WULUNGARRA COMMUNITY SCHOOL...Wulungarra Community School Whole School Numeracy Plan and follows themes and practices consistent with the Australian Curriculum, appropriate Scope and

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WULUNGARRA COMMUNITY SCHOOL

WHOLE SCHOOL NUMERACY PLAN

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NUMERACY OUTCOMES ........................................................................................................................... 4

SCHOOL NUMERACY STRATEGIES ............................................................................................................. 4

NUMERACY ASPIRATIONAL TARGETS ....................................................................................................... 6

AGREED WHOLE SCHOOL APPROACH TO NUMERACY ............................................................................... 7

PURPOSE OF ASSESSMENT ....................................................................................................................... 8

AGREED WHOLE SCHOOL APPROACH TO PLANNING ................................................................................ 8

ESSENTIAL FRAMEWORKS ........................................................................................................................ 9

APPENDIX 1.0 ......................................................................................................................................... 11

APPENDIX 2.0 ......................................................................................................................................... 23

APPENDIX 3.0 ......................................................................................................................................... 27

APPENDIX 4.0 ......................................................................................................................................... 32

APPENDIX 5.0 ......................................................................................................................................... 35

APPENDIX 6.0 ......................................................................................................................................... 40

APPENDIX 7.0 ......................................................................................................................................... 42

APPENDIX 8.0 ......................................................................................................................................... 45

APPENDIX 9.0 ......................................................................................................................................... 47

APPENDIX 10.0 ....................................................................................................................................... 49

APPENDIX 11.0 ....................................................................................................................................... 53

APPENDIX 12.0 ....................................................................................................................................... 61

APPENDIX 13.0 ....................................................................................................................................... 65

APPENDIX 14.0 ....................................................................................................................................... 68

APPENDIX 15.0 ....................................................................................................................................... 78

APPENDIX 16.0 ....................................................................................................................................... 84

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APPENDIX 17.0 ....................................................................................................................................... 88

APPENDIX 18.0 ....................................................................................................................................... 91

APPENDIX 19.0 ....................................................................................................................................... 96

APPENDIX 20.0 ..................................................................................................................................... 101

APPENDIX 21.0 ..................................................................................................................................... 107

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WULUNGARRA COMMUNITY SCHOOL WHOLE SCHOOL PLAN NUMERACY

Rationale: To develop numeracy capabilities that all students need in their personal work and civic life by adopting agreed whole school approaches to the teaching and learning of Mathematics.

Numeracy Outcomes Numeration Calculate Measurement &

Geometry Statistics & Probability

Students are able to read and write numbers, say the number sequence, subitise and partition, count collections and understand place value with ongoing improvement.

Students can continuously improve their understanding of basic facts, addition and subtraction, multiplication and division, estimation and judging reasonableness.

Students have the understanding to use units, scale and estimation, depict shape, location, transformation, geometric reasoning and attribute and direct comparison.

Students have an ongoing understanding of chance, data collection, data representation and data interpretation.

Students also maintain an ongoing understanding of money and financial literacy.

OUR BELIEFS AND UNDERSTANDINGS Students learn best when: • Collaborating in a scaffolded environment. • Provided with optimal reading opportunities. • Part of an environment that encompasses Being,

Belonging and Becoming. • Students use mathematical language to understand,

develop and communicate ideas and information and to interact with others.

• Students select, integrate and apply numerical and spatial concepts and techniques.

• Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

• Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly.

• Students develop the capacities to use mathematical knowledge and skills purposefully.

• Their contributions are reflected upon, valued and shared.

• Appropriate teaching and learning strategies for ESL/EALD learners are employed.

• SMART goals are set. • Learning through differentiation. • Students recognise when and what information is

required, locate and obtain it from a range of sources and evaluate, use and share it with others.

• Students select, use and adapt technologies. • Students describe and reason about patterns,

structures and relationships in order to understand, interpret, justify and make patterns.

• Students recognise and understand the role of mathematics in the world.

• Provided with a ‘Keeping Safe’ environment.

SCHOOL NUMERACY STRATEGIES

• Teaching Maths through music using ‘Education Closet’ as a guide by making use of free resources including: Activity Cards, Lesson Plans & Charts for, ‘Core Strategies for Arts Integration’ E.g. ‘Equal Rhythms’: Math, Music & Movement & ‘Equation Time’: Math through Music.

• YouTube clips for counting to music and dancing.

• Teachers use Signpost Maths as an effective and valuable pedagogical resource to drive Teachers’ Mathematics teaching, learning and assessment programmes.

• Maths games.

• ICT used daily to reinforce student understanding of concept.

• ICT used each day (during ‘Morning Circle’) to reinforce ‘Life-Skill’ Maths i.e. calendaring (days of the week, months of the year, seasons).

• Concrete materials to be used regularly to reinforce skills & concepts.

• Opportunities to allow students to use ‘The Arts’ to demonstrate understanding through making, drawing and building wherever possible and appropriate, considering the topic.

• K-3 to focus on linking number senses and computational skills through daily opportunities in subitising, partitioning and manipulating small quantities linked to number problems.

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• Year 4-7 to focus on developing a repertoire of calculation strategies in mental and informal written methods.

• Year 6/7 will use calculators in their mathematics teaching and learning programs.

• Teachers to input student data using Wulungarra Community School tracking sheets & AICS Numeracy Tracking Tool (ANTT).

• ICT used daily to reinforce student understanding and learning.

• Teachers will explicitly teach techniques for Mental Calculations.

• Students to engage in ‘How Did You Do It?’ sessions weekly.

• Students to participate in ‘Level of Difficulty’ surveys to ascertain how they felt about the given task. Teachers will utilize Problem Solving scaffold with students.

• Teachers will provide opportunity for students to practise and consolidate problem-solving strategies.

• Teachers will use ‘Real life Maths’ problems across all mathematical outcomes.

• Maths games used weekly: Paul Swan’s Maths Collection e.g. ‘Dice Dilemmas’.

• Maths activity cards (Maths Links Plus-Mental Maths Discussions) to be used throughout the day as lesson breaks (one from each of the four levels).

• Scholastic Activities (Blackline Master Practice Activities) used regularly to reinforce skills & concepts.

• Education Closet App.

• Activity Cards, Lesson Plans & Charts from, Education Closet ‘Core Strategies for Arts Integration’ E.g. ‘Equal Rhythms’: Math, Music & Movement & ‘Equation Time’: Math through Music.

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NUMERACY ASPIRATIONAL TARGETS

These targets are set at school based level and not set against NAPLAN National Targets. They are based on research evidence and negotiation with staff, and will be monitored annually.

Numeracy • Students will have measureable gains in number & algebra, measurement & geometry, statistics &

probability. o See Student Analysis documentation and individual Education Support Plans.

Education Support Plans

• Wulungarra Community School operates under a modified curriculum where each student has an active individualised ‘Education Support Plan’ (ESP) (See Appendix 21.0). This adheres to The National Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (ATSIEAP), which aims to accelerate improvement in the educational outcomes of Aboriginal and Torres Strait Islander students.

Hotdogs and Homework

• Students are encouraged to attend weekly homework sessions (with a parent/guardian) “Hotdogs and Homework” run by the teaching staff.

Kids Matters

• Guiding Principles of the Kids Matters Program to be integrated on a daily basis. All teachers to have appropriate training in the Kids Matters Program.

Keeping Safe: Child Protection Curriculum

• Wulungarra Community School uses, promotes and integrates the Keeping Safe Curriculum and acknowledges its guiding principles

o The right to be safe o Relationships o Recognising and reporting abuse o Protective strategies

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AGREED WHOLE SCHOOL APPROACH TO NUMERACY

• Utilise the AICS Portal Scope & Sequence for Numeration. • Utilise the AICS Portal Scope & Sequence for Calculate. • AICS Portal activities & assessments (See Appendix 11.0 through 20.0 for sample assessments

from each Mathematical area). • Input student data using Wulungarra Community School tracking sheets & AICS Numeracy Tracking

Tool (ANTT). • Develop phase specific Problem Solving scaffolds for students to use. • Attend ongoing professional development for Mathematics. • Teachers will view planning as an ongoing process, using student performance data to plan, teach

and evaluate collaboratively. Regular curriculum planning meetings will include analysing work samples, plan strategies, share approaches, report results and anecdotal notes.

• Enrol in a Master Degree in Professional Studies (all work place based learning) to inform and guide an ‘Action Plan’ to plan & teach using music as the mode.

• Identify key concepts, ideas and skills as the focus for learning and what students will do or produce to demonstrate understanding of these.

• Consider student learning strengths and needs and available resources. • Plan using music as the vehicle for engagement, learning and understanding. • Identify connections with students’ prior knowledge (with the use of pre-assessments at the

beginning of each new learning cycle), their social and cultural background knowledge and contexts in which the learning would be applied.

• Ask the following questions to inform planning, practice and reflection. 1. What do we want the students to learn? 2. Why does the learning matter? 3. Which teacher(s) will teach the unit? 4. What collaborative planning needs to take place? 5. How will students’ social and cultural background knowledge, resources, current events,

opportunities, interests and goals for the future be used to engage students? 6. How will the learning be differentiated to meet needs of particular students? 7. How will we record variations from the planned teaching program?

• Formulate and monitor Whole School Numeracy Plan. • Monitor and Review School Data.

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ASSESSMENT RESOURCES

• AICS Numeration, Calculate, Measurement & Geometry, Statistics & Probability and Money Scope and Sequence documents (Appendix 2.0 through 6.0).

• Numeration and Calculate Success Indicators and Resources (See Appendix 10.0). • Numeracy Planning Documents (Appendix 7.0, 8.0 and 9.0).

Purpose of Assessment:

• All assessment is collated in Student Analysis folders. This data is used to adapt and modify individualised Education Support Plans (ESP), and inform pedagogy.

o For Individual Year Level Descriptions and Achievement Standards as recommended by the Australian Curriculum see Appendix 1.0.

• All assessments align with the School Curriculum and Standards Authority’s Curriculum and Assessment Outline document and therefore meet the Assessment Principles (See http://k10outline.scsa.wa.edu.au/Resources/downloadà Assessment Principles 1 – 6).

o Teaching Staff to utilise the AICS Numeracy Portal as a resource for planning, teaching and assessing. Appendices 11.0 through 20.0 depict samples from each Mathematical area.

AGREED WHOLE SCHOOL APPROACH TO PLANNING All unit, term, week and lesson planning is completed and implemented by the classroom teacher in collaboration with the Educational Staff. Each planning document adheres to the principles set by the Wulungarra Community School Whole School Numeracy Plan and follows themes and practices consistent with the Australian Curriculum, appropriate Scope and Sequence documents, other relevant materials, and modified to cater to all Education Support Plans in place. All planning is undertaken with student learning and outcomes as the highest priority.

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ESSENTIAL FRAMEWORKS All planning should be made on Wulungarra Community School templates (see Appendices 4.0 through 6.0) and follow the principles and practices of the Early Years Learning Framework as seen in the Kindergarten Curriculum Guidelines (DRAFT) (see Figure 1):

Figure 1: Principles and practices of the Early Years Learning Framework

The Wulungarra Community School Whole School Literacy Plan aligns with the seven (7) quality areas of the Quality Improvement Plan Framework as provided by the Australian Children’s Education & Care Quality Authority. All Wulungarra Community School Staff are required to understand and align to the Capability Framework: Teaching Aboriginal and Torres Strait Islander EAL/D Learners in conjunction with the Australian Professional Standards for Teachers (see Figure 2).

Figure 2: Table demonstrating how Capabilities relate to the Australian Professional Standards for Teachers

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DRAFT FOR CONSULTATION November 2013 2013/40178v9

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Educators are mindful that all curriculum decisions affect each child in some way. The key curriculum decisions (adapted from Queensland Studies Authority, 2010) are: • Plan and organise for learning and teaching - daily, short and long term plans. Educators strive to

provide relevant learning opportunities that take into account the experiences, interests and capabilities of individuals and groups of children.

• Enact, interact and respond thoughtfully using a number of strategies to engage children in learning experiences. They give feedback to strengthen learning.

• Monitor, assess and document children’s learning and participation in a variety of ways in diverse contexts over time.

• Analyse and evaluate to inform ongoing planning and share information with parents and colleagues. • Reflect on learning and practice to further professional growth. Interact with colleagues and identify

areas for further professional learning that will improve curriculum processes and practices. As educators work through each of the key curriculum decisions they are mindful of the five principles and eight practices of the EYLF. The principles and practices are synthesised below to enable quality curriculum development:

• Differentiation and inclusion • Early learning environments • Relationships and partnerships • Balanced content

• Contexts and strategies for learning • Child participation • Extension, engagement and enjoyment in children’s

learning

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Using the Framework

This Framework is designed so that it can be used independently or alongside the Australian Professional Standards for Teachers (APST). It does not replace the APST.

The Framework has seven Capabilities. Each Capability is related to an APST Standard. The Capabilities provide supplementary information for the effective teaching of Aboriginal and Torres Strait Islander EAL/D learners.

Like the APST, the Capabilities in this framework are arranged into Domains of Teaching: Professional Knowledge, Professional Practice and Professional Engagement.

Framework Capabilities Related Standards from the APST

1. Identify Aboriginal and Torres Strait Islander EAL/D learners and understand EAL/D learning

1. Know students and how they learn

2. Know about language, Standard Australian English, and the language demands of the curriculum

2. Know the content and how to teach it

3. Plan for and implement effective teaching and learning for Aboriginal and Torres Strait Islander EAL/D learners

3. Plan for and implement effective teaching and learning

4. Create and maintain supportive and safe learning environments for Aboriginal and Torres Strait Islander EAL/D learners

4. Create and maintain supportive and safe learning environments

5. Assess, provide feedback and report on SAE learning

5. Assess, provide feedback and report on student learning

6. Engage in professional learning about teaching Aboriginal and Torres Strait Islander EAL/D learners

6. Engage in professional learning

7. Engage in respectful and reciprocal cross-cultural relationships

7. Engage professionally

Professional Knowledge

Professional Practice

Professional Engagement

Professional Knowledge

Professional Practice

Professional Engagement

The following table shows how the Capabilities relate to the APST Standards:

5 Capability Framework Teaching Aboriginal and Torres Strait Islander EAL/D learners

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All planning and curriculum development has been made in line with the Early Years Learning Framework (see Figure 3). Wulungarra Community School supports the principles of the Early Years Learning Framework and ensures all five (5) learning outcomes are met through planning, regular meetings, anecdotal notes, formative and summative assessment and modification/review of Education Support Plans:

1. Children have a strong sense of identity. 2. Children are connected with and contribute to their world. 3. Children have a strong sense of wellbeing. 4. Children are confident and involved learners.

5. Children are effective communicators.

Figure 3: Elements of the Early Years Learning Framework

10 BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia

CURRICULUMDECISION

MAKING FORCHILDREN’SLEARNING

PRINC

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PEDAGOGICAL PRACTICEPlay-based curriculum and intentional teaching

Physical and social learning environmentsContinuity of learning and transitions

Assessment for learning

BELONGING

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CHILDREN’SLEARNING

PRINC

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Secure, resepctful and reciprocal relationships

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High expectations and equity

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PRACTICEHolistic approaches

Responsiveness to childrenLearning through playIntentional teaching

Learning environmentsCultural competence

Continuity of learning and transitionsAssessment for learning

BELONGING

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Figure 1: Elements of the Early Years Learning Framework

Dispositions: enduring habits of mind and actions, and

tendencies to respond in characteristic

ways to situations, for example,

maintaining an optimistic outlook, being

willing to persevere, approaching new

experiences with confidence. (Carr, 2001)

Involvement: is a state of intense, whole hearted

mental activity, characterised by sustained

concentration and intrinsic motivation.

Highly involved children (and adults)

operate at the limit of their capacities,

leading to changed ways of responding

and understanding leading to deep level

learning. (adapted from Laevers 1994)

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APPENDIX 1.0

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FOUNDATION YEAR YEAR LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes connecting names, numerals and quantities. • Fluency includes readily counting numbers in sequences, continuing patterns, and comparing the

lengths of objects. • Problem Solving includes using materials to model authentic problems, sorting objects, using

familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answer.

• Reasoning includes explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of length.

ACHIEVEMENT STANDARD By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information.

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YEAR ONE YEAR LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

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

• Fluency includes counting number in sequences readily forward 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, and 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.

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 and draw simple data displays.

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YEAR TWO LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

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

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

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

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

ACHIEVEMENT STANDARD By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information. Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs.

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YEAR THREE LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry.

• Fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions.

• Problem Solving includes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns.

• Reasoning includes using generalising from number properties and results of calculations, comparing angles, creating and interpreting variations in the results of data collections and data displays.

ACHIEVEMENT STANDARDS By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays. Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables.

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YEAR FOUR LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times, and describing properties of symmetrical shapes.

• Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations, and collecting and recording data.

• Problem Solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations, and using properties of numbers to continue patterns.

• Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.

ACHIEVEMENT STANDARD By the end of Year 4, 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 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.

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YEAR FIVE LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. 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.

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 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 compare and 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 find unknown quantities in number sentences. 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.

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YEAR SIX LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes describing properties of different sets of numbers, using fractions and decimals to describe probabilities, representing fractions and decimals in various ways and describing connections between them, and making reasonable estimations.

• Fluency includes representing integers on a number line, calculating simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using metric units, and interpreting timetables.

• Problem Solving includes formulating and solving authentic problems using fractions, decimals, percentages and measurements, interpreting secondary data displays, and finding the size of unknown angles.

• Reasoning includes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one shape into another, explaining why the actual results of chance experiments may differ from expected results.

ACHIEVEMENT STANDARD By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They evaluate secondary data displayed in the media. Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students list and communicate probabilities using simple fractions, decimals and percentages.

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YEAR SEVEN LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes describing patterns in uses of indices with whole numbers, recognising equivalences between fractions, decimals, percentages and ratios, plotting points on the Cartesian plane, identifying angles formed by a transversal crossing a pair of lines, and connecting the laws and properties of numbers to algebraic terms and expressions.

• Fluency includes calculating accurately with integers, representing fractions and decimals in various ways, investigating best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms.

• Problem Solving includes formulating and solving authentic problems using numbers and measurements, working with transformations and identifying symmetry, calculating angles and interpreting sets of data collected through chance experiments.

• Reasoning includes applying the number laws to calculations, applying known geometric facts to draw conclusions about shapes, applying an understanding of ratio and interpreting data displays.

ACHIEVEMENT STANDARD By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two parallel lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays. Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.

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YEAR EIGHT LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes describing patterns involving indices and recurring decimals, identifying commonalities between operations with algebra and arithmetic, connecting rules for linear relations their graphs, explaining the purpose of statistical measures, and explaining measurements of perimeter and area.

• Fluency includes calculating accurately with simple decimals, indices and integers, recognising equivalence of common decimals and fractions including recurring decimals, factorising and simplifying basic algebraic expressions, and evaluating perimeters, areas of common shapes and their volumes and three dimensional objects.

• Problem Solving includes formulating, and modelling practical situations involving ratios, profit and loss, areas and perimeters of common shapes, and using two-way tables and Venn diagrams to calculate probabilities.

• Reasoning includes justifying the result of a calculation or estimation as reasonable, deriving probability from its complement, using congruence to deduce properties of triangles, finding estimates of means and proportions of populations.

ACHIEVEMENT STANDARD By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They recognise index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data. Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine complementary events and calculate the sum of probabilities.

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YEAR NINE LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes describing the relationship between graphs and equations, simplifying a range of algebraic expressions, explaining the use of relative frequencies to estimate probabilities, and the use of the trigonometric ratios for right-angle triangles.

• Fluency includes applying the index laws to expressions with integer indices, expressing numbers in scientific notation, listing outcomes for experiments and developing familiarity with calculations involving the Cartesian plane and calculating areas of shapes and surface areas of prisms.

• Problem Solving includes formulating, and modelling practical situations involving surface areas and volumes of right prisms, applying ratio and scale factors to similar figures, solving problems involving right-angle trigonometry, and collecting data from secondary sources to investigate an issue.

• Reasoning includes following mathematical arguments, evaluating media reports and using statistical knowledge to clarify situations, developing strategies in investigating similarity and sketching linear graphs.

ACHIEVEMENT STANDARD By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data in primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data. Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots.

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YEAR TEN LEVEL DESCRIPTION The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. At this year level:

• Understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two and three step experiments.

• Fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets.

• Problem Solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities, and investigating independence of events.

• Reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.

ACHIEVEMENT STANDARD By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports. Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.

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APPENDIX 2.0

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AICS NUMERATION SCOPE & SEQUENCE READING NUMBERS

F 1.1 F 1.2 Year 1.1 Year 1.2 Year 2.1 Year 3.1 Year 4.1 Year 5.1 Year 6.1 (a.) Recognises numbers in their environment. (b.) Distinguishes numbers from other written symbols.

Reads number symbols up to 10.

(a.) Reads whole number up to 50. (b.) Recognise and name coins, 5c, 10c, 20c, 50c, $1, $2.

(a.) Reads whole number up to 109. (b.) Knows that $ coins are worth more than cent coins.

Reads whole numbers up to 999 and simple decimals involving money.

Reads whole numbers up to 9 999 and decimals involving money.

Reads whole numbers up to 999 999 and decimals involving money and measures.

Reads whole numbers into the millions and decimals to two places.

Reads decimal numbers to three places.

ACMNA 001 ACMNA 001 ACMNA 002

ACMNA 013 ACMNA 017

ACMNA 013 ACMNA 017

ACMNA 027 ACMNA 034

ACMNA 052 ACMNA 059

ACMNA 072 ACMNA 079

ACMNA 072 ACMNA 079


WRITING NUMBERS

F 1.2 Year 1.1 Year 1.2 Year 2.1 Year 3.1 Year 4.1 Year 5.1 Year 6.1 Writes number symbols up to 10.

Writes whole numbers up to 50.

Writes whole numbers up to 109.

Writes whole numbers up to 999 and simple decimals involving money.

Writes whole numbers up to 9 999 and decimals involving Writes decimal numbers to three places involving money.

Writes whole numbers up to 999 999 and decimals involving money and measures.

Writes whole numbers into the millions including decimals to two places.

Writes decimal numbers to three places.

ACMNA 001 ACMNA 002

ACMNA 013 ACMNA 017


ACMNA 027 ACMNA 034

ACMNA 072 ACMNA 079

ACMNA 072 ACMNA 105


SAYING THE NUMBER SEQUENCE

F 1.1

F 1.2 Year 1.1 Year 1.2 Year 2.1 Year 3.1 Year 4.1 Year 5.1 Year 6.1

When asked to 'count' says the first few numbers

Says the number names in order (orally counts)

Says number names in order (orally counts)

Uses the patterns in the numeration system to



Uses the patterns in the numeration system

Uses the patterns in the numeration system


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in order E.g. 1,2,3,4.

up to 29. Compares and orders numbers up to 10.

up to 50. Compares and orders numbers to 50.

say the numbers (count) forwards and backwards by ones and tens up to 109 and to compare and order them.

say the numbers (count) forwards & backwards by ones and tens up to 999 and compare and order them.

say the numbers forwards and backwards by ones, tens and hundreds up to 9 999and to compare and order them.

to: a) Say the numbers forwards and backwards by ones, tens and hundreds up to 999 999. b) Say decimal sequences involving familiar money and measures. c) Compare and order them.

to: a) Compare and order whole numbers into the millions. b) Say the decimal numbers forwards and backwards to two places. c) Compare and order them.

say decimal numbers forwards and backwards to three places and to compare and order them.


ACMNA 012 ACMNA 013

ACMNA 012 ACMNA 013 ACMNA 018 ACMNA 026

ACMNA 027 ACMNA 028


ACMNA 072 ACMNA 105


SUBITISING/PARTITIONING

F 1.1 F 1.2 Year 1.1 Year 1.2 Year 2.1 Uses comparative language to compare sets, including community language and English ('big mob', 'little one', 'more', 'lots'). Subitises (says how many without counting) small collections up to three.

Subitises (says how many without counting) up to 6.

Partitions small quantities (up to 10).

Partitions numbers up to 20 with the support of materials or drawings.

Uses visualisation and other mental strategies to partition two digit numbers.


ACMNA 014 ACMNA 015


COUNTING COLLECTIONS

F 1.1 F 1.2 Year 1.1 Year 1.2 Year 2.1 Knows that Counts collections Knows that objects Chooses to use Skip counts money

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numbers are used to say how many.

of up to 10 items placed in front of them. Counts collections of up to 30 items places in front of them. Knows the last number said tells how many items in the set. Uses counting to get or draw a quantity when requested, up to 30.

can be counted in any order. Knows that the collection can be rearranged without changing the total quantity. Chooses to use counting to solve problems where an exact quantity is needed. Uses skip counting by twos to say how many in small collections.

skip counting to say how many in a large collection (up to 100 items). Skip counts money with like coins/notes. E.g. 5c, 10c, 15c, 20c.

using combinations of coins and notes.

ACMNA 001 ACMNA 002

ACMNA 001 ACMNA 002



ACMNA 034

UNDERSTANDING PLACE VALUE

Year 1.2 Year 2.1 Year 3.1 Year 4.1 Year 5.1 Year 6.1 Knows that the order of the digits affects the size of the number.

Understands and uses place value partitions for two-digit numbers.

Understands and uses place value partitions for three-digit numbers. Understands and uses place value to rename two-digit numbers in different ways, egg 64 is 6 tens and 4 ones, 5 tens and 14 ones, etc.

Understands and uses place value partitions for four-digit numbers. Uses place value to rename three and four-digit numbers in different ways.

Understands and uses place value partitions for any whole number. Uses place value partitions of decimal numbers to two places.

Understands and uses place value partitions of decimals to three places.

ACMNA 013 ACMNA 014

ACMNA 013 ACMNA 014

ACMNA 027 ACMNA 028

ACMNA 052 ACMNA 028



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APPENDIX 3.0

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AICS CALCULATE SCOPE & SEQUENCE BASIC FACTS: + AND -

F 1.2 Year 1 Year 2 Year 3 Working towards Year 1. a) Know what number is

one/two more and one/two less for numbers to 10. b) Add and take zero from numbers to 10.

a) Know doubles (and near doubles) up to 10 + 10 (and related subtraction facts). b) Know the combinations to 10 (and related subtraction facts).

Know all addition facts to 10 + 10 and related subtraction facts.


BASIC FACTS: TABLES

Year 3 Year 4 Know the 2 x, 10 x, 5 x, 1 x, 0 x tables facts. a) Know the 4 x, 8 x, 3 x, 6 x tables facts.

b) Know all of their tables, including 9 x, 7 x tables facts.

ACMNA 056 ACMNA 075

ADDITION AND SUBTRACTION: MENTAL AND INFORMAL WRITTEN

F 1.1 F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Attempt to solve small number story problems using realistic materials, drawings and counting.

Use counting or subsidising to solve simple story problems using materials or drawings (for results up to 10).

Use counting or subitising to solve simple story problems using materials or drawings (for results up to 20).

a. Use partitioning and some basic facts to mentally solve problems involving small two-digit numbers b. Use efficient counting strategies to solve problems involving two-digit numbers using materials and diagrams.

Use basic facts, partitioning and other strategies to mentally add and subtract 'friendly' two-digit numbers, using informal written strategies to keep track.

Use basic facts, place-value partitioning and other strategies to mentally add and subtract 'friendly' three-digit numbers and simple decimals involving money, using informal written strategies to keep track.

Use mental strategies to add and subtract 'friendly' whole numbers and decimals involving money and measures (to two decimal places), using informal written strategies to keep track.

Use mental strategies to add and subtract any 'friendly' decimal numbers, using informal written strategies to keep track.



ACMNA 123 ACMNA 098

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ADDITION AND SUBTRACTION: CALCULATOR AND CHOOSE STRATEGIES

Year 2 Year 3 Year 4 Year 5 Year 6

Use the + and – and = buttons in the appropriate order.

Choose appropriately between mental informal written and calculator strategies to solve calculations involving ‘unfriendly’ two-digit numbers.

Choose appropriately between mental, informal written or calculator strategies to solve calculations involving ‘unfriendly’ three-digit numbers and simple decimal numbers involving money.

Choose appropriately between mental, written or calculator strategies to solve problems involving ‘unfriendly’ whole numbers an decimal numbers involving money and measures (to two decimal places).

Choose appropriately between mental, written or calculator strategies to solve problems.

ACMNA 291 ACMNA 291 ACMNA 291 ACMNA 291 ACMNA 291

ADDITION AND SUBTRACTION: WRITTEN STRATEGIES

Year 4 Year 5 Year 6 Working towards Year 5. Use written strategies for

calculations involving four-digit numbers and decimals involving money and measures (two decimal places).

Use written strategies for calculations involving large whole numbers and decimals.


MULTIPLICATION AND DIVISION: MENTAL AND INFORMAL WRITTEN

F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Attempt to solve simple and familiar sharing problems using realistic materials, drawings and counting.

Use counting to solve simple equal-group problems using realistic materials and drawings (up to 20).

Use counting to solve simple equal-group problems using materials and drawings (up to 50).

Use skip counting and doubling to solve simple equal-group problems involving materials and diagrams (including division without remainders, up to 100).

Use skip counting, doubling, halving, familiar basic facts, and place value partitioning to mentally solve problems involving ‘friendly’ small two-digit by one-digit numbers (division without remainders).

Use doubling and halving, basic facts, and place-value partitioning to mentally solve problems involving ‘friendly’ two-digit by one-digit numbers, and those involving multiples of 10 (E.g. 120 x 4), using informal written

Use doubling and halving, place-value partitioning and basic facts, to mentally solve problems involving ‘friendly’ numbers, using informal written strategies to keep track.

Use factors to mentally solve problems involving ‘friendly’ numbers, using informal written strategies to keep track.

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strategies to keep track (including division with remainders).



ACMNA 123 ACMNA 098

MULTIPLICATION AND DIVISION: WRITTEN STRATEGIES

Year 6 Year 7 Use written strategies for calculations involving up to three-digit numbers (mult = 3 x 2, div = 3 / 1 digits) and simple decimals involving money and measures.

Use written strategies for three- and four-digit numbers and decimals.

ACMNA 123 ACMNA 129

ACMNA 123 ACMNA 129

MULTIPLICATION AND DIVISION: CALCULATOR AND CHOSE STRATEGIES

Year 4 Year 5 Year 6 Year 7 Use the x and / and = buttons in the appropriate order.

Choose appropriately between mental, informal written and calculator strategies to solve calculations involving 'unfriendly' two-digit numbers, including division with remainders.

Choose appropriately between mental, informal written or calculator strategies for 'unfriendly' large numbers and decimals involving money and measures Choose appropriately between mental, written or calculator strategies to solve problems.

Choose appropriately between mental, written or calculator strategies to solve problems.


ACMNA 123 ACMNA 129

ACMNA 123 ACMNA 129

ESTIMATION

F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Working towards Year 3.

Working towards Year 3.

Working towards Year 3.

Round two digit numbers to check addition and subtraction.

Round three digit numbers and simple decimals involving money to check addition and subtraction.

Round large whole numbers and decimals to check addition and subtraction, and round two digit numbers to check multiplication

Round large whole numbers and decimals to check answers to problems.

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and division. ACMNA 099 ACMNA 099 ACMNA 099 ACMNA 099 ACMNA 099 ACMNA 099 ACMNA 128

ACMNA 156

JUDGING REASONABLENESS

Year 3 Year 4 Year 5 Year 6 Year 7 Know their answers to two-digit addition and subtraction problems make sense.

4a) Know their answers to three-digit addition and subtraction problems make sense 4b) Know that multiplication of whole numbers gives a bigger number and division of whole numbers gives a smaller number.

5a) Know their answers to addition, subtraction, and two-digit multiplication and division problems make sense. 5b) Can interpret remainders in division and round up or down to compensate.

Know their answers to multiplication or division problems make sense.

7a) Know their answers to problems involving decimal numbers make sense. 7b) Know that multiplication does not always give a bigger number and division does not always give a smaller answer (i.e. when working with decimal numbers).

ACMNA 099 ACMNA 051

ACMNA 099 ACMNA 071


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APPENDIX 4.0

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AICS STATISTICS AND PROBABILITY SCOPE & SEQUENCE CHANCE

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Identifies possible outcomes of familiar events and describes them using everyday language.

Recognises events that involve chance. Classifies outcomes of events as possible/impossible, likely/unlikely, certain/uncertain. Explains reasoning for the classification.

Conducts chance experiments. Identifies and describes possible outcomes. Conducts repeated trails. Recognises variation in results they may obtain.

Describes possible everyday events. Orders their chances of occurring. Identifies mutually and non-mutually exclusive events.

Lists outcomes of chance experiments involving equally likely outcomes and represents probabilities of those outcomes using fractions. Recognises that probabilities range from zero to one.

Describe probabilities using fractions, decimals and percentages. Conducts chance experiments with both small and large numbers of trials with digital technologies. Compares observed frequencies with expected frequencies.

DATA COLLECTION

F 1.1 F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Answer yes/no questions posed by teacher to collect information.

Answer yes/no questions posed by teacher to collect information.

Selects simple questions they have generated from which they may gather responses.

Identifies a question to be investigated with one categorical variable and gathers data. Collects, checks and classifies data. Uses tally marks.

Refines question to be asked so that they obtain most useful data. Plans an investigation and collects data. Organises data into categories.

Selects and trial methods for data collection to determine most effective method.

Poses questions an collects categorical or numerical data by observation or survey.

DATA REPRESENTATION

F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Creates simple displays of data.

Represents data with objects and drawings where one object or drawing represents on data

Creates displays of data using lists, table and picture graphs.

Creates displays using lists, tables, pictures graphs and simple column graphs with and without

Constructs suitable data displays from primary and secondary sources, with and without digital technologies.

Constructs most appropriate displays for collected data including column graphs, dot plots and

Constructs more sophisticated data displays such as side-by-side column graphs for two categorical

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value. digital technologies.

Includes picture graphs where one picture represents more than one data value.

tables with and without digital technologies.

variables.

DATA INTERPRETATION

F 1.1 F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Answers simple questions about data.

Answers simple questions about data.

Describes the displays they make. Identifies the category with the highest or lowest frequency.

Interprets data displays. Compares usefulness of different types of data displays.

Interprets and compares data displays.

Evaluates which data presents the data is the most useful way.

Describes and interprets different data sets in context.

Interprets these displays. Interprets secondary data presented in digital media and elsewhere. Identifies misleading data.

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APPENDIX 5.0

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AICS MEASUREMENT AND GEOMETRY SCOPE & SEQUENCE ATTRIBUTE AND DIRECT COMPARISON

F 1.1 F 1.2 Year 1 Year 2 Year 3 Compares objects by general ‘bigness’. E.g. Describing things as tall/short, fat thin. Visually compare without attempting to match.

Describes and compares objects by the most obvious attribute and explains reasoning in everyday language. Distinguish different forms of length. E.g. Wide from tall.

Responds to and uses everyday language associated with length, mass, capacity and time. Line up bases to compare lengths and superimpose to measure area.

Knows that the same objects can be ordered by different attributes. Directly compares and makes matching quantities.

Directly compares and describes length, capacity, mass and time using appropriate comparative language.

USING UNITS

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Uses informal units to measure and compare. Count units and call it ‘measuring’.

Uses uniform informal units to compare and order several objects by length, mass, capacity, area and volume. Uses a balance scale to compare mass of objects. Use of ‘between’.

Uses familiar metric units to measure, order and compare objects.

Selects suitable objects to use a s uniform units to order length, mass, capacity and area. Attend to gaps and overlaps.

Selects and carefully uses suitable units to order length, capacity, mass, area, time and angle. Understands that using a uniform unit repeatedly to match an object gives a measure of the size of the object. Uses count of units to say which is ‘bigger’. Understands the difference between perimeter and area.

Understands the smaller the unit, the greater the number. Understands the unit can be cut and rearranged. Compose part-units into wholes. Has a sense of common standard units of length, mass, capacity and converts between them.

SCALE

F 1.1 F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Connect days of the week to

Compare and order the

Tells time to the half-hour.

Uses balance scales to

Tell time to the minute. Investigate

Connect the repetition

Understands and uses

Interpret the unnumbere

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familiar events and actions.

duration of events using the everyday language of time.

Describes duration using months, weeks, days and hours.

compare masses of objects. Recognise key times on analogue clock to quarter-hour and tell time on digital clocks. Name and order months and seasons. Use a calendar to identify date and number of days per month.

relationship between units of time.

of a unit with the numbers on a whole-number calibrated scale. Convert between units of time. Use am and pm notation.

standard scales to measure and compare length, mass, capacity and time (analogue and digital). Understand 24 –hour time and convert between 12- and 24-hour times.

d graduations on a familiar whole-number scale. Interpret and use timetables and programs.

ESTIMATE

F 1.1 F 1.2 Year 3 Year 4 Year 6 ‘Guess’ whether something is ‘bigger’/’smaller’ than an object.

Use appropriate language of approximation.

Attends to correct attributes when estimating.

Makes sensible numerical estimates to measure length, capacity and mass.

Estimates standard units using personal benchmarks. Estimates without units being present.

SHAPE

F 1.1 F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Sorts 2D shapes and 3D objects into groups by similarities. Describes and names groups of shapes and objects they can see and handle.

Identifies differences between 2D shapes and 3D objects. Copies simple figures and makes recognisable models of objects in the environme

Names many shapes. Describes features of familiar shapes in everyday words. Connects shape, movement and function.

Identifies key features and draws 2D shapes. Identifies and describes geometric features of 3D objects.

Makes models of 3D objects and describes key features.

Compares areas of regular and irregular 2D shapes counting the number of informal metric units taken to cover each. Uses more sophisticated

Describes the main features of 2D shapes and 3D objects in their drawings and models. Matches 3D objects with their nets by attending

Identifies 3D objects from descriptions. Matches 3D objects to skeletal frames. Selects suitable nets to fold to make simple prisms and

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nt. Describes some features of 2D shapes.

language to describe 2D and 3D. Compare and contrast 2D shapes. Creates 2D shapes from instructions. Identifies 2D shapes that are part of composite shapes.

to shape and relative position of the faces.

pyramids. Can produce nets for geometric shapes they can see and handle. Uses oblique lines to represent depth in drawing.

LOCATION

F 1.1 F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Follows simple directions related to position. Locates objects in a familiar environment.

Draws simple maps to represent the local area or story setting.

Gives and follows directions to familiar locations referring to turns, direction and distance.

Uses and interprets familiar everyday language for position of things. Interprets simple maps.

Represents order and betweeness on informal maps. Creates and interprets simple grid maps of familiar environment.

Uses simple scales, legends and direction to interpret information contained in basic maps. Uses birds-eye-view to represent features on maps and plans with rough sense of proximity.

Informally attends to proximity and direction. Uses grid references to describe location. Describes routes using landmarks and directional language.

Uses compass directions, half and quarter turns in directional language. Uses known distances to describe location. Represent location using the Cartesian co-ordinate system.

TRANSFORMATION

Year 2 Year 3 Year 4 Year 5 Year 6 Investigates the effects of one-step slides and flips with and without digital technology. Understands that objects can be moved but

Identifies and uses slide and turn symmetry to make patterns with and without digital technology.

Recognises flips, slides and turns. Makes symmetrical pictures.

Describes translation, reflection and rotation of 2D shapes. Identifies line and rotational symmetry.

Visualises and describes the effect of the range of transformation. Investigates combinations of transformations with and without

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changing position does not alter an object’s size or features. Identifies and describes half and quarter turns and uses this to predict and reproduce patterns.

Explores what happens when 2D shapes are enlarged. Uses a grid system to enlarge images.

digital technology.

GEOMETRIC REASONING

Year 3 Year 4 Year 5 Year 6 Identifies angles as measures of turn and compares angle size in everyday situations.

Compares angles and classifies them as equal to, greater than or less than a right angle.

Estimates, measures and compares angles using degrees. Constructs angles using a protractor.

Investigates, with and without digital technology, angles on a straight line, angles at a point and vertically opposite angles. Uses results to find unknown angles. Identifies the size of a right angle as 90 degrees and defines acute, obtuse, straight and reflex angles. Measures, estimates and compares angles in degrees and classifies angles according to their size.

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APPENDIX 6.0

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AICS MONEY AND FINANCIAL LITERACY SCOPE & SEQUENCE Lessons should provide opportunities for students to:

F 1.1 F 1.2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Play with coins in general classroom

activities. U

se coins and notes during play activities where using m

oney adds to the ‘realness’ of the scenario.

Recognise, describe and order Australian coins according to their value.

Use descriptive language w

hen talking about money.

Learn the language and concepts such as more/less, m

ost/least etc. in a variety of contexts.

Recognise, describe and order Australian coins according to their value.

Skip count money, both notes and coins to 100c or $100.

Engage in simple addition activities using m

oney. Trust the count using m

oney. Explore equivalent values. R

ead and write m

oney values using the $ and c symbols correctly.

Count and order sm

all collections of Australian coins and notes according to their value. C

ount forwards and backw

ards by ones and tens using money, both coins and notes.

Skip count money.

Simple addition and subtraction using m

oney. R

ead and write m

oney values using the $ and c symbols correctly.

Represent m

oney values in multiple w

ays and count the change required for simple transactions to the nearest five cent.

Engage in problem solving w

ith money.

Interpret questions involving money.

Write sim

ple number sentences using addition and subtraction w

ith money.

Solve problems involving purchases and the calculation of change to the nearest five cents w

ith and without digital technologies.

Be introduced to the language and concepts of budgeting, saving, rounding and estimating m

oney.

Create sim

ple financial plans. Becom

e aware of the need to plan to m

anage money effectively.

Investigate sources of income.

Become aw

are of the importance of saving m

oney. Investigate the process of opening a bank account.

Investigate and calculate percentage discounts of 10%, 25%

and 50% on sale item

s, with and w

ithout digital technologies. Explicitly connect concepts of fractions and percentage to m

oney. U

nderstand the concept of discounts and sales.

Investigate and calculate ‘ best buys’, with and w

ithout digital technologies. U

se copies of store magazines to ‘purchase’ item

s up to a certain value of money and com

pare the cost of items from

a range of suppliers. Evaluate best deals for a mobile phone.

Investigate online shopping – savings and ‘extra’ costs of shipping, insurance. Investigate the process of applying for a credit card and becom

e aware of the costs involved.

Smith 2014

42

APPENDIX 7.0

Smith 2014

43


!!!

!!This!unit!of!work!contains![number]!of!lessons.!It!provides!students!with!opportunities!to.......................................................................................................!!!CONTENTS!CURRICULUM!INFORMATION!Phase!of!development!…………………!!1!Major!learning!areas!….......................1!Values!………………………………..............1!!!TOPIC!INFORMATION!Purpose……………………………………..……2!Student!outcomes………………..…………2!Key!background!points………..………….2!Cultural!and!protocol!considerations.....................................2!!!TEACHING!AND!LEARNING!STRATEGIES!Teaching!resources!overview………….2!Lesson!1:![Title]…………….………………..3!Lesson!2:![Title]……………….……………..4!Lesson!3:![Title]!……………….…………….5!Lesson!4:![Title]!…………………….……….6!Lesson!5:![Title]!…………………….……….7!!PHOTOCOPIABLE!RESOURCES!Learning!guide!1:![Title]………………….8!Learning!guide!2:![Title]…………….……9!

CURRICULUM!INFORMATION!

Phase!of!Development!

Early!Childhood! !Middle!Childhood! !Early!Adolescence! !Late!Adolescence! !

!Key!Learning!Areas!

!The!Arts! !English! !Health!&!Physical!Education! !Languages! !Mathematics! !Science! !Society!&!Environment! !Technology!&!Enterprise! !

! !! !! !! !! !

!Values!

[Unit Plan Title]

Smith 2014

44


Wulungarra/Smith 2013/

TERM PLANNER

TERM 1, 2014

Theme: Year Levels: Combined K - 10

WEEK LITERACY NUMERACY MUSIC/LANGUAGE ICT

1

2

3

4

5

6

7

8

9

10 KLAs Science/History/Geography etc. are explicitly integrated into our literacy and numeracy planning and adhered to Australian Curriculum Framework where possible.

Smith 2014

45

APPENDIX 8.0

Smith 2014

46

WEE

KLY

SCHE

DULE

M

OND

AY

TUES

DAY

WED

NESD

AY

THUR

SDAY

FR

IDAY

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, p

ut o

n sc

hool

shi

rt, y

ard

tidy.

7:

00 R

outin

e: B

rush

teet

h, w

ash

face

, and

put

on

scho

ol s

hirt.

7:

15 In

tegr

atio

n (n

umer

acy,

lite

racy

, scie

nce,

ICT,

hea

lth)

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, p

ut o

n sc

hool

shi

rt, y

ard

tidy.

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, a

nd p

ut o

n sc

hool

shi

rt.

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T, h

ealth

)

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, p

ut o

n sc

hool

shi

rt, y

ard

tidy.

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T)

7:45

Gar

den

Writ

ing

8:00

Tea

cher

Rea

d Bo

ok +

Ac

tivity

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T)

7:45

Gar

den

Writ

ing

8:00

Tea

cher

Rea

d Bo

ok +

Ac

tivity

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T)

8:00

Gui

ded

Read

ing

(3 g

roup

s)

8:00

Gui

ded

Read

ing

(3 g

roup

s)

8:00

Gui

ded

Read

ing

(3 g

roup

s)

8:30

FIR

ST B

REAK

8:45

Num

erac

y

8:45

Num

erac

y

8:45

Wor

ds T

heir

Way

8:45

Gui

ded

Read

ing

9:15

Wor

ds T

heir

Way

8:

45 N

umer

acy

9:15

Inte

grat

ion

(lite

racy

, SO

SE)

9:15

Writ

ing

9:

45 L

itera

cy G

ames

9:

00 In

tegr

atio

n (n

umer

acy,

life

skills

, phy

sica

l edu

catio

n)

9:30

Num

erac

y 9:

15 W

ritin

g 9:

40 W

ords

The

ir W

ay

9:45

Wor

ds T

heir

Way

9:30

Inte

grat

ion

(lite

racy

, SO

SE)

10:0

0 FR

UIT

BREA

K

10:1

5 In

tegr

atio

n (m

usic,

liter

acy,

nu

mer

acy)

10:1

5 W

ords

The

ir W

ay

10:3

5 In

depe

nden

t Rea

ding

10

:15

Inte

grat

ion

(mus

ic, lit

erac

y,

num

erac

y)

10:1

5 W

ritin

g

10:1

5 In

tegr

atio

n (m

usic,

liter

acy,

nu

mer

acy)

10

:45

Inte

grat

ion

(num

erac

y, lif

e sk

ills, p

hysi

cal e

duca

tion)

11:0

0 W

ritin

g 10

:50

Num

erac

y 10

:45

Inte

grat

ion

(num

erac

y,

litera

cy, l

ife s

kills

, ICT

) 11

:15

Inte

grat

ion

(lite

racy

, SO

SE)

11:

00 N

umer

acy

11:2

0 Pa

ck-U

p Cl

assr

oom

11:3

0 LA

ST B

REAK

11:4

5 In

depe

nden

t Rea

ding

11:4

5 Ki

ngdo

m A

viatio

n

11:4

5 W

ritin

g 12

:15

Inde

pend

ent R

eadi

ng

11:4

5 In

tegr

atio

n (li

tera

cy,

num

erac

y, v

isua

l arts

) 12

:30

Pack

-Up

11:4

5 In

tegr

atio

n (n

umer

acy,

lite

racy

, life

skil

ls, I

CT)

12:0

5 In

tegr

atio

n (li

tera

cy,

num

erac

y, v

isua

l arts

) 12

:50

Pack

-Up

Clas

sroo

m

1:05

End

of D

ay R

evie

w an

d G

ame

12:3

0 Li

brar

y: S

elec

ted

Lite

racy

Ap

ps

12:3

0 Nu

mer

acy

12:4

5 Li

brar

y: S

elec

ted

Num

erac

y Ap

ps

12:3

0 W

ritin

g

1:00

Pac

k-Up

Cla

ssro

om

1:05

Pac

k up

Cla

ssro

om

2:00

BRE

AK

2:

00 B

REAK

3:00

Sta

ff M

eetin

g 3:

00 C

urric

ulum

Mee

ting

3:00

Por

tfolio

/ESP

Mee

ting

4:00

AAS

C

4:00

AAS

C 4:

00 A

ASC

4:00

Hot

dogs

& H

omew

ork

Smith 2014

47

APPENDIX 9.0

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48

Term 2 Resources/Integration Science/Lesson Plans

Monster Toothpaste

Science

Kindergarten – Year 10

Friday 9/5/14

Overview

Big messy science experiments are a fun way to get your students interested in how things work. This ‘Monster Toothpaste’ science experiment for kids is a great hands-on learning activity.

Objectives

To introduce students to simple chemical reactions.

Activities

1. Watch (Video) 2. Place the empty bottle in the centre of the sheets of newspaper. 3. In a small jug mix together the yeast and warm water. Agitate it until

bubbles form (you need to activate the yeast). 4. Use a funnel to pour ½ cup of hydrogen peroxide into the soda bottle.

Add some food colouring and a squirt of dishwashing liquid. 5. Now add the yeast mixture to the bottle. 6. Watch the monster toothpaste rise up and ooze out of the bottle. 7. Why is it so? Hydrogen Peroxide naturally breaks down into water

and oxygen. The yeast speeds up the reaction. Dish soap catches the oxygen particles as they are released by the ‘breakdown’ process and forms bigger bubbles. The foam and the bottle feel warm because it is an ‘exothermic’ reaction: meaning it releases energy as heat.

Adaptations

All students involved, older ones to do the tricky bits while younger students watch with Kylie.

Evaluation

Compare to Volcano Experiment from Monday, determine similarities and differences.

Materials

• Sheets of Newspaper

• 1 x Empty Soda Bottle

• Yeast

• Warm Water

• A Plastic Funnel

• Hydrogen Peroxide (6%)

• Blue Food Colouring

• Dishwashing liquid

Other Resources

www.kidspot.com.au

Smith 2014

49

APPENDIX 10.0

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50

NUMERATION SUCCESS INDICATORS

RESOURCES SCHOOL DATA

Reading Numbers • Students will have measureable gains in reading numbers

BOOKS & KITS • Signpost Maths Books • Discovering Number Patterns • Exploring Number Patterns • Investigating Number Patterns • AICS Portal Maths Book Activity

List • Developing Efficient Numeracy

Strategies Stage One and Stage Two

• Paul Swan’s Maths Collection: Games Based Activities, to Support Mathematical Understanding

1. Dice Dilemmas 2. Card Capers 3. Domino Deductions 4. Talking Tables 5. Kids Calculators & Classrooms

• Scholastic-Maths Focus (Kit 2) ‘Reinforcing Skills & Concepts’

ICT RESOURCES

• Dr Paul Swan Maths Games: Abacus www.drpaulswan.com.au/

• Developing Efficient Numeracy Strategies Books: Stage One and Stage Two www.curriculumsupport.education.nsw.gov.au/primary/.../index.htm

• Education Closet (Core Strategies for Arts Integration) http://educationcloset.com/music

• Cool Math for Kids Games http://www.coolmath4kids.com

• IXL Maths for Preschool to Year 11-‘Dynamic, Adaptive Learning’ http://au.ixl.com

• COPACABANA Public School http://www.copacabana-ps.com/

Foundation – Year 6 Data and testing on AICS Portal.

Writing Numbers • Students will have measurable gains in writing numbers


Saying the Number Sequence

• Students will have measureable gains in saying or singing the number sequence


Subitising/ Partitioning

• Students will have measureable gains in demonstrating subitising and partitioning


Counting Collections

• Students will demonstrate measureable gains in counting collections


Understanding Place Value

• Students will have measurable gains in demonstrating their understanding of place value

Year 1.2 - Year 6 Data and testing on AICS Portal.

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CALCULATE SUCCESS INDICATORS

RESOURCES SCHOOL DATA

Basic Facts + and -

• Students will demonstrate understanding of basic addition and subtraction facts

BOOKS & KITS • Signpost Maths Books • Discovering Number Patterns • Exploring Number Patterns • Investigating Number Patterns • AICS Portal Maths Book Activity List • Developing Efficient Numeracy

Strategies Stage One and Stage Two • Paul Swan’s Maths Collection: Games

Based Activities, to Support Mathematical Understanding

1. Dice Dilemmas 2. Card Capers 3. Domino Deductions 4. Talking Tables 5. Kids Calculators & Classrooms

• Scholastic-Maths Focus (Kit 2) ‘Reinforcing Skills & Concepts’

ICT RESOURCES

• Dr Paul Swan Maths Games: Abacus www.drpaulswan.com.au/

• Developing Efficient Numeracy Strategies Books: Stage One and Stage Two www.curriculumsupport.education.nsw.gov.au/primary/.../index.htm

• Education Closet (Core Strategies for Arts Integration) http://educationcloset.com/music

• Cool Math for Kids Games http://www.coolmath4kids.com

• IXL Maths for Preschool to Year 11-‘Dynamic, Adaptive Learning’ http://au.ixl.com

• COPACABANA Public School http://www.copacabana-ps.com/


Basic Facts Tables

• Students will demonstrate measurable gains in basic times tables

Year 3 and 4 Data and testing on AICS Portal.

Addition and Subtraction, Mental and Informal Written

• Students will demonstrate measureable gains in mental and informal written addition and subtraction


Addition and Subtraction, Written Strategies

• Students will show measureable gains in addition and subtraction using written strategies

Year 2 – Year 6 Data and testing on AICS Portal.

Addition and Subtraction, Calculator and Choose Strategies

• Students will demonstrate understanding of addition and subtraction, using a calculator and chosen strategies

Year 4, 5 and 6 Data and testing on AICS Portal.

Multiplication and Division, Mental and Informal Written

• Students will demonstrate measureable gains in mental and informal written multiplication and division


Multiplication and Division, Written Strategies

• Students will show measureable gains in multiplication and division using written strategies


Multiplication and Division, Calculator and Choose Strategies

• Students will demonstrate understanding of multiplication and division, using a calculator and chosen strategies

Year 6 and 7 Data and testing on AICS Portal.

Estimation • Students show Foundation – Year

Smith 2014

52

measurable gains in understanding estimating answers to problems when an accurate answer is not necessary

6 Data and testing on AICS Portal.

Judging Reasonableness

• Students develop their ability to decide whether to estimate or to calculate and to judge reasonableness of answers to problems.


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APPENDIX 11.0

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54

Calculate Addition and Subtraction: F–1

©AICS Numeracy Strategy Oct 2011

Frogs and Pencils Foundation–Year 1

Purpose To find out whether students can: Foundation 1.1

x attempt to solve small number story problems. Foundation 1.2

x use counting or subitising to solve simple story problems, using realistic materials or realistic pictures (for results up to ten).

Year 1

x use counting or subitising to solve simple story problems, using blocks, counters or drawings (for results up to 20).

Equipment Blocks, counters, teddies etc. or pictures of frogs, birds, etc. (see attached sheets) Paper and pencil

Procedure Individual interview Read the problem to the student or tell it as a story. Teachers may wish to change the wording according to the materials that are available, for example change frogs to teddies if teddies are available. Foundation 1.1 and 1.2: have realistic materials or pictures (photocopy the attached sheets) readily available for students to use. If the student cannot get started, prompt them to get out the first three frogs by saying: ‘Can you show me three frogs? Now two more frogs came over. How many frogs are there now?’ Year 1: encourage students to first draw a picture to solve the problem. If they cannot, then offer them materials (e.g. blocks, counters). Students can use either materials or drawings. Observe whether the student:

attempts to solve the first problem (Frogs 1) with the prompt, using either counting or subitising.

Evidence of F 1.1 checkpoint

solves the first two problems (Frogs 1–2) using realistic materials, drawing, counting or subitising, with prompt from above if needed.

Evidence of F1.2 checkpoint

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uses drawings or materials, counting or subitising to solve the four Pencils problems (Pencils 1–4). (If students need a prompt to get started, then this is not evidence)

Evidence of Year 1 checkpoint

Observe and comment on the strategies the student uses to count the collection (e.g. count all, count on, count up, count down, skip counting).

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Frogs Name: _______________________ Date: ______________

1. There were 3 frogs and 2 more frogs came over. How many frogs are there now?

2. There were 5 birds and 3 more birds joined them. How many birds are there now?

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Pencils Name: _______________________ Date: ______________

1. There were 12 pencils. 7 more pencils were added. How many pencils are there now?

2. Kimberlee had 16 stickers and the teacher gave her 4 more stickers. How many stickers does Kimberlee have now?

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3. There were 17 lollipops but I ate 3 of the lollipops. How many lollipops are left?

4. There were 16 snakes but 12 snakes slid away. How many are left?

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Below are some images you can print, laminate, cut out and use with students. It is important to offer MORE items than are in the story, NOT the exact amount.

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60

Calc

ulat

e Ad

ditio

n an

d Su

btra

ctio

n: F–1

©

AICS

Num

erac

y St

rate

gy O

ct 2

011

Frog

s an

d Pe

ncils

S

trate

gies

for s

olvi

ng a

dditi

on a

nd s

ubtra

ctio

n pr

oble

ms

Nam

e D

ate

F 1.

1 (F

rogs

1)

Atte

mpt

s to

sol

ve th

e pr

oble

m

F 1.

2 (F

rogs

1–2

)

Use

s co

untin

g or

su

bitis

ing

to s

olve

Fr

og p

robl

ems

Yea

r 1 P

enci

ls (1

–4)

Use

s co

untin

g or

su

bitis

ing

to s

olve

Pen

cil

prob

lem

s

+

–

Com

men

ts

x st

rate

gies

stu

dent

use

s x

prom

pts

need

ed

1

2

3

4

5

6

7

8

9

10

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61

APPENDIX 12.0

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62

Calculate Basic facts: Yr 2

© AICS Numeracy Strategy Oct 2011 Calculate: Basic facts

Double Rainbows Year 2

Purpose To find out whether students know:

x doubles (and near doubles) to 10 + 10 and related subtraction facts x ‘rainbow facts’ or complimentary numbers to 10 (e.g. 3 + 7).

Equipment List of basic facts on cards (see following sheet).

Procedure Tell the student you are going to ask them some number facts. Show the student each card as you ask them the fact. Show one card at a time.

Language Use language the student is familiar with, which may be, for example:

x double 2 x 2 and 2 x 8 plus 2 x 8 add 2 x 8 minus 2 x 8 take 2 x 2 less than 8.

Use the proforma to record the student’s answers and mark them against the following checkpoints.

NB: Basic facts should be automatic and should not require counting to work out. Students may need some thinking time to retrieve a fact or apply a strategy. Allow approximately 3 seconds per fact.

Knows doubles to 10 and related subtraction facts (without counting)

x Year 2 checkpoint

Knows combinations to 10 and related subtraction facts (without counting)

x Year 2 checkpoint

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© AICS Numeracy Strategy Oct 2011 Calculate: Basic facts

Double Rainbows

3 + 3

12 - 6

3 + 7

20 - 10

8 + 2

14 - 7

6 + 4

18 - 9

4 + 4

10 - 9

9 + 9

10 - 3

8 + 8

10 - 5

Smith 2014

64

© A

ICS

Num

erac

y St

rate

gy O

ct 2

011

C

alcu

late

: Bas

ic fa

cts

Doub

le R

ainb

ows

Year

2: K

now

s do

uble

s to

10

Year

2: K

now

s co

mbi

natio

ns to

10

Basi

c fa

cts

shou

ld b

e au

tom

atic

and

sho

uld

not r

equi

re c

ount

ing

to w

ork

out.

How

ever

, stu

dent

s m

ay n

eed

som

e th

inki

ng ti

me.

NAM

E

3 + 3

12 - 6

3 + 7

20 - 10

8 + 2

14 - 7

6 + 4

18 - 9

4 + 4

10 -9

9 + 9

10 - 3

8 + 8

10 - 5

Kno

ws

doub

les

to 1

0

(Yr 2

)

Kno

ws

com

bi-

natio

ns to

10

(Yr 2

)

Com

men

ts

1

2

3

4

5

6

7

8

9

10

11

12

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65

APPENDIX 13.0

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66

Understanding the Numeration System Counting Collections: Years 1.1–1.2

©AICS Numeracy Strategy October 2011 Understand Number: Counting collections

Skip Counting Years 1.1–1.2

Purpose Year 1.1: To find out whether students can use skip counting by twos to say how many in small collections. Year 1.2: To find out whether students choose to use skip counting to say how many in a large collection (up to 100).

Materials Year 1.1: 15 small things, e.g. 15 nuts, counters or blocks Year 1.2: A large collection of up to 100 nuts, counters or blocks

Procedure

Year 1.1 Give the child 15 small things, e.g. 15 nuts. Ask: Can you count the nuts (counters or blocks) by twos and tell me how many there are? Observe whether the child: x counts by ones

x counts by twos but says 12, 14, 16 instead of 12, 14, 15

x counts the nuts accurately by twos to 14, then adds the one and says 15

Year 1.1 checkpoint

Year 1.2 Tip the large collection of items out in front of the child and ask: How many nuts, (counters or blocks) do you think are there? Could you count them to say how many are there? Observe whether the child:

x counts by ones

x chooses to count by groups, e.g. twos, fives or tens Year 1.2 checkpoint

* Department of Education and Training of Western Australia (2006), First Steps in Mathematics: Number Course Book, Rigby Heinemann, Melbourne.

Adapted from First Steps in Mathematics: Number

Smith 2014

67

Unde

rsta

ndin

g th

e Nu

mer

atio

n Sy

stem

Co

untin

g Co

llect

ions

: Yea

rs 1

.1–1

.2

©AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1

Unde

rsta

nd N

umbe

r: Co

untin

g co

llect

ions

Skip

Cou

ntin

g Y

ear 1

.1: U

ses

skip

cou

ntin

g by

twos

to s

ay h

ow m

any

in s

mal

l col

lect

ions

Y

ear 1

.2: C

hoos

es to

use

ski

p co

untin

g to

say

how

man

y in

a la

rge

colle

ctio

n (u

p to

100

item

s)

NAM

E Ye

ar 1

.1

Can

use

ski

p co

untin

g by

twos

to s

ay h

ow

man

y in

sm

all

colle

ctio

ns

Year

1.2

C

hoos

es to

use

ski

p co

untin

g to

say

how

m

any

in a

larg

e co

llect

ion

(up

to 1

00)

Com

men

ts

(not

e th

e st

rate

gies

use

d by

stu

dent

s)

1

2

3

4

5

6

7

8

9

10

Smith 2014

68

APPENDIX 14.0

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69

Calculate Judging reasonableness of an answer: 3–7

©AICS Numeracy Strategy November 2012 Calculate: Judging reasonableness of an answer

It’s Around About Years 3–7

Purpose Year 3: It’s Around About (1) To find out whether students:

x Rounding—are able to round numbers to the nearest 10 to check answers to addition and subtraction problems.

x Making Sense—know if their answer to a two-digit addition or subtraction problem makes sense.

Year 4: It’s Around About (2) To find out whether students:

x Rounding—are able to round numbers to the nearest 100 and simple decimals involving money to the nearest 10 to check answers to addition and subtraction problems.

x Making Sense— (a) know if their answer to a three-digit addition or subtraction problem makes sense; (b) know that multiplication of whole numbers gives a bigger number and division of whole numbers gives a smaller number .


x Rounding—are able to round to the nearest 10 to check multiplication and division answers, and to the nearest 1000 for addition and subtraction.

x Making Sense—(a)know if their answer to an addition, subtraction, two-digit multiplication or division problem makes sense; (b) can interpret remainders in division and round up or down to compensate.

x


x Rounding—are able to round numbers to the nearest 100 or 1000 to check an answer.

x Making Sense—know if their answer to a multiplication or division problem makes sense.


x Making Sense— (a) know their answer to a problem involving decimals makes sense; (b) know that multiplication does not always give a bigger number and division does not always give a smaller answer, for example when working with decimals.

Equipment Worksheets, pencils

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Calculate Judging reasonableness of an answer: 3–7


Procedure Rounding Tell students that you do not want them to work out the answers. They are to decide which number in the box on the right-hand side is closest to the answer and then circle that number.

Making Sense Read the questions to the students. Ask them to circle the number they think is closest to the answer.

Students need to complete each section of the worksheet correctly to show evidence of the year level checkpoints. Students may find it difficult to write an answer to the ‘Explain how you know?’ section. If necessary, simply ask the students to explain why they circled the number that they did. They do not have to write an explanation to achieve this checkpoint. An oral explanation is sufficient.

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It’s Around About (1) Name: _______________________ Date: ______________

Do not work out the answers. Which number will be closest to the answer? Circle it.

Rounding

12 + 11 10 20 30 40 50

29 + 28 30 40 50 60 70

48 + 31 50 60 70 80 90

72 – 59 10 20 30 40 50

Making Sense

Shoes $39

Shorts $19

Shirt $29

1. How much money would you need to buy the shirt and the shorts? Circle one answer only.

$40 $50 $60 $70 $80 Explain how you know?

2. How much money would you need to buy the shoes and the shirt? Circle one answer only.


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It’s Around About (2) Name: _______________________ Date: ______________ Do not work out the answers. Which number will be closest to the answer? Circle it. Rounding

121 + 113 100 200 300 400 500

417 + 396 500 600 700 800 900

816 – 593 100 200 300 400 500

21 x 3 20 30 50 60 70

44 ÷ 2 10 20 40 80 90

$21.50 + $37.20 $30 $40 $50 $60 $70

Making Sense

Television $399

Camera $289

Boots $159

1. How much money would you need to buy the camera and the boots? Circle one answer.


2. How much money would you need to buy the television and the camera? Circle one

answer only. $400 $500 $600 $700 $800

Explain how you know?

Smith 2014

73



42 x 3 20 40 100 120 140

65 ÷ 3 20 40 100 150 180

119 x 4 50 100 240 400 480

351 ÷ 5 10 50 70 100 150

$5776.75 + $3211.05 $5000 $6000 $7000 $8000 $9000

8875 – 3125 5000 6000 7000 8000 9000

Making Sense

Television $1099

Computer $2289

Football $28

1. How much money would you need to buy the television and the computer? Circle one answer only.


2. How much money would you need to buy 5 footballs? Circle one answer only.

$70 $80 $100 $ 120 $150 Explain how you know?

Smith 2014

74



597 x 42 200 900 2000 2400 24 000

3156 x 39 9000 90 000 12 000 120 000 900 000

$28.50 x 18 30 60 300 600 700

$782 ÷ 7 10 100 150 200 700

Making Sense

Television $1099

Computer $2289

1. How much money would you need to buy five computers? Circle one answer. $1000 $1200 $12 000 $13 000

Explain how you know? 2. How many television sets could you buy with $8000? Circle one answer

4 5 6 7 8 9 10 Explain how you know?

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It’s Around About (5) Name: _______________________ Date: ______________ Do not work out the answers. Which number will be closest to the answer? Circle it. Making Sense

42 x 1.5 40 50 60 100 400

100 x 0.5 20 50 100 150 500

50 ÷ 0.5 1 10 20 50 100

2.94 x 80 80 160 240 320 400

250 x 0.46 125 250 500 1000 2000

1. A piece of wood is 4 metres long. How many pieces of

wood 0.5 metres long can you get from this piece of wood? Circle one answer only.

2 4 6 8 10 20 Explain how you know?

2. Seven people shared $200. About how much do they get each? Circle one answer

only. $14 $25 $50 $140

Explain how you know?

Smith 2014

76

©AI

CS

Num

erac

y St

rate

gy N

ovem

ber 2

012

Cal

cula

te: J

udgi

ng re

ason

able

ness

of a

n an

swer

It’s Aro

und Abo

ut

Yea

rs 3

& 4

Jud

ging

reas

onab

lene

ss o

f an

answ

er

Dat

e:__

____

____

____

____

____

___

NAM

E

Yr 3 Rounding— rounds numbers to the nearest 10 to check addition and subtraction answers.

Yr 3 Making Sense—knows their answers to two-digit addition and subtraction problems make sense.

Yr 4 Rounding—rounds numbers to the nearest 100 and simple decimals involving money to nearest 10 to check addition and subtraction.

Yr 4 Making Sense (a) knows their answers to three-digit addition and subtraction problems make sense.

Yr 4 Making Sense (b)—(Rounding Items 4 & 5)—knows that multiplication of whole numbers gives a bigger number and division of whole numbers gives a smaller number.

Com

men

ts

1

2

3

4

5

6

7

8

9

10

Smith 2014

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©AI

CS

Num

erac

y St

rate

gy N

ovem

ber 2

012

Cal

cula

te: J

udgi

ng re

ason

able

ness

of a

n an

swer

It’s Aro

und Abo

ut

Yea

rs 5

, 6 &

7 J

udgi

ng re

ason

able

ness

of a

n an

swer

Date

:___

____

____

____

____

____

___

NAM

E

Yr 5 Rounding—rounds to the nearest 10 to check multiplication and division, and to the nearest 1000 to check addition and subtraction.

Yr 5 Making Sense —(a)knows their answers to addition, subtraction, two-digit multiplication and division problems make sense.

Yr 5 Making Sense —(b)can interpret remainders in division and round up or down to compensate

Yr 6 Rounding—rounds numbers to the nearest 100 or 1000 to check answers.

Yr 6 Making Sense—knows their answers to multiplication or division problems make sense.

Yr 7 Rounding—(b) (Table items 2 and 3)knows that multiplication does not always make bigger and division does not always make smaller, e.g. multiplying decimals.

Yr 7 Making Sense—(a) (all other items) knows their answers to problems involving decimals make sense.

Com

men

ts

1

2

3

4

5

6

7

8

9

10

Smith 2014

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APPENDIX 15.0

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Calculate Multiplication and division: 3–4

©AICS Numeracy Strategy Oct 2011 Calculate: Multiplication and division

Numbers Galore Years 3–4

Purpose To find out whether students: Year 3

x use skip counting and doubling to solve simple equal-group problems with materials or diagrams (including division without remainders, up to 100).

Year 4

x use skip counting, doubling, halving, familiar basic facts and place value partitioning to mentally solve ‘friendly’ small two-digit by one-digit problems (division without remainders)

x use the x and ÷ buttons on a calculator in the appropriate order.

Equipment Worksheets, pencil, counters or materials (year 3), calculator (year 4).

Procedure Part 1—Individual or small group activity Ask students to try and solve the first part in their head. If they need to draw a picture, or use materials to count, this is acceptable.

Observe students and note whether they use:

materials or a drawing and some skip counting or doubling Evidence of Year 3

skip counting, doubling, halving, basic facts and place value partitioning. (Students must show at least two of these strategies.)

Evidence of Year 4

NB: You may need to interview students to find out which strategies they have used.

Part 2—Using the correct buttons on the calculator (individual interview) Give the student the two cards, 5 and 35, with the 5 on the student’s left hand side. Say, ‘Show me how you can multiply (or ‘times’) these two numbers on the calculator.’ After the student has completed this, say, ‘Show me how you can divide one of these numbers into the other one on the calculator.’ If the student puts in 35 ÷ 5 in this order then show them the 9 and 45, with the 9 on their left hand side. Say, ‘Show me how you can divide one of these numbers into the other one on the calculator.’

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Calculate Multiplication and division: 3–4


Observe whether the student thinks to put the larger number first in the division example.

(Evidence of Year 4 Checkpoint) NB: The numbers could be entered into the calculator with the smaller number first, e.g., 5 ÷ 35 = 0.1428. However, this task is looking to see if students know that the order in which the digits are entered into a calculator makes a difference when working with division.

Smith 2014

81


Numbers Galore—Part 1

Name: _______________________ Date: ______________

a) 9 x 5 = b) 7 x 4=

c) 12 x 3 = d) 36 ÷ 6 =

e) 24 ÷ 2 = f) 40 ÷ 5=

g) 50 ÷ 10 = h) 4 x 16 =

Smith 2014

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Numbers Galore—Part 2 Cards to be cut out.

5 35

9 45

Smith 2014

83

Calc

ulat

e M

ultip

licat

ion

and

divi

sion

: 3–4

©AI

CS N

umer

acy

Stra

tegy

Oct

201

1

Calc

ulat

e: M

ultip

licat

ion

and

divi

sion

Num

bers

Gal

ore

Year

s 3

and

4 S

trate

gies

for

solv

ing

mul

tiplic

atio

n an

d di

visi

on p

robl

ems

NAM

E Y

ear

3

Num

bers

Gal

ore

(1)

Mat

eria

ls a

nd

diag

ram

s

Yea

r 3

Par

t 2

Cal

cula

tor

Yea

r 4

Num

bers

Gal

ore

(1)

Men

tal

Com

men

ts

1

2

3

4

5

6

7

8

9

10

Smith 2014

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APPENDIX 16.0

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85

Understanding the Numeration System Reading Numbers: Foundation 1.1

©AICS Numeracy Strategy October 2011 Understand Number: Reading Numbers

Recognise Numbers Foundation 1.1 (a)

Purpose To find out whether students recognise numbers in their environment.

Materials Picture of football match, enlarged to A3

Procedure

Show the child the picture of the football match and talk with them about what is happening in it. Encourage them to look in detail at various parts of the picture. For example, ask: Can you see the boy who has the football boots on? Then say: Can you see any numbers? Point to all the numbers you can see on the page. Observe whether the child:

x identifies some of the numbers in the picture

x points to the numbers or letters, or to other things that are not numbers or letters

When the child has finished, point to a mixture of numbers and letters and ask: Is this a number?

Observe whether the child:

x distinguishes which are numbers and which are not

If the child is able to identify the numbers in the picture, then go to the next task, entitled, Finding Numbers.

Foundation 1.1 (a)

Foundation 1.1 (a)

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©AICS Numeracy Strategy October 2011 Understand Number: Reading Numbers

Smith 2014

87

©AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1

Unde

rsta

nd N

umbe

r: Re

adin

g Nu

mbe

rs

Read

ing

Num

bers

: Fou

ndat

ion

1.1

a &

b a)

R

ecog

nise

s N

umbe

rs: R

ecog

nise

s nu

mbe

rs in

thei

r env

ironm

ent

b)

Find

ing

Num

bers

: D

istin

guis

hes

num

bers

from

oth

er w

ritte

n sy

mbo

ls

NAM

E Fo

unda

tion

1.1

a R

ecog

nise

s nu

mbe

rs in

thei

r en

viro

nmen

t

Foun

datio

n 1.

1 b

Dis

tingu

ishe

s nu

mbe

rs fr

om o

ther

sy

mbo

ls

Com

men

ts

1

2

3

4

5

6

7

8

9

10

Smith 2014

88

APPENDIX 17.0

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89

Understanding the Numeration System Saying the Number Sequence: Foundation 1.1– Yr1.1

© AICS Numeracy Strategy October 2011 Understand Number: Saying the Sequence

Oral Count Foundation 1.1–1.1

Purpose Foundation 1.1: To find out whether children can say number names in order to 5.

Foundation 1.2: To find out whether children can say number names in order to 29.

Year 1.1: To find out whether children can say number names in order to 50

Materials None needed

Procedure Ask: Can you count?

If the child responds with ‘yes’, say: Okay, start at one and see how far you can go. If the child responds with ‘no’, say: Let’s count together, one, two … Pause and see whether the child can continue. If they cannot, say three and then pause and see whether they can continue. If they cannot, then you have found out that they do not know the conventional counting sequence.

If students can get started, encourage them to count as far as possible.

Use the proforma to record the last number the child says correctly, and mark them against the checkpoints as follows: Student says number names in order to 5

Foundation 1.1 checkpoint

Student says number names in order to 29

Foundation 1.2 checkpoint

Student says number names in order to 50

Year 1.1 checkpoint

Smith 2014

90

© AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1

Unde

rsta

nd N

umbe

r: Sa

ying

the

Sequ

ence

Ora

l Cou

nt

Foun

datio

n 1.

1: S

ays

num

ber n

ames

in o

rder

to 5

Fo

unda

tion

1.2:

Say

s nu

mbe

r nam

es in

ord

er to

29

Year

1.1

: Say

s nu

mbe

r nam

es in

ord

er to

50

NAM

E La

st n

umbe

r sa

id in

cor

rect

or

der

Ove

r 5?

(F 1

.1 le

vel)

Ove

r 29?

(F 1

.2 le

vel)

Ove

r 50?

(Yea

r 1.1

leve

l) Co

mm

ents

1

2

3

4

5

6

7

8

9

10

11

12

Smith 2014

91

APPENDIX 18.0

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92

Understanding the Numeration System Subitising and Partitioning: 1.2–2

©AICS Numeracy Strategy October 2011 Understand Number: Subitising & Partitioning

How Many Ways? Years 1.2–2

Purpose Year 1.2: To find out whether children can partition numbers, using materials or drawings (numbers up to 20). Year 2: To find out whether children can partition numbers, using visualisation or mental strategies.

Materials The following recording sheet (one for each child)

Picture sheet and materials such as counters (Year 1.2 level)

Procedure Ask the child to show all the different ways they could put 16 monkeys in two trees.

Say: There are 16 monkeys jumping around in the jungle. When a crocodile comes, they will all climb up into two trees. There are lots of different ways the monkeys could be split up. We need to try and find all the ways.

Emphasise the need to find many different possibilities. You could say: There might be big mobs of monkeys in this tree, and only a little bit in the other tree. Or there might be about the same. There are lots of different ways.

At first, just give the child the recording sheet and encourage them to try and partition the numbers mentally. If they struggle, provide them with the picture and materials.

If a child successfully completes the task using materials, you may like to try this task again without materials on another day. You could use a different number or story.

Use the proforma to record the strategies the child uses and mark them against the following checkpoints.

Observe whether the child: uses materials or drawings, then counts and records their partitions

Year 1.2 checkpoint

uses mental partitioning strategies, moving one from the first number to the second, and/or basic facts to find many different combinations

Year 2 checkpoint

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Name: ___________________ Year level: __________ Date: _______________

©AICS Numeracy Strategy October 2011 Understand Number: Subitising & Partitioning

How Many Ways? How many different ways can the monkeys climb into the two trees? Write all the answers you can find in the spaces below.

Smith 2014

94

©AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1 U

nder

stan

d Nu

mbe

r: Su

bitis

ing

& Pa

rtitio

ning

Smith 2014

95

©AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1 U

nder

stan

d Nu

mbe

r: Su

bitis

ing

& Pa

rtitio

ning

How

Man

y W

ays?

Y

ear

1.2:

Par

titio

ns n

umbe

rs to

20

usin

g m

ater

ials

or d

raw

ings

Y

ear

2: P

artit

ions

num

bers

usi

ng v

isua

lisat

ion

or m

enta

l stra

tegi

es

NAM

E M

ater

ials

and

dr

awin

gs

(Yea

r 1.2

)

Bas

ic fa

cts

(man

y di

ffere

nt

com

bina

tions

)

(Yea

r 2)

Mov

ing

one

from

fir

st n

umbe

r to

seco

nd

(Yea

r 2)

Com

men

ts

1

2

3

4

5

6

7

8

9

10

11

12

Smith 2014

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APPENDIX 19.0

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97

Understanding the Numeration System Understanding Place Value: Year 6

Decimal Models Year 6

Purpose To find out whether students can understand and use place value partitions to three decimal places.

Materials Attached worksheet

Coloured texta or pencil

Procedure This task can be completed with the whole class.

Give each student a worksheet and read through it with them. Ask students to colour the grids to show each of the three decimals, 1.9, 0.09, 0.009.

Ask students to draw arrows below the number lines to show each of the three decimals, 0.5, 0.05, 0.005, and then write a sentence to explain how each of the decimals is different.

1.9: students need to circle or colour one complete grid, and then 90 squares out of 100 on the second grid.

0.09: students need to colour 9 out of 100 squares on the grid.

0.009: students need to colour 9/10 of one square on the grid.


0.5: students need to draw an arrow showing the halfway mark between the 0 and the 1.

0.05: students need to show halfway between the zero and the first unit (line).

0.005: students need to think of finding one-tenth of the first unit, and then drawing an arrow to show half of this one-tenth.


Explanation: Students may say that 0.05 is half of the first unit, and that 0.005 is half of one-tenth of this unit.

Students may use the decimal place names to locate the numbers. For example, 0.05 is 5 hundredths, which is part of one tenth.

They might also say that 0.005 is 10 times smaller than 0.05.


Smith 2014

98

©AICS Numeracy Strategy October 2011 Understand Number: Place Value

Decimal Models Name _____________________________________ Date ______________

Colour the grids below to show these decimals:

1.9 0.09 0.009

Smith 2014

99

©AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1 Un

ders

tand

Num

ber:

Plac

e Va

lue

Deci

mal

Mod

els

Nam

e _

____

____

____

____

____

____

____

____

____

Dat

e _

____

____

____

_

On

the

num

ber l

ine

belo

w, u

se a

n ar

row

↓ to

sho

w th

ese

deci

mal

s:

0.

5

0.0

5

0.0

05

0

1

Wha

t is

the

diffe

renc

e be

twee

n 0.

5, 0

.05

and

0.00

5?

W

rite

a se

nten

ce to

exp

lain

.

#

Smith 2014

100

©AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1 Un

ders

tand

Num

ber:

Plac

e Va

lue

Deci

mal

Mod

els:

Yea

r 6

Und

erst

ands

and

use

s pl

ace

valu

e pa

rtitio

ns fo

r dec

imal

num

bers

to th

ree

plac

es

Nam

e Da

te

1.9

0.

09

0.0

09 0

.5

0.0

5

0.00

5 Ex

plan

atio

n Co

mm

ents

(n

ote

the

stra

tegi

es u

sed

by s

tude

nts)

Smith 2014

101

APPENDIX 20.0

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102

Understanding the Numeration System Writing Numbers: Years 2–6

©AICS Numeracy Strategy October 2011 Understand Number: Writing Numbers

Writing Numbers Years 2–6

Purpose Year 2: To find out whether students can write whole numbers up to 999 and simple decimal numbers involving money. Year 3: To find out whether students can write whole numbers up to 9 999 and decimal numbers involving money. Year 4: To find out whether students can write whole numbers up to 999 999 and decimal numbers involving money and measures. Year 5: To find out whether students can write whole numbers into the millions and decimals to two places. Year 6: To find out whether students can write decimal numbers to three places.

Materials Answer sheet Pre-organised task for students exiting the task early

Procedure Call out the numbers in order of the year level (see tables below).

Ask students to write the correct number onto their answer sheet.

Say: I am going to read out some numbers and would like you to write them on your answer sheet. Listen carefully to what I say … e.g. (see tables) In the Triangle column, I would like you to write the number eighty-nine. Give students time to think and then repeat the number.

When students make two errors, ask them to stop and go on with a pre-organised task.

Observe whether the child is able to write the numbers correctly:

x up to 999 and simple decimal numbers involving money

x up to 9 999 and decimal numbers involving money

x up to 999 999 and decimals involving money and measures

x into the millions, including decimals to two places

x decimals up to three places

Note: If students write 6 250.05 (Year 6) or 61.005, 1.012 (Year 7) as fractions, then ask: Can you write this as a decimal?

Year 2 checkpoint

Year 3 checkpoint

Year 4 checkpoint

Year 5 checkpoint

Year 6 checkpoint

Smith 2014

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Year 2 Say:

1. 89 eighty-nine

2. 101 one hundred and one

3. 213 two hundred and thirteen

4. 790 seven hundred and ninety

5. 818 eight hundred and eighteen

6. $307 three hundred and seven dollars

7. $1.50 one dollar fifty

Year 3 Say:

1. 1 004 one thousand and four

2. 2 019 two thousand and nineteen

3. 5 106 five thousand, one hundred and six

4. 7 013 seven thousand and thirteen

5. 9 098 nine thousand and ninety-eight

6. $13.15 thirteen dollars and fifteen cents

7. $23.65 twenty-three dollars and sixty-five cents

Year 4 Say:

1. 15 099 fifteen thousand and ninety-nine

2. 95 501 ninety-five thousand, five hundred and one

3. 150 000 one hundred and fifty thousand

4. 705 804 seven hundred and five thousand, eight hundred and four

5. $106.25 one hundred and six dollars and twenty-five cents

6. $15.05 fifteen dollars and five cents

7. 10.5 m ten point five metres

Smith 2014

104


Year 5 Say:

1. 1 000 101 one million, one hundred and one

2. 53 201 099 fifty-three million, two hundred and one thousand and ninety-nine

3. 8 063 969 eight million and sixty-three thousand, nine hundred and sixty-nine

4. 12 003 003 twelve million, three thousand and three

5. 56.23 secs fifty-six point two three seconds

6. $86.02 eighty-six dollars and two cents

7. 6 250.05 six thousand, two hundred and fifty and five hundredths

Year 6 Say:

1. 3.233 three point two three three

2. 61.005 sixty-one and five thousandths

3. 0.102 zero point one zero two

4. 1.012 one and twelve thousandths

Smith 2014

105


Answer Sheet Name: _________ Grade: _______

1.

1. 1.

2.

2. 2.

3.

3. 3.

4.

4. 4.

5.

5. 5.

6.

6. 6.

7.

7. 7.

1. 1.

2. 2.

3. 3.

4. 4.

5.

6.

7.

Smith 2014

106

©AI

CS N

umer

acy

Stra

tegy

Oct

ober

201

1

Unde

rsta

nd N

umbe

r: W

ritin

g Nu

mbe

rs

Writ

ing

Num

bers

: Yea

rs 2–6

Y

ear 2

: Writ

es w

hole

num

bers

up

to 9

99 a

nd s

impl

e de

cim

al n

umbe

rs in

volv

ing

mon

ey

Yea

r 3: W

rites

who

le n

umbe

rs u

p to

9 9

99 a

nd d

ecim

al n

umbe

rs in

volv

ing

mon

ey

Yea

r 4: W

rites

who

le n

umbe

rs u

p to

999

999

and

dec

imal

num

bers

invo

lvin

g m

oney

and

mea

sure

s Y

ear 5

: Writ

es w

hole

num

bers

into

the

mill

ions

and

dec

imal

s to

two

plac

es

Yea

r 6: W

rites

dec

imal

num

bers

to th

ree

plac

es

NAM

E DA

TE

Year

2

Year

3

Year

4

Year

5

Year

6

Com

men

ts

Smith 2014

107

APPENDIX 21.0

Smith 2014

108

WU

LUN

GA

RR

A C

OM

MU

NIT

Y S

CH

OO

L

E

DU

CA

TIO

N S

UPP

OR

T PL

AN

- 2

014

I

NSE

RT

PH

OT

O H

ER

E

Th

e E

duca

tion

Sup

port

Pla

n is

a d

ocum

ent u

sed

to re

cord

any

adj

ustm

ents

the

scho

ol/te

ache

r is

curr

ently

mak

ing

to a

ssis

t the

iden

tifie

d st

uden

t to

achi

eve

succ

ess.

Th

is d

ocum

ent w

ill id

entif

y ad

just

men

ts m

ade

in th

e fo

llow

ing

area

s:

- C

urric

ulum

-

Com

mun

icat

ion

- S

ocia

l par

ticip

atio

n/em

otio

nal w

ell b

eing

-

Hea

lth a

nd p

erso

nal c

are

- S

afet

y -

Lear

ning

env

ironm

ent/a

cces

s Th

e cl

assr

oom

teac

her w

ill id

entif

y ar

eas

for a

djus

tmen

t in

cons

ulta

tion

with

spe

cial

ists

and

sup

port

staf

f. Th

is is

a c

olla

bora

tive

proc

ess

and

incl

udes

the

pare

nt/c

areg

iver

. C

lass

room

Tea

cher

: Thi

s do

cum

ent s

houl

d be

upd

ated

at t

he b

egin

ning

and

end

of e

ach

term

(at a

min

imum

) in

cons

ulta

tion

with

the

Prin

cipa

l and

Sup

port

Sta

ff.

NA

ME

OF

ST

UD

EN

T

TE

AC

HE

R

YE

AR

LE

VE

L

Smith 2014

109

2

C

RIT

ICA

L IN

FOR

MA

TIO

N

TEA

CH

ER O

BSE

RVA

TIO

NS/

AN

ECD

OTA

L EV

IDEN

CE:

PL

EASE

ATT

AC

H A

NY

SUPP

OR

TIN

G D

OC

UM

ENTA

TIO

N A

FTER

TH

IS P

AG

E (A

LSO

IDEN

TIFY

AN

D IN

CLU

DE

CO

NTA

CT

DET

AIL

S/C

OR

RES

PON

DEN

CE

FOR

AN

Y PE

RSO

NS

INVO

LVED

IN C

ON

SULT

ATI

ON

)

Smith 2014

110

3

Impa

cts

on le

arni

ng

Ada

ptat

ions

Mad

e

TE

AC

HER

CO

MM

ENTS

:

Smith 2014

111

4

AIM

S/G

OA

LS

St

uden

t Com

pete

ncie

s

(E.G

. acr

oss

curr

icul

um –

wha

t is

this

stu

dent

goo

d at

) Id

entif

ied

Goa

ls/A

spira

tions

(E

.G. w

hat a

re th

e go

als

for t

his

stud

ent)

Goa

ls/A

spira

tions

K

ey S

trat

egie

s fo

r Goa

l Ach

ieve

men

t

Smith 2014

112

5

SUM

MA

RY

OF

OU

TCO

MES

FO

R T

HIS

TER

M: C

omm

ents

to d

iscu

ss im

pact

of a

dapt

atio

ns m

ade

and

wha

t wor

ked

or n

eeds

reth

inki

ng/m

odifi

catio

n

__

____

____

____

____

____

___

___

____

____

____

____

____

____

_

___

____

____

____

____

____

_

Cla

ssro

om T

each

er

P

rin

cip

al

D

ate