School Name

A School

Term Title
Term 1 Mathematics

Time Duration
10 Weeks 2 Units

Term Outline
Throughout this term students will be covering two units. These two units will include multiple mathematic sub-strands including number and place value, using units of measurement, data representation and interpretation, chance, and location and transformation. The summative assessment task created for this assignment will focus on chance and probability.

Identify Curriculum Content Descriptors to be covered in Term 1

Number and Algebra Number and Place Value Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051) Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) Measurement and Geometry 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) Location and Transformation Identify symmetry in the environment (ACMMG066) Statistics and Probability Chance Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067) Data Representation and Interpretation Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) General Capabilities and Cross-curricula Priorities Literacy Word knowledge vocabulary Comprehending texts through listening, reading and viewing Grammar knowledge sentence structure and words groups Text knowledge cohesion and structure Composing texts through speaking, writing and creating Numeracy Using measurement estimate

 Recognise and explain the connection between addition and subtraction (ACMNA054) Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

Collect data, organised into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) Interpret and compare data displays (ACMSP070)

and measure with metric units Operate with clocks, calendars and timetables Interpreting statistical information chance events and data display Critical and Creative Thinking Inquiring identifying, exploring and organising information organise and process information, identify and clarify information and ideas and pose questions Generating ideas, possibilities and actions seek solutions and put ideas into action, consider alternatives Reflecting on thinking and processes reflect on processes and transfer knowledge into new contexts Intercultural Understanding Recognising culture and developing respect explore and compare cultural

knowledge, beliefs and practices

Achievement Standards ACARA 2014

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 carry out simple data investigations for categorical variables.

Relevant Prior Curriculum

In the Australian Curriculum: Mathematics at the end of Year 2 Number and Algebra / Number and place value Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences Explore the connection between addition and subtraction Solve simple addition and subtraction problems using a range of efficient mental and written strategies Measurement and Geometry / Using units of measurement Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units

Curriculum Working Towards

In the Australian Curriculum: Mathematics at the end of Year 4 Number and Algebra / Number and Place Value Investigate and use the properties of odd and even numbers Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems Use scaled instruments to measure and compare lengths, masses, capacities and temperatures Compare objects using familiar metric units of area and volume

Measurement and Geometry / Using Units of Measurement

Measurement and Geometry / Location and transformation

Use a calendar to identify the date and determine the number of days in each month Investigate the effect of one-step slides and flips with and without digital technologies Statistics and Probability / Chance Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or impossible Create displays of data using lists, table and picture graphs and interpret them

Create symmetrical patterns, pictures and shapes with and without digital technologies Statistics and Probability / Chance Describe possible everyday events and order their chances of occurring Identify everyday events where one cannot happen if the other happens Identify events where the chance of one will not be affected by the occurrence of the other Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values

Measurement and Geometry / Location and Transformation

Statistics and Probability / Data Representation and Interpretation

Statistics and Probability / Data Representation and Interpretation

Summative Assessment Describe the Assessment

Task Description: For this summative assessment task, students will be required to predict, observe and explain a range of data collected whilst they conduct chance experiments. Students will demonstrate their understanding of chance through the construction of graphical representations using digital technologies.

Assessment Due Date

End of week 5

Declarative and Procedural Knowledge

Students will know (declarative knowledge): A collection of data with various attributes can be classified or sorted in different ways (into tables, tallies, Venn diagrams, online data collect, images) A single object can belong to more than one class/group Gathered data can be organised into graphical forms to convey information

Groups will create their own concrete materials dice and coloured spinners; but the classroom teacher will supply one dollar coins. Students will be required to work in groups of three to four students, demonstrating the ability to work collaboratively whilst communicating effectively with their group members.

Representations can be used to make inferences about the gathered data Data collection may be referred to as statistics Graphs and statistics assist in representing shape and expression of data Students will be able to (procedural skills): Create concrete materials to be used whilst experimenting with chance How to classify and sort data into the most appropriate representations using digital technology Identify chance differences through a range of data collections Organise gathered data and collate information into a variety of graphs Form judgements based on gathered data