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OneSchoolUnit Plan
Name: Unit 3 - Mathematics Year 3 (V8)Duration: 8 Weeks
Year Level: Year 3
Applicable LearningAreas/Subjects: Mathematics
Unit Plan
In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.
Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:
Number and place value - count and sequences beyond 1 000, represent, combine and partition three-digit and four-digit numbers flexibly, use place value to add (written strategy), represent multiplication as arrays and repeated addition, identify part-part-whole relationships in multiplication and division situations, add and subtract two-digit numbers and three-digit numbers, recall multiplication number facts, identify related division number facts, make models and use number sentences that represent problem situations, recall addition and subtraction facts, identify and describe the relationship between addition and subtraction, choose appropriate mental strategies to add and subtract.
Money and financial mathematics - represent money amounts in different ways, compare values, count collections of coins and notes accurately and efficiently, choose appropriate coins and notes for shopping situations, calculate change and simple totals,
Fractions and decimals - represent and compare unit fractions, represent and compare unit fractions of shapes and collections, represent familiar unit fractions symbolically, solve simple problems involving, halves, thirds, quarters and eighths.
Patterns and algebra - identify number patterns to 10 000, connect number representations with number patterns, use number properties to continue number patterns, identify pattern rules to find missing elements in patterns.
Location and transformation - describe and identify examples of symmetry in the environment, fold shapes and images to show symmetry, classify shapes as symmetrical and non- symmetrical.
Units of measurement - use familiar metric units to order, compare and measure objects, and measure and record using metric units, explain measurement choices, measure length using part units and centimetres, represent time to the minute on digital and analog clocks, telling time to five minutes and minute, transfer knowledge of time to real-life contexts.
For further information to support teaching of the unit, view the:
Year level plan Teacher lesson overview Supporting learning resource - Misunderstandings and misconceptions
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Investigating the relationship between units of time (Yr 03)Students use simple strategies to reason and solve a measurement inquiry question.
Written Mathematics Unscheduled
Measuring length, mass and capacity using metric units. (Yr 03)Students use metric units to measure and compare length, mass and capacity.
Short answer questions
Mathematics Unscheduled
Money (eAssessment) (optional) (Yr 03)Students represent money values in various ways and correctly count change from financial transactions.
Short answer questions
Mathematics Unscheduled
Patterning and connecting addition and subtraction (Yr 03)Students classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.
Short answer questions
Mathematics Unscheduled
Representing multiplication (Yr 03)Students represent multiplication and solve multiplication problems using a range of strategies.
Assignment/Project Mathematics Unscheduled
Telling time to the nearest minute (Yr 03)Students tell time to the nearest minute and solve problems involving time.
Short answer questions
Mathematics Unscheduled
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Number and place value Money and financial
mathematics Fractions and decimals Number and place value Location and transformation /
Using units of measurement Patterns and algebra / Number
and place value Using units of measurement
Resources Attachments Plan Resource Bank
Assessment Assignment/Project - Representing
multiplication (Yr 03) Short answer questions - Measuring
length, mass and capacity using metric units. (Yr 03)
Short answer questions - Money (eAssessment) (optional) (Yr 03)
Short answer questions - Patterning and connecting addition and subtraction (Yr 03)
Short answer questions - Telling time to the nearest minute (Yr 03)
Written - Investigating the relationship between units of time (Yr 03)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Australian Curriculum
Mathematics- Year 3
Year 3 Achievement StandardBy the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.
Content Descriptions
Measurement and Geometry Number and Algebra
Location and transformation
Identify symmetry in the environment (ACMMG066)
Using units of measurement
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Tell time to the minute and investigate the relationship between units of time (ACMMG062)
Money and financial mathematics Represent money values in multiple ways and count the change required
for simple transactions to the nearest five cents (ACMNA059)
Number and place value Apply place value to partition, rearrange and regroup numbers to at least
10 000 to assist calculations and solve problems (ACMNA053) Investigate the conditions required for a number to be odd or even and
identify odd and even numbers (ACMNA051) Recall addition facts for single-digit numbers and related subtraction
facts to develop increasingly efficient mental strategies for computation (ACMNA055)
Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
Recognise and explain the connection between addition and subtraction (ACMNA054)
Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Fractions and decimals Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their
multiples to a complete whole (ACMNA058)
Patterns and algebra Describe, continue, and create number patterns resulting from
performing addition or subtraction (ACMNA060)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with:
representing multiplication and division by grouping into sets associating collections of Australian coins with their value identifying the missing element in a number sequence 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 objects, using informal units telling time to the quarter hour drawing two-dimensional shapes.
Curriculum working towardsThe teaching and learning in this unit work towards:
recognising the connection between addition and subtraction solving problems using efficient strategies for multiplication modelling and representing unit fractions representing money values in various ways identifying symmetry in the environment counting to and from 10 000 classifying numbers as either odd or even recalling addition facts for single-digit numbers correctly counting out change from financial transactions continuing number patterns involving addition and subtraction using metric units for length, mass and capacity telling time to the nearest minute.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating
Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement
Information and communication technology (ICT) capability Investigating with ICT Creating with ICT Communicating with ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-awareness Self-management Social management
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
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
Assessing student learning
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment name: Money (eAssessment) (Optional)Assessment description: Students represent money values in various ways and correctly count change from financial transactions.Assessment name: Representing multiplicationAssessment description: Students represent multiplication and solve multiplication problems using a range of strategies.Assessment name: Measuring length, mass and capacity using metric unitsAssessment description: Students use metric units to measure and compare length, mass and capacity.Assessment name: Patterning and connecting addition and subtractionAssessment description: Students classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.Assessment name: Investigating the relationship between units of timeAssessment description: Students use simple strategies to reason and solve a measurement inquiry question.Assessment name: Telling time to the nearest minuteAssessment description: Students tell time to the nearest minute and solve problems involving time.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:
Count, compare and order numbers beyond 1 000. Represent numbers in different ways, using a variety of materials and visual models. Apply and explain strategies for recalling addition and subtraction number facts. Add and subtract with mental and written strategies. Compare numbers on a number line. Recall multiplication number facts. Represent unit fractions with materials and visual models. Label unit fractions, using symbolic recordings. Count and compare collections of coins and notes. Solve problems involving totals and change. Represent number patterns. Identify, describe and apply pattern rules to continue sequences. Measure length using standard metric units (metre, centimetre, kilogram, gram, millilitre, litre). Show and read times to the nearest minute.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Measure, compare and order objects according to their length, mass and capacity using metric units. Solve problems involving time. Represent symmetry with different materials and visual tools.
FeedbackFeedback in this unit this may include:
partitioning numbers into place value parts counting collections of coins and notes calculating totals and required change from simple transactions dividing shapes and collections into halves, thirds, quarters and eighths recalling multiplication number facts finding examples of symmetry in the environment measuring length, mass and capacity using standard metric units counting sequences beyond 1 000 representing number patterns using place value to add and subtract recalling addition and subtraction number facts telling time to the nearest minute.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
3 Lessons Number and place value Lesson 1: Sequencing and representing four-digit numbers Lesson 2: Partitioning four-digit numbers Lesson 3: Using place value to add (written strategy)
4 Lessons Money and financial mathematics Lesson 4: Representing and matching money amounts Lesson 5: Calculating change Lesson 6: Adding totals Lesson 7: Assessing student learning
3 Lessons Fractions and decimals Lesson 8: Representing and comparing unit fractions Lesson 9: Using symbols to represent fractions (shapes) Lesson 10: Using symbols to represent fractions (collections)
4 Lessons Number and place value Lesson 11: Representing multiplication Lesson 12: Connecting multiplication and division Lessons 13-14: Assessing student learning
8 Lessons Location and transformation / Using units of measurement Lesson 15: Describing and identifying symmetry in the environment Lesson 16: Investigating symmetry Lesson 17: Measuring length using standard metric units (metres and centimetres) Lesson 18: Measuring mass using standard metric units (kilograms) Lesson 19: Measuring mass using standard metric units (grams) Lesson 20: Measuring capacity using standard metric units (litres) Lesson 21: Measuring capacity using standard metric units (millilitres) Lesson 22: Assessing student learning
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
4 Lessons Patterns and algebra / Number and place value Lesson 23: Identifying number patterns to 10 000 Lesson 24: Adding and subtracting two-digit and three-digit numbers Lesson 25: Using a written place-value strategy to add and subtract Lesson 26: Assessing student learning
6 Lessons Using units of measurement Lessons 27-28: Investigating the relationship between units of time Lesson 29: Telling time to five minutes Lesson 30: Telling time to the minute Lesson 31: Solving simple time problems Lesson 32: Assessing student learning
32 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will sequence, represent and partition four- digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Sequencing and representing four-digit numbers
Lesson objectivesStudents will:
Continue familiar counting sequences beyond 1 000. Represent four-digit numbers with materials.
Evidence of learningCan the student:
Count accurately using four-digit numbers? Order three-digit and four-digit numbers on number lines? Identify standard place value parts in four-digit numbers? Compare and describe numbers as 'larger/greater than' or
'smaller/less than'?Example learning sequence
Establish learning context Count beyond 1 000 Count in multiples of 2, 5 and 10 Compare, order and sequence four-digit numbers Represent four-digit numbers with materials Read and write four-digit numbers
Resources Supporting learning resource - Sequencing and representing four-digit numbers Learning object - Number line Sheet - Blank number grid Learning object - MAB: base 10 Sheet - Arrow cards maths mat and number cards (bridging 1 000) foam cup odometers base 10 materials number cards Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Website - Mathematics library
https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4, 5 and 6
Attachments Lesson plan
Lesson 2 Lesson objectivesStudents will:
Resources Supporting learning resource - Partitioning four-digit numbers
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will sequence, represent and partition four- digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Partitioning four-digit numbers
Partition four-digit numbers into place value parts.Evidence of learningCan the student:
Identify standard place value parts? Identify non-standard place value parts?
Example learning sequence Establish learning context Identify standard place value parts Represent non-standard place value parts Investigate - How many ways?
Learning object - MAB: base 10 Learning object - Number expander Sheet - Arrow cards Sheet - Number expander: Thousands Sheet - Place value chart (HTO) base 10 materials (e.g. MAB base 10) Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Department of Education Western Australia (2013), First Steps in Mathematics:
Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4, 5 and 6
Attachments Lesson plan
Lesson 3
Using place value to add (written strategy)
Lesson objectivesStudents will:
Add two-digit numbers using a written strategy.Evidence of learningCan the student:
Partition numbers into place value parts to make calculation more efficient?
Determine if the sum of an addition problem is reasonable?Example learning sequence
Establish learning context Add multiples of ten Add two-digit numbers Apply a written strategy
Resources Supporting learning resource - Using place value to add (written strategy) Supporting learning resource - Mathematics tool kit Years 3-6 base 10 materials, e.g. bundled base 10 materials or MAB base 10
Helpful information Supporting learning resource - Scan think do model
https://learningplace.eq.edu.au/cx/resources/items/66a31ddb-8796-42a5-aa31-bd17064ba19c/0/Mth_Y02_Y2_SLR_ScanThinkDoModel.docx
Supporting learning resource - Mental strategies: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will sequence, represent and partition four- digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resourcesoid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4, 5 and 6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Money and financial mathematics Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will represent money amounts, calculate change and add totals.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 4
Representing and matching money amounts
Lesson objectivesStudents will:
Count and compare money combinations (coins and notes). Read and write money amounts. Select appropriate coins and notes to match shopping situations.
Evidence of learningCan the student:
Count collections of coins and notes accurately and efficiently? Match different money amounts, including concrete and pictorial
representations of coins and notes and written forms? Identify the most appropriate single coin or note to make a
purchase? Select the minimum number of coins and notes to match a
purchase price?Example learning sequence
Establish learning context Compare values Count combinations of coins and notes Read and write money amounts Select coins and notes to make a purchase Solve simple problems
Resources Supporting learning resource - Representing money amounts iceblock sticks or straws sticky notes imitation money (coins and notes) catalogues (print or online) pictures/display of coin combinations labelled A, B and C (two with the same value) Learning object - Australian money: Correct money and change Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Lesson 5
Calculating change
Lesson objectivesStudents will:
Use a range of strategies to calculate change.Evidence of learningCan the student:
Interpret shopping situations in part-part-whole terms? Choose an appropriate strategy to calculate change?
Example learning sequence
Resources Supporting learning resource - Calculating change Sheet - Part-part-whole models imitation money 'goods for sale' cards Supporting learning resource - Mathematics tool kit Years 3-6 Learning object - Australian money: Correct money and change
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Money and financial mathematics Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will represent money amounts, calculate change and add totals.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Establish learning context Interpret shopping situations involving change Represent shopping problems involving change Calculate change
Attachments Lesson plan
Lesson 6
Adding totals
Lesson objectivesStudents will:
Use a range of strategies to calculate simple totals.Evidence of learningCan the student:
Interpret shopping situations in part-part-whole terms? Choose an appropriate strategy to calculate totals?
Example learning sequence Establish learning context Interpret shopping situations involving totals Represent shopping problems involving totals and change Calculate totals and change
Resources Supporting learning resource - Adding totals imitation coins and notes tuckshop menus Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Lesson 7
Assessing student learning
Assessment purposeTo represent money values in various ways and correctly count change from financial transactions.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Money (eAssessment) Learning object - eAssessment: Money Year 3
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will represent and compare unit fractions and use symbols to represent fractions of shapes and collections.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 8
Representing and comparing unit fractions
Lesson objectivesStudents will:
Represent fractions with a range of materials and shapes. Compare familiar unit fractions.
Evidence of learningCan the student:
Fold familiar 2D shapes to represent halves, quarters, eighths and thirds?
Order fractional parts of the same whole shape according to their size?
Example learning sequence Establish learning context Represent unit fractions Describe unit fractions Compare unit fractions
Resources Supporting learning resource - Representing and comparing unit fractions Sheet - Folding thirds from a circle Sheet - Fraction relationships Sheet - Fraction extraction 2 comparing fraction cards Sheet - Fraction extraction 2 Gameboard paper rectangles, circles, triangles and squares Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Learning object - Fraction pieces (TLF L3520)
https://learningplace.eq.edu.au/cx/resources/items/35cbb1f3-6d93-585a-262d-a140931ae74c/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understandings 1, 2 and 3
Attachments Lesson plan
Lesson 9
Using symbols to represent fractions (shapes)
Lesson objectivesStudents will:
Divide shapes into halves, thirds, quarters and eighths. Represent familiar unit fractions with symbols.
Evidence of learningCan the student:
Label familiar unit fractions as ½, ¼, ⅛, ⅓? Explain the significance of each digit in the symbolic recording of a
unit fraction?
Resources Supporting learning resource - Using symbols to represent fractions (shapes) A4 paper or origami paper Sheet - Fraction extraction 2 matching fraction cards Sheet - Fraction extraction 2 Gameboard Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Learning object - Fractions: parts of a whole (TLF L3524)
https://learningplace.eq.edu.au/cx/resources/items/37fcaf85-97f7-5ce3-0efa-51e4f4a07ba8/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will represent and compare unit fractions and use symbols to represent fractions of shapes and collections.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Establish learning context Identify ½ in everyday situations Describe unit fractions Label unit fractions
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number – Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understandings 1, 2 and 3
Attachments Lesson plan
Lesson 10
Using symbols to represent fractions (collections)
Lesson objectivesStudents will:
Partition collections into halves, thirds, quarters and eighths. Represent familiar unit fractions with symbols.
Evidence of learningCan the student:
Label familiar unit fractions as ½, ¼, ⅛, ⅓? Explain the significance of each digit in the symbolic recording of a
unit fraction?Example learning sequence
Establish learning context Describe unit fractions Label unit fractions Investigate fractions
Resources Supporting learning resource - Using symbols to represent fractions (collections) resealable bags containing 24 items suitable for counting and sharing, e.g. blocks,
counters digital camera thin cardboard sticky notes rectangular strips Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Learning object - Fraction pieces (TLF L3520)
https://learningplace.eq.edu.au/cx/resources/items/35cbb1f3-6d93-585a-262d-a140931ae74c/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)
Learning object - Fractions: parts of a whole (TLF L3524) https://learningplace.eq.edu.au/cx/resources/items/37fcaf85-97f7-5ce3-0efa-51e4f4a07ba8/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)
Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understandings 1, 2 and 3
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will represent multiplication in different ways and solve multiplication problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 11
Representing multiplication
Lesson objectivesStudents will:
Represent multiplication in different ways.Evidence of learningCan the student:
Represent multiplication as repeated addition or a collection? Represent multiplication as arrays?
Example learning sequence Establish learning context Show multiplication as repeated addition Show multiplication as arrays Identify 'whole-parts' relationships Investigate multiplication situations
Resources Supporting learning resource - Representing multiplication pictures of everyday arrays, e.g. blocks of chocolate counters (or similar) materials for representing multiplication situations paper Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 3 and 5
Attachments Lesson plan
Lesson 12
Connecting multiplication and division
Lesson objectivesStudents will:
Represent multiplication and division situations. Show how multiplication and division are connected.
Evidence of learningCan the student:
Describe multiplication and division situations in whole-parts terms?
Identify related multiplication and division facts?Example learning sequence
Establish learning context Interpret multiplication and division situations Represent multiplication and division situations Identify related number facts
Resources Supporting learning resource - Connecting multiplication and division materials suitable for representing multiplication situations, e.g. counters, blocks Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 3 and 5
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will represent multiplication in different ways and solve multiplication problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lessons 13-14
Assessing student learning
Assessment purposeTo represent multiplication and solve multiplication problems using a range of strategies.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Representing multiplication Assessment task - Representing multiplication: Preparation (slideshow) Assessment task - Representing multiplication: Model response Assessment task - Representing multiplication: Student resource Assessment task - Representing multiplication: Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation / Using units of measurement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, identify and investigate symmetry. Students will use metric units to measure length, mass and capacity.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 15
Describing and identifying symmetry in the environment
Lesson objectivesStudents will:
Identify and describe symmetry in 2D shapes, images and the environment.
Evidence of learningCan the student:
Identify symmetry by folding and cutting shapes? Describe shapes that are symmetrical and non-symmetrical? Explain why some shapes and objects are symmetrical or non-
symmetrical?Example learning sequence
Establish learning context Recognise symmetry Identify symmetry in 2D shapes Create symmetrical shapes Identify symmetry in the environment
Resources Supporting learning resource - Describing and identifying symmetry in the
environment Sheet - 2D shapes (use the one-sided print option) Sheet - Symmetry cards Learning object - Symmetry digital cameras large picture/photograph of a face coloured A4 paper handheld mirrors Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 4
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation / Using units of measurement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, identify and investigate symmetry. Students will use metric units to measure length, mass and capacity.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 16
Investigating symmetry
Lesson objectivesStudents will:
Demonstrate their ability to recognise symmetry in everyday shapes and objects.
Evidence of learningCan the student:
Classify shapes and objects as symmetrical or non-symmetrical? Maintain symmetry in 2D shape designs?
Example learning sequence Establish learning context Classify shapes in the environment Make a symmetry shape
Resources Supporting learning resource - Investigating symmetry prepared sheet with images depicting familiar shapes and objects in the school
grounds paper prepared 'background' coloured pencils Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 4
Attachments Lesson plan
Lesson 17
Measuring length using standard metric units (metres and centimetres)
Lesson objectivesStudents will:
Measure using metres. Use centimetres as a unit for measuring length. Describe situations when measuring with centimetres is
appropriate. Identify that 100 cm = 1 m.
Evidence of learningCan the student:
Show a reasonable approximation of one metre using a personal referent (e.g. stride, arms extended)?
Measure efficiently and accurately with metres and centimetres?
Resources Supporting learning resource - Measuring with standard metric units (metres and
centimetres) ribbon or string reusable adhesive metre rulers classroom objects (less than 30 cm in length) centimetre blocks (e.g. MAB ones) metre lengths of string centimetre strips of string or drinking straw strips of cm grid paper Supporting learning resource - Mathematics tool kit Years 3-6
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation / Using units of measurement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, identify and investigate symmetry. Students will use metric units to measure length, mass and capacity.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Establish learning context Compare objects with a standard unit (metre) Measure length using metres Establish the need for part units Measure length using part units (half a metre) Identify centimetre as a standard metric unit Identify contexts to use centimetres to measure length Measure using centimetres
Helpful information Supporting learning resource – Length
https://learningplace.eq.edu.au/cx/resources/items/fc256bb4-c062-43a7-a22d-672a61f80826/0/Mth_Y02_U1_SH_Length.docx
Supporting learning resource - Using personal referents https://learningplace.eq.edu.au/cx/resources/items/57307317-2db8-4a45-8afe-1d691df18b57/0/Mth_Y03_U1_SH_UsiPerRef.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure
Attachments Lesson plan
Lesson 18
Measuring mass using standard metric units (kilograms)
Lesson objectivesStudents will:
Establish an understanding of one kilogram. Measure the mass of familiar objects using kilograms.
Evidence of learningCan the student:
Identify familiar objects that are more than, less than and about one kilogram?
Use weighing scales to measure an object's mass to the nearest kilogram?
Example learning sequence Establish learning context Identify kilogram as a standard metric unit Connect one kilogram with familiar non-standard units Describe objects as having a mass of more than or less than one
kilogram Measure the mass of familiar objects using kilograms
Resources Supporting learning resource - Measuring mass with standard metric units
(kilograms) materials suitable for use as informal units to measure mass, e.g. marbles, blocks balance scales one-kilogram weights food cans shopping catalogues metric weighing scales for measuring mass Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation / Using units of measurement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, identify and investigate symmetry. Students will use metric units to measure length, mass and capacity.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 19
Measuring mass using standard metric units (grams)
Lesson objectivesStudents will:
Measure objects less than 1 kg using grams. Identify that 1 000 g = 1 kg. Use grams to measure, compare and order objects.
Evidence of learningCan the student:
Measure objects less than 1 kg? Explain that 1 000 g = 1 kg? Record measurements using the abbreviation for grams (i.e. g)? Use grams to measure, compare and order objects?
Example learning sequence Establish learning context Identify gram as a standard metric unit Identify contexts to use grams to measure mass Measure using grams
Resources Supporting learning resource - Measuring mass with standard metric units (grams) balance scales kitchen scales a variety of weights, e.g. 50 g, 100 g, 250 g, 500 g, 1 kg shopping catalogues a variety of objects less than 1 kg Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure
Attachments Lesson plan
Lesson 20
Measuring capacity using standard metric units (litres)
Lesson objectivesStudents will:
Establish a mental image of one litre. Measure the capacity of everyday containers using litres.
Evidence of learningCan the student:
Identify containers that hold more than, less than and about one litre?
Compare one litre to familiar non-standard units?Example learning sequence
Establish learning context Identify litre as a standard metric unit Connect one litre with familiar non-standard units
Resources Supporting learning resource - Measuring capacity with standard metric units (litres) collection of everyday containers, e.g. bottles, jugs, ice-cream containers, buckets,
cans, cups different-shaped containers that have a capacity of 1 L multiple quantities of small vessels, e.g. stack of cups shopping catalogues funnels 1 L measuring jugs Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure
Supporting learning resource - Volume
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation / Using units of measurement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, identify and investigate symmetry. Students will use metric units to measure length, mass and capacity.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Measure using litres https://learningplace.eq.edu.au/cx/resources/items/8734cc80-ccc7-4c4f-baca-
c91be043c734/0/Mth_Y03_U6_SLR_Volume.docx
Attachments Lesson plan
Lesson 21
Measuring capacity using standard metric units (millilitres)
Lesson objectivesStudents will:
Measure capacities less than 1 L using millilitres. Identify that 1 000 mL = 1 L. Use mL to measure, compare and order containers.
Evidence of learningCan the student:
Measure capacities less than 1 L? Explain that 1 000 mL = 1 L? Record measurements using the abbreviation for millilitres (i.e.
mL)? Use mL to measure, compare and order containers?
Example learning sequence Establish learning context Identify millilitre as a standard metric unit Identify contexts to use millilitres to measure capacity Measure using millilitres
Resources Supporting learning resource - Measuring capacity with standard metric units
(millilitres) collection of everyday containers, e.g. bottles, jugs, ice-cream containers, buckets,
cans, cups different-shaped containers that have a capacity of 1 L multiple quantities of small vessels, e.g. stack of cups shopping catalogues medicine cup 100 mL measuring container eye dropper funnels 1 L measuring jugs Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Supporting learning resource - Volume
https://learningplace.eq.edu.au/cx/resources/items/8734cc80-ccc7-4c4f-baca-c91be043c734/0/Mth_Y03_U6_SLR_Volume.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measure
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Location and transformation / Using units of measurement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will describe, identify and investigate symmetry. Students will use metric units to measure length, mass and capacity.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 22Assessing student learning
Assessment purposeTo use metric units to measure and compare length, mass and capacity.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Measuring length, mass and capacity using metric units Assessment task - Measuring length, mass and capacity using metric units: Model
response Assessment task - Measuring length, mass and capacity using metric units:
Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra / Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify number patterns resulting from addition and subtraction, and add and subtract two-digit and three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 23
Identifying number patterns to 10 000
Lesson objectivesStudents will:
Identify and describe number patterns involving three-digit numbers.
Identify and continue patterns resulting from addition and subtraction.
Identify odd and even numbers.Evidence of learningCan the student:
Continue familiar number sequences? Identify missing elements? Identify and correct errors in number patterns? Represent and describe addition and subtraction patterns?
Example learning sequence Establish learning context Identify and describe number patterns Continue familiar number sequences Represent number patterns involving addition Represent number patterns involving subtraction Identify missing elements and pattern errors Identify odd and even numbers
Resources Supporting learning resource - Identifying number patterns to 10 000 Learning object - Hundred board Learning object - Hundred board and calculator combo Sheet - Be a number detective Slideshow - Dodger explores a number pattern Slideshow - Number detective discovers a pattern number cards calculators Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Reason about number patterns, Key understanding 3
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra / Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify number patterns resulting from addition and subtraction, and add and subtract two-digit and three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 24
Adding and subtracting two-digit and three-digit numbers
Lesson objectivesStudents will:
Add and subtract two-digit and three-digit numbers. Describe and record personal methods for adding and subtracting.
Evidence of learningCan the student:
Use an estimation to identify a reasonable solution? Use a variety of strategies to add and subtract efficiently? Record personal methods for adding and subtracting with informal
jottings and recordings?Example learning sequence
Establish learning context Add two-digit and three-digit numbers Subtract two-digit and three-digit numbers Add with three addends
Resources Supporting learning resource - Adding and subtracting two-digit and three- digit
numbers Learning object - MAB: base 10 Sheet - Addition and subtraction problems base 10 materials (MAB) Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Supporting learning resource - Number facts: Addition and subtraction
https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Mental strategies: Addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Reason about number patterns, Key understanding 3
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 29 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra / Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify number patterns resulting from addition and subtraction, and add and subtract two-digit and three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 25
Using a written place-value strategy to add and subtract
Lesson objectivesStudents will:
Add two-digit numbers using a written strategy. Subtract two-digit numbers using a written strategy.
Evidence of learningCan the student:
Partition numbers into place-value parts to make calculation more efficient?
Recall addition and subtraction number facts?Example learning sequence
Establish learning context Add two-digit numbers Subtract two-digit numbers Identify and solve word problems
Resources Supporting learning resource - Using a written place-value strategy to solve additive
problems Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Supporting learning resource - Mental strategies: Addition and subtraction
https://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Reason about number patterns, Key understanding 3
Attachments Lesson plan
Lesson 26
Assessing student learning
Assessment purposeTo classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Patterning and connecting addition and subtraction Assessment task - Patterning and connecting addition and subtraction: Teaching
notes Assessment task - Addition number facts (slideshow) Assessment task - Addition number facts: Answers (slideshow) Assessment task - Patterning and connecting addition and subtraction: Model
response
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 30 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra / Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify number patterns resulting from addition and subtraction, and add and subtract two-digit and three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Teaching Sequence
Topic Using units of measurement Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate units of time, tell time to the nearest minute and solve simple time problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lessons 27-28
Investigating the relationship between units of time
Lesson objectivesStudents will:
Use units of time to measure and compare duration.Evidence of learningCan the student:
Identify the relationship between minutes and hours? Compare the duration of activities?
Example learning sequence Establish learning context Explore units of time (Discover) Plan how students will measure the duration of activities (Devise) Collect evidence to support the question (Develop) Justify responses to the inquiry (Defend)
Resources Assessment task - Investigating the relationship between units of time Supporting learning resource - Investigating the relationship between units of time Supporting learning resource - Guided inquiry poster Supporting learning resource - Evidence cycle clock faces or images of clock faces calculators magazines classroom games classroom sporting equipment including balls of various sizes Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Supporting learning resource - Guided inquiry: 5Ds
https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Attachments
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 31 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra / Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify number patterns resulting from addition and subtraction, and add and subtract two-digit and three-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 32 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Using units of measurement Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate units of time, tell time to the nearest minute and solve simple time problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 29
Telling time to five minutes
Lesson objectivesStudents will:
Say, read, write and show times to five-minute intervals. Identify one-minute intervals on an analog clock.
Evidence of learningCan the student:
Match analog and digital clock representations to five-minute intervals?
Represent one-minute intervals on an analog clock?Example learning sequence
Establish learning context Tell time to five-minute intervals Relate time to everyday events Identify one-minute intervals
Resources Supporting learning resource - Telling time to five minutes six or more analog clocks for students to manipulate classroom/school/transport timetables Sheet - Train timetable Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information Learning object - Time tools: 24-hour to the minute: practice time (TLF L9643)
https://learningplace.eq.edu.au/cx/resources/items/0b81b7a4-4782-fcd0-8508-47d545786f03/0/ViewIMS.jsp
Attachments Lesson plan
Lesson 30
Telling time to the minute
Lesson objectivesStudents will:
Tell time to the minute. Read and write clock times to the minute.
Evidence of learningCan the student:
Describe the movement of minute and hour hands on an analog clock?
Match analog and digital clock representations?Example learning sequence
Establish learning context Develop an understanding of one minute Represent minutes on a clock face Tell time to the minute Read and write clock times
Resources Supporting learning resource - Telling time to the minute Learning object - Clocks: Analog and digital (Analog clock tab and Activities tab) minute sand timers (assorted) / egg timer stopwatches (digital and manual) clocks (analog and digital) clock stamps three strips of paper per student Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 33 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Using units of measurement Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate units of time, tell time to the nearest minute and solve simple time problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 31
Solving simple time problems
Lesson objectivesStudents will:
Tell time to the minute. Solve simple time problems.
Evidence of learningCan the student:
Represent and draw times to the minute on analog and digital clocks?
Use clocks to solve simple time problems?Example learning sequence
Establish learning context Tell time to the minute Solve simple time problems
Resources Supporting learning resource - Solving simple time problems Learning object - Digital and analog time (1) Supporting learning resource - Mathematics tool kit Years 3-6
Attachments Lesson plan
Lesson 32
Assessing student learning
Assessment purposeTo tell time to the nearest minute and solve problems involving time.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Telling time to the nearest minute Assessment task - Telling time to the nearest minute: Model response Assessment task - Telling time to the nearest minute: Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 34 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Number and place value Lesson plan - Mth_Y03_U3_LP01.docx
Lesson plan - Mth_Y03_U3_LP02.docx
Lesson plan - Mth_Y03_U3_LP03.docx
Sequence - Money and financial mathematics
Lesson plan - Mth_Y03_U3_LP04.docx
Lesson plan - Mth_Y03_U3_LP05.docx
Lesson plan - Mth_Y03_U3_LP06.docx
Lesson plan - Mth_Y03_U3_LP07.docx
Sequence - Fractions and decimals Lesson plan - Mth_Y03_U3_LP08.docx
Lesson plan - Mth_Y03_U3_LP09.docx
Lesson plan - Mth_Y03_U3_LP10.docx
Sequence - Number and place value Lesson plan - Mth_Y03_U3_LP11.docx
Lesson plan - Mth_Y03_U3_LP12.docx
Lesson plan - Mth_Y03_U3_LP13_14.docx
Sequence - Location and transformation / Using units of measurement
Lesson plan - Mth_Y03_U3_LP15.docx
Lesson plan - Mth_Y03_U3_LP16.docx Lesson plan - Mth_Y03_U3_LP17.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 35 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Lesson plan - Mth_Y03_U3_LP18.docx
Lesson plan - Mth_Y03_U3_LP19.docx
Lesson plan - Mth_Y03_U3_LP20.docx
Lesson plan - Mth_Y03_U3_LP21.docx
Lesson plan - Mth_Y03_U3_LP22.docx
Sequence - Patterns and algebra / Number and place value
Lesson plan - Mth_Y03_U3_LP23.docx
Lesson plan - Mth_Y03_U3_LP24.docx
Lesson plan - Mth_Y03_U3_LP25.docx
Lesson plan - Mth_Y03_U3_LP26.docx
Sequence - Using units of measurement
Lesson plan - Mth_Y03_U3_LP27_28.docx
Lesson plan - Mth_Y03_U3_LP29.docx
Lesson plan - Mth_Y03_U3_LP30.docx
Lesson plan - Mth_Y03_U3_LP31.docx
Lesson plan - Mth_Y03_U3_LP32.docx
Sequence 1 L measuring jugs
100 mL measuring container
a variety of objects less than 1 kg
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 36 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
a variety of weights, e.g. 50 g, 100 g, 250 g, 500 g, 1 kg
A4 paper or origami paper
balance scales
base 10 materials (e.g. MAB base 10 or bundled base 10 materials)
calculators
catalogues (print or online)
centimetre blocks (e.g. MAB ones)
centimetre strips of string or drinking straw
classroom games
classroom objects (less than 30 cm in length)
classroom sporting equipment including balls of various sizes
classroom/school/transport timetables
clock faces or images of clock faces
clock stamps
clocks (analog and digital)
collection of everyday containers, e.g. bottles, jugs, ice-cream containers, buckets, cans, cups
coloured A4 paper
coloured pencils
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 37 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
counters (or similar)
different-shaped containers that have a capacity of 1 L
digital cameras
eye dropper
foam cup odometers
food cans
funnels
'goods for sale' cards
handheld mirrors
iceblock sticks or straws
imitation coins and notes
kitchen scales
large picture/photograph of a face
Learning object - Australian money: Correct money and change
Learning object - Clocks: Analog and digital (Analog clock tab and Activities tab)
Learning object - Digital and analog time (1)
Learning object - eAssessment: Money Year 3 Learning object - Fraction pieces (TLF L3520) https://learningplace.eq.edu.au/cx/resources/items/35cbb1f3-6d93-585a-262d-a140931ae74c/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 38 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Learning object - Fractions: parts of a whole (TLF L3524) https://learningplace.eq.edu.au/cx/resources/items/37fcaf85-97f7-5ce3-0efa-51e4f4a07ba8/0/viewIMS.jsp (Reproduced courtesy of National Library of Virtual Manipulatives, © Utah State University)
Learning object - Hundred board
Learning object - Hundred board and calculator combo
Learning object - MAB: base 10
Learning object - Number expander
Learning object - Number line
Learning object - Symmetry Learning object - Time tools: 24-hour to the minute: practice time (TLF L9643) https://learningplace.eq.edu.au/cx/resources/items/0b81b7a4-4782-fcd0-8508-47d545786f03/0/ViewIMS.jsp
magazines
materials for representing multiplication situations
materials suitable for use as informal units to measure mass, e.g. marbles, blocks
maths mat and number cards (bridging 1 000)
medicine cup
metre lengths of string
metre rulers
metric weighing scales for measuring mass
minute sand timers (assorted) / egg timer
multiple quantities of small vessels, e.g. stack of cups
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 39 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
number cards
one-kilogram weights
paper
paper rectangles, circles, triangles and squares
pictures of everyday arrays, e.g. blocks of chocolate
pictures/display of coin combinations labelled A, B and C (two with the same value)
prepared 'background'
prepared sheet with images depicting familiar shapes and objects in the school grounds
rectangular strips
resealable bags containing 24 items suitable for counting and sharing, e.g. blocks, counters
reusable adhesive
ribbon or string
Sheet - 2D shapes (use the one-sided print option)
Sheet - Addition and subtraction problems
Sheet - Arrow cards
Sheet - Be a number detective
Sheet - Blank number grid Sheet - Folding thirds from a circle
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 40 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sheet - Fraction extraction 2 comparing fraction cards
Sheet - Fraction extraction 2 Gameboard
Sheet - Fraction extraction 2 matching fraction cards
Sheet - Fraction relationships
Sheet - Number expander: Thousands
Sheet - Part-part-whole models
Sheet - Place value chart (HTO)
Sheet - Symmetry cards
Sheet - Train timetable
shopping catalogues
six or more analog clocks for students to manipulate
Slideshow - Dodger explores a number pattern
Slideshow - Number detective discovers a pattern
sticky notes
stopwatches (digital and manual)
strips of cm grid paper
Supporting learning resource - Adding and subtracting two-digit and three-digit numbers
Supporting learning resource - Adding totals
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 41 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Calculating change
Supporting learning resource - Connecting multiplication and division
Supporting learning resource - Describing and identifying symmetry in the environment
Supporting learning resource - Evidence cycle Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Supporting learning resource - Guided inquiry poster Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Identifying number patterns to 10 000
Supporting learning resource - Investigating symmetry
Supporting learning resource - Investigating the relationship between units of time Supporting learning resource - Length https://learningplace.eq.edu.au/cx/resources/items/fc256bb4-c062-43a7-a22d-672a61f80826/0/Mth_Y02_U1_SH_Length.docx
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Measuring capacity with standard metric units (litres)
Supporting learning resource - Measuring capacity with standard metric units (millilitres)
Supporting learning resource - Measuring mass with standard metric units (grams)
Supporting learning resource - Measuring mass with standard metric units (kilograms) Supporting learning resource - Measuring with standard metric units (metres and centimetres)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 42 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Mental strategies: Addition and subtractionhttps://learningplace.eq.edu.au/cx/resources/items/fb9aa73e-5262-5714-5c59-923e4ce18ba1/0/Mth_SLR_MentStratAddSubt.docx
Supporting learning resource - Monitoring audit - by the end of Year 3 Supporting learning resource - Number facts: Addition and subtractionhttps://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Partitioning four-digit numbers
Supporting learning resource - Representing and comparing unit fractions
Supporting learning resource - Representing money amounts
Supporting learning resource - Representing multiplication Supporting learning resource - Scan think do modelhttps://learningplace.eq.edu.au/cx/resources/items/66a31ddb-8796-42a5-aa31-bd17064ba19c/0/Mth_Y02_Y2_SLR_ScanThinkDoModel.docx
Supporting learning resource - Sequencing and representing four-digit numbers
Supporting learning resource - Solving simple time problems
Supporting learning resource - Telling time to five minutes
Supporting learning resource - Telling time to the minute
Supporting learning resource - Using a written place-value strategy to solve additive problems Supporting learning resource - Using personal referentshttps://learningplace.eq.edu.au/cx/resources/items/57307317-2db8-4a45-8afe-1d691df18b57/0/Mth_Y03_U1_SH_UsiPerRef.docx
Supporting learning resource - Using place value to add (written strategy)
Supporting learning resource - Using symbols to represent fractions (collections)
Supporting learning resource - Using symbols to represent fractions (shapes) Supporting learning resource - Volumehttps://learningplace.eq.edu.au/cx/resources/items/8734cc80-ccc7-4c4f-baca-c91be043c734/0/Mth_Y03_U6_SLR_Volume.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 43 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Measurement - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684764&stream_asset=true Understand units and Direct measureText - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 1, 2, 3, 4, 5 and 6Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 3 and 5Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 4
thin cardboard
three strips of paper per student
tuckshop menus
Website - C2C: Mathematics glossaryhttps://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematicshttps://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Website - Mathematics libraryhttps://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Assessment Planner - Investigating the relationship between units of time Assessment task - Mth_Y03_U3_AT_MathGuidedInquiries.docx
Assessment Planner - Measuring length, mass and capacity using metric units.
Assessment task - Mth_Y03_U3_AT_MeasUnit.docx
Assessment task - Mth_Y03_U3_AT_MR_MeasUnit.docx
Assessment task - Mth_Y03_U3_AT_TN_MeasUnit.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 44 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Assessment Planner - Money (eAssessment) (optional) Assessment task - Mth_Y03_U3_AT_Money_eAssessment.docx
Assessment Planner - Patterning and connecting addition and subtraction
Assessment task - Mth_Y03_U3_AT_AdditionFacts.pptx
Assessment task - Mth_Y03_U3_AT_AdditionFacts_Answers.pptx
Assessment task - Mth_Y03_U3_AT_PattProbSolv.docx
Assessment task - Mth_Y03_U3_AT_MR_PattProbSolv.docx
Assessment task - Mth_Y03_U3_AT_TN_PattProbSolv.docx
Assessment Planner - Representing multiplication
Assessment task - Mth_Y03_U3_AT_MultFair.docx
Assessment task - Mth_Y03_U3_AT_MR_MultFair.docx
Assessment task - Mth_Y03_U3_AT_SS_MultFair.pptx
Assessment task - Mth_Y03_U3_AT_Thinkboard_MultFair.docx
Assessment task - Mth_Y03_U3_AT_TN_MultFair.docx
Assessment Planner - Telling time to the nearest minute
Assessment task - Mth_Y03_U3_AT_TellTime.docx
Assessment task - Mth_Y03_U3_AT_MR_TellTime.docx
Assessment task - Mth_Y03_U3_AT_TN_TellTime.docx
Assessment Assessment task - Addition number facts (slideshow)
Assessment task - Addition number facts: Answers (slideshow)
Assessment task - Investigating the relationship between units of time
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 45 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Assessment task - Measuring length, mass and capacity using metric units
Assessment task - Measuring length, mass and capacity using metric units: Model response
Assessment task - Measuring length, mass and capacity using metric units: Teaching notes
Assessment task - Money (eAssessment)
Assessment task - Patterning and connecting addition and subtraction
Assessment task - Patterning and connecting addition and subtraction: Model response
Assessment task - Patterning and connecting addition and subtraction: Teaching notes
Assessment task - Representing multiplication
Assessment task - Representing multiplication: Model response
Assessment task - Representing multiplication: Preparation (slideshow)
Assessment task - Representing multiplication: Student resource
Assessment task - Representing multiplication: Teaching notes
Assessment task - Telling time to the nearest minute
Assessment task - Telling time to the nearest minute: Model response
Assessment task - Telling time to the nearest minute: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 46 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Investigating the relationship between units of time (Yr 03)Type: Written
Date:
Description Students use simple strategies to reason and solve a measurement inquiry question.
Learning Area Mathematics
Understanding and Fluency Problem solving and reasoning
Connect and apply measurement understanding to an inquiry question.Use mathematical language and symbols.
Interpret, model and investigate measuring time in minutes.Explain and justify conclusions using mathematical evidence.
A ◄
Accurately transfers measurement knowledge of how units of time can be used to measure and compare duration.Consistently and clearly uses appropriate mathematical language, materials and diagrams.
◄
Develops and applies methods to gather relevant evidence for how many times you can bounce a ball.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.
B ◄Recalls and uses appropriate measurement understanding of how units of time can be used to measure and compare duration.Consistently uses appropriate mathematical language, materials and diagrams.
◄
Develops a method to gather evidence to support how many times you can bounce a ball.Explains mathematical thinking including choices made, strategies used and conclusions reached.
C ◄Uses and applies measurement understanding to measure and compare duration.Uses appropriate mathematical language, materials and diagrams.
◄
Chooses a known method to gather evidence to support how many times you can bounce a ball.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.
D ◄Records a time.Uses aspects of mathematical language, materials or diagrams.
◄Follows a given method to gather evidence.Makes statements about choices or strategies used when prompted.
E ◄Identifies a time duration.Uses everyday language.
◄ Makes isolated statements.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 47 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Measuring length, mass and capacity using metric units. (Yr 03)Type: Short answer questions
Date:
Description Students use metric units to measure and compare length, mass and capacity.
Learning Area Mathematics
Understanding and Fluency Problem solving and reasoning
Use metric units to order and compare objects.Write equivalent measurements using different units.Measure and record using metric units.
Estimate using metric units.
A ◄ Represents capacity in jugs with no labelled scale. ◄ Explains thinking and reasoning used to represent capacity in jugs with no labelled scale.
B ◄Identifies capacity using a simple scale.Shows measurement of mass using a simple scale.
◄ Adds length measurements of blocks to solve a problem using an appropriate metric unit.
C ◄Uses metric units to order and compare objects.Writes equivalent measurements using different units.Measures and records using metric units.
◄ Estimates the capacities of containers using appropriate metric units.
D ◄ Matches measurement instruments to measurement types. ◄ Estimates the capacity of a container.
E ◄ Names an object about 1 kg or more than 1 kg. ◄ Writes an estimate.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 48 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Money (eAssessment) (optional) (Yr 03)Type: Short answer questions
Date:
Description Students represent money values in various ways and correctly count change from financial transactions.
Learning Area Mathematics
Understanding and Fluency Problem solving and reasoning
Identify and represent money values using words and symbols.Compare and order Australian notes and coins based on their value.
Represent monetary value using a combination of notes and coins.Calculate change using efficient additive thinking strategies.
A ◄ Compares and identifies a combination of notes and coins to determine if a value is less than, greater than or the same as another value. ◄
Calculates correctly the cost and change of common financial transactions using efficient additive thinking strategies and suitable computational processes.
B ◄ Compares and identifies values that are less than, greater than or the same as another value. ◄
Uses efficient additive thinking strategies to combine notes and coins to represent monetary values and to calculate the required change of financial transactions.
C ◄Recognises and orders notes and coins based on their value.Represents monetary values using standard symbolic representations.Correctly writes the monetary value.
◄ Calculates the correct change for simple financial transactions.
D ◄ Recognises and matches notes and coins to their appropriate value. ◄ Calculates the correct change for a whole-dollar transaction.
E ◄ Recognises and matches a note or coins to its appropriate value. ◄ Represents money values.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 49 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Patterning and connecting addition and subtraction (Yr 03)Type: Short answer questions
Date:
Description Students classify numbers as either odd or even, continue number patterns, recall addition facts for single-digit numbers and recognise the connection between addition and subtraction.
Learning Area Mathematics
Understanding and Fluency Problem solving and reasoning
Classify odd and even numbers.Recall addition facts and related subtraction facts.Continue number patterns involving addition and subtraction.Connect addition and subtraction.
Demonstrate why a number is either odd or even.Create and describe number patterns involving addition and subtraction.Explain the connection between addition and subtraction.Solve problems involving addition and subtraction.
A ◄ Continues a number pattern involving a combination of operations. ◄Solves a problem by using addition and subtraction to find a missing score.Describes a number pattern involving a combination of operations.
B ◄ Identifies, describes and continues a number pattern involving two addition steps. ◄
Explains why 20 is an even number.Explains the connection between addition and subtraction using mathematical language.Describes single-step number patterns.
C ◄
Recalls addition and subtraction facts.Classifies odd and even numbers correctly.Continues number patterns involving addition and subtraction.Connects addition and subtraction by writing number sentences using given numbers.
◄
Solves problems by calculating the total score.Creates and describes a number pattern with 15 as the starting number.Draws a diagram to show 20 is an even number.Explains the connection between addition and subtraction with number sentences and a diagram.
D ◄Continues a one-step addition number pattern.Identifies an odd number and an even number.
◄ Writes a number sentence.
E ◄Recalls an addition or subtraction number fact.Identifies an odd or an even number.
◄ Draws a diagram.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 50 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Representing multiplication (Yr 03)Type: Assignment/Project
Date:
Description Students represent multiplication and solve multiplication problems using a range of strategies.
Learning Area Mathematics
Understanding and Fluency Problem solving and reasoning
Represent multiplication in different ways.Calculate multiplication using a range of strategies and personal methods.
Devise a series of questions that relate to a multiplication activity.
A ◄Represents multiplication symbolically.Calculates multiplication efficiently using a range of strategies and personal methods.
◄ Devises a variety of representations of multiplication using mathematical language and understanding.
B ◄ Calculates accurately using a range of strategies. ◄ Explains and justifies improvements in an activity (if necessary) or explains and justifies why an improvement is not necessary.
C ◄ Applies appropriate strategies for solving a multiplication problem. ◄ Devises questions that demonstrate an understanding of multiplication.
D ◄ Uses a range of concrete and visual models to represent multiplication facts. ◄ Devises questions about their activity.
E ◄ Represents multiplication facts as repeated collections of discrete materials. ◄ Writes a question to accompany their multiplication activity.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 51 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Telling time to the nearest minute (Yr 03)Type: Short answer questions
Date:
Description Students tell time to the nearest minute and solve problems involving time.
Learning Area Mathematics
Understanding and Fluency Problem solving and reasoning
Make connections between time representations.Recall relationships between units of time.
Calculate time to the nearest minute to solve problems.
A ◄ Records analog clock representations using an accurate scale, showing the relationship between the minute and hour hands. ◄ Explains an answer to a problem involving analog time and a timetable.
B ◄ Records analog clock representations using standard digital notation. ◄ Solves problems involving analog time to the nearest minute and a timetable.
C ◄Makes connections between representations of time to the nearest minute.Recalls relationships between seconds, minutes and hours.
◄ Calculates duration of the video presentation to write the correct finish time.
D ◄ Identifies and matches representations of time (half past, quarter to). ◄ Interprets a timetable to identify opening time.
E ◄ Identifies and matches a representation of time. ◄ Writes a time using an analog or digital representation.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 52 of 53
Unit Plan Plan Name: Unit 3 - Mathematics Year 3 (V8)
Year: 3Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 53 of 53