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PIALBA STATE SCHOOL: MATHEMATICS YEAR 2 SEMESTER 2 UNIT 3 PLAN

Proficiency Strands

At this Year level:

• understanding includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and division

• fluency includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations

• problem-solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape

• reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations and creating and interpreting simple representations of data.

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

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

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

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

Continual Feedback loop / monitoring

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

Check in / Check out (thumbs up) strategies

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

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

1 D Show Me Term 3 Pre-Test

3 S Counting, multiplying and dividing

7 S (Compare it!)

9 S Using a calendar to identify dates, months and seasons

M Investigating numbers to 1 000

9 D Show Me Term 3 Post-Test

10 D Show Me Term 4 Pre-Test

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

KLA: MathsYear Level Team: add teacher names

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

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 24-27

Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

L2B U2BMEASUREMENT:

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

ONGOING LEARNINGTHROUGHOUT THE TERM

#Activities Visit calendar work every day. Update “Day,

date, month, weather and season calendar” display daily

Physical Calendar – use the calendar to identify how a calendar works. The grid, days at the top, dates at the end of the month sometimes at the beginning of the calendar month, day abbreviations etc.

Clever Calendar – create a classroom calendar at the beginning of each month. Discuss the events that will happen (i.e. birthdays, book club, PE & Arts) and use these to ask questions of the students. Print and display next to daily calendar display

Song:o Months of the Year

Video – 30 Days Has Septembero Display Poster in classroom to refer too Complete the “Days in the Month

Differentiated Worksheet” Explore the Indigenous Miriwoong Seasonal

Calendar – makes links to our standard calendar.

Months of the Year with Seasons Flashcards

ASSESSMENTUsing a calendar to

identify dates,months and seasons

Assessment will take place in Week 9

Do student recognise that the first squares in each line are all Sundays etc.

Do students use the correct sequence for the months?

Can students start at any season and continue with

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small

Expose to more technical or specific Maths vocabulary.

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

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

Independent Work

Peer Instruction

Tiered tasks

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

Day, Date, Month, Weather and Season Calendar

Calendar Clever Calendar Song – Months of the Year Video – 30 Days Has

September 30 Days has September

Poster Days in the Month

Differentiated Worksheet Miriwoong Seasonal

Calendar Months of the Year with

Seasons Flashcards

Vocabulary:days of the week, months, seasons, summer, autumn, winter, spring, year, week,

Walt: Use calendars to

identify dates Sequence the months of

the year Link months to seasons

and order the seasons

Wilf: Correct sequence of

months and seasons. Understanding the grid

of a calendar and linking dates to days.

Tib: We use calendars to plan for events in our daily lives

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



o Use the flashcards to sort the months of the seasons

o Sequence the seasons from different starting seasons (i.e. start at summer, or start at spring etc)

o Sort the cards by days in the month – all the days with 30 or 31 etc)

the correct sequence? group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video.

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Lessons 1-4





Resources

L2B U2BNUMBER AND PLACE VALUE: Three Digit

Numbers

#Warm Up – Get Closer Covers Ladders #Activities Counting and Identifying 3 Digit Numbers

o Odometer – Counting past hundreds Use online odometer. Let the odometer

count up to 99 and stop it. Discuss what will happen when we count one more (the number will add a digit). Discuss the purpose of the zeros (they hold the place of the tens and ones). Change odometer to 999 – identify what will happen when we count on one.

o Hundred Board – Practice counting in different sequences i.e. 10s. Count in place value i.e. 9tens and 3ones, 10tens and 3ones, 11tens and 3ones

Representing 3 Digit Numbers and Partitioningo Place Value Beads – Look at HTO of

numbers, use to partition using standard and non-standard partitioning.

2tens and 6 ones OR 1ten and 16ones o Make 3 digit numbers using multiple

bead stringso Place Value Arrow Cards – identify the

value of digits in numberso ‘Roll it, Expand it’ Activity – use three 10-

ASSESSED linked also with multiplication and divisionAssessment will take place in Week 3

If students do not have a firm understanding of place value and the purpose of zero, they will not see that when a digit reaches 9 and we add one to that digit, that digit becomes zero and we add another digit to the next place. They will instead continue with a familiar counting pattern especially when bridging 100s (e.g. 97, 98, 99, 100, 1001, 1002)

Do students readily identify and use language of the place value of digits

Do students identify standard and non-standard place value parts






Use small




Independent Work

Peer Instruction

Tiered tasks


Covers Board 100 Bead Strings Place Value Arrow Cards Hundred Board Dice: 6-sided and 10-sided Whiteboards/Whiteboard

markers Online Odometer Roll it, Expand it Swipe and Wipes Number Lines Learning

Object

Vocabulary:place value, hundreds, tens, ones, number line, benchmarks, increments, more, less, sequences, digit vs number, Walt: Identify the place value

of 3-digit numbers Place 3-digit numbers

on a number line Order 3-digit numbers

Wilf: Correct use of place value, correct order of numbers

Tib: 3-digit numbers are used in our everyday lives

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sided dice to roll digits. Make numbers with the digits and

Number Lines:o Use the Number Line Learning Object to

explore number lines and benchmarkso Use whiteboard to replicate number

lines 3 DIGIT NUMBERS:

o Order three digit numbers – Roll three 10 sided dice and make numbers. Identify numbers that are more/less and bigger/smaller

o Place numbers on a number line o Roll dice to make 3-digit numbers –

rearrange the digits to make a new number

#Open Ended Roll three 10-sided dice. Make as many 3-

digit numbers as you can. Place these on an open number line and explain your positioning

group instruction and cooperative learning strategies


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Lessons 19-23





Resources

L2B U2B

NUMBER AND PLACE VALUE: Multiplication and Division

#Activities Multiplication Anchor chart – ways to

represent multiplication: groups of, repeated addition, arrays and number line

Multiplication Songs (2s, 5s, 10s) Repeated Addition Cards: Choose a card –

how could that be represented as a multiplication number sentence

Represent multiplication situations using repeated addition, groups and arrays

Sharing cards:o Draw a card and make it using materials. o Decide whether it shares equally or not.

Work out the answer to those that share equally.

Multiplication Triangles:o Link to division (inverse relationship)o Find the missing number

Multiplication and Division Word Problems Cards

Animal Sharing Game (Primate, Marine,

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


Automaticity of Multiplication Facts through rhyme and song.






Independent Work

Peer Instruction

Tiered tasks


Repeated Addition Cards Multiplication strategy

posters (first 4 only) Multiplication and Division

Word Problems Sharing Cards Multiplication Triangles

(from the maths room) Large paper Permanent markers Counters Containers for sharing (egg

cartons work well)

Vocabulary:multiplication, tens, ones, groups, arrays, repeated addition, number lines,

times, multiply, divide, share, division

Walt: Solve problems using multiplication and division

Wilf: Equal sharing. Groups and arrays. Numbers can be divided in a variety of ways

Tib:

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Wildlife) # Problem Solving:There are 5 cars parked at a shopping centre and 4 people got out of each car. How mnay people altogether got out of the cars?

There were 20 people leaving the shopping centre. They got into 5 cars. If the cars held equal numbers, how many in each car?

#Open-ended How many ways can you share 20 equally?


Use small group instruction and cooperative learning strategies




Term 3: Semester 27 of 58

L2B U2BNUMBER AND PLACE VALUE:

Fractions#Activities Fraction Warm Up PPT:

o Use PPT as a whole class activity. Students use whiteboards to draw and represent the fractions and find answers

Explicitly teach that finding fractions of collections is dividing the whole into a number of groups (link to division). Practice using pictures of groups and concrete materials.

Fraction Grido Use to identifying ½, ¼ and 1/8

within the grid. Use different coloured counters to cover sections.

Fractions Posters – Fraction and Not a Fraction: o Use the 2D Shape Cards to fold and

colour to represent different fractions that do represent a fraction. Fold and colour different shapes and collections into 2, 4 and 8 pieces that do not represent the fraction.

Froggy Fractions:o Fold strips of frogs to identify the

fraction Cut up strips of ribbon/wool/string/paper

etc to identify that ¼ is half of ½ etc. Pouring bowls of Fractions – use rice/dried

peas/sand/water etc to Make ½, ¼ and 1/8 poured into 2, 4 or 8 bowls EQUALLY

#Open-Ended I have flowers growing in my garden. One

quarter of the flowers are orange. How many flowers might be in my garden? (Note if students understand that each 'part' has the same amount)

Check the students are able to identify half of the entire grid not thinking that it is just one square. Continue this with ensure they see it as an entire shape/collection for halves, quarters and eighths.

Do students recognise that fraction parts must be EQUAL







Use technology to record students work; e.g. digital




Independent Work

Peer Instruction

Tiered tasks


Fractions Warm Up PPT 2D Shape Cards Poster Paper Permanent Markers Fractions Pizzas bowls Pouring materials such as

sand, peas, water, rice etc. Froggy Fractions strips Ribbon/wool/string/paper

or another material that can be used to make strips.

Vocabulary half, quarter, eighth, fraction, equal, part of a whole, whole, numerator, denominator

Walt: Identify fractions of collections

Wilf: equal parts of halves, quarters and eighths

Tib: Fractions will help us to understand equal sharing

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photography, tape and video.








Process: Pedagogy – How

Resources

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Lessons 28-30 Internal monitoring data Formative (Feedback)

Product: Check for Understanding


Addition and Subtraction#Warm Ups Shake, Shake, Drop (use this to set firm the

idea of the parts and the whole and the way these work together inversely)

Triangle Quiz Fives

# Number Talks: 6+3+4+5+2+7= (Associative principle)

#ActivitiesProvide regular opportunities for students to

practise mental strategies for recalling addition (and subtraction) number facts.

Number Facts: o Whole class – use the Double Dice

Learning Object. Spin the dice; students calculate the sum of the numbers mentally. Explain their strategies

o Tens dice – roll the dice and use known number facts to recall the totals. Explain strategies

Inverse Relationship: o Part-Part-Whole Cards – Use to identify

the inverse relationship and explore their connection

o Number Fact Triangles – cover a number on the triangle and identify the missing part based on their knowledge of the inverse relationship

String Numbers - Associative Principle (it doesn’t matter what order you add numbers in)o Dice Drop – in small groups, roll four 10

sided dice. Students look for compatible numbers to apply a strategy to find the total

*Students must explain their thinking processes. With this you can see if their processes are correct or not

*check that students associate number facts in the tens

*check that students are able to use the parts and the whole appropriately when creating addition and subtraction number sentences

*Students may believe that fact triangles are only used for multiplication/division

*Check that students have a firm



Use Concrete Materials (MABs, counters)

Small Group Instruction




Use small




Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


Shake, Shake, Drop Part Part Whole Cards Number Fact Triangles Triangle Quiz – Warm Up Double Dice Learning

Object Tens Dice Learning Object Addition and Subtraction

Word Problems to 100

Vocabulary addition, subtraction, add, subtract, more, less, difference etc., part, whole, number line, place value, hundreds, tens, ones, inverse relationship, digit vs number, number sentence, number story, word problem________________________

Walt: Use strategies (compensate, split, number line) to add and subtract numbers up to 2-digit

Wilf: Using the inverse relationship and using strategies to add strings of numbers

Tib: We use strategies to add and subtract numbers so we can work out problems more efficiently.

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o Play Fives Warm Up Game – draw cards and add the strings of numbers

Addition and Subtraction Situationso Posters – read the “Addition and

Subtraction Word Problems to 100” to students. Students decide if the problem is addition or subtraction. Glue it onto the correct poster (addition or subtraction) and highlight which words on the problem told the student that.

o Learning Object – Will you Add or Take-Away

understanding that numbers will have the same total no matter the order they are added

group instruction and cooperative learning strategies







Lessons 12-16





Resources

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L2B U2BMEASUREMENT:

Length#Activities Create Length Anchor Chart including a

definition. Add informal tools for measuring as they have been used and justified.

Measuring objects:o Use a variety of classroom objects to

measure. Decide on an appropriate unit to use to measure (i.e. paper clips are appropriate for a book but not for a classroom length)

o Compare lengths – which is shorter/longer/taller

o Understand why uniform units are best (i.e. not one tall person and one short to lie head to toe to measure across a classroom)

Justify why strides are not an appropriate or effective unit of measurement (a short person’s strides are less than that of a tall person)

Length Pencils – Cut and paste the pencils in order from longest to shortest

# Open-ended: What in this room is longer than 1m but less

than 2m? (Give students 1m lengths of string) Give students a piece of string. Say, "This

string is the distance around some objects. What might some of those objects be? (Do students' choices improve with practice?)

ASSESSED – length, capacity and area are assessed together in

Week

Choose appropriate unitsDo units remain the same?Do units of measurement have a uniform size?

Measure using no gaps or overlays.

Explain choices of unit

Do students line up an end to measure the pencils (glue with ends in line)








Use small group instruction and




Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently

Provide more abstract with working on paper.


String/wool/ribbon or any other material ideal for cutting into lengths

Length Pencils Cut and Paste

Variety of classroom materials – paper clips, MABs, interlocking cubes, books (ensure same sizes), etc.

Vocabulary length, longer, shorter, wide, narrow, measure, compare

Walt: Measure length using informal units

Wilf: Using the same informal

unit to measure Using accurate methods

to measure

Tib: Using accurate measuring techniques sets students up to later measure with formal instruments

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cooperative learning strategies








Internal monitoring data Formative

(Feedback)



Resources

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L2B U2BMEASUREMENT:

Capacity#Activities Create Capacity Anchor Chart

including a definition. Add informal tools for measuring as they have been used and justified.

Measuring objects:o Measure using sand or water: fill

a container, compare to another container by pouring. Identify that we could use ‘cups of’ to measure how much.

o Measure the capacity of a variety of containers (that may look similar but will hold different amounts) using interlocking cubes/sand/MABs

Measuring Capacity Sheet

# Open-ended: How many containers can you find

that will hold more than this jar? Less than?

Make a container out of card that will hold 30 marbles. (It should not have much space left over)

ASSESSED – length, capacity and

area are assessed together in Week

Check for the misconception that water and sand can be measured but we require a different type of measure.


Explain choices of unit?












Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


Measuring Capacity Sheet Water, sand, MABs,

interlocking cubes, marbles, rice, or other materials that are ideal for measuring capacity

Variety of containers – yoghurt containers, buckets, teaspoons, cups, etc.

Vocabularycapacity, container, more, less, holdsWalt: Measure capacity using informal units

Wilf: Using the same

informal unit to measure

Using accurate methods to measure









(Feedback)



Resources

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L2B U2BMEASUREMENT:

Area#Activities Create Area Anchor Chart including a

definition. Add informal tools for measuring as they have been used and justified.

Cut out a variety of boxes (cereal etc) to lay flat. Put into bag, Student pull out two

ASSESSMENT

Ordering shapes and objects using

informal units (Compare it!)


Explicitly teach the vocabulary and grammatical


Extend with students choice of

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

Vocabularyarea, surface, compare, uniform units,

Walt: Measure area using informal units

Wilf: Using the same informal

unit to measure Using accurate methods

to measure


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shapes to compare. Identify the shape that would cover more area. Explain and justify their answer.

Use the same objects to compare the area of book covers, table tops etc.

Which surface: Display a tissue box or similar, identify the

individual faces of the box. Demonstrate that each face has area and the area of the faces can be compared. Which face has the largest/biggest area? (trace around the faces or cut them out, overlay to compare)

Measure and order area – trace around the surfaces of three objects to

be measured. Use an informal measuring unit (blocks, paper squares, rubbers, boxes etc) justify the choice of unit

provide students with units that have curved sides – justify if this is an accurate unit to measure the surface area of an object

#Open-ended What are three things this page would

completely cover? (Students need to compare the page directly against other things. This question develops the idea of area as covering.)

What are some things that you could cover exactly with four of your books? (This focuses more on covering a surface with repeated units, i.e. books. Note if students choose books of the same size or different sizes. Do they place the books close together so there are no gaps?)


Measure using no gaps or overlays.Do students choose a unit of measure with straight sides

Choose units of measurement that have a uniform size

structures to ensure the students have the required prior knowledge.







Concrete Materials

Hands on activities

extra study – ensure one-to-one conferences to allow student to share their work.


Provide opportunities for more abstract measuring (on paper)

Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

3d3563ffe8a/3/Mathematics_Library/index.html

cereal, tissue, pencil boxes etc.

counters, books, tessellating shapes, blocks or other materials that are ideal for measuring area

rounded shapes – counters, circles, cylinders etc.

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Lessons 17-18



(Feedback)



Resources

L2B U2BTRANSFORMATIONS:Flips, Slides and Turns

#Activities Anchor Chart – Flips, Slides, Turns

Explicitly define that the object remains the same shape and size

Flips, Slides and Turns Cards – whole class, identify the flips, slide and turns. Cut and paste onto labelled charts

Using my body:o Flip, slide and half and quarter turn with

Check that students differentiate between the different transformations


Use concrete objects and own bodies to complete flips, slides and turns



Set tasks to follow a set of instructions to flip, slide and turn and object within a grid

Extend with students choice of extra study – ensure one-to-one


Poster Paper and markers Flips, Slides and Turns

Cards

Vocabulary flip, slide, quarter turn, half turn, left, right, transformation, ______________________

Walt: Flip, Slide and Turn

Wilf:Correctly using flips, slides and fractions of turns

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Tib:Spatial awareness helps us to understand our surroundings

our bodies Turns with clocks:

o Use numbers on the clock to tell the new direction you would face with a half or quarter turn (If you start at the 12 and you made a half turn, what number you would face?)

o Swivel chair – half and quarter turns Flips, slides and turns with objects, books,

drawing on swipe and wipes, pencils, playing cards







Concrete Materials

Hands on activities

conferences to allow student to share their work.



Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

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Lessons 24-27



(Feedback)



Resources


Money#Activities Revise

o cents in a dollaro language – more/less expensive,

cheaper, dollars, cents, Money Exchange Game Rotations:

o Coin Combination Cardso I Have Who Haso Comparing Money

Price is Right:o Prepare shopping catalogues. Choose 5

items to purchase. Order from cheapest to most expensive. Choose one item to work out what coins/notes would be needed. Extend – make amounts with coins/notes for all chosen items. Identify the total cost by counting their money amounts.

Common misconception that 75c is more that $5 as the number 75 is more than the number 5

Do students relate counting money to skip counting and/or adding


Use concrete objects and own bodies to complete flips, slides and turns Give students multiple opportunities to count coins

practise counting common combinationsuse lower amounts

Use Concrete



Use higher amounts of money

Use notes and coins – add $20 and $50 notes

Extend with students choice of extra study – ensure one-to-one


Money tray Play notes and coins Coin Combination Cards I Have Who Has Money Comparing Money Shopping catalogues Eli Eat’s Menu

Vocabularymoney, dollars, cents, expensive, cheap, coins, notes_______________________

Walt: Count collections of

coins and notes Use real world situations

to use and count money

Wilf: Correct counting of coins

and notes represent money

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amounts

Tib: Money is used daily in our everyday lives

Count and compare – different amounts of money in pre-prepared zip lock bags

Eli Eat’s Café Menu – identify items from the menu that they could purchase. How much will be needed to buy the items?

# Open-ended How many ways can you make $15?

Materials (MABs, counters)






Concrete Materials

Hands on activities

conferences to allow student to share their work.



Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

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Lessons 8-11





Resources


Number Guided Inquiry: counting large collections

(How many pieces of pasta are in the bag?) Guided Inquiry – Monitoring

Allow 'wait time' for the

Expose to more technical or

Mathematics Digital Resource Library

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o Follow the 5Ds of the Guided Inquiry Model (See sheet in resources)

# Number Talks 39+15= (works well for compensate) 39 + 38 = (works well for near doubles) 40 – 29 =

# Warm Ups Ladders Get Closer

# Activities Adding and Subtracting with Multiples of 10.

Start at different numbers and add/subtract multiplies of 10 (eg. 52 + 4 tens; 67-3 tens)o Hundreds boardo On bead stringso Number lines

Practice Number Facts to 20 – identify strategies (use 10, doubles, compensate etc)o Tens Dice – roll the dice to make two

numbers. Add the numbers (link to known facts)

Explicitly teacher Addition and Subtraction Strategies: Split Strategy; compensate, adding and subtracting on number lines

Adding and Subtracting 2 digit numbers bridging 10o Hot potato – small groups. Each gets a

different addition or subtraction number sentence or word problem, work to solve the problems using a strategy (number line, partitioning, MABs) then change to the next problems

o Maths Graffiti Wall – put number sentence on the board. Students record their own methods to solve. Put their method on to the board to share with others.

Check that students are justifying their decisions to choose different numbers to skip count by

Check that students correctly use and identify place value parts when adding and subtracting.

student to process information

Use concrete objects and own bodies to complete flips, slides and turns Give students multiple opportunities to count coins

Use smaller amounts of pasta for Guided Inquiry

Add 1-digit numbers or 2-digit and 1-digit numbers



Small Group

specific Maths vocabulary.


Add and subtract to 3 digits

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



Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


Bags of pasta Guided Inquiry Sequence MABs and Place Value

Mats

Vocabularyskip count, add, subtract, more, less, addition, subtraction, whole, parts, difference, number line, partition, place value, hundreds, tens, ones, _______________________Walt: Count large collections

using skip counting strategies

Add and subtract 2-digit numbers

Wilf: The most efficient

counting method Strategies to add and

subtract efficiently Tib:Using efficient strategies helps up to solve problems in our everyday lives

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Instruction





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Assessment Task/s

MODIFIED Year 2 Unit 3Assessment task — Counting, multiplying and dividing

Name Date

Task

1A. Write a three-digit number in the box.

Write clues about the three-digit number on the clue card below.

My three-digit number1B. Clue 1: My number has these digits in it. They are mixed up.

1C. Clue 2: My number can be drawn like this to show how many hundreds, tens and ones.

1D. Clue 3: On a number line, my number is located here:

1E. Clue 4: My number is bigger than ______________.

My number is smaller than ______________.

2. Explain why you placed your three-digit number in the position shown on the number line.

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3a. Draw six groups of two.

b) Write a number sentence to match your drawing.

4a. Farmer Joe has 24 cows. He needs to put an equal number of cows in his paddocks. Decide how many paddocks (must be more that 1) he will you use and divide the cows equally into the paddocks.

Draw Farmer Joe’s paddocks and put the cows in them. Represent your picture as a number sentence in the box provided.

4b

Farmer Bob also has 24 cows but he has a different number of paddocks to Farmer Joe. He needs to put an equal number of cows in his paddocks. Decide how many paddocks he will use(must be more than 1) and divide the cows equally into the paddocks.

Draw Farmer Joe’s paddocks and put the cows in them. Represent your picture as a number sentence in the box provided.

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5. Use a pencil and ruler to divide each shape into quarters.

6. The circle is partitioned into 4 parts.

a) Does the picture show quarters? YES NO

b) Explain why you think the circle does or does not show quarters.

7. Colour an eighth of the collection of bees.

An eighth of the bees is

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8. If I bought half of the collection of dolls and a quarter of the collection of cars, how many toys would I buy? Show your working using the pictures.

How many toys would you buy?

9. You are given 16 counters. Show different ways to divide them into equal groups. Describe each group as a fraction of the original number.

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Year 2 Mathematics: Unit 3 — Counting, multiplying and dividing Name:

Purpose of assessment: To count, model and represent numbers to and from 1 000 and represent multiplication and division by grouping into sets. To divide collections and shapes into halves, quarter and eighths and solve simple problems.

Understanding and Fluency Problem-solving and Reasoning

Model, represent and order three-digit numbers. Represent multiplication as groups and arrays and division by grouping equal-sized groups. Divide

collections and shapes into halves, quarters and eighths.

Make models and uses number sentences to represent number problems.Solve simple problems using representations of division.

Explains fraction representations of a collection. (9)Represents an open-ended multiplication problem using a drawing and a number sentence. (4a, 4b)

Demonstrates multiple ways that numbers can be partitioned into different groups and represented as fractions. (9)Justifies the relative position of a three-digit number on a number line. (2)Justifies why a divided collection represents eighths. (9)

A

Demonstrates a way that numbers can be partitioned into different groups to represent fractions. (9)Explains fraction representations of a partitioned circle. (6)Explains that fractions must have equal parts (6)

Places a three-digit number in the correct relative position on an unmarked number line. (1d)Uses representations of halves and quarters to solve a multi-step problem. (6, 9)

B

Represents multiplication by grouping into sets and arrays. (3a)Writes a number sentence to match an array and pictorial representation of multiplication. (3b)Divides collections and shapes into halves, quarters and eighths. (5, 7, 8)Models, represents and orders a three-digit number. (1c, 1b, 1e)

Writes clues that match a three-digit number. (1b, 1c, 1d, 1e)Solves simple problems using representations of division. (3) C

Accurately shades ¼ and 1/8. (5) Uses the fraction name to identify the number of partitions in a shape. (5a, 5b) D

Writes a three-digit number. (1a) Writes at least one number clue. (1b, 1c, 1d, 1e)Uses materials to show a collection. E

28 of 58Mth_Y02_U5_AT_CompareThem

MODIFIEDYear 2 Unit 3

Assessment task — Ordering shapes and objects using informal units

Name Date



1.

2.

3a.

3b.

4.

5.


7b. Explain why you chose it.

__________________________________________________

__________________________________________________

__________________________________________________

7a. Box one item from the given pictures that that would be difficult to measure length.

Length6b. Explain why you chose it.

__________________________________________________

__________________________________________________

__________________________________________________

6a. Circle one item from the given pictures that you could use to measure length.

1.

2.

3a.3b.

4.

5.



__________________________________________________

__________________________________________________

__________________________________________________

7a. Box one item from the given pictures that that would be difficult to measure capacity.

Capacity6b. Explain why you chose it.

__________________________________________________

__________________________________________________

__________________________________________________

6a. Circle one item from the given pictures that you could use to measure capacity.


1.

2.

3a.

3b.

4.

5.



__________________________________________________

__________________________________________________

__________________________________________________

7a. Box one item from the given pictures that that would be difficult to measure area.

Area6b. Explain why you chose it.

__________________________________________________

__________________________________________________

__________________________________________________

6a. Circle one item from the given pictures that you could use to measure area.

Year 2 Mathematics: Unit 3 — Ordering shapes and objects using informal units Name:

Purpose of assessment: To measure, compare and order several objects using uniform informal units.


Measure length, area and capacity of objects using informal units.Choose appropriate uniform informal units.

Compare and orders objects based on measurements.

Choose an appropriate item from the mixed selection. 6a & 7aMeasures consistently and accurately with appropriate, uniform informal units. 4

Uses mathematical language to explain why appropriate or inappropriate items chosen were. 6b & 7b A

Measures by accounting for gaps and overlaps. 3aAccurately explains why objects are longer, larger in area or hold more. 3bExplains the choice of unit. Quantifies objects in terms of: ‘How long? How much? How big?’ 2, 4 & 5

B

Measures length, area and capacity of objects using informal units with minor errors. E.g. Possible gaps or overlaps, mixture of units. 1

Chooses appropriate uniform informal units. 1Compares and orders objects based on measurements of length, area and capacity. 3a

C

Chooses an informal unit that may or may not be accurate.Repeats units to decide how many fit. 1

Explains comparison using visual aspects only, e.g. ‘This one holds more because it looks the tallest.’ 3b D

Visually compares objects. 3a Arranges objects in an order. 3a E

Feedback:

MODIFIEDYear 2 Unit 3

Assessment task — Using a calendar to identify dates, months and seasons

Name Date

Task1. Draw a line to match the months to the seasons.

2. Write the correct order of the seasons in two different ways.

March

April

May

September

October

November

December

January

February

June

July

AugustSpring

Winter

Autumn

Summer

_________________________________________________________________________________________

_________________________________________________________________________________________

3. Write the names of the months in order

_____________ ______________ ______________

_____________ ______________ ______________

_____________ ______________ ______________

_____________ ______________ ______________

This is part of a calendar.

SeptemberMonday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2Athletics carnival

3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29Buster to vet

30

4. What day is 14 September?

_________________________________________________

5. What date is the athletics carnival?

_________________________________________________

6. What day is after 25 September?

_________________________________________________

7. Using the above calendar, what day is 30 August?

_________________________________________________

8. The AFL grand final is played on the last Saturday in September. On what date will it be played?

_________________________________________________

9. What date is two weeks before 22 September?

_________________________________________________

10.What date is two weeks after 19 September?

_________________________________________________

11.Name the months that have 31 days.

_________________________________________________

12.Which month has fewer days than every other month?

_________________________________________________

13. What clothes would you wear in Winter and why?

_________________________________________________

Year 2 Mathematics: Unit 3 — Using a calendar to identify dates, months and seasons Name:

Purpose of assessment: To use a calendar to identify dates and the months included in seasons.


Name and order months and seasons. Use a calendar to locate specific information.

Correctly identifies the months that have 31 days. (11)

Applies knowledge of dates and months to identify a specific day in the previous month. (7)Identifies a date in the following month that is not represented on the provided calendar. (10)

A

Identifies the month with the least number of days. (12)Identifies some months that have 31 days. (11)Correctly orders the seasons in two different ways. (2)

Uses provided calendar information to solve a problem. (9) B

Writes the months of the year in the correct order. (3)Orders the seasons correctly. (2)Matches each season name to its associated months. (1)

Correctly identifies and represents specific dates on a calendar. (4, 5, 6, 8)Correctly identifies suitable clothing for Winter with satisfactory explanation. (13)

C

Matches some seasons to associated months. (1)Partially orders the seasons. (2)Partially orders the months. (3)

Correctly identifies suitable clothing for Winter. (13)Correctly identifies some specific dates on a calendar. (4, 5, 6, 8) D

Matches a season to associated months. (1) Identifies a day or date on a calendar. (4, 5, 6 ,8) E

Feedback:

Australian Curriculum

Foundation to 6 Maths - Year 2

Year 2 Achievement StandardBy the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three- dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

Content Descriptions

Measurement and Geometry Number and Algebra

Using units of measurement

• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)

• Name and order months and seasons (ACMMG040)

• Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

Location and transformation

• Identify and describe half and quarter turns (ACMMG046)

• Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)

Money and financial mathematics

• Count and order small collections of Australian coins and notes according to their value (ACMNA034)

• Fractions and decimals

• Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

Number and place value

• Explore the connection between addition and subtraction (ACMNA029)

• Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

• Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

• Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

• Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

• • Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

describing number sequences resulting from skip counting by 2s, 5s and 10s identifying representations of one half, one quarter and one eighth recognising Australian coins according to their value counting to and from 100 and locating numbers on a number line carrying out simple addition and subtraction operations using counting strategies partitioning numbers using place value ordering objects based on lengths and capacities using informal units.

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

recognising increasing and decreasing number sequences involving 2s, 3s, and 5s representing multiplication and division by grouping into sets associating collections of Australian coins with their value explaining the effects of one-step transformations counting to and from 1 000 performing simple addition and subtraction calculations using a range of strategies dividing collections and shapes into halves, quarters and eighths ordering shapes and objects using informal units using a calendar to identify the date and the months included in seasons.

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

Username: CCPYDM Password: Curriculum#1

SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.

Assessing student learningAssessment name: Ordering shapes and objects using informal unitsAssessment description: Students measure, compare and order several objects using uniform informal units.Assessment name: Counting, multiplying and dividingAssessment description: Students count, model and represent numbers to and from 1 000 and represent multiplication and division by grouping into sets. Students divide collections and shapes into halves, quarter and eighths and solve simple problems.Assessment name: Using a calendar to identify dates, months and seasonsAssessment description: Students use a calendar to identify dates and the months included in seasons.Assessment name: Investigating numbers to 1 000Assessment description: Students use simple strategies to reason and solve number inquiry questions.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

count with materials and tools and in sequences to 1 000 use materials to represent three-digit numbers locate and order three-digit numbers on number lines partition numbers into place value parts count collections of coins and notes describe the patterns in the way we count count large collections recall addition number facts and related subtraction facts add and subtract with single-digit and two-digit numbers use place value to add and subtract represent multiplication and division by grouping into sets find halves, quarters and eighths of collections informal recordings from simple word problems involving halves, quarters and eighths informal recordings of student attempts to add and subtract numbers measure using informal units order and describe measurement outcomes describe the effect of half and quarter turns move objects based on turns, slides and flips use calendars.

FeedbackFeedback in this unit this may include:

partitioning numbers into place value parts counting sequences beyond 100 representing and comparing three-digit numbers dividing shapes and collections into halves, fourths and eighths adding and subtracting with single-digit and two-digit numbers recalling addition and subtraction number facts measuring with informal units comparing money amounts using calendars counting large collections

Year 2 Semester 2 Term 3 Mathematics Report Card Comment BankAssessment Task 1: Counting, Multiplying and dividing

A B C D E2M2A1 2M2B1 2M2C1 2M2D1 2M2E1

{Name} explained fraction representations of a collection and represented an open-ended multiplication problem using a drawing and a number sentence. {She,He} demonstrated multiple ways that numbers can be partitioned into different groups and represented as fractions. {Name} justified the relative position of a three-digit number on a number line. {She,He} justified why a divided collection represents eighths.

{Name} explained fraction representations of a partitioned circle and explained that fractions must have equal parts. {She,He} placed a three-digit number in the correct relative position on an unmarked number line. {Name} used representations of halves and quarters to solve a multi-step problem.

{Name} represented multiplication by grouping into sets and arrays. {She,He} wrote a number sentence to match an array and pictorial representation of multiplication. {Name} divides collections and shapes into halves, quarters and eighths and models, represents and orders a three-digit number.{She,He} wrote clues that match a three-digit number and solves simple problems using representations of division.

{Name} accurately shades ¼ and 1/8. {She,He} used the fraction name to identify the number of partitions in a shape.

{Name} wrote a three-digit number and at least one number clue. {She,He} used materials to show a collection.

Assessment Task 2: Compare it!


{Name} chose an appropriate item from the mixed selection. {She,He} measured consistently and accurately with appropriate, uniform informal units. {Name} used mathematical language to explain why appropriate or inappropriate items chosen were.

{Name} measured by accounting for gaps and overlaps. {She,He} accurately explained why objects are longer, larger in area or hold more. {She,He} explained the choice of unit and quantified objects in terms of: ‘How long? How much? How big?’

{Name} measured length, area and capacity of objects using informal units with minor errors, e.g. Possible gaps or overlaps, mixture of units. {She,He} chose appropriate uniform informal units. {Name} compared and ordered objects based on measurements of length, area and capacity.

{Name} chose an informal unit that may or may not be accurate and repeated units to decide how many fit. {She,He} explained comparison using visual aspects only, e.g. ‘This one holds more because it looks the tallest’.

{Name} visually compared objects and arranged objects in an order.

Assessment Task 3: Using a calendar to identify dates, months and seasons


{Name} correctly identified the months that have 31 days. {She,He} applied knowledge of dates and months to identify a specific day in the previous month. {Name} identified a date in the following month that is not represented on the provided calendar

{Name} identified the month with the least number of days and some months that have 31 days. {She,He} correctly ordered the seasons in two different ways. {Name} used provided calendar information to solve a problem.

{Name} wrote the months of the year in the correct order and ordered the seasons correctly. {She,He} matched each season name to its associated months and correctly identified and represented specific dates on a calendar. {Name} correctly identified suitable clothing for Winter with satisfactory explanation.

{Name} matches some seasons to associated months and partially ordered the seasons. {She,He} partially ordered the months and correctly identified suitable clothing for Winter. {Name} correctly identified some specific dates on a calendar.

{Name} matched a season to associated months and identified a day or date on a calendar.

Maths Pre-ModerationYear 2: Unit 3 Semester 2 Title: N/A

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

Learning opportunities support students to: Number and place value - count to and from 1 000, represent three-digit numbers, compare and order three-digit numbers,

partition three-digit numbers, read and write three-digit numbers, recall addition number facts, identify related addition and subtraction number facts, add and subtract with two-digit numbers, represent multiplication and division, use multiplication to solve problems and count large collections.

Fractions - divide shapes and collections into halves, quarters and eighths, solve simple fraction problems. Location and transformation - describe the effect of one-step transformations, including turns, flips and slides, identify turns,

flips and slides in real-world situations. Money and financial mathematics - count collections of coins and notes, make and compare money amounts, read and write

money amounts. Using units of measurement - compare and order objects, measure length, area and capacity using informal units, identify

purposes for calendars and explore seasons and calendars.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Counting, multiplying and dividing (Yr 02) Students count, model and represent numbers to and from 1 000 and represent

multiplication and division by grouping into sets. Students divide collections and shapes into halves, quarter and eighths and solve simple problems.

Ordering shapes and objects using informal units (Yr 02)• Students measure, compare and order several objects using uniform informal units.

Using a calendar to identify dates, months and seasons (Yr 02)• Students use a calendar to identify dates and the months included in seasons.

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

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

Feedback may relate to the development of students' Digital Technologies knowledge and understanding, and application of processes and production skills. In this unit this may include providing feedback about a student's ability to:

recognise and explore familiar digital systems for a purpose recognise patterns in data represent data as pictures symbols and diagrams creatively present data using digital systems describe the purpose of an information system describe an algorithm as a sequence of steps in English.

Scan and Assess

Prioritise

Develop and Plan

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

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

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

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three- dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

Assessment Task 1: Counting, Multiplying and dividing• Represents multiplication by grouping into sets and arrays.• Divides collections and shapes into halves, quarters and eighths.• Models, represents and orders a three-digit number.• Writes clues that match a three-digit number.• Solves simple problems using representations of division.

Assessment Task 2: Compare it!• Measures length, area and capacity of objects using informal units.• Chooses appropriate uniform informal units.• Compares and orders objects based on measurements of length, area and capacity.


• Writes the months of the year in the correct order.• Orders the seasons.• Matches each season name to its associated months.• Correctly identifies and represents specific dates on a calendar.

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

Assessment Task 1: Counting, Multiplying and dividing• Writes a number sentence to match an array and pictorial representation of multiplication.• Explains fraction representations of a partitioned circle.• Places a three-digit number in the correct relative position on an unmarked number line.• Uses representations of halves and quarters to solve a multi-step problem.

Assessment Task 2: Compare it!• Measures by accounting for gaps and overlaps.• Explains the choice of unit. Quantifies objects in terms of: ‘How long? How much? How big?’


• Identifies the month with the least number of days.• Uses provided calendar information to solve a problem.• Explains the cyclical nature of seasons.

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

Assessment Task 1: Counting, Multiplying and dividing• Represents an open-ended multiplication problem using a drawing and a number sentence.• Explains fraction representations of a collection.• Justifies the relative position of a three-digit number on a number line.• Justifies why a divided collection represents eighths

Assessment Task 2: Compare it!• Measures consistently and accurately with appropriate, uniform informal units.• Explains why objects are longer, larger in area or hold more.


• Identifies a date in the following month that is not represented on the provided calendar.• Applies knowledge of dates and months to identify a specific day in the previous month.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

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

Maker Model Guiding Questions

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

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

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

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

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

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

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

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

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

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

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

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

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

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

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

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

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

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

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

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 24Counting collections of coins and notes and representing money amountsExample learning sequence

Establish learning context Count collections of coins and notes Trade coins and notes Identify coin combinations Make combinations with notes and coins Read and write money amounts

Evidence of learningCan the student:

Count small collections of coins and notes accurately?

Describe collections as being 'worth more' or 'worth less'?

Trade collections of coins and notes? Make money amounts in different ways? Record money amounts using accepted

conventions?

Lesson 25Comparing money amountsExample learning sequence

Establish learning context Match money amounts Compare collections of money


Count collections of notes and coins to determine which collection has more/less?

Order three collections of coins and notes from least to greatest value?

Lesson 26Using and exploring calendarsExample learning sequence

Establish learning context Name and order months and seasons


Order the months of the year on a calendar? Use a calendar to identify and compare the

months of each season? Identify similarities and differences between

Australia's First Peoples and familiar western calendars?

Lesson 27Assessing student learning

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

understand the standards A-E Conduct the assessment

Lesson 1Investigating numbers beyond 100Example learning sequence

Establish learning context Identify patterns in counting sequences Count with hundreds Count by ones beyond 100


Represent three-digit counting sequences using a variety of tools and visual models?

Count forwards and backwards from different starting points?

Lesson 2Representing three-digit numbersExample learning sequence

Establish learning context Read three-digit numbers Represent three-digit numbers Make and use representations of 100 Compare three-digit numbers


Count in multiples of tens and ones to identify the value of a model made with base 10 materials?

Read and write three-digit numerals?

Teaching Sequence FeedbackLesson 3Partitioning three-digit numbersExample learning sequence

Establish learning context Represent three-digit numbers Partition three-digit numbers Represent standard place value parts


Represent three-digit numbers using base 10 materials and place value charts?

Identify different ways to partition three-digit numbers?

Explain how partitioning does not change the quantity represented?

Lesson 4Comparing and ordering three-digit numbersExample learning sequence

Establish learning context Locate three-digit numbers Order three-digit numbers Compare three-digit numbers


Arrange and order three-digit numbers? Explain why a number is greater than

another? Record statements of comparison using words

and numerals?Lesson 19Counting to and from 1 000 and representing three-digit numbersExample learning sequence

Establish learning context Count forwards and backwards by tens and

ones to 1 000 Count with familiar sequences Write numerals Represent numbers with materials Locate three-digit numbers


Represent counting sequences, using a range of materials and models?

Describe the patterns in how we say numbers?

Represent three-digit numbers with materials, words and numerals?

Locate a three-digit number on a number line?

Lesson 20Comparing and partitioning three-digit numbersExample learning sequence

Establish learning context Compare numbers using materials Compare numbers on a number line Partition three-digit numbers Represent standard place-value parts Represent non-standard place-value parts


Explain why a number is less than / greater than another?

Identify standard place-value parts in three-digit numbers?

Explain that standard place-value parts show the value of each digit?

Identify examples of non-standard place-value partitioning?

Lesson 21Representing multiplication and divisionExample learning sequence

Establish learning context Represent multiplication as arrays and

repeated addition Represent division as equal shares Connect division and multiplication Solve simple multiplication and division

problems


Identify multiplication and division situations? Represent and record multiplication and

division situations?Solve multiplication and division problems?

Teaching Sequence FeedbackLesson 22Using multiplication to problem solveExample learning sequence

Establish learning context Recognise and represent multiplication Recognise and represent division Solve simple multiplication problems


Identify multiplication and division situations? Represent and record multiplication and

division situations? Solve multiplication and division problems?




Lesson 5Dividing collections and shapes into halvesExample learning sequence

Establish learning context Divide shapes into halves Divide collections into halves

Divide quantities into halves


Describe halves as two equal-sized parts or portions?

Identify halves by folding shapes, sharing a collection and measuring and pouring?

Lesson 6Dividing collections and shapes into quartersExample learning sequence

Establish learning context Divide shapes into quarters Divide collections into quarters

Divide quantities into quarters


Describe quarters as four equal-sized parts or portions?

Identify quarters by folding shapes, sharing a collection and measuring and pouring?

Lesson 7Dividing collections and shapes into eighthsExample learning sequence

Establish learning context Divide shapes into eighths Divide collections into eighths Share collections


Describe eighths as eight equal-sized parts or portions?

Share collections into halves, quarters and eighths?

Teaching Sequence FeedbackLessons 28-30Investigating numbers to 1 000Example learning sequence

Establish learning context Predict quantities (Discover) Plan how to count the pasta (Devise) Count the pasta (Develop) Select the most efficient method of counting

(Defend) Explore further questions (Diverge)


Group, partition and rearrange collections into ones, tens and hundreds?

Count collections to 1 000? Explain personal strategies for counting large

collections?

Lesson 31Adding and subtracting using multiples of tenExample learning sequence

Establish learning context Add and subtract with multiples of 10 Add two-digit multiples of 10 Subtract two-digit multiples of 10 Subtract single-digit numbers Solve subtraction word problems


Use an efficient mental strategy to add and subtract with multiples of 10?

Show their personal methods for adding and subtracting with informal jottings and recordings?

Describe subtraction problems in part-part-whole terms?

Use efficient mental strategies to calculate differences?

Lesson 32Adding and subtracting with two-digit numbersExample learning sequence

Establish learning context Add two-digit numbers Subtract two-digit numbers Solve addition and subtraction word problems


Use an appropriate mental strategy to add two-digit numbers involving bridging?

Interpret and solve addition and subtraction word problems?

Lesson 12Measuring length using informal unitsExample learning sequence

Establish learning context Compare lengths Measure lengths Order lengths


Choose an appropriate uniform unit for measuring length?

Describe measurement outcomes using appropriate 'length' terms?

Lesson 13Measuring area using informal unitsExample learning sequence

Establish learning context Compare areas Measure areas Order areas


Choose an appropriate uniform unit for measuring area?

Describe measurement outcomes using appropriate 'area' terms?

Lesson 14Comparing capacityExample learning sequence

Establish learning context Identify capacity as an attribute that can be

measured Fill containers Compare capacities - direct comparison


Show the capacity of different containers by filling them with materials?

Order containers from least to greatest capacity?

Teaching Sequence FeedbackLesson 15Measuring capacity using informal unitsExample learning sequence

Establish learning context Measure capacity Order capacity


Choose an appropriate uniform unit for measuring capacity?

Describe measurement outcomes using appropriate 'capacity' terms?




Lesson 17Describing half and quarter turnsExample learning sequence

Establish learning context Make half and quarter turns Make half and quarter turns with objects Make patterns involving turns (monitoring

opportunity)


Follow directions that involve half and quarter turns?

Create a shape pattern involving half and quarter turns?

Lesson 18Describing slides and flipsExample learning sequence

Establish learning context Identify everyday examples of slides Represent and describe slides Identify everyday examples of flips Represent and describe flips Represent flips on a grid


Identify slides and flips in everyday contexts? Follow directions to slide and flip a shape on a

simple grid?

Lesson 8Recalling addition factsExample learning sequence

Establish learning context Recall addition facts that bridge ten Identify related facts Recall subtraction facts that bridge ten Add and subtract multiples of ten


Represent 'use ten' with materials? Describe efficient strategies to recall addition

and subtraction number facts? Explain how addition number fact strategies can

assist in adding and subtracting multiples of ten?

Lesson 9 Using the inverse relationshipExample learning sequence

Establish learning context Identify related facts 'Think addition' to solve subtraction


Identify related addition and subtraction number facts?

Explain how addition and subtraction are related?

Teaching Sequence FeedbackLesson 10Applying the Associative principle to additionExample learning sequence

Establish learning context Identify compatible numbers


Rearrange numbers to make addition more efficient?

Explain that rearranging the numbers in addition will not change the sum total?

Lesson 11Adding and subtracting with two-digit numbersExample learning sequence

Establish learning context Add and subtract with multiples of ten Add strings of one- and two-digit numbers Add two-digit numbers with bridging


Rearrange numbers to make addition more efficient?

Use an appropriate mental strategy to add two-digit numbers, involving bridging?

Post Moderation “Every Student Succeeding”

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

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

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

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

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

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

Scan and Assess

Act

Review

Prioritise

Review

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