Identify curriculum

Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically with 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, extend communicate times and describing properties of symmetrical shapes Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accuratel and collecting and recording data Problem Solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers wit of numbers to continue patterns Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplicat 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 com connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They iden number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve contained in maps. Students identify dependent and independent events. They describe different methods for data collection and repr Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students lo number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, sh Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of eve collected data. Term 1 During this term students will: recognise, represent, order and apply place value of numbers up to tens of thousands apply multiplication facts (2, 3, 4, 5, 10) investigate fractions (count by halves, quarters and thirds) investigate multiplication number patterns investigate time and length revise and consolidate Year 3 concepts as required. Term 2 Exemplar unit: Shapes, area, angles and symmetry in the environment During this term students will: revise and consolidate Term 1 concepts as required recognise, represent and order numbers up to tens of thousands apply multiplication and related division facts (2, 3, 4, 5, 6, 9, 10) investigate properties of odd and even numbers investigate number sequences involving multiples (3, 4 ,6, 7, 8, 9) split and combine two-dimensional shapes investigate the area of regular and irregular shapes compare and classify angles investigate symmetry. Term 3

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation10, <www.australiancurriculum

Term overview

During this term students will: revise and consolidate Terms 1 concepts as required apply place value to partition, re and regroup numbers to at least thousands apply multiplication and related facts (2, 3, 4, 5, 6, 7, 8, 9, 10) use efficient written and mental for multiplication and division apply place value of numbers to hundredths make connections between frac decimals (equivalence) locate and represent fractions o line use addition and subtraction to f unknown quantities investigate mass, capacity and t investigate location (scale, legen direction) explore chance collect data, and create and eva displays.

Teaching and learning

Teaching and learning

Social, historical and cultural contexts associated with different uses of mathematical concepts in Australian Indigenous societies Aboriginal peoples and Torres Strait Islander peoples contributions to Australian society and cultures. Mathematics provides opportunities to explore aspects of Australian Indigenous knowing in connection to, and with guidance from, the approach, students have the opportunity to explore mathematical concepts in Aboriginal and Torres Strait Islander lifestyles including Through these experiences, students have opportunities to learn that Aboriginal peoples and Torres Strait Islander peoples have soph be applied in other peoples ways of knowing. General capabilities and cross-curriculum priorities Opportunities to engage with: Opportunities to engage with: Opportunities to engage with:

Key to general capabilities and cross-curriculum priorities

Literacy

Numeracy

ICT capability

Critical and creative thinking

Ethical behaviour

Personal and social capability Sustainability

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australias engagement with Asia

Assessment For advice and guidelines on assessment, see www.qsa.qld.edu.au

A folio is a targeted selection of evidence of student learning and includes a range of responses to a variety of assessment techniques about student achievement and progress at appropriate points and informs the reporting process. Term 1 Week 1 Assessment instrument Initial assessment Identify Year 4 consolidation needs and learning goals (e.g. KWL, teacher/student conference). Modelling and problem-solving task (Spoken/signed) Explore number patterns and properties. Term 2 Week 4 Assessment instrument Modelling and problem-solving task (Written) Explore symmetrical patterns in art work. Mathematical investigation: Journal (Written) Investigate shapes, area, angles and symmetry in the environment. The assessment package Angles and symmetry in the built environment in the QSA Assessment Bank could be used in this unit. Supervised assessment: Short response (Written) Solve multiplication and division problems. Term 3 Week 38

Assessment instrument

Develop assessment

Modelling and problem-so Using a map (Written) Show compass points aro school on a map (treasure

68

Supervised assessment: response (Written) Solve problems related to

67

Supervised assessment: Short response (Written) Apply place value. Modelling and problem-solving task: Demonstration (Spoken/signed) Explore time.

89

QCATs: Identify the curriculum targ appropriate to the sequence of lear Teachers develop tasks and plan units. Teachers identify AE samples before marking tasks, and moderate to ensure consistency of judgments. Curriculum leaders randomly sample folios to check for consistency of judgments.

Make judgments nd use feedback

Moderation

Teachers develop tasks and plan units. Teachers co-mark tasks to ensure consistency of judgments.

Teachers develop tasks and plan u Teachers identify AE samples bef the treasure hunt task, and modera ensure consistency of judgments. Teachers moderate the QCATs to i samples to take to cluster moderati Term 4.

(ACMNA071) using the four operations with pairs of odd or X X even numbers or one odd and one even number, then using the relationships established to check the accuracy of calculations Resources: IXL A7, New Zealand Maths, Thats odd, Scootle Envision, Study Ladder Recognise, represent and order numbers to at least tens of thousands (ACMNA072) reproducing five-digit numbers in words X using their numerical representations, and vice versa Resources: IXL A Number sense, Scootle, Envision topic 1, Study Ladder Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) recognising and demonstrating that the X place-value pattern is built on the operations of multiplication or division of tens Resources: IXL A Number sense, Scootle, Envision topic 1, Study Ladder Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074) recognising that number sequences can be X X X extended indefinitely, and determining any patterns in the sequences Resources: IXL D, Scootle, Envision topic 4, Study Ladder Recall multiplication facts up to 10 10 and related division facts (ACMNA075) using known multiplication facts to calculate X X X X related division facts Resources: IXL D, E, Scootle, Envision topic 4,7, Study Ladder Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076) using known facts and strategies, such as X X X X commutativity, doubling and halving for

of fractions (halves, quarters and eighths or thirds and sixths) by folding a series of paper strips to construct a fraction wall Resources: IXL M,N,O, Scootle, Envision topic 9, Study Ladder Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078) converting mixed numbers to improper X X fractions and vice versa investigating the use of fractions and sharing X X as a way of managing Country: for example taking no more than half the eggs from a nest to protect future bird populations Resources: IXL M,N,O, Scootle, Envision topic 9, Study Ladder Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079) using division by 10 to extend the place-value X X system using knowledge of fractions to establish X X equivalences between fractions and decimal notation Resources: IXL M,N,O, Scootle, Envision topic 9, Study Ladder National grid for learning (Top Marks) tenths and hundredths Money and financial mathematics Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080) recognising that not all countries use dollars X X X and cents, eg India uses rupees. carrying out calculations in another currency X X X as well as in dollars and cents, and identifying both as decimal systems Resources: IXL I, Scootle, Envision topic 3.10, Study Ladder Patterns and algebra Explore and describe number patterns resulting from performing multiplication (ACMNA081) identifying examples of number patterns in X X X everyday life Resources: IXL D,G Scootle, Envision topic 4,7.7, 8.1, 8.3 Study Ladder Top Marks Number Patterns

sentence Resources: Envision to Use equiva to find unk writing num answer que added to 2 minus 19. W using partit in number Resources:

occurring (ACMSP092) using lists of events familiar to students and ordering them from least likely to most likely to occur

Resources: IXL H,Q Scootle, Envision topic 12.7 Study L

Marks

Identify everyday events where one cannot happen if happens (ACMSP093) using examples such as weather, which cannot be dry and wet at the same time

Resources: IXL H,Q Scootle, Envision topic 12.8 Study L

Identify events where the chance of one will not be a occurrence of the other (ACMSP094) explaining why the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby

Resources: IXL H, Q Scootle, Envision topic 12.9 Study Data representation and interpretation

Select and trial methods for data collection, includin questions and recording sheets (ACMSP095) comparing the effectiveness of different methods of collecting data choosing the most effective way to collect data for a given investigation

X X

Resources: IXL H, Q Scootle, Envision topic 12.1 Study

Construct suitable data displays, with and without th technologies, from given or collected data. Include ta graphs and picture graphs where one picture can re many data values (ACMSP096) exploring ways of presenting data and showing the results of investigations investigating data displays using many-to-one correspondence

Resources: IXL H, Q Scootle, Envision topic 12 Study La

Data analysis explorer

Evaluate the effectiveness of different displays in illustrating data features including variability (ACMS

on a range of measuring instruments to the nearest graduation

Resources: IXL J Scootle, Envision topic 10.6, 11 Study Ladder

Compare objects using familiar metric units of area and volume (ACMMG290) comparing areas using grid paper comparing volume using centicubes recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia)

X X X X

Resources: IXL L12,13,14 Scootle, Envision topic 11 Study Ladder

Top Marks area and perimeter

Convert between units of time (ACMMG085) identifying and using the correct operation for converting units of time

Resources: IXL K Scootle, Envision topic 10.2, 10.3, Study Ladder Use am and pm notation and solve simple time problems (ACMMG086) calculating the time spent at school during a normal school day calculating the time required to travel between two locations determining arrival time given departure time

X X X

X X X

X X X

X X X

Resources: IXL K Scootle, Envision topic 10, Study Ladder Top Marks

telling time
Shape Compare the areas of regular and irregular shapes by informal means (ACMMG087) comparing areas using metric units, such as counting the number of square centimetres required to cover two areas by overlaying the areas with a grid of centimetre squares

Resources: IXL L Scootle, Envision topic 5,11 Study Ladder Top Marks

perimeter and area using irregular shapes

Compare and describe two dimensional shapes that result from

Location and transformation Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090) identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference using directions to find features on a map

X X

Resources: IXL J6, J7 Scootle, Envision topic 6, Study Ladder Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091) using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and symmetry in Yolngu or Central and Western Desert art

Resources: IXL L15, 16 Scootle, Envision topic 6 Study Ladder Top Marks Geometric reasoning Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089) creating angles and comparing them to a right X X angle using digital technologies Resources: CTJ 2012 IXL L 10, L11 Scootle, Envision topic 5.1 Study

Ladder Google sketch up Top Marks angles