pialbastateschool.files.wordpress.com · Web viewPIALBA STATE SCHOOL: MATHEMATICS YEAR 5 SEMESTER 2 UNIT 4 PLAN. Assessment (D – Diagnostic, M- Monitoring, S – Summative) Week

PIALBA STATE SCHOOL: MATHEMATICS YEAR 5 SEMESTER 2 UNIT 4 PLAN

Proficiency Strands

At this Year level:

• Understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry

• Fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles

• Problem-solving includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans

• Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets.

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

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

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

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

Continual Feedback loop / monitoring

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

Check in / Check out (thumbs up) strategies

How can we incorporate digital literacy skills students are learning in other KLA’s to enhance our Mathematics planning?

Have you provided purposeful spaces for guided/modelled and shared reading?Are we using anchor charts and artefacts around the room and referring to them?Is there space for students to be collaborating?

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 5 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 34

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

1 D Show Me Term 4 Pre-Test

5 S 12 and 24Hr Time, Factors and Multiples

2 S Chance

7 S Guided Inquiry – Investigating with Measurement and Mapping

9 D Show Me Term 4 Post-Test

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

KLA: MathsYear Level Team: Year 5

Term 4: Semester 2Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 1-3

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

L2B U2BCHANCE:

Describing Chance and Probability

# Warm ups

#Activities Review chance KWL Investigate the language of chance Identify all possible outcomes in simple chance

experiments. Describe chance events with equally likely outcomes. Use fractions to represent the likelihood of an event

occurring. Predict expected results for a given number of trials. Compare predictions with actual data. Investigate fair and biased games. Calculate the sum of probabilities for a chance experiment. Compare frequency predictions with actual data.

Assessment Task Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

#Open-ended

Show Me Term 4 Pre-Test

ASSESSMENTChance

Assessment purpose

To list outcomes of chance experiments with equally likely

outcomes and assign probabilities between

0 and 1

L2B

Allow 'wait time' for the student to process information

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

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

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

.

U2BReading calendars

Linking months of the year to seasons

Expose to more technical or specific Maths vocabulary.

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

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

Independent Work

Peer Instruction

Tiered tasks

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-d3563ffe8a/1/Mathematics_Library/index.html

Quantifying the language of chance

Learning object - Chance simulator

materials and equipment for chance experiments (e.g. coloured counters,

bag, coins, dice, a variety of spinners)

Sheet - Data question types

Supporting learning resource - Recognising equally likely outcomes

Sheet - Three spinners

Vocabulary:Outcomes, chance experiments, equally likely, probabilities, displayscolumn graph, dot plots, categorical data, numerical data

Walt: Mathematically describe chance experiments involving equally likely outcomes and torepresent those outcomes.

Wilf: Use mathematical terminology to interpret actual data and form predictions about chance.

Tib: We use data and chance in everyday activities to predict outcomes.

2 of 34

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




KLA: MathsYear Level Team: Year 5




Lessons 10, 13, 14, 15


Internal monitoring data

Formative (Feedback)



Resources

L2B U2BTIME:

12 hr and 24hr time conversion

#Warm ups

#ActivitiesInvestigating fractions

Investigate the language of time, factors, multiples Explicitly teach 24 Hour Times

o Read and represento Converting between 12 hour and 24 hour timeo Distinguish between am and pm timeso Relate whole hours in 24 hour time to am or pm

times.

Factors Identify and describe factors Compare and sort factors Solve problems using knowledge of factors

Multiples Identify and describe multiples Compare and sort multiples Apply multiples knowledge to solve problems

Assessment Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

#Open Ended

ASSESSMENTCalculating time and identifying

factors and multiples

Assessment purpose

To convert between 12-hour and 24-

hour time. To identify and

describe factors and multiples of whole

numbers

L2B


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





Encourage drawing pictures of fractions and decimals

U2B




Independent Work

Peer Instruction

Tiered tasks

Problem solving questions that require them to use their skills taught to solve a problem they have not seen before.

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-d3563ffe8a/1/Mathematics_Library/index.html

Reading and representing 24-hour time

Sheet - 24-hour time (whole hours)

Sheet - 24-hour time Sheet - 12- and 24-hour

timelines Sheet - Cards: 12- and 24-

hour time Learning object - Clocks:

Analog and digital Learning object - Time tools:

24-hour to the minute: practice time

Learning object - Time tools: 24 hour to the minute: time challenge

Vocabulary:Time conversion, Digital clock, Analogue clock, Ante meridian, Post meridian, Minute/hour hand, Mid-afternoon, Mid-morning, NoonTime zone

Walt: Convert time between 12 hour and 24hr time.

Wilf: Accurately converting between 12 hour and 24hr time.

Tib: Some organisations use 24 hour time e.g. train

3 of 34




stations.


KLA: MathsYear Level Team: add teacher names




Lessons 22 - 28



(Feedback)



Resources

L2B U2BMEASUREMENT AND

MAPPING: Maps and grids

#Warm ups

#Activities Use a grid to locate points on a map. Describe positions using a grid. Use a grid reference system to describe locations and

create a map. Describe routes using landmarks and directional

language. Pose questions to match the created map. Use simple strategies to reason and solve a

measurement and location inquiry question.

Investigating with measurement and mapping Identify the information required (Discover) Plan how to explore the MGI question (Devise) Follow plans and collect and review evidence

(Develop) Explain conclusion drawn from the evidence and

assess student learning (Defend) Explore further questions (Diverge)

ASSESSMENT - Guided Inquiry – Investigating with Measurement and Mapping

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment – Solving purchasing

problem

ASSESSMENT Guided Inquiry –

Investigating with Measurement and

Mapping

Assessment purpose

To use simple strategies to reason and solve measurement and

location inquiry questions.


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







Independent Work

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

Exploring maps and grids• computers• Learning object - Coordinates (1)• Learning object - Coordinates (2)• Learning object - Coordinates (3)• Learning object - Coordinates (4)• Learning object - Coordinates (5)• Learning object - Coordinates (6)

Vocabulary Directional language, Grid reference systemLocate, Position, Coordinate, Alphanumeric grid, Compass, Relative directions, Route, Landmark

Walt: Use and create a grid to locate and describe positions.

Wilf: Students are able to use a grid map and create their own to locate and describe positions.

Tib: Maps are used in

4 of 34

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



everyday life to assist people with navigation

#Open EndedPeer Instruction

Tiered tasks

• Sheet - Plan of shopping centre• Sheet - Alphanumeric grid: 1 cm• Sheet - Make your own game (five copies available for students)



Lessons 28-30






Resources

L2B U2B

MEASUREMENT AND MAPPING:

Maps and grids

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

Supporting learning resource - Creating a map• Sheet - Alphanumeric grid• Sheet - Map of Dream Island• Sheet - Map of Australia• Sheet - Map of bike park Assessment task -

Investigating with measurement and mapping

• Supporting learning resource - Investigating with measurement andmapping• Supporting learning resource - Evidence cycle• Supporting learning resource

5 of 34




- Guided inquiry poster• Supporting learning resource - Mathematics tool kit Years 3-6• Sheet - Treasure map: Wild Island






Lessons 11, 12, 16, 17, 29-32






Resources

L2B U2B

NUMBER AND PLACE VALUE:

Addition / SubtractionMultiplication / DivisionFractions and Decimals

#Warm ups

# ActivitiesAddition / Subtraction / Multiplication / Division Use estimation and rounding to check reasonableness

of answers Apply mental and written strategies to solve addition

problems Apply mental and written strategies to solve subtraction

problems Recognise that the place value system can be

extended beyond hundredths. Compare, order and represent decimals. Apply the concepts of decimals in a variety of contexts Apply mental strategies for addition, subtraction,

multiplication and division. Calculate two-digit or three-digit addition, subtraction,





Use computers to reduce the additional practice of concepts and


Supporting learning resource - Maths journey passport: Decimals• computers• calculators• Sheet - Decimal doozies

Vocabulary Estimation, Reasonableness, Place value system, Hundredths, Tenths________________________

Walt: Use mental and written

6 of 34




strategies to make calculations for the four operations, including the use of some decimals.

Wilf: Students will use estimation and reasonableness when calculating problems.

Tib: In real-life situation, people need to be able to calculate a reasonable response to mathematical problems, such as the cost of items at a supermarket.

multiplication and division quickly. Solve word problems and identify the required

operation.

Fractions and decimals

Applying decimal understanding Identify the mathematics in the activities

o Extend the place value system beyond hundredths?

o Compare, order and represent decimals

Reflect on mathematical understandings

Use Concrete Materials (MABs, counters)

Small Group Instruction

skills – Compact the curriculum where possible.

Independent Work

Peer Instruction

Tiered tasks

(one copy per student)• Learning object - Ordering decimal numbers• Sheet - Decimal match cards (two decks of cards should be sufficient)• Sheet - Food for thought (one copy per student)• Sheet - Match it: Fractions and decimals• Sheet - Thousandths match-up cards (two decks of cards should besufficient)



Lessons 11, 12, 16, 17, 29-32






Resources

L2B U2B

NUMBER AND PLACE VALUE:Addition / Subtraction

Multiplication / DivisionFractions and Decimals

Continued

Applying computation Identify the mathematics in the activities

o Use estimation and rounding to check the reasonableness of answers to calculations.

o Apply mental strategies for addition, subtraction, multiplication and division.

o Calculate two-digit or three-digit addition, subtraction, multiplication and division quickly.

o Solve word problems and identify the required operation.

Use efficient mental and written strategies Reflect on mathematical understandings

As Above


As Above

Provide opportunities to work independently


• Sheet - Game card: Hit the target (one copy)• Slideshow - Journey cards: DecimalsSheet - Maths activity cards: Computation• Supporting learning resource - Maths journey passport:

7 of 34




#Open-endedComputation• Sheet - Magic squares• Learning object - Dice• Learning object - Number facts (4)• Learning object - Number facts (5)• Sheet - The Riddler• Sheet - Make 1 000• Sheet - Hundred board: 1 to 100






Lessons 18 - 21



(Feedback)



Resources

L2B U2B

NUMBER/GEOMETRIC REASONING:

Financial maths and Angles

#Warm ups

# ActivitiesMaking Financial Decisions Make calculations with money

amounts. Investigate GST Make financial decisions




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

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

VocabularyFinance, Estimate, ReasonablenessMeasure, Construct,

8 of 34



Protractor Conduct money activitieso Matching money cardso How much for luncho Aust Money: Correct

money and change

Estimate, construct and measure angles Give a reasonable estimate of the size of

angles Measure the size of angles Construct angles using a protractor

#Open-ended







to allow student to share their work.


Independent Work

Peer Instruction

Tiered tasks

Use Larger number

ml

Sheet - Checklist for Mucking around with money activities

Sheet - How much for lunch? Learning object - Australian

money: Correct money and change

computers Sheet - Matching money

cards (four sets of cards on cardboard should be

sufficient) Sales brochures, catalogues Sheet - Protractor half

grayscale Sheet - 360º protractor Sheet - Matching angles Sheet - Drawing angles protractors Sheet - Protractor half

grayscale Sheet - 360° protractor Learning object - Angles (5) Learning object - Measuring

angles (1)• Learning object - Angles in a parallelogram

Walt: Calculate money and to estimate, construct and measure angles.

Wilf: Making informed financial decisions based on calculations and the correct construction and measurement of angles.

Tib: Money is a part of everyday lives of people and angles are a part of special awareness when a person needs to construct.






Lessons 5 - 9



(Feedback)



Resources

L2B U2B

DATA COLLECTIONPlan, collect, interpret, analyse and present

data

#Warm ups

# Activities Pose questions appropriate to


Explicitly teach the vocabulary and


Extend with

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-

Vocabulary

9 of 34




Gather, Collect, Bias data Investigation, Survey, ConstructTable, Graph, Reasoning, proficiencies

gathering specific data State the likely possible response

from their question Discuss factors that may influence or

introduce bias to a data investigation Develop questions suitable for data

collection Plan appropriate data collection

methods Conduct a survey and record data. Present data in a column graph

without using digital technology. Present data in a column graph using

digital technology Construct data displays including dot

plots with the use of digital technology.

Match graphs and tables. Articulate their understanding,

fluency, problem-solving and reasoning

proficiencies about data

#Open-ended

grammatical structures to ensure the students have the required prior knowledge.







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


Independent Work

Peer Instruction

Tiered tasks

Use Larger number

5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html

Sheet - Data question types• taste-test samples of three different brands of juice (or some other type ofbeverage)• disposable cups Sheet - Data question types Sheet - Sample questions• Sheet - Grid paper: 1 cm Word processing and/or

spreadsheet software Sheet - Data: Milkshake

flavours Sheet - Data: Takeaway foodSupporting learning resource - Presenting data displays

Walt: Students will plan, collect, interpret, analyse and present data.

Wilf: A data collection that the student has planned, collected, interpreted, analysed and can present finding for.

Tib: At times, students need to be able to interpret other data sources to make meaning.

10 of 34



Assessment Task:

Modified 21/08/18 Year 5 Unit 4Assessment task — Describing chance and probability

Name Date

TEACHER NOTE: PRINT IN COLOUR

1. List all possible outcomes for each of the following chance experiments or activities:

2. Look at the game spinners. Write the probability of the event listed, as a fraction:

Spinner

A. B. C.

Event spinning green spinning blue spinning reda) Probability of event

occurring

b) Explain how you worked out the probability for Spinner B.

11 of 34document.docx

3. a) Draw lines from each event to the continuum, to show the likelihood of that event occurring. (The first one has been done for you.)b) Write an event in the empty box and place it on the continuum.

c) Spinners can be designed in different ways to suit different games or activities.Colour the spinner below so that it meets the following criteria:

has a 13 chance of stopping on blue

has a 16 chance of stopping on yellow

most likely to stop on red

impossible to stop on green

d) This spinner is spun ten times. The results of the ten spins are shown in the table.

Colour FrequencyRed 6

Blue 1

Yellow 3

a) What is the chance of spinning red on the next spin? Write your answer as a fraction.

b) Explain why.

e) Lee said that event A (in box below) is the most likely to occur. Sam said B was most likely.

A. When you toss a coin it will be ‘heads’B. When you roll a six-sided dice the number will be 1 or 2


Drawing a raspberry flavoured lolly from a bag of raspberry lollies

Flipping a coin and it landing heads up

Pulling a red counter from a bag of yellow counters

Taking a card that is a diamond from a deck of cards with 4 suits

Rolling a six-sided dice and getting a number less than 3

10

Explain (using probability values and diagrams) who is correct?


Year 5 Mathematics: Unit 4 — Describing chance and probability Name:

Purpose of assessment: To list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1.

Understanding and Fluency Problem-solving and Reasoning

List outcomes of chance experiments and assign probabilities to events using fractions. Explain likelihood, using mathematical language and representations.

Identifies the mathematical chance of spinning red, as a fraction. (5a) Explains the probability of the chance of spinning red. (5b)

Accurately solves a problem, and clearly explains the likelihood of events using probability values and appropriate language, and identifies one event more likely than another. (6)

A

Creates an event and places it onto a continuum, ranging from zero to one. (3b)Creates a spinner to meet all chance criteria, using fractions. (4) Accurately solves a problem and describes the likelihood of events. (6) B

Lists all possible outcomes of chance experiments. (1)Assigns probabilities to events using fractions. (2a)Matches the likelihood of events to a continuum ranging from zero to one. (3a)Creates a spinner to meet most chance criteria, using fractions. (4)

Explain probability, using mathematical language. (2b) C

Lists some possible outcomes of chance experiments. (1)Assigns some probabilities to events using fractions. (2a) Identifies an event likely to occur. (6) D

Lists a possible outcome of a chance experiment. (1) Writes a statement about probability using everyday language. (5b) E

Feedback:

14 of 34Mth_Y05_U4_AT_Chance

Modified 21/08/18 Year 5 Unit 4Assessment task — Calculating Time

Name Date

1. Convert the 12-hour times into 24-hour time. Write your answers in the table.

12-hour time 24-hour time

7:00 am

11:56 pm

12:25 am

2. Convert the 24-hour times into 12-hour time. Write your answers in the table.

24-hour time 12-hour time

1153 h

0003 h

1945 h

3. How many hours and minutes between Time 1 and Time 2?

Time 1 Time 2

11:03 am 0005h

Show your working and your answer.


4. The TV guide says your favourite show starts at 1900h.

You start dinner at 6:00pm. It takes you 45 minutes to eat.

Would you miss the start of the show? Circle: Yes / No

Show your working.

5. An aeroplane departs at 1545h.

Passengers must be at the airport two hours before the departure time.

It takes you half an hour to drive to the airport.

What time do you need to leave to catch the plane? Write your answer in 12-hour time.

Show your working below.


6. You are planning a trip to the city to watch a movie. You only have four hours (in total) to travel to the city, watch the movie and travel home.a) Highlight the movie you choose and calculate the correct FINISH TIME in the table using the duration

given.b) Choose a bus to catch to the city to watch your movie and a bus to get you home within the 4 hour time

frame. Fill out the table below to plan your entire trip.

Diary of a Wimpy Kid (length 100 min) The Emoji Movie (length 95 min)

Start Time Finish Time Start Time Finish Time10:15 am11:30 am12:20 pm2:00 pm

10:30 am11:40 am12:35 pm2:15 pm

Bus Timetable

To City: From City:Depart Arrive Depart Arrive09.30 10.00 10.00 10.30

11.30 12.00 12.00 12.30

12.30 13.00 14.00 14.30

13.30 14.00 16.00 16.30

16.30 17.00 18.00 18.30

18.30 19.00 20.00 20.30

20.30 21.00

22.30 23.00

Show your day’s plan by completing the table below.To city Movie and session time From city Total time Trip

Depart _________

Arrive __________

Depart ___________

Arrive ____________

Show your working out.


Year 5 Mathematics: Unit 4 — Calculating Time Name:

Purpose of assessment: To convert between 12- and 24-hour time.


Convert between 12-hour and 24-hour time systems. Solve authentic 12-hour and 24-hour time systems problems.

Calculates elapsed time switching between 12 and 24 hour time that bridges a 12 hour period, showing working.(3)Accurately calculates all time conversions and clearly shows working out. (6b)

Shows working to solve a multi-step problem (6) A

Calculates time elapsed between two digital 24-hour times.(5)Calculates finish time for selected movie using a duration given in minutes. (6a)Accurately calculates most time conversions and shows working out. (6b)

Shows working to convert between 12- and 24-hour time systems to calculate duration of travel times. (5) B

Converts between 12- and 24-hour time (1)Converts between 24- and 12-hour time (2) Solves a problem about TV viewing involving 12- and 24-hour time systems. (4) C

Attempts to write a time in 12- and 24-hour notation. Shows some working out in 12- or 24-hour time systems.(4) D

Attempts to write a time in 12 hour time States a time as am/pm E

Feedback:

18 of 34Mth_Y05_U4_AT_12and24HrTime

Year 5 Unit 4Assessment task — Investigating with measurement and mapping

Name Date

Task

Assessment purpose: To use simple strategies to reason and solve measurement and location inquiry questions.

During Semester 2, students complete two Mathematical guided inquiries. They are:

• Investigating and calculating measurement. ‘Are our backpacks too big?’ (Unit 3), which focuses on learning related to the sub-strand Using units of measurement

• Investigating with measurement and mapping. ‘What would be the best course for your charity run? (Unit 4), which focuses on learning related to the sub-strands Using units of measurement and Location and transformation.

As a monitoring task observe:

Mathematical guided inquiry

Link to relevant section of the achievement standard

Quality of student learning:

What would be the best course for your charity run?

Students use a grid reference system to locate landmarks. They use appropriate units of measurement for length.

Collect evidence that the student can:• solve a problem involving any of the four

operations

• identify a landmark using a grid reference

• plot a course on a grid reference

• choose an appropriate unit for length

• justify choices made and conclusions reached.

As an assessment task, the inquiry and the attached Guide to making judgments can be used to report student learning (in line with the achievement standard) to parents. The specific aspects of the achievement standard are:

• use appropriate units of measurement for length

• use a grid reference system to locate landmarks.

19 of 34Mth_Y05_U4_AT_MathGuidedInquiries

The two Mathematical guided inquiries identified can be used as tools to monitor or assess student understanding of Semester 2 work.

Schools can choose to:

• use both inquiries as assessment with the Guide to making judgments (GTMJ) attached

• choose to use one inquiry for monitoring and one for assessment, or

• use both inquiries as monitoring tasks.

Year 5 Mathematics: Unit 4 — Investigating with measurement and mapping Name:

Purpose of assessment: To use simple strategies to reason and solve measurement and location inquiry questions.


Perform calculations involving measurement of length.Connect and apply grid references understanding to the inquiry question.Use mathematical language and symbols.

Interpret, model and investigate length and grid references.Explain and justify conclusions using mathematical evidence.

Accurately transfers knowledge of measurement for a charity run.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

Develops and applies methods to gather relevant evidence for a viable best course for a charity run.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

A

Recalls and uses appropriate measurement understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.

Develops a method to gather evidence to support best course for a charity run.Explains mathematical thinking including choices made, strategies used and conclusions reached.

B

Uses and applies measurement understanding to calculate length.Connects and applies grid references to a charity run course.Uses appropriate mathematical language, materials and diagrams.

Chooses a known method to gather evidence to support best course for a charity run.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.

C

Finds the length of charity run course.Uses aspects of mathematical language, materials or diagrams.

Follows a given method to gather evidence.Makes statements about choices or strategies used when prompted. D

Uses everyday language. Makes isolated statements. E

Feedback:

20 of 34Mth_Y05_U4_AT_MathGuidedInquiries

Australian Curriculum

Foundation to 6 Maths - Year 5

Year 5 Achievement Standard

By the end of Year 5, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.

Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.

Content Descriptions

Measurement and Geometry Number and Algebra Statistics and Probability

Geometric reasoning

Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

Using units of measurement

Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)

Compare 12- and 24-hour time systems and convert between them (ACMMG110)

Location and transformation

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

Number and place value

Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)

Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)

Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)

Fractions and decimals

Compare, order and represent decimals (ACMNA105) Recognise that the place value system can be extended

beyond hundredths (ACMNA104)

Money and financial mathematics

Create simple financial plans (ACMNA106)

Chance

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)

Recognise that probabilities range from 0 to 1 (ACMSP117)

Data representation and interpretation

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)

Describe and interpret different data sets in context (ACMSP120)

Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculum

Students require prior experience with: choosing appropriate strategies for calculations involving multiplication and division making connections between fraction and decimal notations up to two decimal places solving simple purchasing problems identifying and explaining strategies for finding unknown quantities in number sentences solving problems involving time duration interpreting information contained in maps identifying dependent and independent events describing different methods for data collection and representation and evaluating their effectiveness using the properties of odd and even numbers recalling multiplication facts to 10 x 10 and related division facts locating familiar fractions on a number line converting between units of time classifying angles in relation to a right angle listing the probabilities of everyday events constructing data displays from given or collected data.

Curriculum working towards

The teaching and learning in this unit work towards: solving simple problems involving the four operations, using a range of strategies checking the reasonableness of answers, using estimation and rounding identifying and describing factors and multiples identifying and explaining strategies for finding unknown quantities in number sentences involving the four operations explaining plans for simple budgets interpreting different data sets ordering decimals and unit fractions and locating them on number lines adding and subtracting fractions with the same denominator continuing patterns by adding and subtracting fractions and decimals converting between 12-hour and 24-hour time using a grid reference system to locate landmarks measuring and constructing different angles listing outcomes of chance experiments with equally likely outcomes and assigning probabilities between 0 and 1

posing questions to gather data and constructing data displays appropriate for the data.

Curriculum AssessmentAssessing student learningAssessment name: Describing chance and probabilityAssessment description: Students mathematically describe chance experiments involving equally likely outcomes and to represent those outcomes.Assessment name: Calculating time and identifying factors and multiples.Assessment description: Students convert between 12-hour and 24-hour time. Students identify and describe factors and multiples of whole numbers.Assessment name: Investigating with measurement and mappingAssessment description: Students use simple strategies to reason and solve measurement and location inquiry questions.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

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, consultations and samples of student work. For example:

solving word problems representing decimals and fractions making calculations with money responding to questions about maps posing questions about a map on a grid and answer the questions placing key features on graphs measuring angles with a protractor using a protractor to construct angles

posing questions that encourage the collection of specific data.

Year 5 Semester 2 Term 4 Mathematics Report Card Comment BankAssessment Task 1: Unit 4 — Describing chance and probability

A B C D E2M5A4 2M5B4 2M5C4 2M5D4 2M5E4

Describing chance and probability

{Name} identified the mathematical chance of spinning red, as a fraction. {She,He} explained the probability of the chance of spinning red. {Name} accurately solved a problem, and clearly explained the likelihood of events using probability values and appropriate language, and identified one event more likely than another.


{Name} created an event and placed it onto a continuum, ranging from zero to one. {She,He} created a spinner to meet all chance criteria, using fractions. {Name} accurately solved a problem and described the likelihood of events.


{Name} listed all possible outcomes of chance experiments. {She,He} assigned probabilities to events using fractions. {Name} matched the likelihood of events to a continuum ranging from zero to one. {She,He} created a spinner to meet most chance criteria, using fractions. {Name} explained probability, using mathematical language.


{Name} listed some possible outcomes of chance experiments. {She,He} assigned some probabilities to events using fractions. {Name} identified an event likely to occur.


{Name} listed a possible outcome of a chance experiment. {She,He} wrote a statement about probability using everyday language.

Assessment Task 2: Unit 4 — Calculating Time


Calculating Time

{Name} calculated elapsed time switching between 12 and 24 hour time that bridges a 12 hour period, showing working. {She,He} accurately calculated all time conversions and clearly showed working out. {Name} showed working to solve a multi-step problem.

{Name} calculated time elapsed between two digital 24-hour times. {She,He} calculated finish time for selected movie using a duration given in minutes. {Name} accurately calculated most time conversions and showed working out. {She,He} showed working to convert between 12- and 24-hour time systems to calculate duration of travel times.

{Name} converted between 12- and 24-hour time. {She,He} converted between 24- and 12-hour time. {Name} solved a problem about TV viewing involving 12- and 24-hour time systems.

{Name} attempted to write a time in 12- and 24-hour notation. {She,He} showed some working out in 12- or 24-hour time systems.

{Name} attempted to write a time in 12 hour time. {She,He} stated a time as am/pm.

Assessment Task 3: Unit 4 — Investigating with measurement and mapping


{Name} accurately transferred knowledge of measurement for a charity run. {She,He} consistently and clearly used appropriate mathematical language, materials and diagrams. {Name} developed and applied methods to gather relevant evidence for a viable best course for a charity run. {She,He} represented and presented evidence logically. {Name} clearly explained mathematical thinking including choices made, strategies used and conclusions reached.

{Name} recalled and used appropriate measurement understanding connected to the inquiry question. {She,He} consistently used appropriate mathematical language, materials and diagrams. {Name} developed a method to gather evidence to support best course for a charity run. {She,He} explained mathematical thinking including choices made, strategies used and conclusions reached.

{Name} used and applied measurement understanding to calculate length. {She,He} connected and applied grid references to a charity run course. {Name} used appropriate mathematical language, materials and diagrams. {She,He} chose a known method to gather evidence to support best course for a charity run. {Name} represented and presents evidence. {She,He} described mathematical thinking including strategies used and conclusions reached.

{Name} found the length of charity run course. {She,He} used aspects of mathematical language, materials or diagrams. {Name} followed a given method to gather evidence. {She,He} made statements about choices or strategies used when prompted.

{Name} used everyday language. {She,He} made isolated statements.

Maths Pre-ModerationYear 5: Unit 4 Semester 2 Term 4 Title:

Curriculum Intent for the Unit (see unit /task description)

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 - apply mental and written strategies to solve addition, subtraction, multiplication and division problems; identify and use factors and multiples; apply computation skills; use estimation and rounding to check reasonableness; solve problems involving addition, subtraction, multiplication and division; use efficient mental and written strategies to solve problems.

Fractions and decimals - apply decimal skills, recognise that the place value system can be extended beyond hundredths, compare order and represent decimals, locate decimals on a number line, extend the number system to thousandths and beyond.

Money and financial mathematics - create simple budgets, calculate with money, identify the GST component of invoices and receipts, make financial decisions.

Using units of measurement - read and represent 24-hour time, convert between 12-hour and 24-hour time. Location and transformation - explore maps and grids, use a grid to locate and describe locations, describe positions using

landmarks and directional language. Geometric reasoning - estimate and measure angles, construct angles using a protractor. Chance - list possible outcomes of chance experiments, describe and order chance events, express probability on a numerical

continuum, compare predictions with actual data, apply probability to games of chance, make predictions in chance experiments.

Data representation and interpretation - explore types of data, investigate an issue (design data-collection questions and tools, collect data, represent as a column graph or dot plot, interpret and describe data to draw a conclusion).

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Describing chance and probability Understanding Fluency

o List outcomes of chance experiments and assign probabilities to events using fractions.

Problem Solving and Reasoningo Explain likelihood, using mathematical language and representations.

Calculating Time Understanding Fluency

o Convert between 12-hour and 24-hour time systems

Problem Solving and Reasoningo Solve authentic 12-hour and 24-hour time systems problems.

Investigating with measurement and mapping Understanding Fluency

o Perform calculations involving measurement of length.o Connect and apply grid references understanding to the inquiry question.o Use mathematical language and symbols.

Problem Solving and Reasoning

o Interpret, model and investigate length and grid references.

o Explain and justify conclusions using mathematical evidence..

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

Scan and Assess

Prioritise

Develop and Plan

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

methods for calculating with the four operations questions posed to collect data identifying the operation required to solve word problems solving computations efficiently making accurate calculations with money estimating angle size measuring angles with a protractor constructing angles with a protractor describing positions on a map using landmarks, directional language and grids creating maps with matching questions designing a course using mathematics.

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

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

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

Assessment Task 1: Unit 4 — Describing chance and probability Lists all possible outcomes of chance experiments. (1) Assigns probabilities to events using fractions. (2a) Matches the likelihood of events to a continuum ranging from zero to one. (3a) Creates a spinner to meet most chance criteria, using fractions. (4) Explain probability, using mathematical language. (2b)

Assessment Task 2: Unit 4 — Calculating Time Converts between 12- and 24-hour time (1) Converts between 24- and 12-hour time (2) Solves a problem about TV viewing involving 12- and 24-hour time systems. (4)

Assessment Task 3: Unit 4 — Investigating with measurement and mapping Uses and applies measurement understanding to calculate length. Connects and applies grid references to a charity run course. Uses appropriate mathematical language, materials and diagrams. Chooses a known method to gather evidence to support best course for a charity run. Represents and presents evidence. Describes mathematical thinking including strategies used and conclusions reached.

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

Assessment Task 1: Unit 4 — Describing chance and probability Creates an event and places it onto a continuum, ranging from zero to one. (3b) Creates a spinner to meet all chance criteria, using fractions. (4) Accurately solves a problem and describes the likelihood of events. (6)

Assessment Task 2: Unit 4 — Calculating Time Calculates time elapsed between two digital 24-hour times.(5) Calculates finish time for selected movie using a duration given in minutes. (6a) Accurately calculates most time conversions and shows working out. (6b) Shows working to convert between 12- and 24-hour time systems to calculate duration of travel times. (5)

Assessment Task 3: Unit 4 — Investigating with measurement and mapping Recalls and uses appropriate measurement understanding connected to the inquiry question. Consistently uses appropriate mathematical language, materials and diagrams. Develops a method to gather evidence to support best course for a charity run. Explains mathematical thinking including choices made, strategies used and conclusions reached.

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

Assessment Task 1: Unit 4 — Describing chance and probability Identifies the mathematical chance of spinning red, as a fraction. (5a) Explains the probability of the chance of spinning red. (5b) Accurately solves a problem, and clearly explains the likelihood of events using probability values and appropriate

language, and identifies one event more likely than another. (6)

Assessment Task 2: Unit 4 — Calculating Time Calculates elapsed time switching between 12 and 24 hour time that bridges a 12 hour period, showing working.(3) Accurately calculates all time conversions and clearly shows working out. (6b) Shows working to solve a multi-step problem (6)

Assessment Task 3: Unit 4 — Investigating with measurement and mapping Accurately transfers knowledge of measurement for a charity run. Consistently and clearly uses appropriate mathematical language, materials and diagrams. Develops and applies methods to gather relevant evidence for a viable best course for a charity run. Represents and presents evidence logically. Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

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

Maker Model Guiding Questions

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

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

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

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

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

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

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

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

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

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

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

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

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

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

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

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

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

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

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

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

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Quantifying the language of chance Example learning sequence

Establish learning context Compare and order chance events List all possible outcomes Describe probability using fractions

Evidence of learningCan the student:

Identify the possible outcomes in simple chance experiments?

Identify events where each outcome is equally likely?

Describe the probability of outcomes occurring using numbers?

Lesson 2Recognising equally likely outcomes Example learning sequence

Establish learning context Explore chance experiments with equally likely

outcomes Compare games of chance Investigate fair and biased games of chance


Identify all possible outcomes? Assign a numerical value for probability? Predict frequency for a number of trials?

Lesson 3Establishing understanding of probability Example learning sequence

Establish learning context Investigate sum of probabilities for a chance

experiment Find probability


Calculate probability as a fraction? Predict frequency of an event?

Lesson 4Assessing student learning Example assessment sequence


understand the standards A-E Conduct the assessment

Assessment purposeTo mathematically describe chance experiments involving equally likely outcomes and to represent those outcomes

Lesson 10Reading, representing and converting between 12- hour and 24- hour time Example learning sequence

Establish learning context Represent 24-hour time Convert between 12-hour and 24-hour time


Distinguish between am and pm times? Relate whole hours in 24-hour time to am or pm

times? Convert between 12-hour and 24-hour time?

Lesson 13Investigating factors Example learning sequence

Establish learning context Identify and describe factors Compare and sort factors Solve problems using knowledge of factors


Identify and describe factors including common factors?

Solve problems by applying factor knowledge?

Teaching Sequence FeedbackLesson 14Investigating multiples Example lesson sequence

Establish learning context Identify and describe multiples Compare and sort multiples


Identify and describe multiples including common multiples?

Solve problems by applying factor and multiples knowledge?

Lesson 15Assessing student learning Example assessment sequence


understand the standards A-E Conduct the assessment

Assessment purposeTo convert between 12-hour and 24-hour time. To identify and describe factors and multiples of whole numbers.

Lessons 22-23Exploring maps and grids Example learning sequence

Establish learning context Conduct grid activities


Use a grid to locate and describe positions?

Lesson 24Creating a map Example learning sequence

Establish learning context Create a map


Create a map on a grid and pose matching questions?

Lesson 25-28Investigating with measurement and mapping Example learning sequence

Establish learning context Identify the information required (Discover) Plan how to explore the MGI question (Devise) Follow plans and collect and review evidence

(Develop) Explain conclusion drawn from the evidence and

assess student learning (Defend) Explore further questions (Diverge)


Use appropriate mathematical strategies to design a course?

Describe a path using appropriate directions? Design a path, based on established criteria? Justify course design, using evidence collected?

Lesson 11Calculating addition Example learning sequence

Establish learning context Apply mental strategies to calculate addition Apply the right-to-left strategy to solve addition


Use estimation and rounding to check reasonableness of answers?

Apply mental and written strategies to solve addition problems?

Lesson 12Calculating subtractionExample learning sequence

Establish learning context Apply mental strategies to calculate subtraction Apply the right-to-left strategy to solve subtraction


Use estimation and rounding to check reasonableness of answers?

Apply mental and written strategies to solve subtraction problems?

Teaching Sequence FeedbackLesson 16Calculating multiplication Example learning sequence

Establish learning context Identify and practise mental computation of

multiplication Apply computation strategies for multiplication Investigate and apply vertical place value for

multiplication


Recall multiplication facts (including extended facts)?

Apply mental or written strategies to calculate multiplication?

Apply a range of mental and written strategies to solve multiplication of large numbers by one-digit or two-digit numbers?

Lesson 17Applying mental and written strategies for division Example learning sequence

Establish learning context Apply mental computation strategies for division Use the 1, 2, 5 written strategy for division


Apply mental strategies to calculate division with and without remainders?

Apply the 1, 2, 5 written strategy to calculate division?

Lessons 29-30Applying decimal understanding Example learning sequence

Establish learning context Identify the mathematics in the activities Compare, order and represent decimals Reflect on mathematical understandings


Extend the place value system beyond hundredths? Compare, order and represent decimals? Work with decimals in a variety of contexts?

Lessons 31-32Applying computation Example learning sequence

Establish learning context Identify the mathematics in the activities Use efficient mental and written strategies Reflect on mathematical understandings


Solve computations efficiently? Identify the operation required to solve a word

problem?

Lessons 18-19Making financial decisions Example learning sequence

Establish learning context Investigate GST Conduct money activities


Make accurate money calculations?

Lessons 20Estimating and measuring angles Example learning sequence

Establish learning context Measure the size of angles


Give a reasonable estimate of the size of angles? Measure the size of angles?

Lessons 21Constructing angles Example learning sequence

Establish learning context Construct angles


Accurately construct angles?

Teaching Sequence FeedbackLessons 5Posing questions for data collection Example learning sequence

Establish learning context Investigate the influences of advertising Design questions for data collection


Pose questions appropriate to gathering specific data?

State the likely possible response from their question?

Lessons 6Planning a data collection Example learning sequence

Establish learning context Plan the data collection


Discuss factors that may influence or introduce bias to a data investigation?

Develop questions suitable for data collection? Plan appropriate data collection methods?

Lessons 7Presenting, collecting and organising data Example learning sequence

Establish learning context Collect data Collate data Construct a column graph


Represent data in a frequency table? Identify key features of column graphs? Construct column graphs?

Lessons 8Interpreting and analysing data Example learning sequence

Establish learning context Compare dot plots and column graphs Match graphs and tables


Create dot plots from investigation data? Match graphs to tables?

Lessons 9Presenting data displays Example learning sequence

Establish learning context Share investigation data


Articulate their understanding, fluency, problem-solving and reasoning proficiencies about data?

Post Moderation “Every Student Succeeding”

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

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

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

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

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

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

Scan and Assess

Act

Review

Prioritise

Review

Documents

pialbastateschool.files.wordpress.com · Web viewPIALBA STATE SCHOOL: MATHEMATICS YEAR 5 SEMESTER 2 UNIT 4 PLAN. Assessment (D – Diagnostic, M- Monitoring, S – Summative) Week