pialbastateschool.files.wordpress.com · Web viewShow Me Term 4 Pre-Test. 6. S. Adding and subtracting using counting strategies. 2. S. Identifying one half. 9. M/ S GI Investigating

PIALBA STATE SCHOOL: MATHEMATICS YEAR 1 SEMESTER 2 UNIT 4 PLAN

Proficiency Strands

At this Year level:

• understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways

• fluency includes readily counting number in sequences forwards and backwards, locating numbers on a line and naming the days of the week

• problem-solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer

• reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data and explaining patterns that have been created.

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

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

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

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

Continual Feedback loop / monitoring

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

Check in / Check out (thumbs up) strategies

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

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

1 D Show Me Term 4 Pre-Test

6 S Adding and subtracting using counting strategies

2 S Identifying one half

9 M/S GI Investigating number facts

4 S Making inferences from collected data

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 1

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

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 24-27

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

L2B U2BNUMBER AND PLACE

VALUE:Fractions

#Activities Review a half has two equal part. Explicitly teach halves of collections. Model how to find half and

check that each half is equal. o i.e. I have 8 pencils. My mum says that I have to give half of

my pencils to my brother. Use a think aloud to explain to students what you have to do to find half. Use the Fractions Halving Mat to demonstrate halving.

Is it Half? Activity Sheet Halve a variety of classroom materials – students can use a

Fractions Halving Mat to organise their thinking. Whole Group Activity – Pirates Finding Half (Print in A3) Bead strings - Have students work in small groups where:

o one student records a number to 100o the next student shows that number on the bead stringo another student halves the number of beadso the final student checks that the two parts are equalo they repeat the activity with a different number.

Part-part-whole:o record halves of collections in a part-part-whole model

Make lines of stamps and have students find half of the stamps (fold, mark, cut or circle to display the half)

This is My Half PPT – Whole class activity Differentiated Halving to 10 Activity Sheet Ladybird Fractions Finding Half Activity Sheet

#Open-ended Half of the cookies on the tray are chocolate. What might the

tray look like?

ASSESSMENTIdentifying one half

Do students check that a quantity or amount has been halved correctly?

Can students explain that a half is one of

two equal parts?

Do students recognise that even numbers

are easiest to halve?

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

Fractions Halving Mat Classroom materials ideal

for halving (counters, pencils, blocks, paddlepop sticks, books, beads etc)

Stamps and ink pads Bead strings This is My Half PPT Differentiated Halving to

10 Activity Sheet Ladybird Fractions Finding

Half Activity Sheet Pirates Finding Half Is it Half? Activity Sheet

Vocabulary:half, equal, whole, parts, collection, quantity,

Walt: Identify one half

Wilf:Identify two equal pieces in the whole

Tib: We use fractions in our daily life to share fairly

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




KLA: MathsYear Level Team: Year 1




Lessons 1-4


Internal monitoring data

Formative (Feedback)



Resources

L2B U2BNUMBER AND PLACE VALUE:

Two digit numbers

#Warm ups Maths Mat Hundreds Board Puzzle

#ActivitiesCounting beyond 100 Count in the 1s patterns to 100. Stop at different numbers

and count backwards. Identify the place value and patterns in the counting (i.e. increments in the 1s means 1 more/less; increments in the 10s means 10 more/less).

Count aloud together beyond 100 – identify that the pattern of counting continues just as it did up to 100.

Count beyond 100 with bead strings. Identify one string as 100 beads, add beads one at a time and continue the counting pattern.

Discuss how we record numbers over 100. One hundred and forty-two is 142. Identify the place value.

Practice counting collections beyond 100, recording the quantities on cards and sequencing the number cards.

2-Digit Numbers Represent 2-digit numbers. Use materials (bead strings,

bundling sticks, unifix cubes etc) to make 2-digit numbers. Identify how many lots of ‘tens’ are in the number and then count the ‘ones’. Record the tens and one as a part-part-whole model. This activity will need to be repeated multiple times.

Can students explain standard place value partitioning using the part-part-whole model?

L2B


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





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

U2B




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

Learning Object – Hundred Board

Bead strings (100) Loose beads Unifix cubes, bead strings,

bundling sticks, tens frames

2-Digit Rotation Activities Number Name and

Numeral Cards Folded Cards Number Cards 1-100 Number lines Learning Object – Number

Lines Locating and Positioning 2-

Digit Number Rotations 10x10 grid mat Hundred board 0-99 Ordering Non-sequential

number cards Number cards 0-100 Scissors & glue Learning Object – Number

Trains

Vocabulary:place value, hundreds, tens, ones, counting, number name, digit, number, place, quantity

Walt: Count beyond

100 Recognise and

Represent 2-digit numbers

Wilf: Correctly using

place value parts to describe and represent 2-digit numbers

Tib: 2-digit numbers are frequently used in our daily lives

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Reading and Writing 2-digit numbers – Model and practice writing 2-digit numbers in numbers and words. Pay attention to the hyphen placement, suffixes (ty/teen) and make explicit that number names are written as they are said.

2-digit Number Rotations (see sheet for outline of each activity)o Card Matcho Make the Nameo Largest Numbero Last Number Lefto Folder Cards

Positioning and Locating 2-digit Numbers Model how to place numbers on a number line (with

increments of 1 and benchmark of 10) using the 10s. Think aloud to explain justification for number placement

On a blank number line from 0-10, place the numbers 2, 5 & 8 – Demonstrate how to work out the position of the number (Justify: I know 5 is half of 10 so must go in the middle etc).

Learning Object – Number Line: Locate numbers on the number line

Locating and Positioning 2-Digit Number Rotations (see sheet for outline of each activity)o Sequencing Numberso Hundred Grid Jigsaw Activityo Ordering non-sequential two-digit numberso Number trainso Construct a number line

#Open Ended What numbers can you makes that are below 100 and

have 6 in the tens place? This will indicate if students understand that the value of a digit depends on it position within a number.

Do students correctly connect number names, numerals and quantities?

Do students use this reasoning when positioning and ordering numbers?

pipe cleaners, paper clips, sticky tape, blank paper


KLA: MathsYear Level Team: add teacher names


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Lessons 19-23



(Feedback)



Resources

L2B U2B

CHANCE# Activities

Whole Class – Watch Video: What are the chances?

o Discuss the chance words used in the video.

o Identify events that are possible and impossible

Whole class – Sheet: What’s the Chance?o Discuss the likelihood of each

event, sort and create as a poster Individual – Sheet: Creating Events

o Decide on and draw events that will/won’t/might happen

Whole Groups PowerPoints: o Year 1 Chance PowerPointo Chance Lucky Dip PowerPoint

#Open ended I overheard my mother tell my neighbour

that on the weekend, we would definitely do something but I could not hear what it was. What might it be? Students’ responses will indicate if they understand the meaning of ‘definitely’. What is definite for some will not be so for others, so it is good for them to hear what others think and recognise this.


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

Automaticity of Multiplication Facts through rhyme and song.





Independent Work

Peer Instruction

Tiered tasks

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

Video: What are the Chance?

Sheet: What’s the Chance? Sheet: Creating Events Year 1 Chance PowerPoint Chance Lucky Dip

PowerPoint

Vocabulary:will happen, won’t happen, might happen, chance, events, possible, likely, unlikely, impossible, certain

Walt: Identify the chance of familiar events occurring

Wilf: Using the language of chance to describe outcomes

Tib: Understanding the chances of events occurring helps us to make decisions in our daily lives.




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





Lessons 5-7


Internal monitoring data Formative (Feedback)



Resources

L2B U2B

DATA INTERPRETATION# ActivitiesAsking Questions Whole Group:

o Discuss “What is Data?” and “Why do we collect it?” (students should understand that data provides us with information that we use to help us do or plan things) – create anchor charts

o Video: Posing Questions Use Data Stimulus Pictures for students to

make suggestions about what they would like to find out more about (i.e. how many ice-creams did the van sell? What was the most popular animal etc.). Use to generate questions that could be used to collect data. Create data displays of the collected data (picture graph, tally mark table)

Create Data Displays Watch Video: Data Displays As a class, decide on a question that each

person could answer to collect data (i.e. favourite lunchtime game, type of pet, favourite fruit). Each student has one counter that they place next to their choice. Experiment with ways to organise the counters so the data is easiest to read.

Experiment with a variety of questions and ways to display data. Students can use a variety of classroom materials to generate questions and create data displays (e.g. a container of shapes, colours of pencils, eye colour of students etc.) Ask students questions to interpret their collected data

ASSESSMENT Making inferences from

collected data

Can students determine which questions will gather appropriate responses for a simple investigation?

Justify which questions generated useful data

Do students explain how one object or drawing represents one data value?









Independent Work

Peer Instruction

Tiered tasks


poster paper and markers Data Stimulus Pictures counters, blocks or other

uniform materials classroom/environmental

materials Video: Posing Question Video: Data Displays

Vocabulary data, question, yes/no questions, tally mark, table, data display, graph, picture graph

Walt: Ask good questions to

collect data Make meaning from

data

Wilf: Displaying organised

data that is easy to read Making connections

between collected data and data displays (picture graph)

Tib: Using data helps us to

make decisions in our daily lives.

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#Open ended 12 people were asked to choose their

favourite colour out of:

What could the graph look like?

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Maths Year Level Team: add teacher names Term 3: Semester 2

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



Lessons 28-30





Resources

L2B U2B

NUMBER AND PLACE VALUE:

Addition and Subtraction

Students will need to be familiar with using ten frames, number lines, drawings, part-part-whole models and

number sentences to complete addition and subtraction situation in order to complete the assessment task.

#Warm ups One is a Snail , Ten is a Crab Covers Domino Draw Triangle Quiz

# ActivitiesJoining parts to make a whole Give student a collection of objects and have

them partition them. Discuss the different ways students partitioned (place value, different parts, more than two parts). Create part-part-whole models to match the partitions.

Make three-part partitioning to represent 2-digit numbers (up to 20). Represent in part-part-whole models, rearrange the parts and prove that the whole has remained the same (represent with materials)

Compatible Numbers to 10 – Use 10 strategy Open-ended: How many ways can you partition

10 into two part? Create numbers sentences to match. Provide students with Ten Frames, bead strings or counters to assist visually.

Complete Rainbow Facts Worksheet Model ‘use 10’ strategy to add numbers using

three addends i.e. 2+4+8=□. Demonstrate on ten frames.

ASSESSMENT:Adding and subtracting

using counting strategies

Check that students recognise that changing the ‘parts’ will not change the ‘whole’



Use Concrete Materials (MABs, counters)

Small Group Instruction





Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


classroom materials to make collections – bundling sticks, counters, marbles, cubes etc

bead strings, counters, interlocking cubes, bundling sticks

ten frames Rainbow Facts Worksheet Addition Problem – three

addend’ dice Part Part Whole Mat (Can

be placed in swipe and wipes)

Addition to 20 Missing Number Cards

Mixed Number Bonds to 20 Number Fact Challenge

Cards Planning a Party Activity

Sheet

Vocabulary partition, part, whole, place value, tens, ones, ‘use ten’, strategy, addend, addition, subtraction, add, take, difference ________________________

Walt: Use strategies to add

and subtract numbers Relate addition and

subtraction

Wilf: Finding compatible

numbers Using efficient strategies

to add and subtract

Tib: Using efficient strategies

to add and subtract allows us to work more easily with numbers.

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Lessons 12-16





Resources


Addition and SubtractionContinued

Small groups – students solve ‘Addition Problem – three addend’ problems. Use ten frames.

Relating Addition and Subtraction Present students with scenarios that highlight

how addition and subtraction are related (i.e. Aiden had 12 pencil. Jordan borrowed 7 then gave them back to him at the end of the lesson.)

Tens frames and part-part-whole: Use tens frames with counters and part-part-

whole models to show the relationship between addition and subtraction. (i.e. start with 12 counters, add 7 more. Now there are 19. Take the 7 off again and we are back to 12). This should be done multiple times in use with part-part-whole model and recorded with the related number sentences.

Give students a total number (i.e. 15), roll a dice to become a part, students use a related subtraction to work out the other part)

Missing Addend Use resource ‘Addition to 20 Missing Number

Cards’ or ‘Mixed Number Bonds to 20’ to practice finding missing addends. (I DO, WE DO, YOU DO) Students should practice using:

o Number Lineso Part-Part-Wholeo Tens Frameso Related subtraction number sentences

Students should be able to use the inverse relationship to find the missing part.

Students should be able to explain their methods for finding the missing addends

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









Sheet

Vocabulary partition, part, whole, place value, tens, ones, ‘use ten’, strategy, addend, addition, subtraction, add, take, difference



subtraction



to add and subtract



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Lessons 12-16





Resources


Addition and SubtractionContinuedAddition and Subtraction Word ProblemsSee resource ‘Magic Goose Word Problems’Model for, and guide, students to solve them by following the structure below.Scan the problem by:

identifying what is known and unknown acting it out modelling it with a variety of materials recording it:

o as a drawing

o in a part-part-whole model

o as a number sentence.Think about the problem by:

deciding if you need to add or subtract noticing any observable relationships

between the parts and whole, e.g. compatible numbers to ten, known facts, doubles

identifying efficient strategies for calculating the answer

predicting possible solutions.Solve the problem by:

calculating referring to predictions discussing and verifying solutions.

Number Fact Challenge Cards – students work in pairs to complete problems

Planning a Party Activity Sheet

#Open ended Balance these scales:

󠄂� +��= 28. What might the missing numbers be?

Students should be able to use the inverse relationship to find the missing part.

Students should be able to explain their methods for finding the missing addends

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









Sheet

Vocabulary partition, part, whole, place value, tens, ones, ‘use ten’, strategy, addend, addition, subtraction, add, take, difference



subtraction



to add and subtract



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Ella has three more lollies than Sam. How many might they both have?





Lessons 12-16





Resources

L2B U2B

NUMBER AND PLACE VALUE:Number Facts

Inquiry Question:‘How could I get better at recalling my

number facts?’

#Activities Follow the Mathematical Inquiry Method

outlined in the resource Investigating Number Facts Discover: Identify number facts Devise: Plan how to get better at

recalling number facts Develop: Complete activities to develop

recall of number facts Defend: Explain how the activities

improved recall of number facts Diverge: Explore further questions

GUIDED INQUIRY:Investigating Number

Facts









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


Investigating Number Facts ten frames 20-bead strings number lines — printed

and/or constructed using rope and pegs

materials such as counters and interlocking blocks

familiar songs, chants and stories where counting and doubles facts are represented

Sheet — Number track to 20

Sheet — Ten-frame jigsaws

Learning object — The lolly jar

Learning object — Dice combo

Vocabulary

Walt: Get better at recalling

number facts

Wilf: Strategies to recall

number facts

Tib:Using efficient strategies to add and subtract allows us to work more easily with numbers.

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Learning object — Count on me!








(Feedback)



Resources

L2B U2B

PATTERNS AND ALGEBRA:Growth, addition and subtraction patterns

# ActivitiesGrowth Patterns: View Learning Object: Growing

Patterns – students describe what is happening in each image. Replicate each image individually using interlocking cubes. Sue numbers to describe the rule for the pattern

Create growth patterns using sound (claps/clicks) or movement (stamps/jumps) (i.e. 2 claps, 4 claps, 6 claps … ). Describe the patterns with a rule

Create, describe and continue growth patterns using material – cubes, counters, bundling sticks buttons etc. include patterns that decrease

Addition Patterns: Revise familiar counting patterns (1s,

2s, 5s, 10s). Identify the addition rule for the counting sequence (use hundreds board as a visual)

Students should be able to show reasoning by describing growth patterns referring to number or size.

Do students apply pattern rules to continue patterns?












Independent Work

Peer Instruction

Tiered tasks

Use Larger


interlocking cubes Learning Object: Growing

Patterns cubes, counters, bundling

sticks buttons etc. Learning Object – Hundred

Board 0-20 Number Lines Individual Hundred Boards Swipe and Wipes,

whiteboard markers

Vocabularypattern, growth, addition, subtraction, rule,

Walt: Describe and

represent addition, subtraction and growth patterns

Wilf: Identifying the rule for

the pattern

Tib:We need to understand number patterns before we can do more complex algebra

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numbers



Lessons 12-16





Resources

L2B U2BPATTERNS AND ALGEBRA:

Growth, addition and subtraction patterns

Continued

Review growth patterns – track numbers on a number track, hundred board or number line to identify the addition patterns. Identify the ‘rule’ for the patterns.

Subtraction Patterns: Revise familiar counting patterns counting

backwards (1s, 2s, 5s, 10s). Identify the subtraction rule for the counting

Create decreasing growth patterns and track using hundreds board, number tracks or number lines. Be sure students identify the start number so they recognise that the pattern is subtracting

#Open ended Hunter made an addition pattern. What might his pattern be? (Enabler: Hunter made an addition pattern that was increasing by two. What might his pattern be?

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

interlocking cubes Learning Object: Growing

Patterns cubes, counters, bundling

sticks buttons etc. Learning Object – Hundred

Board 0-20 Number Lines Individual Hundred Boards Swipe and Wipes,

whiteboard markers

Vocabulary pattern, growth, addition, subtraction, rule,

Walt: Describe and represent

addition, subtraction and growth patterns

Wilf: Identifying the rule for

the pattern

Tib:We need to understand number patterns before we can do more complex algebra

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(Feedback)



Resources

L2B U2B

Applying Mathematical Concepts

# ActivitiesC2C outlines a series of lessons to complete a Maths Journey Passport. Students complete each activity to earn a stamp on their passports. The activities include:

Fit Fun – Skip Counting Dotty Dice – Counting Sequences Hole - Addition Topple Towers – Subtraction (part-part-

whole) Mighty Mites – Chance Puzzle Parts – Addition (part-whole

relationships) Rules Rule – Patterns Unwrap – Number Loaded Dice – Chance

All Activities are outlined in the resource Applying Mathematical Concepts.











Provide opportunities for more abstract measuring (on paper)

Independent Work

Peer Instruction


Applying Mathematical Concepts

Sheet — Maths journey passport

Sheet — Maths journey display cards

Fit fun : balls/rope, paper, pens

Dotty dots : pens, paper, adhesive dots

Holes : tape/chalk/hoop, blocks/counters or similar uniform objects, dice, paper, pens

Topple towers : 50 blocks, paper, pens

Mighty mites : Sheet —

Vocabulary

Walt: Measure area using informal units

Wilf: Using the same informal

unit to measure Using accurate methods

to measure

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

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Concrete Materials

Hands on activitiesTiered tasks

Mighty mites, paper, pens Puzzle parts : magazine

images, glue, paper, pencils, scissors

Rules rule : Sheet — Pattern rule cards,

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Assessment Task/s

Modified 17/8/18 Year 1 Unit 4Assessment task — Identifying one half

Name Date

1. a) Circle the pictures that show one half.

2.

a) Draw a circle around one half of Collection A.

b) Draw a circle around one half of Collection B.

c) Does this show one half of the collection? YES /

NO

d) Explain why.

________________________________________________

________________________________________________

________________________________________________

________________

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b) Shade one half of the apple.

Sandy has more than 5 pencils. One half of the pencils are red.

a) Draw Sandy’s pencils.

Drawing A

b) Draw a different number of pencils. Make sure that there are more than five and that one half of them are red.

Drawing B

c) One half of Drawing A looks different to one half of Drawing B.

Explain how they are both one half.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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Year 1 Mathematics: Unit 4 — Identifying one half Name:

Purpose of assessment: To identify representations of one half.

Understanding and Fluency Problem-solving and Reasoning

Identify representations of one half. Describe partitioning of collections to represent one half.

Represents a collection in TWO different ways to solve the pencil problem. (3a and 3b)

Describes why halves of different collections may look different using mathematical language (e.g. equal parts, whole, size, number). (3c)Solves both problems involving halves. (3a and 3b)

A

Represents a collection to show one half. (2b, 3a)Solves a problem involving halves. (3a) Describes partitioning of collections to represent one half by comparing one half of one collection to one half of another. (3c)

B

Identifies representations of one half. (1a, 2c)Shades one half of an object. (1b)Represents a simple collection to show one half. (2a)

Describes partitioning of collections to represent one half, using everyday language (e.g. equal, same). (2d) C

Identifies a diagram which represents one half of a collection or a diagram which represents one half of a shape (1a).

Attempts to describe partitioning of collections to represent one half, using everyday language (e.g. equal, same). (2d) D

Circles a picture. (1a) E

TEACHER NOTE: Q2c and 3c can produce a range of responses from A-E.

Feedback:

18 of 45document.docx

Modified 17/8/18Year 1 Unit 4

Assessment task — Making inferences from collected data

Name Date

1. Investigate which lolly Year 1 students like the best.

Tick the best question to ask to find this information.

How many lollies do you eat?

Do you like Jelly Beans?

Which of these lollies is your favourite? (M&Ms, Sour Worms, Liquorice Allsorts or Jelly Beans)

Do you prefer M&Ms or Liquorice Allsorts?

2. Collect information about the lollies that people in your class prefer. Record the information.

M&Ms

Sour worms

Liquorice Allsorts

Jelly Beans

3. Look at the data collected.

a) Which is the preferred lolly? _________________________________________________________________

b) How do you know? ________________________________________________________________________

_____________________________________________________________________________________

c) What else is this data telling you? ____________________________________________________________

________________________________________________________________________________________


4. Here is some data about animals.

Animals

Cat

4 a) What question do you think was asked to collect this data?

___________________________________________________________________________________________

___________________________________________________________________________________________

Dog

5

Mouse 1

b) Which graph matches the above data?

A B

c) Explain why you chose graph A or B (circle) to your teacher.


Year 1 Mathematics: Unit 4 — Making inferences from collected data Name:

Purpose of assessment: To collect data by asking questions, draw and describe data displays and make simple inferences.


Represent data.Describe data displays.Ask simple questions to collect data and make inferences.

Chooses a data display to effectively represent the given data. (4b)

Makes a more complex inference using numerical comparison about lolly data, e.g. ‘20 students interviewed’, or ‘7 more people liked liquorice allsorts than jelly beans’. (3c)Explains why they chose a particular graph to represent the data correctly. (4c)

A

Accurately represents data collected where one drawing or object represents one data value. (2)

Makes a more complex inference about lolly data using at least 2 categories to compare, e.g. ‘more people like jelly beans than liquorice allsorts’. (3c)Composes an appropriate question that could be asked to collect data. (4a)

B

Represents data collected where one drawing or object represents one data value (mostly accurate). (2)

Asks simple questions to collect data and make inferences by choosing the most appropriate question to collect lolly data. (1)Describes data displayed by making a simple inference about which lolly is preferred. (3a, b, c)

C

Represents some data. (2) Uses data collected to record preferred lolly (3a) D

Draws an image that doesn’t represent correct data (2) Chooses a question. (1) E

TEACHER NOTE: Q3c can produce a range of responses from A-E.Feedback:



Modified 17/08/18Year 1 Unit 4

Assessment task — Adding and subtracting using counting strategies

Name Date

Task 1 – Ask students to use space provided to show working.

There were 12 customers at the ice-cream shop and 3 more arrived.

How many customers are there now?

Student used:

ten frame number line materials number sentence part-part-whole model other ______

23 of 45Mth_Y01_U4_AT_InvestNoFacts

Record your number sentence here:

Task 2 - Ask students to use space provided to show working.

There were 16 people standing in line waiting to order ice cream.

5 walked away.

How many were still standing in line?

Student used:

ten frame number line materials number sentence part-part-whole model other _____



Task 3 - Ask students to use space provided to show working.

The man at the ice-cream shop made up 8 ice creams. 13 ice-creams were ordered.

How many more ice creams did he need to make?

Student used:

ten frame number line materials number sentence part-part-whole model other ______



Task 4

a) Jake had 8 scoops of ice cream. Jenny had 9 scoops. Tom had some scoops too. Altogether they had 24 scoops of ice cream.How many scoops did Tom have?

b) Represent using a diagram and number sentence.



Year 1 Mathematics: Unit 4 — Adding and subtracting using counting strategies Name:

Purpose of assessment: To carry out simple addition and subtraction using counting strategies.


Represent addition and subtraction problems. Solve addition and subtraction problems.

Represents solution to a multi-step complex unfamiliar problem using diagram (e.g. part-part-whole model) and number sentence. (4b)

Interprets a multi-step complex unfamiliar problem and solves it using an efficient strategy. (4a) A

Represents an addition/subtraction problem demonstrating an understanding of part-part-whole relationships (e.g. part-part-whole model). (3) Interprets a complex problem and solves it using efficient strategies. (3) B

Represents simple addition and subtraction problems with materials or diagrams (e.g. ten frames or number lines). (1, 2)Represents addition and subtraction problems with a number sentence. (1, 2)

Solves addition and subtraction problems using efficient strategies. (1, 2) C

Identifies a problem as addition or subtraction. (1) Writes a solution to an addition or subtraction problem using drawings (e.g. drawings of ice-creams or ten frame). (1) D

Draws a picture or uses materials to represent a number. (1) Writes a number. (1) E

TEACHER NOTE: Q4 can produce a range of responses from A-E.

Feedback:



Year 1 Unit 4Assessment task — Investigating number facts

Name Date

Task

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

Investigating the use of language in directions. ‘Does it matter which way you complete a checkpoint challenge?’ (Unit 3), which focuses on learning related to the sub-strand Location and transformation.

Investigating number facts. ‘How could I get better at recalling my number facts?’ (Unit 4), which focuses on learning related to the sub-strand Number and place value.

As a monitoring task observe:

Mathematical guided inquiry

Link to relevant section of the achievement standard Quality of student learning:

How could I get better at recalling my number facts?

They carry out simple additions and subtractions using counting strategies.

Collect evidence that the student can: describe strategies for recalling number

facts

accurately recall addition number facts.

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 aspect of the achievement standard is:

carry out simple additions and subtractions using counting strategies.


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

or

use both inquiries as monitoring tasks.

Year 1 Mathematics: Unit 4 — Investigating number facts Name:

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


Connect and apply counting strategies within the inquiry question. Investigate ways to recall number facts.Explain and justify conclusions using mathematical evidence.

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

Develops and applies methods to gather relevant evidence for a viable solution to a problem involving the recall of number facts.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

A

Recalls and uses appropriate number understanding connected to the inquiry question.

Follows a given method to gather evidence to support the solution to a problem involving the recall of number facts.Explains mathematical thinking including choices made, strategies used and conclusions reached.

B

Uses and applies number understanding to describe counting strategies.Uses appropriate mathematical language, materials and diagrams.

Chooses a known method to gather evidence to support the solution to a problem involving the recall of number facts.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.

C

Joins and separates collections.Follows a given method to gather evidence.Makes statements about choices or strategies used, when prompted. D

Uses everyday language to describe addition and subtraction. Makes isolated statements. E

Feedback:

Australian Curriculum

Foundation to 6 Maths - Year 2

Year 1 Achievement Standard

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.

Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.

Content Descriptions

Number and Algebra Statistics and Probability

Patterns and algebra

• Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)

Number and place value

• Count collections to 100 by partitioning numbers using place value (ACMNA014)

• Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

• Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

• Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

Fractions and decimals

• Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)

Data representation and interpretation

• Choose simple questions and gather responses and make simple inferences (ACMSP262)• Represent data with objects and drawings where one object or drawing represents one data

value. Describe the displays (ACMSP263)

Chance

• Identify outcomes of familiar events involving chance and describe them using everyday language such as 'will happen', 'won't happen' or 'might happen' (ACMSP024)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

making connections between number names, numerals and quantities up to 10 counting to and from 20 ordering small collections answering simple questions to collect information making simple inferences.

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

describing number sequences resulting from skip counting by 2s, 5s and 10s identifying representations of one half describing data displays counting to and from 100 locating numbers on a number line carrying out simple additions and subtractions using counting strategies partitioning numbers using place value continuing simple patterns involving numbers and objects classifying outcomes of simple familiar events collecting data by asking questions draw simple data displays making simple inferences.

Assessing student learningAssessment name: Identifying one halfAssessment description: Students identify representations of one half.Assessment name: Making inferences from collected dataAssessment description: Students collect data by asking questions, draw and describe data displays and make simple inferences.Assessment name: Adding and subtracting using counting strategiesAssessment description: Students carry out simple addition and subtraction.Assessment name: Investigating number factsAssessment description: Students use simple strategies to reason and solve number inquiry questions.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place

value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultations and samples of student work. For example:

counting beyond 100 recordings of connecting representations of two-digit numbers locating and positioning numbers on linear representations counting efficiently in ones and quantifying small collections representing and identifying the shares as equal or not equal applying addition and subtraction understanding increasing their accuracy and speed in recalling number facts explaining strategies for recalling number facts identifying the parts and whole, solving a simple addition/subtraction problem student representations of addition and subtraction number sentences, using materials, drawings and written recordings describing number patterns describing growing patterns and identify the pattern rule identifying, describing, copying and continuing a growing pattern, subtraction rule pattern and addition rule pattern representing and continuing patterns using addition or subtraction rules describing data displays.

Year 1 Semester 2 Term 4 Mathematics Report Card Comment Bank

Assessment Task 1: Identifying One HalfA B C D E

{Name} identified and represented a collection and a shape to show one-half, in different ways. {She,He} solved problems involving halves and described why halves of different collections may look different using mathematical language.

{Name} identified and represented a collection and a shape to show one half. {She,He} solved a problem involving halves. {Name} compared and described different partitionings of collections that represent one-half.

{Name} identified representations of one-half of shapes and collection. {She,He} described partitioning of collections to represent one-half, using everyday language.

{Name} identified a diagram, which represented one-half of a collection or a shape. {She,He} attempted to describe partitioning of collections to represent one-half, using everyday language.

With assistance, {Name} circled a picture to represent one-half.

Assessment Task 2: Making Inferences from Collected DataA B C D E

{Name} composed an appropriate question that could be asked to collect data. {She,He} explained why they chose a particular graph to represent the data correctly. {Name} made a more complex inference using numerical comparison about data.

{Name} composed an appropriate question that could be asked to collect data. {She,He} accurately represented collected data using pictures. {Name} made a more complex inference about data.

{Name} asked appropriate simple questions to collect data. {She,He} represented collected data using pictures and described the data by making a simple inference.

{Name} used and represented some data. {She,He} answer a simple question about data.

With assistance, {Name} attempted to draw an image to represent data. {She,He} chose a given question that could be asked to collect data.

Assessment Task 3: Adding and Subtracting Using Counting StrategiesA B C D E

{Name} interpreted a multi-step complex unfamiliar problem and solved it using an efficient strategy. {She,He} represented a solution to an unfamiliar addition/subtraction problem using a diagram and number sentence.

{Name} represented an addition/subtraction problem demonstrating an understanding of part-part-whole relationships. {She,He} interpreted a complex problem and solved it using efficient strategies.

{Name} represented simple addition and subtraction problems with materials or diagrams and number sentences. {She,He} solved addition and subtraction problems using efficient strategies.

{Name} identified a problem as addition or subtraction. {She,He} wrote a solution to an addition or subtraction problem using drawings.

{Name} drew a picture or used materials to represent a number. With assistance, {She,He} attempted to solve addition and subtraction problems.

Assessment Task 4: Investigating Number FactsA B C D E

{Name} recalled and used appropriate number understanding connected to investigating number facts. {She,He} consistently and clearly used appropriate mathematical language, materials and diagrams. {Name} developed and applied methods to gather relevant evidence for a solution to a problem involving the recall of number facts. {She,He} clearly explained mathematical thinking including choices made, strategies used and conclusions reached.

{Name} recalled and used appropriate number understanding connected to investigating number facts. {She,He} followed a given method to gather evidence to support the solution to a problem involving the recall of number facts. {Name} explained mathematical thinking including choices made, strategies used and conclusions reached.

{Name} used and applied number understanding to describe counting strategies. {She,He} used appropriate mathematical language, materials and diagrams.

{Name} chose a known method to gather evidence to support the solution to a problem involving the recall of number facts. {She,He} represented and presented evidence. {She,He} described mathematical thinking including strategies used and conclusions reached.

{Name} joined and separated collections. {She,He} followed a given method to gather evidence. {She,He} made statements about choices or strategies used, when prompted.

{Name} used everyday language to describe addition and subtraction. {She,He} made isolated statements.

Maths Pre-ModerationYear 1: Unit 4 Semester 2 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 - count collections beyond 100; describe patterns created by skip counting; skip count in 1s, 2s, 5s and 10s; identify missing elements; identify standard place value partitions of two-digit numbers; record numerals and number names for two-digit numbers; position and locate two-digit numbers on a number line; partition a number into more than two parts; explain how the order of parts does not affect the total; identify compatible numbers to 10; use compatible numbers to ten to add, describe addition and subtraction processes; use addition facts to solve problems; subtract a multiple of ten from a two-digit number; identify unknown parts in addition and subtraction; solve addition and subtraction problems mental strategies for addition and subtraction problems; recall addition and subtraction number facts.

Fractions and decimals - identify one half. Patterns and algebra - describe and represent growing patterns, apply a pattern rule to continue a growing pattern, describe

patterns resulting from addition and subtraction, represent addition and subtraction number patterns. Chance - identify the chance of events occurring, predict outcomes of familiar events. Data representation and interpretation - ask suitable questions to collect data, collect and represent data.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Identifying One Half Understanding Fluency Identify representations of one half.

Problem Solving and Reasoning Describe partitioning of collections to represent one half.

Making Inferences from Collected Data Understanding Fluency Representing data.

Problem Solving and Reasoning Describe data displays. Ask simple questions to collect data and make inferences.

Adding and Subtracting Using Counting Strategies Understanding Fluency Represent addition and subtraction problems.

Problem Solving and Reasoning Solve addition and subtraction problems.

Investigating Number FactsUnderstanding Fluency Connect and apply counting strategies within the inquiry question.

Problem Solving and Reasoning Investigate ways to recall number facts. Explain and justify conclusions using mathematical evidence.

Scan and Assess

Prioritise

Develop and Plan

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

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

counting to quantify collections describing number patterns created by skip counting representing, partitioning and recording two-digit numbers consulting and observing students as they locate numbers on a number line rearranging addends in an addition problem to make the computation simpler selecting appropriate facts to solve addition and subtraction problems explaining strategies used and verifying solutions gathering, recording, describing and representing data making simple inferences describing the chance of an event combining parts to identify the whole observing and consulting with students as to what makes a growing pattern and have students describe the pattern observing and consulting with students as they identify, describe and create patterns using addition/subtraction rules

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 — Identifying one half• Identifies representations of one half. (1a, 2c)• Shades one half of an object. (1b)• Represents a simple collection to show one half. (2a)• Describes partitioning of collections to represent one half, using everyday language (e.g. equal, same). (2d)

Assessment Task 2: Unit 4 — Making inferences from collected data• Represents data collected where one drawing or object represents one data value (mostly accurate). (2)• Asks simple questions to collect data and make inferences by choosing the most appropriate question to collect lolly

data. (1)• Describes data displayed by making a simple inference about which lolly is preferred. (3a, b, c)

Assessment Task 3: Unit 4 — Adding and subtracting using counting strategies

• Represents simple addition and subtraction problems with materials or diagrams (e.g. ten frames or number lines). (1, 2)

• Represents addition and subtraction problems with a number sentence. (1, 2)• Solves addition and subtraction problems using efficient strategies. (1, 2)

Assessment Task 4: Unit 4 — Investigating number facts

• Uses and applies number understanding to describe counting strategies.• Uses appropriate mathematical language, materials and diagrams• Chooses a known method to gather evidence to support the solution to a problem involving the recall of number

facts.

• 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 — Identifying one half• Represents a collection to show one half. (2b, 3a)• Solves a problem involving halves. (3a) • Describes partitioning of collections to represent one half by comparing one half of one collection to one half of

another. (3c)

Assessment Task 2: Unit 4 — Making inferences from collected data• Accurately represents data collected where one drawing or object represents one data value. (2)• Makes a more complex inference about lolly data using at least 2 categories to compare, e.g. ‘more people like jelly

beans than liquorice allsorts’. (3c)• Composes an appropriate question that could be asked to collect data. (4a)

Assessment Task 3: Unit 4 — Adding and subtracting using counting strategies

• Represents an addition/subtraction problem demonstrating an understanding of part-part-whole relationships (e.g. part-part-whole model). (3)

• Interprets a complex problem and solves it using efficient strategies. (3)


• Recalls and uses appropriate number understanding connected to the inquiry question.• Follows a given method to gather evidence to support the solution to a problem involving the recall of number facts.• 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 — Identifying one half• Represents a collection in TWO different ways to solve the pencil problem. (3a and 3b)• Describes why halves of different collections may look different using mathematical language (e.g. equal parts, whole,

size, number). (3c)• Solves both problems involving halves. (3a and 3b)

Assessment Task 2: Unit 4 — Making inferences from collected data• Chooses a data display to effectively represent the given data. (4b)• Makes a more complex inference using numerical comparison about lolly data, e.g. ‘20 students interviewed’, or ‘7

more people liked liquorice allsorts than jelly beans’. (3c)• Explains why they chose a particular graph to represent the data correctly. (4c)

Assessment Task 3: Unit 4 — Adding and subtracting using counting strategies • Represents solution to a multi-step complex unfamiliar problem using diagram (e.g. part-part-whole model) and

number sentence. (4b)• Interprets a multi-step complex unfamiliar problem and solves it using an efficient strategy. (4a)


• Recalls and uses appropriate number understanding connected to the inquiry question.• Consistently and clearly uses appropriate mathematical language, materials and diagrams.• Develops and applies methods to gather relevant evidence for a viable solution to a problem involving the recall of

number facts.• 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 FeedbackLessons 1 -2Identifying one half Example learning sequence

Establish learning context Halve a collection Represent a half Identify one half

Evidence of learningCan the student:

Halve collections and objects? Identify two equal parts of a whole?

Lesson 3Assessing student learning

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

understand the standards A-E Conduct the assessment

Assessment purpose• To identify representations of one half.

Lesson 4Counting beyond 100Example learning sequence

Establish learning context Describe ones counting sequence to 100 Represent counting beyond 100


Count forwards and backwards in ones from any starting number?

Demonstrate the counting principles?

Lesson 5Describing number patterns Example learning sequence

Establish learning context Model counting sequences Represent and record counting sequences Identify missing elements


Represent known counting sequences? Describe patterns created by skip counting? Identify missing elements within a number

sequence?

Lessons 6-7Connecting representations of two-digit numbers Example learning sequence

Establish learning context Partition two-digit numbers (standard place value) Match and record numerals and number names


Skip count by tens and then count on by ones to identify a quantity?

Identify standard place value partitions (tens and ones)?

Connect numeral, number name and place value representation of a two-digit number?

Lesson 8Positioning and locating two-digit numbers Example learning sequence

Establish learning context Represent counting sequences Position numbers on a number line Locate two-digit numbers


Position and locate a two-digit number on a number line?

Identify number relationships on a number line? e.g. larger, smaller.

Teaching Sequence FeedbackLessons 9-10Classifying outcomes of familiar events Example learning sequence

Establish learning context Describe the chance of events occurring Classify the outcomes of familiar events


Classify events as 'will happen', 'might happen', and 'won't happen'?

Lesson 11Asking questions to gather data Example learning sequence

Establish learning context Discuss using questions to collect data Generate questions for data collection Collect and record data


Ask a suitable question for gathering data? Collect and record responses to the question?

Lessons 12-13Collecting and representing data Example learning sequence

Establish learning context Collect data Organise and display data Describe data displays


Select a question to collect data? Collect and record responses to the question? Display data collected? Describe the data displays?

Lesson 14Assessing student learning

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


Assessment purposeTo collect data by asking questions, draw and describe data displays and make simple inferences.

Lesson 15Joining parts to make a whole Example learning sequence

Establish learning context Partition collections flexibly (part-part-part-whole) Join parts to make a whole


Identify the parts and whole values of a representation?

Explain that the order of joining parts does not change the 'whole'?

Lesson 16Adding to ten using compatible numbersExample learning sequence

Establish learning context Identify compatible numbers to ten Combine compatible numbers to ten to add


Identify compatible numbers to ten? Rearrange the parts of the addition number problem

to use the 'use ten' strategy? Explain that rearranging the 'parts' does not change

the 'whole'?

Lesson 17Relating addition and subtractionExample learning sequence

Establish learning context Describe the relationship between addition and

subtraction Identify related facts Apply related facts to solve number problems


Describe addition and subtraction relationships using part-part-whole understanding?

Identify related addition and subtraction facts?

Teaching Sequence FeedbackLesson 18Subtracting multiples of tenExample learning sequence

Establish learning context Subtract ten from a multiple of ten Subtract ten from two-digit numbers Subtract multiples of ten from two-digit

numbers


Identify the parts and the whole in subtraction? Subtract a multiple of ten from a two-digit

number? Record subtraction using number sentences?

Lesson 19Identifying unknown parts in addition and subtractionExample learning sequence

Establish learning context Identify 'known' and 'unknown' parts in addition Identify 'known' and 'unknown' parts in subtraction Solve problems where a part is 'unknown'


Identify parts known and unknown in an addition or subtraction problem?

Select an appropriate method to solve the problem?

Lessons 20-21Applying addition and subtraction understandingExample learning sequence

Establish learning context Describe addition and subtraction Identify a problem-solving process Solve addition and subtraction problems


Identify addition and subtraction problems? Select efficient strategies to solve the problems? Use mathematical reasoning to verify solutions?

Lesson 22Assessing student learningExample assessment sequence

Understand the assessment Review the Guide to making judgments and


Assessment purposeTo carry out simple addition and subtraction.

Lesson 23-25Investigating number factsExample learning sequence

Establish learning context Identify number facts (Discover) Plan how to get better at recalling number

facts (Devise) Complete activities to develop recall of number

facts (Develop) Explain how the activities improved recall of

number facts (Defend) Explore further questions (Diverge)


Describe personal strategies for recalling number facts?

Accurately recall addition number facts?

Teaching Sequence FeedbackLessons 26Representing growth patternsExample learning sequence

Establish learning context Describe visual growth patterns Represent and continue growth patterns


Represent and describe a growth pattern? Apply a pattern rule to continue a growth

pattern?

Lesson 27Describing addition patternsExample learning sequence

Establish learning context Describe number patterns resulting from adding Represent patterns using addition rules


Describe patterns using addition? Represent and continue patterns using

addition rules?

Lesson 28Describing subtraction patternsExample learning sequence

Establish learning context Describe number patterns resulting from subtraction Represent patterns using subtraction rules


Describe patterns using subtraction? Represent and continue patterns using subtraction

rules?

Lesson 29-32Applying mathematical conceptsExample learning sequence

Establish learning context Introduce the maths journey Conduct the maths journey Reflect on the maths journey


Identify the mathematics of an activity? Apply an understanding of number, patterns,

addition, subtraction and chance?

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 viewShow Me Term 4 Pre-Test. 6. S. Adding and subtracting using counting strategies. 2. S. Identifying one half. 9. M/ S GI Investigating