics Program Term 2 2017 Belinda Reedman
Background Information Gross mass is the mass of Choose appropriate units of measurement for mass (ACMMG108)
the contents of a container and the container. Net mass is the • recognise the need for a formal unit larger than the kilogram
mass of the contents only. • use the tonne to record large masses, eg sand, soil, vehicles
Local industries and businesses could provide sources for the • record masses using the abbreviation for tonnes (t)
study of measurement in tonnes, eg weighbridges, cranes, • distinguish between the ‘gross mass’ and the ‘net mass’ of containers holding substances, eg cans of
hoists. soup
• interpret information about mass on commercial packaging (Communicating)
• solve problems involving gross mass and net mass, eg find the mass of a container given the gross mass
Language Students should be able to communicate using and the net mass (Problem Solving)
the following language: mass, gross mass, net mass, • select and use the appropriate unit and device to measure mass, eg electronic scales, kitchen scales
measure, device, scales, tonne, kilogram, gram. • determine the net mass of the contents of a container after measuring the gross mass and the mass of
As the terms 'weigh' and 'weight' are common in everyday the container (Problem Solving)
usage, they can be accepted in student language should they • find the approximate mass of a small object by establishing the mass of a number of that object, eg 'The
arise. Weight is a force that changes with gravity, while mass stated weight of a box of chocolates is 250 g. If there are 20 identical chocolates in the box, what does
remains constant. each chocolate weigh?'

Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Time 2
Outcome: MA2 – 13MG – reads and records time in one-minute intervals and converts between hours, minutes and seconds
Support Content Descriptors
Background Information Midday and midnight need not be Convert between units of time (ACMMG085)
expressed in am or pm form. '12 noon' or '12 midday' and '12 midnight' • convert between units of time and recall time facts, eg 60 seconds = 1 minute,
should be used, even though 12:00 pm and 12:00 am are sometimes 60 minutes = 1 hour, 24 hours = 1 day
seen. • explain the relationship between the size of a unit and the number of units needed, eg fewer
The terms 'am' and 'pm' are used only for the digital form of time hours than minutes will be needed to measure the same duration of time (Cmnicating, Reasoning)
recording and not with the 'o'clock' terminology. Use am and pm notation and solve simple time problems (ACMMG086)
It is important to note that there are many different forms used in • record digital time using the correct notation, including am and pm, eg 9:15 am
recording dates, including abbreviated forms. • describe times given using am and pm notation in relation to 'midday' (or 'noon') and 'midnight',
Different notations for dates are used in different countries, eg 8 eg '3:15 pm is three and a quarter hours after midday' (Communicating)
December 2014 is usually recorded as 8/12/14 in Australia, but as • relate analog notation to digital notation for time, eg ten to nine in the morning is the same time
12/8/14 in the United States of America. as 8:50 am
• solve simple time problems using appropriate strategies, eg calculate the time spent on
particular activities during the school day
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2017 Mathematics Program Term 2 2017 Belinda Reedman
Language Students should be able to communicate using the Read and interpret simple timetables, timelines and calendars
following language: calendar, date, timetable, timeline, time, hour, • read and interpret timetables and timelines
minute, second, midday, noon, midnight, am (notation), pm (notation). • read and interpret calendars
The term 'am' is derived from the Latin ante meridiem, meaning 'before • explore and use different notations to record the date (Communicating)
midday', while 'pm' is derived from the Latin post meridiem, meaning 'after • explore and use the various date input and output options of digital technologies
midday'. (Communicating)
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Time 1
Outcome: MA3 – 13MG – uses 24-hour time and am and pm notation in real-life situations, and constructs timelines
Support Content Descriptors
Background Information Australia is divided into three time Compare 12- and 24-hour time systems and convert between them (ACMMG110)
zones. In non-daylight saving periods, time in Queensland, New South • tell the time accurately using 24-hour time, eg '2330 is the same as 11:30 pm'
Wales, Victoria and Tasmania is Eastern Standard Time (EST), time in • describe circumstances in which 24-hour time is used, eg transport, armed forces, digital
South Australia and the Northern Territory is half an hour behind EST, technologies (Communicating)
and time in Western Australia is two hours behind EST. • convert between 24-hour time and time given using am or pm notation
Typically, 24-hour time is recorded without the use of the colon (:), • compare the local times in various time zones in Australia, including during daylight saving
eg 3:45 pm is written as 1545 or 1545 h and read as 'fifteen forty-five • Determine and compare the duration of events
hours'. • select an appropriate unit to measure a particular period of time
• use a stopwatch to measure and compare the duration of events
Language Students should be able to communicate using the • order a series of events according to the time taken to complete each one
following language: 12-hour time, 24-hour time, time zone, daylight • use start and finish times to calculate the elapsed time of events, eg the time taken to travel from
saving, local time, hour, minute, second, am (notation), pm (notation). home to school
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 3D Space 2
Outcome: MA2 – 14MG – makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and
spheres and describes their features
Support Content Descriptors
Background Information The formal names for particular prisms and pyramids are Investigate and represent three-dimensional objects using drawings
not introduced in Stage 2. Prisms and pyramids are to be treated as classes for the grouping
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2017 Mathematics Program Term 2 2017 Belinda Reedman
of all prisms and all pyramids. Names for particular prisms and pyramids are introduced in • identify prisms (including cubes), pyramids, cylinders, cones and spheres in
Stage 3. the environment and from drawings, photographs and descriptions
When using examples of Aboriginal rock carvings and other Aboriginal art, it is recommended • investigate types of three-dimensional objects used in commercial
that local examples be used wherever possible. Consult with local Aboriginal communities packaging and give reasons for some being more commonly used
and education consultants for such examples. (Communicating, Reasoning)
Language Students should be able to communicate using the following language: object, • sketch prisms (including cubes), pyramids, cylinders and cones, attempting
two-dimensional shape (2D shape), three-dimensional object (3D object), cone, cube, to show depth
cylinder, prism, pyramid, sphere, surface, flat surface, curved surface, face, edge, vertex • compare their own drawings of three-dimensional objects with other
(vertices), net. drawings and photographs of three-dimensional objects (Reasoning)
In geometry, the term 'face' refers to a flat surface with only straight edges, as in prisms and • draw three-dimensional objects using a computer drawing tool, attempting to
pyramids, eg a cube has six faces. Curved surfaces, such as those found in cylinders, cones show depth (Communicating)
and spheres, are not classified as 'faces'. Similarly, flat surfaces with curved boundaries, • sketch three-dimensional objects from different views, including top, front
such as the circular surfaces of cylinders and cones, are not 'faces'. and side views
The term 'shape' refers to a two-dimensional figure. The term 'object' refers to a three- • investigate different two-dimensional representations of three-dimensional
dimensional figure. objects in the environment, eg in Aboriginal art (Communicating)
Students should be able to communicate using the following language: object, two- • draw different views of an object constructed from connecting cubes on
dimensional shape (2D shape), three-dimensional object (3D object), cone, cube, cylinder, isometric grid paper
prism, pyramid, sphere, top view, front view, side view, isometric grid paper, isometric • interpret given isometric drawings to make models of three-dimensional
drawing, depth. objects using connecting cubes
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 3D Space 1
Outcome: MA3 – 14MG – identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises,
sketches and constructs them given drawings of different views
Support Content Descriptors
Background Information In Stage 3, the formal names for Compare, describe and name prisms and pyramids
particular prisms and pyramids are introduced while students are • identify and determine the number of pairs of parallel faces of three-dimensional objects, eg 'A
engaged in their construction and representation. (Only 'family' names, rectangular prism has three pairs of parallel faces'
such as prism, were introduced in Stage 2.) This syllabus names • identify the 'base' of prisms and pyramids
pyramids in the following format: square pyramid, pentagonal pyramid, • recognise that the base of a prism is not always the face where the prism touches the ground Rsn
etc. However, it is also acceptable to name pyramids using the word • name prisms and pyramids according to the shape of their base, eg rectangular prism, square
'based', eg square-based pyramid, pentagonal-based pyramid. pyramid

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2017 Mathematics Program Term 2 2017 Belinda Reedman
Prisms have two bases that are the same shape and size. The bases of • visualise and draw the resulting cut face (plane section) when a three-dimensional object
a prism may be squares, rectangles, triangles or other polygons. The receives a straight cut
other faces are rectangular if the faces are perpendicular to the bases. • recognise that prisms have a 'uniform cross-section' when the section is parallel to the base
The base of a prism is the shape of the uniform cross-section, not • recognise that the base of a prism is identical to the uniform cross-section of the prism (Reasonin
necessarily the face on which it is resting. • recognise a cube as a special type of prism (Communicating)
Pyramids differ from prisms as they have only one base and all the • recognise that pyramids do not have a uniform cross-section when the section is parallel to the
other faces are triangular. The triangular faces meet at a common base
vertex (the apex). Pyramids do not have a uniform cross-section. • identify, describe and compare the properties of prisms and pyramids, including:
Spheres, cones and cylinders do not fit into the classification of prisms • number of faces
or pyramids as they have curved surfaces, not faces, eg a cylinder has • shape of faces
two flat surfaces and one curved surface. • number and type of identical faces
A section is a representation of an object as it would appear if cut by a • number of vertices
plane, eg if the corner were cut off a cube, the resulting cut face would • number of edges
be a triangle. An important understanding in Stage 3 is that the cross- • describe similarities and differences between prisms and pyramids, eg between a triangular prism
sections parallel to the base of a prism are uniform and the cross- and a hexagonal prism, between a rectangular prism and a rectangular(-based) pyramid Com, Rsn
sections parallel to the base of a pyramid are not. • determine that the faces of prisms are always rectangles except the base faces, which may not
Students could explore these ideas by stacking uniform objects to model be rectangles (Reasoning)
prisms, and by • determine that the faces of pyramids are always triangles except the base face, which may not be
stacking sets of a triangle (Reasoning)
seriated shapes • use the term 'apex' to describe the highest point above the base of a pyramid or cone
to model Connect three-dimensional objects with their nets and other two-dimensional representations
pyramids, eg • visualise and sketch three-dimensional objects from different views, including top, front and side
views
Note: such stacks are not strictly pyramids, but they do assist • reflect on their own drawing of a three-dimensional object and consider how it can be improved
understanding. (Reasoning)
In geometry, a three-dimensional object is called a solid. The three- • examine a diagram to determine whether it is or is not the net of a closed three-dimensional
dimensional object may in fact be hollow, but it is still defined as a object
geometrical solid. • explain why a given net will not form a closed three-dimensional object (Communicating, Reason)
Language Students should be able to communicate using the • visualise and sketch nets for given three-dimensional objects
following language: object, shape, three-dimensional object (3D object), • recognise whether a diagram is a net of a particular three-dimensional object (Reasoning)
prism, cube, pyramid, base, uniform cross-section, face, edge, vertex • visualise and name prisms and pyramids, given diagrams of their nets
(vertices), apex, top view, front view, side view, depth, net. • select the correct diagram of a net for a given prism or pyramid from a group of similar diagrams
In Stage 1, students were introduced to the terms 'flat surface' and where the others are not valid nets of the object (Reasoning)
'curved surface' for use in describing cones, cylinders and spheres, and • show simple perspective in drawings by showing depth

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2017 Mathematics Program Term 2 2017 Belinda Reedman
the terms 'faces', 'edges' and 'vertices' for use in describing prisms and
pyramids.
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 2D Space 2
Outcome: MA2 – 15MG – manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their
features
Support Content Descriptors
Background Compare and describe two-dimensional shapes that result from combining and splitting common shapes, with and without the use of digital
technologies (ACMMG088)
Information • combine common two-dimensional shapes, including special quadrilaterals, to form other common shapes or designs, eg combine a rhombus and
Students should be a triangle to form a trapezium
given the opportunity to • describe and/or name the shape formed from a combination of common shapes (Communicating)
attempt to create • follow written or verbal instructions to create a common shape using a specified set of two or more common shapes,
tessellating designs eg create an octagon from five squares and four triangles (Com, Prob Sov
with a selection of • use digital technologies to construct a design or logo by combining common shapes (Commun)
different shapes, • split a given shape into two or more common shapes and describe the result, eg 'I split the parallelogram into
including shapes that a rectangle and two equal-sized triangles'
do not tessellate. • compare the area of the given shape with the area of each of the shapes it is split into, eg if a pentagon is
Language split into five equal triangles, describe the area of the pentagon as five times the area of one triangle, or the
Students should be area of one triangle as 15 of the area of the pentagon (Comg, Reasn)
able to communicate • record the arrangements of common shapes used to create other shapes, and the arrangement of shapes formed after splitting a shape, in
using the following diagrammatic form, with and without the use of digital technologies
language: shape, two- • record different combinations of common shapes that can be used to form a particular regular polygon, eg a hexagon can be created from, or split
dimensional shape (2D into, many different arrangements, such as
shape), triangle, (Communicate, Problem Solving)
quadrilateral,
parallelogram,
rectangle, rhombus,
square, trapezium, kite, Create symmetrical patterns, pictures and shapes, with and without the use of digital
pentagon, hexagon, technologies (ACMMG091)
octagon, line (axis) of • create symmetrical patterns, designs, pictures and shapes by translating (sliding), reflecting (flipping) and rotating (turning) one or
symmetry, more common shapes
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2017 Mathematics Program Term 2 2017 Belinda Reedman
reflect (flip), translate • use different types of graph paper to assist in creating symmetrical designs (Communicating)
(slide), rotate (turn), • use digital technologies to create designs by copying, pasting, reflecting, translating and rotating common shapes (Communicating, Problem
tessellate, clockwise, Solving)
anti-clockwise, half- • apply and describe amounts of rotation, in both 'clockwise' and 'anti-clockwise' directions, including half-turns, quarter-turns and three-quarter-
turn, quarter-turn, turns, when creating designs (Com, Prbm Slv
three-quarter-turn. • describe the creation of symmetrical designs using the terms 'reflect', 'translate' and 'rotate' (Communicating, Reasoning)
In Stage 1, students • create and record tessellating designs by reflecting, translating and rotating common shapes
referred to the • use digital technologies to create tessellating designs (Communicating)
transformations of • determine which of the special quadrilaterals can be used to create tessellating designs (Reasn)
shapes using the terms • explain why tessellating shapes are best for measuring area (Communicating, Reasoning)
'slide', 'flip' and 'turn'. In • identify shapes that do and do not tessellate
Stage 2, they are • explain why a shape does or does not tessellate (Communicating, Reasoning)
expected to progress • draw the reflection (mirror image) to complete symmetrical pictures and shapes, given a line of symmetry, with and without the use of digital
to the use of the terms technologies
'translate', 'reflect' and
'rotate', respectively.
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Angles 2
Outcome: MA3 – 16MG – identifies, describes, compares and classifies angles
Support Content Descriptors
Background Information A simple 'angle tester' Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089)
can be made by placing a pipe-cleaner inside a straw and • compare angles using informal means, such as by using an 'angle tester'
bending the straw to form two arms. Another angle tester • recognise and describe angles as 'less than', 'equal to', 'about the same as' or 'greater than' a right angle
can be made by joining two narrow straight pieces of card • classify angles as acute, right, obtuse, straight, reflex or a revolution
with a split-pin to form the rotatable arms of an angle. • describe the size of different types of angles in relation to a right angle, eg acute angles are less than a right
angle (Communicating)
Language Students should be able to communicate • relate the turn of the hour hand on a clock through a right angle or straight angle to the number of hours
using the following language: angle, arm, vertex, right angle, elapsed, eg a turn through a right angle represents the passing of three hours (Reasoning)
acute angle, obtuse angle, straight angle, reflex angle, • identify the arms and vertex of the angle in an opening, a slope and/or a turn where one arm is visible and
angle of revolution. the other arm is invisible, eg the bottom of an open door is the visible arm and the imaginary line on the floor
The use of the terms 'sharp' and 'blunt' to describe acute and across the doorway is the other arm
obtuse angles, respectively, is counterproductive in • create, draw and classify angles of various sizes, eg by tracing along the adjacent sides of shapes
identifying the nature of angles. Such terms should not be
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2017 Mathematics Program Term 2 2017 Belinda Reedman
used with students as they focus attention on the external • draw and classify the angle through which the minute hand of a clock turns from various starting points
points of an angle, rather than on the amount of turning (Communicating, Reasoning)
between the arms of the angle.
Week 1 2 3 4 5 6 7 8 9 10

Stage 3 Angles 1
Outcome: MA3 – 16MG – measures and constructs angles, and applies angle relationships to find unknown angles
Support Content Descriptors
Background Estimate, measure and compare angles using degrees (ACMMG112)
• identify the arms and vertex of an angle where both arms are invisible, such as for rotations and rebounds
Information A circular • recognise the need for a formal unit for the measurement of angles
protractor calibrated from • record angle measurements using the symbol for degrees (°)
0° to 360° may be easier • measure angles of up to 360° using a protractor
for students to use to • explain how a protractor is used to measure an angle (Communicating)
measure reflex angles than • explore and explain how to use a semicircular protractor to measure a reflex angle (Communicating, Reasoning)
a semicircular protractor • extend the arms of an angle where necessary to facilitate measurement of the angle using a protractor (Problem Solving)
calibrated from 0° to 180°. Construct angles using a protractor (ACMMG112)
Language Students • construct angles of up to 360° using a protractor
should be able to • identify that a right angle is 90°, a straight angle is 180° and an angle of revolution is 360°
communicate using the • identify and describe angle size in degrees for each of the classifications acute, obtuse and reflex
following language: angle, • use the words 'between', 'greater than' and 'less than' to describe angle size in degrees (Comm)
arm, vertex, protractor, • compare the sizes of two or more angles in degrees, eg compare angles in different two-dimensional shapes
degree • estimate angles in degrees and check by measuring
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Position 2
Outcome: MA2 – 17MG – uses simple maps and grids to represent position and follow routes, including using compass directions
Support Content Descriptors

24
2017 Mathematics Program Term 2 2017 Belinda Reedman
Background Information Students need Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
to have experiences identifying north from a • use a legend (or key) to locate specific objects on a map
compass in their own environment and then • use a compass to find north and then east, south and west
determining the other three key directions: east, • use N, E, S and W to indicate north, east, south and west, respectively, on a compass rose
south and west. This could be done in the • use an arrow to represent north on a map
playground before introducing students to using • determine the directions north, east, south and west when given one of the directions
these directions on maps to describe the positions • use north, east, south and west to describe the location of a particular object in relation to another object on a simple
of various places. The four directions NE, SE, SW map, given an arrow that represents north, eg 'The treasure is east of the cave'
and NW could then be introduced to assist with • use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west, respectively, on a compass
descriptions of places that lie between N, E, S and rose, eg
W.
• determine the directions NE, SE, SW and NW when given one of the directions
Language Students should be able to • use north-east, south-east, south-west and north-west to describe the location of an object on
communicate using the following simple maps, given a compass rose, eg 'The tree is south-west of the sign'
language: position, location, map, plan, legend, • calculate the distance between two points on a map using a simple given scale
key, scale, directions, compass, compass rose, • use scales involving multiples of 10 to calculate the distance between two points on maps and
north, east, south, west, north-east, south-east, plans
south-west, north-west. • interpret simple scales on maps and plans, eg 'One centimetre on the map represents one metre in real life'
The word 'scale' has different meanings in different (Reasoning)
contexts. Scale could mean the enlargement or • give reasons for using a particular scale on a map or plan (Communicating, Reasoning)
reduction factor for a drawing, the scale marked on • recognise that the same location can be represented by maps or plans using different scales
a measuring device, a fish scale or a musical
scale.
Week 1 2 3 4 5 6 7 8 9 10

Stage 2 Data 2
Outcome: MA2 – 18SP– selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including
tables, picture graphs and column graphs
Support Content Descriptors
Background Information A Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
scale of many-to-one correspondence • create a survey and related recording sheet, considering the appropriate organisation of categories for data collection
in a picture graph or column graph uses • choose effective ways to collect and record data for an investigation, eg creating a survey with a scale of 1 to 5 to indicate
one symbol or one unit to represent preferences (1 = don't like, 2 = like a little, 3 = don't know, 4 = like, 5 = like a lot) (Communicate, Problem Solve)

25
2017 Mathematics Program Term 2 2017 Belinda Reedman
more than one item or response, • refine survey questions as necessary after a small trial
• discuss and decide the most suitable question to investigate a particular matter of interest, eg by narrowing the focus of a question
eg = 10 people, or 1 centimetre
from 'What is the most popular playground game?' to 'What is the most popular playground game among Year 3 students at our
represents 5 items/responses.
school?' (Communicating, Reasoning)
Language Students should be able • conduct a survey to collect categorical data
to communicate using the following • after conducting a survey, discuss and determine possible improvements to the questions or recording sheet (Communicating,
language: information, data, collect, Reasoning)
category, display, symbol, list, table, • compare the effectiveness of different methods of collecting and recording data, eg creating categories of playground games and
column graph, picture graph, vertical using tally marks, compared to asking open-ended questions such as 'What playground game do you like to play?'
columns, horizontal bars, equal • discuss the advantages and/or disadvantages of open-ended questions in a survey, compared to questions with predetermined
spacing, title, key, vertical axis, categories (Communicating, Reasoning)
horizontal axis, axes, spreadsheet. Construct suitable data displays, with and without the use of digital technologies, from given or collected data; include
Column graphs consist of vertical tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
columns or horizontal bars. However, • represent given or collected categorical data in tables, column graphs and picture graphs, using a scale of many-to-one
the term 'bar graph' is reserved for correspondence, with and without the use of digital technologies
divided bar graphs and should not be • discuss and determine a suitable scale of many-to-one correspondence to draw graphs for large data sets and state the key
used for a column graph with horizontal
bars. used, eg = 10 people, if there are 200 data values (Communicating, Reasoning)
• use grid paper to assist in drawing graphs that represent data using a scale of many-to-one correspondence (Communicating)
Students should be able to • use data in a spreadsheet to create column graphs with appropriately labelled axes (Communicating, Problem Solving)
communicate using the following • mark equal spaces on axes, name and label axes, and choose appropriate titles for graphs (Communicating)
language: data, collect, survey, • Evaluate the effectiveness of different displays in illustrating data features, including variability (ACMSP097)
recording sheet, rating scale, • interpret and evaluate the effectiveness of various data displays found in media and in factual texts, where displays represent data
category, display, symbol, tally mark, using a scale of many-to-one correspondence
table, column graph, picture graph, • identify and discuss misleading representations of data (Communicating, Reasoning)
vertical columns, horizontal bars, scale, • discuss and compare features of data displays, including considering the number and appropriateness of the categories used,
equal spacing, title, key, vertical axis, eg a display with only three categories (blue, red, other) for car colour is not likely to be useful (Communicating)
horizontal axis, axes, spreadsheet, • discuss the advantages and disadvantages of different representations of the same categorical data, eg column graphs compared
misleading. to picture graphs that represent data using scales of many-to-one correspondence (Communicating)
Week 1 2 3 4 5 6 7 8 9 10

26
2017 Mathematics Program Term 2 2017 Belinda Reedman

Weekly Teaching and Learning Experiences

Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 DATA – How do I create a survey and display the results?
2D Space – How do I create new shapes from combining and
Data/ 2D Space splitting shapes? How do I create a symmetrical shape?

Whole Class Instruction

Day Instruction Resources
Wednesday How can I create a survey and display the results? Go to Rainforest Maths (through Mathletics). Go to Rainforest maths
demonstrations. On the right hand side is Rainforest Maths. Click on that – Go to Year 5 and then to Data. laptops – to create graphs
Explain / demonstrate the different types of graphs. Students to get into groups and create a survey
question that they can ask their peers. Allow time tomorrow to present their findings.
Thursday How can I create new shapes from combining and splitting shapes? Give examples in syllabus. Provide 2D Pattern blocks
pattern shapes. (In my storeroom on the maths shelf – if you coloured paper to cut out shapes to stick into
dare – or in the tiered learning centre on one of the shelves at book
the back.) Provide students with coloured paper for them to
trace the shapes and cut / investigate or alternatively trace into book.
Friday How do I create a symmetrical shape? Revise symmetry. Introduce the language of translating (sliding), 2D Pattern blocks
reflecting (flipping) and rotating (turning). Students to use this language now. Create a symmetrical pattern
in their book using the 2D pattern blocks from yesterday.
No Group Work due to 2 substrands
Activity TEACHING, LEARNING and ASSESSMENT RESOURCES REG
Activities Adjustments / Differentiation
Guided Maths •
Written Level 1 (16) Level 2 (8) + Level 3 (8) + XTN BB8/ C3PO; start at Lvel 1, Leia at Level 2
Activity 5 5 and Yoda at Level 3

Mathletics
Problem Solving
Evaluation

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2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Angles – How can I classify angles?
Position – How can I use scales, legends and compass
Angles / Position points to interpret information found in maps?

Whole Class Instruction

Day Instruction Resources
Monday How can I classify angles? Initially classify between acute, right, obtuse, straight, reflex or a revolution. Straws and pipe cleaners (pipe cleaners are on
Compare between less than / equal to or greater than a right angle. Have BB8 and C3PO create angle the cupboard at our eye level straight ahead
testers. Get them to find angles in the classroom and then draw them in their books – categorising them amongst all the craft items) straws are on the
into greater than, equal to or less than a right angle. Label where they found them. Introduce degrees to left hand side amongst all the sciency things or
Leia and Yoda. Teach how to measure angles. Explain what a right angle / acute / obtuse/ revolution and see the canteen to get 16 – 32 straws.
straight angle equal in degrees. Get them to create angles and then measure them. Protractors are on the maths shelf – in a plastic
container.
Tuesday Continue with lessons from yesterday. Create a movable angle (2 strips of cardboard – joined at one end as for Monday. cardboard
with a paper fastener (I think there’s some in my top drawer) – if not use the pipecleaner / straw from paper fastener
yesterday). Introduce language of arms and vertex to identify the different parts of an angle.
Written activity (if needed) BB8 and C3PO Signpost 4 p 130 /139 and Yoda and Leia: Signpost 5 128 / 129.
Wednesday How can I use scales, legends and compass points to interpret information found in maps? What are 2D Pattern blocks
scales, legends and compass points? Explain what a scale is and how to use it. Review the compass
points. Written activity – to pull it all together – Signpost 4 – 136 / 137 (and for Yoda and Leia – who will
probably race ahead Signpost 4 141 /140.
If further extension needed – Signpost 5 – 131 / 132
Thursday Create a map of the garden / grass area outside the room. Teach how to use a compass to get / give compasses – in a brown box – probably in the
directions. Create directions for another group to follow to end up at a certain point determined by you. Get pod but may be in the tiered learning centre.
the groups to switch books and try to follow the directions and map. Did you get to the point you were
supposed to?
No Group Work due to 2 substrands
Evaluation

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2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Volume and Capacity– How can I measure the volume or
capacity of items?
Mass – How can I measure the mass of items?
Volume and Capacity / Mass
Whole Class Instruction
Day Instruction Resources
Monday How can I measure the volume or capacity of items? Go over language – capacity refers to the amount a measuring equipment
container can hold, whereas volume refers to the amount of space an object or substance (including containers
liquids) occupies. For example, we refer to the capacity of a dam (the amount of water it can hold) and the items to submerge
volume of water in the dam, which is usually less than capacity. How do we measure volume and capacity?
Introduce the millilitre. Convert between mL and L. Have the opportunity for students to measure the
capacity and volume of containers including measuring the overflow when objects are submerged in a
container filled to the brim with water.
Tuesday No Maths Groups due to NAPLAN
Wednesday How can I measure the mass an item? Identify the measurement for mass – 1 kg. What if it’s smaller? items to weigh
Introduce the gram and convert between kg and g. Compare two objects using scales and order in weight scales
order. Link commonly used fractions of kilograms to mass amounts. weights
Thursday No Maths Groups due to NAPLAN
Friday Mark homework
No Group Work due to 2 substrands
Evaluation

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2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Patterns and Algebra– How can I find unknown numbers in number
sentences? What are the properties of odd and even numbers?
Whole Numbers – How many ways can I represent numbers to at least
Patterns and Algebra / Whole Numbers tens of thousands (tens of millions Stage 3)? What are the different
ways I can round numbers? Can I partition numbers several ways?
Whole Class Instruction
Day Instruction Resources
Monday How can I find unknown numbers in number sentences? What is an unknown number in a number written activity copies
sentence? Give some simple examples. Introduce the concept of the inverse operation. Justify reasons for
answers. Introduce the concept of the equals sign meaning both sides are the same such as 8 + o = 6 +
7 . Work through several examples. Written activity Signpost 5 p 92/93 (BB8 and C3PO will need support
as it’s Year 5 however nothing available in Year 4 text)
Tuesday What are the properties of odd and even numbers? Define what an odd and even number are. Even written activity copies
divided equally by 2 – odd not. What happens when you add / subtract / multiply odd and odd numbers?
Even and odd numbers? Even and even numbers? Explain why this happens. Predict the answer to a
calculation being odd or even based on new learning. Written activity Signpost 4 p 82 / 84
Wednesday How many ways can I represent numbers to at least tens of thousands (tens of millions Stage 3)? Revise
expanded notation and non standard partitioning. Rearrange digits to make the largest / smallest number.
Arrange numbers in ascending and descending order. Revise langauge. Stage 3 – as above with larger
numbers. Practise reading large numbers, including with zero to hold a place.
Thursday What are the different ways I can round numbers? Practise rounding the to the nearest 10, 100, 1000 etc.
up to million. Revise greater than and less than.
Friday Mark homework
No Group Work due to 2 substrands
Evaluation

30
2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 ADDITION AND SUBTRACTION – Have I developed efficient
mental strategies to calculate addition and subtraction
Addition and Subtraction sentences? Can I accurately use a formal algorithm?

Whole Class Instruction

Day Instruction Resources
Monday Have I developed mental strategies to calculate addition and subtraction sentences? Revise: the hand out with addition and subtraction
associative property of addition (rearrange order ie 2 + 3 + 8 = 2 + 8 + 3 = 10 + 3 =13. jump strategy on an strategies
empty number line – 823 + 56 – 823 + 50 = 873 + 6 = 879. split strategy – split into tens and ones – 23
+35 = 20 + 30 + 3 + 5 = 58. compensation strategy eg 63 + 29 = 62 + 30 = 92 OR 63 + 30 = 93 – 1 = 92
Using patterns to extend number facts. bridging the decades. using place value to partition numbers and
partitioning numbers in non standard forms.
Tuesday Revise addition and subtraction algorithm. Ensure that students are able to accurately complete. Those worksheets from Teach your children well
that can work independently, whilst those that can’t work with me in a group to address errors.
Friday mark homework
Wednesday / Thursday
Activity TEACHING, LEARNING and ASSESSMENT RESOURCES REG
Activities Adjustments / Differentiation
Guided • Check in with all groups to ensure that they have mental Especially check any students who were
Maths strategies and can accurately complete algorithms. working with me on Tuesday. Check BB8
and C3PO
Written Level 1 (16) Level 2 (8) + Level 3 (8) + XTN BB8/ C3PO; start at Lvel 1, Leia at Level 2 Copied Teach your children
Activity 5 5 and Yoda at Level 3 well sheets
Year 4 levels Year 5 levels Year 6 levels Year 6 +
levels
Mathletics Activities as set
Problem Solving Prepared sheet. Copied problem solving
activities
Evaluation

31
2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Can I identify and sketch prisms, pyramids, cylinders and cubes
(showing depth in sketches)?
3D Space Can I sketch three dimensional objects from different views?
What are the properties (parallel faces, bases) and the names of
prisms and pyramids? (Stage 3)
Whole Class Instruction
Day Instruction Resources
Monday Can I identify and sketch prisms, pyramids, cylinders and cubes? Firstly define the different 3D objects. 3D Object powerpoint
Can they identify them in pictures? Display 3D objects in the environment powerpoint. Can they identify
which shape is in the images? Teach how to sketch 3D objects in maths books.
Tuesday Can I sketch 3D objects from different views? Students to be provided with the cubes. Students to put cubes
together a model. Draw it from the top, side and front view. Label each drawing. Give drawings to another
student. Can they recreate the model from your drawings?
Friday mark homework
Wednesday / Thursday
Activity TEACHING, LEARNING and ASSESSMENT RESOURCES REG
Activities Adjustments / Differentiation
Guided Maths • Check in with all groups to ensure that they have answered the first Ensure all students are able to
two essential questions. If any support needed – provide. Extend by achieve the first two essential
looking at the properties of pyramids / prisms and start looking at the questions prior to extending
bases. Start naming them – although this is Stage 3 leanring. learning.
Written Level 1 (8) Level 2 (16) + 5 Level 3 (8) + 5 XTN BB8; start at Level 1, C3 PO and Copied sheets from
Activity Signpost 3 – Signpost 4 -124 Signpost 4 - Leia at Level 2 and Yoda at Level 3 Signpost Maths
126/125/142/14 / 125126/127 126/127
3 Signpost 5 –
122/ 135
Mathletics Activities as set
Problem Solving Prepared sheet based on 4 operations due to minimal problem solving Copied problem solving
available on 3D objects activities
Evaluation

32
2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Have I developed efficient mental strategies to calculate
multiplication and division sentences (including knowing my
Multiplication and Division times tables accurately)? Can I accurately use a formal
algorithm?

Whole Class Instruction

Day Instruction Resources
Monday Assess students on tables by assigning them the United Kingdom KS2 Times Tables Assessment. Whilst half the class are completing Laptops –
that activity the other half are with me to revise the formal algorithm. After half time, swap groups. Identify students who need extra mathletics
support with the formal algorithms for multiplication and division to support in group work. Introduce the language of product. assessment
Tuesday Revise mental strategies for multiplication and division. Discuss results on tables. Revise – commutative property of multiplication ie 7 x
9 = 9 x 7. Using known facts to work out unknown facts ie 5 x 7 = 35 so 6 x 7 is 7 more than 35 so 35 + 7 = 42. Using doubling and
repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 x 8 is double 7, double again and then double again. Using the
multiplication facts, eg the multiplication facts for 6 are double the multiplication facts for 3. Factorising one number eg 5 x 8 is the same
as 5 x 2 x 4 so 10 x 4. For division – using halving and repeated halving to divide by 2,4 and 8.
Friday mark homework
Wednesday / Thursday
Activity TEACHING, LEARNING and ASSESSMENT RESOURCES REG
Activities Adjustments / Differentiation
Guided Maths • Check in with all groups to ensure that they have answered the Ensure all students are able to
essential questions. If any support needed – provide. Extend by achieve the first two essential
revising area models, introducing language of multiples and factors. questions prior to extending
Yoda / Leia introduce double digit multiplication. learning.
Written Level 1 (8) Level 2 (16) + 5 Level 3 (8) + 5 XTN BB8; start at Level 1, C3 PO and Copied sheets from
Activity TTCW TTCW TTCW TTCW Leia at Level 2 and Yoda at Level 3 Signpost Maths
Mult/Div 420 Mult / Div 511 Mult/ Div 519 Mu 613Mult 617
Mult / Div 519 Div519
Mathletics Activities as set
Problem Solving Prepared sheet based on multiplication and division Copied problem solving
activities
Evaluation

33
2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Can I convert between units of time and recall time facts? Can I
tell the time on an analog clock? Can I solve problems involving
Time time? Can I read and interpret timetables and calendars?

Whole Class Instruction

Day Instruction Resources
Monday Can I convert between units of time and recall time facts? Revise units of time. Practise converting between different units. Practise Maths
completing clock worksheets to ensure that students can tell the time on an analog clock. Support / work with students who need help in Salamander
this area. Extension activities in terms of 24 hour time and time riddles provided for students who need additional learning. worksheets
Tuesday Can I solve problems involving time? Explicitly teach how to solve elapsed time problems. Provide some examples to work through. Can
I read and interpret timetables and calendars? Present different timetables and calendars to read and interpret. Go over features of
timetables and calendars. Timetables and calendars are in rainforest maths. Year 5 are more detailed. Start in Year 4 and move to Year
5.
Friday mark homework
Wednesday / Thursday
Activity TEACHING, LEARNING and ASSESSMENT RESOURCES REG
Activities Adjustments / Differentiation
Guided Maths • Check in with all groups to ensure that they have achieved all of the Ensure all students are able to
essential questions. Go over telling time on an analog clock and achieve the first two essential
calculating elapsed time especially with BB8 and C3PO. questions prior to extending
learning.
Written Level 1 (8) Level 2 (16) + 5 Level 3 (8) + 5 XTN BB8; start at Level 1, C3 PO and Copied sheets from
Activity Signpost 4 Signpost 4 Signpost 5 Signpost 5 Leia at Level 2 and Yoda at Level 3 Signpost Maths
89/90 118/119 95/106 111 / 112
Mathletics Activities as set
Problem Solving Prepared sheet based on time Copied problem solving
activities
Evaluation

34
2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Can I identify equivalent fractions? What is the connection between
fractions and decimals? Can I round numbers to the nearest whole
Fractions and Decimals number? Can I place fractions on a number line (Stage 3)? Can I solve
problems involving addition and subtraction of fractions with the same
denominator (Stage 3)? Can I convert between mixed numerals and
improper fractions (Stage 3)?
Week 9
Whole Class Instruction
Day Instruction Resources
Monday Can I identify equivalent fractions? Revise the language of equivalent fractions. Provide Brenex paper for students to create fractions. Brenex paper
How many sets of equivalent fractions can they create / draw? For Yoda (and other students who would like to be extended) – also focus
on converting between mixed numerals and improper fractions using the Brenex paper and / or drawings.
Tuesday What is the connection between fractions and decimals? Ensure that students are able to identify that 0.1 = 1/10 and other common
fractions. Explicitly teach that the place value goes to tenths and hundredths. Allow time for students to investigate and work through
some numbers. Can I round numbers to the nearest whole number? Revise how to round whole numbers. Connect to fractions.
Friday mark homework
Wednesday / Thursday
Activity TEACHING, LEARNING and ASSESSMENT RESOURCES REG
Activities Adjustments / Differentiation
Guided Maths • Check in with all groups to ensure that they have achieved all of the Ensure all students are able to
essential questions so far. Help with any students that have had achieve the essential questions
difficulty this week. already explicitly taught.
Written Level 1 (8) Level 2 (16) + 5 Level 3 (8) + 5 XTN BB8; start at Level 1, C3 PO and Copied sheets from
Activity Signpost 4 14/ Signpost 4 20 / Signpost 5 4/7 Signpost 5 Leia at Level 2 and Yoda at Level 3 Signpost Maths
19 31 9/11
Mathletics Activities as set
Problem Solving Prepared sheet based on time Copied problem solving
activities
Evaluation

35
2017 Mathematics Program Term 2 2017 Belinda Reedman
Week: Essential Learning:
1 2 3 4 5 6 7 8 9 10 Can I partition decimals of up to two decimal places? Can I place
decimals on a number line (Stage 2 – 2 digits and Stage 3 – 3 digits)?
Fractions and Decimals Can I place fractions on a number line (Stage 3)? Can I solve problems
involving addition and subtraction of fractions with the same denominator
(Stage 3)?
Week 9
Whole Class Instruction
Day Instruction Resources
Monday Can I partition decimals of up to two decimal places? Revise partitioning and place value. Partition decimals into tenths and hundredths.
Explicitly teach non standard partitioning and work through some examples. Interpret zero at the end of a decimal as being the same
value without it ie 0.70 = 0.7. Ensure that students are able to express money accurately as in $5.26 no $5.26c.
Tuesday Can I place decimals on a number line? Explicitly teach this as many students struggled with putting fractions on a number line. Take it
as slowly as needed so that students get it. Use fractions washing line to demonstrate.
Friday Watch Think Colour
Wednesday / Thursday
Activity TEACHING, LEARNING and ASSESSMENT RESOURCES REG
Activities Adjustments / Differentiation
Guided Maths • Check in with all groups to ensure that they have achieved all of the Ensure all students are able to
essential questions so far. Help with any students that have had achieve the essential questions
difficulty this week. Extend any groups ready to the final essential already explicitly taught.
question – solve problems using the same denominator.
Written Level 1 (8) Level 2 (16) + 5 Level 3 (8) + 5 XTN BB8; start at Level 1, C3 PO and Copied sheets from
Activity Signpost 4 Signpost 5 4/7 Signpost 5 9/11 Signpost 5 Leia at Level 2 and Yoda at Level 3 Signpost Maths
20/31 14/15
Mathletics Activities as set
Problem Solving Prepared sheet based on time Copied problem solving
activities
Evaluation

36