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Learning Area: Mathematics – 1.5 Hour Blocks. Three lessons per week (4.5 hours). *Note* The term is based on Year 6 iCEM books and accompanying assessments.Year Group:?6??????????????????? Term: 3Timing and ThemeWeek 1(Tuesday)Representing fractions on a number line (refresher).17/7/2018Objectives Compare fractions with?related denominators?and locate and represent them on a?number line (ACMNA125)WALT: Students will revisit concepts learnt in Term 1 in relation to number lines. They must be able to describe what a number line is, and understand how to represent fractions on a number line. ?Teaching Questions:- What is a number line?- Why do we use number lines? Can you think of any other times when you might be able to use a number line?- How can we use a number line to order fractions? (Prompt lower-higher placement discussions).- Can you create/implement another method to order fractions?TasksOutline: Revisit key concepts learnt in Term 1 when required (i.e. number lines).- Brainstorm/discuss as a class what a number line is (Term 1).- Refer to teaching questions to the left to promote discussion.- Students create their own fractions in workbooks. Then apply their knowledge of ordering (lowest to highest) to place these fractions along a number line.- Complete set activities in accompanying workbook relating to number lines.Adaptions Low achievers:- Create/allow collaborative work/discussions to occur by pairing a low achieving student with a high achiever.- Adapt teaching questions to build from lower order responses to higher order (Bloom’s Taxonomy model).- Pre-prepare or provide a visual representation of a number line to promote different methods of learning.High achievers:- Allow mentoring to occur between high and low achieving students.- Work on extended activities in mathematics workbook (chapter 6).- Design another method when ordering fractions. Resources01270000- ICEM – Chapter 6 workbooks- Visual image of number line with fractionsClick here for image Assessments- Observe student responses through classroom and peer discussions.- Mark student progression based on ICEM Chapter 6 questions.- Provide ongoing verbal and/or written feedback based on student progression (relating to lesson objective(s).Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentsWeek 1(Thursday)Equivalent fractions (Multiplying instead of addition and subtraction)19/7/2018Solve problems involving addition and subtraction of fractions with the same or? related denominators (ACMNA126)WALT:Students will learn what equivalent fractions are, and how to multiply fractions with either the same or similar denominators using a variety of methods (e.g., fraction wall, written and mental methods).*Multiplication was used instead of adding and subtracting, as students were already capable of addition and subtraction.- What is an equivalent fraction?- What is a numerator and denominator (refresher).- How can we add fractions together that share the same denominator?- “… subtract fractions that share the same denominator?- Are there methods to make this process easier? (Simplifying).- When may you need to add or subtract fractions? i.e. cake/pizza slices, making estimations.- Discuss some of the key questions as a class to acquire a general view of student prior understanding. Teacher may brainstorm further.- Expose students to the idea of a fraction wall. Discuss how they are used, and can be referred to as a visual tool. Play video.- Students will create their own fraction wall, to consolidate understanding. - Discuss with the class how to add and subtract equivalent fractions. Complete three examples on the board of each.- Students to complete questions in ICEM Books – Chapter 6.Low achievers:- Can be paired with higher achiever to act as a mentor.- Additional video can be used to extend/adapt learning style (see resources).- Allow student to use a fraction wall visual to assist with own individual creation.High achievers:- Create groups for this activity prior with mixed achievers (4 in a group max). Act as a peer tutor during activities.- Complete extension activities in ICEM book to apply knowledge learnt into a variety of real-world situations.Fraction wall video – Click hereExtension video: Adding and subtracting equivalent fractions.Click here- Classroom projector to display image of fraction wall. Acts as a visual tool.- Provide 28 X fraction wall sheets, for students to cut out and create their own individual wall.- Utensils such as scissors and glue will be required for this activity.Safety: Be aware of hazards using scissors, rubbish on floor. Remind students.- Observe student responses and brainstorm creations to identify prior understanding of key concepts.- Mark student’s workbook which will consist of the full completion of a fraction wall. The fraction wall must be in correct order.- Mark and provide written feedback based on the set of questions in students ICEM Book – Chapter 6.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentsWeek 1(Friday)Revising equivalent fractions (multiplying)20/7/2018Solve problems involving addition and subtraction of fractions with the same or? related denominators (ACMNA126)WALT:Students will re-visit what equivalent fractions are, and how to multiply fractions with either the same or similar denominators using a variety of methods (e.g. fraction wall, written and mental strategies).- What is an equivalent fraction?- What is a numerator and denominator (refresher).- How can we multiply fractions together that share the same denominator? What methods have we already used so far?- Are there methods to make this process easier? (Simplifying).- When may you need to multiply fractions? i.e. to make estimations and make comparisons between fractions.- Discuss some of the key questions as a class to acquire a general view of student prior understanding. Teacher may brainstorm further.- Expose students to the idea of a fraction wall. Discuss how they are used and can be referred to as a visual tool. Play video.*Optional if wanted to play again and discuss the method*.- Discuss with the class how to multiply equivalent fractions. Complete five or more examples on board, using method that resembles best with students.- Students to complete questions in ICEM Books – Chapter 6.Low achievers:- Can be paired with higher achiever to act as a mentor.- Additional video can be used to extend/adapt learning style (see resources).- Allow student to use a fraction wall visual to assist with own individual creation.High achievers:- Create pairs for this activity prior with mixed achievers. Allow students to share ideas and work together (must be monitored by teacher).- Complete extension activities in ICEM book to apply knowledge learnt into a variety of real-world situations.Extension/classroom activity: Multiplying equivalent and like fractions.Click Here- Classroom projector to display image of fraction wall. Acts as a visual tool.- Utensils such as scissors and glue will be required for this activity.- Students require ICEM and mathematics workbooks.- Observe student responses and provide feedback to classroom discussions and mathematical questions.- Mark and provide written feedback based on the set of questions in students ICEM Book – Chapter 6.*Students must show all working out, for teacher to identify any further issues or corrections*.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentsWeek 2(Tuesday)Simple fractions of whole numbers.24/7/2018Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)WALT:Students will learn how to use mental strategies to work out how to find a simple fraction of a whole number. For example, 3/5 of 20. Apply these strategies with technology: i.e. calculator.These methods include multiplying the numerator with the whole number, and then dividing the multiplied whole number with the denominator. 3 X 20 = 60.60 / 5 = 12 3/5 of 20 = 12/20- What is a numerator and denominator??- What is a whole number? (Refresher)- What are two real world examples when we might use simple fractions? i.e. How many pieces of pizza are left? ? a cup of 1L?- Can we use the same method to work out smaller and larger whole numbers?- Are there other methods to work out the answer? i.e. simplifying- Discuss the key concepts to the left as a class. Examples on the whiteboard.- Students will list two possible real-world examples of these fractions, and share/discuss with their partner.- Teacher will describe how to apply mental strategies to work out the answer (objective examples).*Play accompanying video as co-teaching tool or to cater for visual learners*Apply mental strategies via calculator listed in board.- Complete ICEM Chapter 6 workbook questions.Low achievers:- Pair with a high achiever for peer tutoring purposes.- Students use cubes to kinaesthetically learn how simple fractions work with guidance.High achievers:- Mentor low achieving students by assisting them with tasks (e.g. cubes).- Work on extended activities in workbook. For example, using larger numbers and simplifying them to work out the answer.Video to assist students to find simple fractions of whole numbers.Click Here- Box of small cubes to adapt activity.- Observe discussions to ensure students understand key concepts.- Mark student’s workbooks based on the set questions provided. Provide appropriate ongoing feedback.- Take pictures/video of low-achieving students progress by working with the cubes. List anecdotal notes of different types of student learning.Timing and ThemeObjectivesTeacher QuestionsTasksAdaptionsResourcesAssessmentsWeek 2(Thursday)Improper fractions and mixed numbers conversion26/7/2018Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)Elaboration: MultiplicationWALT:Students will learn what an improper fraction and mixed number is, and how to convert an improper fraction into a mixed number.Students will work with a variety of numbers, and use a strategy which can be used for all different types of improper fractions.- What is an improper fraction? Why?- What is a mixed number? Why?- How can we convert an improper fraction to a mixed number? *Using examples on the board as a class*.- When might you use improper fractions in real-world activities or discussions?- What method did you use to convert an improper fraction into a mixed number?- Will this method always work? Why/why not?- Discuss with the class two new concepts. Improper fractions and mixed numbers.- Extension to discussion: When might we use these type of fractions and numbers? Why?- Use the converting improper fractions to mixed numbers video to introduce a conversion method. Discuss this further as a class.- Complete some questions as a class via interactive whiteboard using StudyLadder resource.- Students complete individual set of questions in mathematical workbooks.Low achievers:- Allow activities to be paired and promote discussions between low and high achieving students to promote understanding.- Develop confidence by allowing low achiever to answer beginning questions, and then scaffold knowledge by eventually answering larger improper fraction questions.High achievers:- Mix groups so high achievers can practice peer tutoring strategies. Allow them to use own language to communicate ideas in their group.- Identify other possible methods of working conversions out (estimations). Compare estimations to actual answers using technology.- Converting improper fractions to mixed numbers video.*CLICK HERE*- Interactive StudyLadder resource. Answer Q’s as a class.*CLICK HERE*- Observe student discussions and provide ongoing feedback based on these discussions (eliminate misconceptions of methods, etc.).- Check for understanding through classroom activity on StudyLadder, designate level of questions to varying students.- Mark and provide feedback to students answers in mathematic workbooks.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 2(Friday)Converting mixed numbers into improper fractions and small revision.27/7/2018Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)Elaboration: MultiplicationWALT:Learn how to convert a variety of mixed numbers into improper fractions, and then simplifying these fractions.i.e. 4-4/8 = 36 / 8 = 9/2- What is an improper fraction and mixed number? (Quick refresher – check understanding of low achievers)- How do we turn a mixed number into an improper fraction? - Can we use any strategies we learnt in the last lesson? Or adapt these strategies? Why/why not?- What is a common link between the four operations?- How do we simplify an improper fraction?- Pair students together and allow them a short time to discuss the key concepts we learnt last lesson. Share as a class.- Discuss as a class how we learned to turn an improper fraction into a mixed number, and how we might reverse this process. Identify the links between mathematical operations.- Answer some scaffolded mixed number > improper fractions questions on the board. Discuss answers as a class.- Refresh student memories about simplifying fractions. Apply knowledge to improper fractions.- Complete Chapter 6 of maths workbook Q’s.Low achievers:- Pair with high-achieving students for discussion based activities.- Use smaller mixed numbers before using larger numbers.- Ensure numbers are easier to simplify, before moving to more difficult numbers.High achievers:- Mix with lower-achieving students for paired discussions.- Extend learning by working with larger and more difficult numbers.Extended resource if required:Converting mixed numbers into improper fractions.*CLICK HERE*Classroom activity: Turning mixed numbers into improper fractions. Use this for task 2.*CLICK HERE*- Ongoing supervision/observation of student responses in classroom and paired discussions.- Students will swap workbooks and mark the questions answered. Teacher to then double-check the answers have been marked correctly.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 3(Tuesday)Revision and test31/7/2018Compare fractions with?related denominators?and locate and represent them on a?number line (ACMNA125)Solve problems involving addition and subtraction of fractions with the same or? related denominators (ACMNA126)Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)- The content descriptors will be briefly re-covered for revision purposes.- If fractions don’t share the same denominator, can you change them to add or subtract them? How?- How do you work out a simple fraction of a whole number? What method would you use?- How do we convert a mixed number into an improper fraction, and vice versa?- What method would you use to simplify a fraction? Why?- Discuss key concepts covered in the first two weeks as a class.- Work through some example questions on the board as a class. Allow all students to attempt to use their knowledge to solve the questions. Teacher to guide if required.- Complete the final assessment piece on Chapter 6 ICEM book.Low achievers:May require more guidance for in-class discussions. Allow more time for these students to answer the questions on the board.High achievers:- Encouraged to use a variety of methods when answering the questions in the test to demonstrate a higher understanding.- ICEM Mathematics Book – Chapter 6- Extra utensils provided by teacher for tests.- Teacher will guide students for in-class discussions. Observation and anecdotal notes will be recorded alongside the test results.- Mark students test to determine if concepts need to be re-visited at any time. Provide specific feedback to students work.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 3(Thursday)Revisiting concepts (errors from the results in previous lesson).2/8/2018Solve problems involving addition and subtraction of fractions with the same or? related denominators (ACMNA126)Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)WALT:- Concepts that students struggled with in the tests will be revisited. Issues include: converting between mixed numbers and improper fractions (and vice versa), ordering fractions and problem solving.- Focus on one area of fraction at a time. What is an improper fraction?What is a mixed number?Does the denominator changed when converting these types of fractions? Why? Why not?- How can we tell if a fraction is bigger or smaller than another fraction? (Numerator and denominator discussion). - What clues in the number stories can we use to write our fractions?- Discuss the WALT with students (revisiting weak areas in our tests as a whole).- Break down the topics which are to be covered. Improper fractions and mixed numbers, ordering and comparing fractions, and number stories.- Use key questions to guide learning. Teacher to model on board questions relating to topic. Discuss and explicitly break down the process with students.- Students will complete specific questions in ICEM books. These will then be marked by the teacher. Feedback will be provided.As this lesson is re-visiting concepts, students who are still struggling will be paired with a high achiever, who will act as a peer mentor. Smaller numbers and identifiable stories will be used, so students can transfer this knowledge when working with more complex questions.Use of visual and practical items will be allowed. E.g. calculators, fraction walls, etc.Students will require general utensils and ICEM books.Individual mathematic workbooks are required.Teacher will need to allow low achievers and child with autism the opportunity to use practical items (e.g. fraction wall). Catering for different styles of learners.Students will need individual whiteboards when completing whole-class questions.Teacher to monitor classroom discussion in response to questions. Students who are struggling will be picked to work out and justify their answers. Teacher can prompt and guide these students explicitly and identify areas of weakness.Teacher will collect and mark student workbooks. Feedback will be provided written and verbally.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 3(Friday)Fraction Arithmetic – Multiplying fractions (same, similar, and unlike denominators)3/8/2018Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)Elaboration:- Multiply fractions with the same and similar denominator. Students who demonstrate a high level of understanding will multiply fractions with unlike denominators.- Brainstorm: How do we multiply fractions?- Can we use our prior knowledge when multiplying fractions with the same and similar denominators? Why or why not?- Why do we need to know how to multiply fractions? (e.g. baking – If cooking for more than 1 person).- Can we use the same method when multiplying unlike fractions? (Extension students)- Discuss the WALT with students.- Talk about some of key questions. Scaffold student learning through prompting and guidance.- Model (5) how to multiply fractions with the same denominators. Discuss if we can do the same for fractions with similar denominators.- Model (5) how to multiply fractions with similar denominators.- Students complete questions in ICEM workbooks.- Extended students will work further using unlike denominators. They will they go on Prodigy or Mathletics.Low achievers:Use smaller and friendlier numbers. For example, multiplying denominators that end in 2, 4 or 6 to develop concept understanding.Use visuals and resources from the maths block to promote different types of learning.High achievers:Will work with myself or mentor teacher multiplying unlike denominators.Able to work with low achievers to promote peer learning/mentoring.- ICEM workbooks and mathematics workbooks for questions.- Math resources out of the storeroom. Extension activity:Whole-class activity – Multiplying fractions (Optional).*CLICK HERE*- Students will need individual whiteboards and markers if they participate in above activity.Multiplying fractions – Khans academy- Observe student responses. Scaffold learning by prompting students who are struggling. - Mark student answers in response to ICEM workbooks.- Provide written feedback on student progress.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 4(Tuesday)Fraction Arithmetic – Dividing fractions (same, similar, and unlike denominators)7/8/2018Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)Elaboration:- Divide fractions with the same and similar denominator. Students who demonstrate a high level of understanding will multiply fractions with unlike denominators.- What does it mean to divide a fraction?- What am I asking you to do if we are diving a fraction by 2? (Halving a fraction or number).- When may we divide fractions in the real world? (Making food where one serving might require certain amount of ingredients, instead of making food that has more than one serving).- What does the KCF method mean? (After watching the video). Can we break it down into steps? Are we still dividing the fraction, or using a new operation?- Introduce the WALT to students (dividing fractions).- Use teaching questions to introduce the rest of the topic.- Play the video Keep, Change, Flip. Discuss with students the methods and visuals observed.- Students will complete the worksheet provided. An extension worksheet is available for students who finish early.- To conclude the lesson, discuss with student’s what method is used to divide fractions. Did they find the KCF video useful? Game is also available for engagement.Low achievers:The worksheet provided uses friendly numbers which low achievers can work with. They may require prompting and to make a note in their workbooks about the KCF division method (to act as a visual).High achievers:Are expected to demonstrate a high level of knowledge when dividing fractions without whole numbers. From here, they will learn how to divide a fraction with whole numbers.Keep, change, flip video.*CLICK HERE*Dividing fractions worksheet (without whole numbers).*CLICK HERE*Extensive worksheet. Dividing fractions with whole numbers.*CLICK HERE*Game for dividing fractions (who can score the most points).*CLICK HERE*- Observe and guide student discussion when responding to questions modelled on board. Allow a mix of achievers to attempt in front of the class if comfortable, provide guidance to low achievers.- Collect students workbooks and mark their answers. Provide a grading on total answers correct and provide written feedback.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 4(Thursday)Fraction Arithmetic – Adding fractions9/8/2018Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)Elaboration:- Understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions- Solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators- Understand how to use fraction walls or create a visual to represent a fraction.Refresher:- What is a numerator, and denominator?- Can we add fractions where denominators are the same without changing anything? Why?- How do we add fractions that have different denominators? Is there anything we have done in earlier lessons to work this out?- How and when can we simplify a fraction (finding its simplest or less complex form). For example: 6/12 is the same as 1/2.- Introduce students to the WALT.- Discuss some of the key questions as a class.- Model 5 different examples each of adding fractions with the same denominator, and fractions with different denominators. Use simplifying method as well.- Students to complete questions in their ICEM books. Low-achievers have specific areas to work with.- Early finishers may move onto Mathletics or Prodigy.- Play as a class (Feed me fractions).Low achievers:Use fraction walls or visuals to break down what the fractions look like. Used to provide a mental image.Use smaller and friendlier numbers. (Complete 7A Individual, THEN 7B Individual. 7B whole class can be used as extension).Guide low achievers if required by prompting and scaffolding learning via questioning techniques.High achievers:Expected to simplify all fraction questions.Can complete all extension activities (see other option in task area).When finished, can mentor or assist students who are struggling OR move onto Prodigy work.Co-teaching and/or visual video for learners who may require (simplifying).*CLICK HERE**Feed me fractions online activity*Simplifying fractions – Conclusion activity (2) whole class participation or extension activity.*CLICK HERE* - As an extra option.- ICEM and mathematical workbooks.- Laptops for students who finish early (Mathletics and Prodigy).- Teacher to observe student contribution to class discussion. Scaffold difficulty of questions at individual student level.- Collect and mark all student’s workbooks. Questions found in ICEM book.Questions:7A Individual – Q1 (A-H). Page 169.7B Whole class – Questions 1 and 2. Page 172-173.7B Individual – Questions 1, 2 and 3. Page 173-174.- Provide verbal feedback during discussions, and written feedback in workbooks.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 4(Friday)Fraction Arithmetic – Subtracting fractions10/8/2018Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126) Elaboration:- Understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions- Solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators- Understand how to use fraction walls or create a visual to represent a fraction.- Can we subtract fractions where denominators are the same without changing anything? Why?- How do we subtract fractions that have similar denominators? Is there anything we have done in earlier lessons to work this out?- How do we subtract fractions with unlike denominators? Is it the same method? (No) What can we do instead? (Teacher to model).3/4 – 1/5 Cross Multiply- Do we use the same method of simplifying fractions like we did last lesson? Why?- Introduce students to the WALT.- Discuss some of the key questions as a class.- Model 5 different examples each of subtracting fractions with the same denominator, and fractions with different denominators. Use simplifying method as well.- Students to complete questions in their ICEM books. Once completed, teach a group how to subtract fractions with unlike denominators.- Early finishers – Mathletics or Prodigy.- Conclude by playing whole class activity OR discuss key outcomes.Low achievers:Use smaller, friendlier numbers.Use visuals (such as the video) to assist students. Draw what the fraction looks like.High achievers:Extend learning by moving onto unlike denominators (as a group).Draw visuals of what each fraction in ICEM book looks like.If time permits, allow high achievers to guide students who are struggling.- ICEM workbooks with accompanying questions.- Video for visual learners who may be struggling (can be played for whole class at start of lesson).*CLICK HERE*Online activity for child with autism.*CLICK HERE*- Observe student responses in class discussions. Provide feedback to guide learning based on responses.- Mark students workbook according to answers in ICEM book.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 5(Tuesday)Revision and test on arithmetic fractions14/8/2018Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) – Multiplying and dividingWALT:Today students will be revising a variety of questions relating to fraction arithmetic. Fraction questions will consist of all the mathematical operations. Once revised, students will participate in their test.What do we know about the relationship between operations? (i.e. addition and subtraction are the opposite of each other, same as multiply and division).How do we add a fraction with the same denominators? What about fractions with similar and unlike denominators?Is the same method used for subtracting fractions? Why, why not?How do we multiply fractions? Is it the same as adding and subtracting? Why, why not?Is there a connection to multiplication when dividing fractions? What is it?- Introduce WALT to students. - Start by refreshing students with addition and subtracting and using visuals (fraction wall) to engage learners early).- Model 3-4 questions of each on the board with students. They can complete on individual whiteboards or workbooks.- Move onto multiplication and division fractions. Make connections between both and model questions on board. Play KCF video for division fractions again.- Students complete test. Early finishers move onto Prodigy for rest of lesson.Low achievers:Expected to work well with smaller numbers. Provide option to work with all the questions. If struggling, circle or highlight questions that are expected to be completed.Expected to work fraction questions out. Simplifying is encouraged, but not expected.High achievers:Expected to demonstrate a strong understanding of the test questions. Can simplify numbers and turn improper fractions into mixed numbers where applicable.- As the ICE-EM workbooks have a variety of questions, I have adapted to test to make it appropriate to the content students have been learning.Document for the test here- Individual mathematics workbooks and utensils.- Discussions will be observed. Students who are struggling will be guided and prompted when working with whole class questions.- Parts of the test is differentiated for low achievers. They are expected to complete highlighted questions in the test and attempt all the others.- Tests will be marked by the teacher. A grade will be allocated alongside written feedback (and verbal if necessary).- If a range of students struggle with a concept in the test, it will be re-taught next lesson. This means the decimals lesson next will be moved to next week.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 5(Thursday)Identifying the value of a number in a decimal using place value methods.16/8/2018Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)WALT:Students will primarily focus on place value this lesson. It acts as a refresher of ones, tens, hundreds and thousands to begin. Then connections will be made about what the decimal point represents, and what the values mean to the right of the point.- What do we already know about place value? How do we identify whole numbers? (Place value house)- What names do the whole numbers represent in a place value house? (Ones, tens, hundreds, thousands)- Does anyone know what the number values are called right of the decimal point? Or what they may represent? (Parts of a whole).- Examples board: How can we represent these numbers using our fraction knowledge? Work with small numbers and build up.- Introduce WALT to students. Refresh place value/whole numbers.- Discuss with students what we already know about place value. How can we place the values into columns? What do these columns represent? Model 5 on the board and look for the first group to identify number values and can use correct terminology.- Use Key Q’s to guide student learning about the meaning of the decimal point and the values to the right of it. Model on board again. Practice pronouncing. - Convert decimals to fractions to solidify understanding.- Complete WS provided.Low-achievers:- Will work with teammates in their group to work out the value of numbers in whole-class activity.- May work in a pair or need to be guided by teacher when completing worksheet. Physical objects can be used to count parts of a number.High-achievers:- Be able to work effectively with friendly numbers and move to thousands early on.- Provided with the opportunity to peer mentor another classmate who may struggle with the new concepts (values right of the decimal point).- Students will require individual whiteboards for classroom discussion and activity.- Worksheet on identifying place value numbers.*CLICK HERE*- Identifying Place Value in decimal numbers game.*CLICK HERE*- Observe student discussion and participation in whole-class activity. Provide ongoing guidance and feedback during activity.- Mark students completed worksheets. Provide written or verbal feedback.- Check for understanding at the end of lesson by playing whole-class activity. Allocate questions based on student ability observed and/or noted during the lesson.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 5(Friday)17/8/2018*Science week activities continue today. Lesson has been moved to Tuesday next week*.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 6 (Tuesday)Identifying place value positions and adding decimals up to thousandths.21/8/2018Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)WALT:- Students will begin to learn how to add and subtract decimals, ranging from the tenths to thousandths. This will occur with and without technology and using rounding to check how reasonable an answer is.Depending on time constraints, the concept rounding may be moved to next lesson.- What is a decimal? Is there anything you can think of that might help us understand the value of decimal places?(Place value houses)- What are the names of place value columns? Do we start with ones on the right side of a decimal?- What do we already know about place value than can help us add or subtract decimal numbers?- How can we use rounding to estimate whether our answer to a question is reasonable?- Introduce students to the new topic. Brainstorm what we already know about decimals. Why is it important? (Handling money when purchasing or selling products). - Model what a place value house looks like to students. Ask them to draw it in individual whiteboards.Provide students with different numbers. First to place correctly in-house wins. - Discuss in a pair how we might add decimals. Are there any methods you can note down which may be useful? Play video on adding decimals.- Students complete Q’S in ICEM workbooks.Low-achievers:- Provide decimals that are smaller to begin with. Build to higher numbers if appropriate.- Ensure decimals to be added are easier numbers and do not require carrying over via written methods. If student demonstrates capability, they may then move onto harder numbers.High-achievers:- Able to work with all types of decimals going up to thousandths. Students must complete easier set of Q’S before moving to harder ones.- Can assist students who may be struggling through peer mentoring.- Video on what decimals are, and how we add them using a standard written strategy.*CLICK HERE*- Wishball game. Adding and subtracting decimals.*CLICK HERE*- Students require ICE-EM workbooks. Will work on Chapter 8.- Individual whiteboards to participate in activities.- Observe student discussions and participation in individual whiteboard activity. Ask them to model and demonstrate answers on board.- Assess student completed questions in their workbooks.- Student with autism will complete questions involving smaller numbers to ensure he understands the key concepts of adding decimals and identifying different place values.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 6 (Thursday)Identifying the value of numbers and subtracting decimals.23/8/2018Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)SubtractionWALT:- Students will again identify the value of numbers in a place value house. They will then apply this knowledge by learning how to subtract a variety of fractions, up to thousandths.- How does a decimal point separate the place value of a number?- Why is it important to understand where the decimal point is in a number?- When subtracting decimals, can you use the same written method as adding? Why? Why not?- What values are we changing when we are subtracting a number with a decimal point?- Introduce WALT to students.- Play “Hockey Place Value” game. This will engage students and ask them to identify the values of numbers.- After consolidating place value knowledge, begin to show students an effective written method to subtract decimals. *StudyLadder Video can be played as co-teaching tool*.- Model how to subtract different decimals on the board (going up to thousandths). Explicitly identify the value of the number, and then what it looks like in a written calculation.- Students complete Q’s in ICE-EM workbooks.Low-achievers:- Work with fractions where they aren’t required to ‘carry’ numbers.- If capable, extend by working with fractions where they must carry numbers, up to hundredths.High-achievers:- Extend knowledge by working with difficult numbers up to thousandths (where numbers are also carried).- Can peer mentor low-achievers. Will receive CPR’s if this is completed.Place Value Hockey online game. *CLICK HERE*StudyLadder subtracting basic decimals video.*CLICK HERE*Khan’s Academy – Subtracting decimals (carrying numbers).*CLICK HERE*- Extension activity for high-achievers.*CLICK HERE*- Observe student discussion and contribution to questions.- Assess students completed workbooks. Provide a mark.- Provide written and verbal feedback to students during activities, and after marking their answers.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 6 (Friday)24/8/2018*Athletics carnival is on today. Lesson will be moved to next Tuesday*.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 7(Tuesday)Identify the value of number and multiplying decimals with whole numbers.28/8/2018Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)MultiplicationWALT:- Students will learn how to multiply fractions and when it may be necessary in a real-world context. By using this operation, students will continuously be exposed to practicing the identification of a number in a place value setting.Refresher:- Why is the decimal point integral to identifying the value of a number?Q’S:- When might a person multiply decimals in the real world (grouping change, working out halves of objects/items)?- Can we use a standard written method to multiply decimals? Why? Why not?- How else can we represent a decimal (e.g. 0.25, 0.5, 0.75).- Introduce WALT to students.- In small groups, ask students to draw place values houses. Provide groups with a new decimal number each time, up to 5 times to engage interest. Provide a group point for one of the rounds (or make highest with card numbers).- Discuss key questions to the left.- Model how to multiply decimals and whole numbers together.- Students complete ICE-EM activities in workbooks (OR adapted activities).- Early finishers may play one of two games listed at start.Low-achievers:- Use the first resource to the right to provide students with visuals.- Work with friendly numbers (e.g. 0.5 x 3).- Ensure written method is explicitly taught.High-achievers:- Should be able to demonstrate strong ability to multiply decimals and whole numbers. Can extend by multiplying harder decimals with whole numbers AND/OR decimals multiplied by other decimals.- Can play the card game at the end to identify place value (as a fun activity).Multiplying decimals (variety of methods including lemon visuals).*CLICK HERE*StudyLadder – Multiplying decimal game (for extension or students who finish early).*CLICK HERE*Identifying place value decimal game (make the highest decimal with cards available) Idea from Pinterest- Students will complete questions from ICE-EM in their workbooks. Teacher to mark and provide written feedback.- Provide ongoing, consistent support to low-achievers through verbal feedback and guidance.- Average standard of achievement involves students demonstrating the ability to multiply basic decimals and whole numbers. Difficult numbers will warrant an above achievement standard of learning.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 7(Thursday)*Students are visiting parliament house. Lesson will not occur*.30/8/2018Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 7(Friday)Dividing decimals.31/8/2018Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)DivisionWALT:- Students will learn how to divide decimal numbers. They will work with relevant numbers such as 0.5 and 0.25 and dividing them with whole numbers.- Students will learn how to divide numbers by converting them into fractions, and then using the KCF method to turn the fractions into multiples, in preparation for making comparisons between decimals/fractions.Refresher:- What does the decimal point represent in a number? What is it doing?- What is my whole number? What are my parts and denominator?Q’S:- Can I use my normal written method to divide a decimal? Is there an easier method?- How do I convert a decimal into a fraction or mixed number? Can I then apply the KCF method learnt to work out the answer? How?- When might I divide a fraction in the real-world?- Introduce WALT to students.- Use refreshing questions to begin lesson. Ask and consolidate the importance of these connections.- Play “Who wants to be a hundredaire” game. This will engage student interest early.- Model on the board how to divide fractions using simple numbers. Show them a standard written method, and for harder numbers, how they can convert it to a fraction, apply the KCF method, multiply the fraction, then convert back to decimal.- Students complete Chapter 8 questions in ICE-EM workbook.Low-achievers:- May require working with simpler, easier and more identifiable numbers.- Stick to one method of learning and adapt the method. If student is still struggling, then try a new method.- May work with a high-achiever to promote peer learning. Connections can also be made by using mathematical language familiar to these types of students, to develop a basic knowledge of dividing decimals.High-achievers:- When finished early, will then assist and mentor a low-achiever to assist them.- Will then move onto game listed in resource section.- Who wants to be a hundredaire game.*CLICK HERE*- Individual whiteboards for group/classroom activity. Modelling the chosen questions on the board, students will then work together to find the answer.- Individual maths workbooks, ICE-EM books and utensils to complete questions.- 2 X trolleys of laptops (32 in total) for early finishers who are able to move on and play the game.- Teacher to observe student discussion and contribution to whole-class activity.- The game played early on will not only refresh student understanding of place value but allow the teacher to confirm how each student is tracking in this area.- Mark students workbooks. Questions are found in Chapter 8 of the ICE-EM book.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 8(Tuesday)Test student understanding of the four operations involving decimals.4/9/2018Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)Operations – Add, subtract, multiply and dividing decimals.WALT: - Students will undergo a test based on the four operations involving decimals. The test will be used to check for understanding of content.- Why is the decimal point important in a number? What does it do?- Can we use a standard written method for adding and subtracting decimals? Yes.- Model 3 examples on the board, with numbers changing in complexity.- Can we multiply decimals using the same method? Yes.Model questions.- How do we divide a decimal? Can we use the same written operation? - How do we choose the correct method for different decimals when dividing them?- Introduce WALT to students. Test conditions will remain as per normal.- Begin by refreshing students’ knowledge of place value and decimals. Use teaching questions to the left to guide learning.- Model 3 examples of adding and subtracting decimals on the board after questioning.- Continue same process for multiplying and dividing decimals. Questions must be asked before modelling questions to scaffold learning.- Students complete test questions provided. - Early finishers to catch up on homework.Low-achievers:- Expected to answer the same questions as other students in the test.- Expectation is for low-achievers to answer the ‘basic’ questions of each operation, before finding difficulty as the complexity of questions increase.High-achievers:- Expected to demonstrate a strong knowledge of the test overall.- To achieve a higher grade, they will have to move between different mathematical strategies when dividing decimals. These are the hardest questions of the test.- Students will require individual utensils for test. Teacher to have some utensils spare for lending purposes.- 2 X laptop trolley trays for early finishers to move onto quiet activities.- 35 X test papers. Provide one test paper to EA, mentor and for myself.*CLICK HERE*- Teacher to observe student responses during modelling of questions. Scaffold and guide students who are struggling with questions by ‘doing more’ of these on the board.- Collect student test papers and mark them by providing a result out of 24. Each operation will list 6 questions each to be answered.- Teacher to provide both written and verbal feedback within an appropriate and relevant time limit.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 8(Thursday)Multiplying and dividing decimals by powers of 10.6/9/2018Multiply and divide decimals by powers of 10 (ACMNA130)WALT:- Students will learn how to multiply and divide numbers by 10, 100 and 1000. - Students will also learn that when we multiply or divide decimals by powers of 10, the decimal point will move a certain number of places to the left or right.- What do we already know about the decimal point and its purpose?- When might we multiply and divide decimals by powers of 10 in the real-world? If you had 10 friends over for a birthday party, and you wanted to give them a lolly bag each valued at $3.25, how much would 10 lolly bags cost?- Can we use the normal written method to multiply and divide decimals? Is there an easier method?- Ask students: If multiplying a number, which way will the decimal point move? Do the same for division.- Introduce WALT to students.- Use teaching questions to refresh student knowledge of decimals, and to connect the new topic to a real-world example early.- Play multiplying decimals (khan video). Choose 3 numbers and explain how to multiply the numbers by powers of 10, and then divide the numbers by powers of 10. Play PowerPoint game with class. Pizza points winning group.- Ask students to identify the pattern. Multiply = RightDivide = Left- Students to complete questions in ICE-EM workbooks.Low-achievers:- To work with more friendlier numbers. - Ensure learning is scaffolded by allowing to work with multiplying or dividing by 10 first. Once the connection or pattern is understood, then move onto multiplying/dividing by 100 and 1000.High-achievers:- Expected to demonstrate a strong understanding of the pattern when moving decimals, as well as work out the answer in a standard written method.- Can work with low-achievers and guide their learning if finished early. The other option is to then finish homework required or go on Prodigy.Multiplying decimals by powers of 10. In this video, Khan multiples $0.44 by 1000. Play video to 2:15.*CLICK HERE*- Individual whiteboards so students can compete in groups for pizza points. Questions will be the ones modelled on the board.- 32 X laptops for students if they finish early.Catch Phrase – PowerPoint game.*CLICK HERE*- Teacher to observe student participation and responses to questions for whole-class activity, and then provide immediate feedback and/or scaffold learning if required.- Teacher to mark students answers in their workbooks, and then provide both written and verbal feedback. Input results into excel spreadsheet. Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 8(Friday)Converting decimals to fractions.7/9/2018Make connections between equivalent fractions, decimals and percentages (ACMNA131)Elaborations:- Connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved.WALT:- Today students will develop a solid understanding of the first step between converting from decimals to fractions to percentages. Students will focus on converting between decimals and fractions.- What do we already know about the decimal point which can help us convert to a fraction?- What is a mixed number? What is an improper fraction?- When we convert a decimal number, does it automatically become an improper fraction? Is it easier to identify it as a mixed number first?- Does the value of the number change when converting between decimals, fractions and even percentages?- Why do we convert between these concepts in the real-world?- Introduce WALT to students. Use teaching questions to refresh students, and to make early connections between decimals and fractions/mixed numbers.- Play the Fruit Splat game at level 1 difficulty. Allow students to choose answers that correlate with tenths. - Model on the board how to convert decimal numbers to fractions. What are the key connections or patterns?- Students complete questions in ICE-EM workbooks.- Early finishers may begin to set a record on difficulty level 2.Low-achievers:- Will begin to convert numbers that are familiar and friendly (e.g. 0.5 is the same as 5/10).- Once they progress with tenths, move to hundredths, then thousandths.- Student with autism may benefit playing the game after doing one set of questions in workbook.High-achievers:- If students are capable of working with numbers up to thousandths, extend knowledge by working up to hundred thousandths.- Peer mentor struggling students when work is finished.- May progress to more difficult levels of ICT game.Fruit Splat – Converting fractions to decimal game.*CLICK HERE*- Individual whiteboards and utensils for whole-class activities.- ICE-EM and maths workbooks.- 2 x trolley of laptops (32 in total) to participate in Fruit Splat game.- Teacher to observe student contribution to whole-class discussions and Fruit Splat game to acquire an early understanding of student knowledge.- Use this knowledge to progress and direct student learning by working with specific questions in ICE-EM book.- Mark and assess students completed answers. Provide written and verbal feedback in appropriate time to conclusion of activity.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 9(Tuesday)Converting between decimals, fractions and percentages.11/9/2018Make connections between equivalent fractions, decimals and percentages (ACMNA131)Elaborations:- Connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved.WALT:- Students will learn how to convert between decimals, fractions and percentages. In the last lesson, students converted a decimal to a fraction, and strongly demonstrated their understanding of the content.Refresher:- How do we convert between decimals and fractions? What method did we use last lesson?- What were the main steps?Q’s:- What is a percentage?- When do we use percentages in the real-world? Phone battery, etc.- Does anyone know already how to convert a number to a percentage? - Do we use a standard written method, or move decimals when working with powers of 10?- Introduce WALT to students (converting decimals to fractions and percentages).- Use the first 4 or 5 questions to introduce topic, and to generate early discussion between students and the class.- Play the game ‘Converting decimals to fractions and percentages’. Set a classroom high score and use that for motivation for students to beat.- Model on the board the most efficient method(s) to convert between all 3 key areas.- Students now complete questions in ICE-EM workbook. Low-achievers:- Expected to answer the first two sets of questions in ICE-EM workbook before moving onto the game.- May work with a high-achiever to guide student learning.- Use either of the two games listed in resources to promote/develop student understanding of content.- Game can be primarily used for student with autism due to the high level of engagement opportunity.High-achievers:- Complete all questions listed in ICE-EM workbook.- Mentor low-achiever if finish work early. Then move onto game and complete all levels available.- Converting decimals to fractions and percentages game.*CLICK HERE*- Percent Goodies Game (Used as a back-up if required).*CLICK HERE*- 2 X Trolleys of laptops (32 in total for interactive game at end).- ICE-EM and mathematical workbooks.9A Individual – Q1-Q4. Page 238-239.9B Individual – Q1-Q2. Page 242.Extended students will complete Q3.- Individual utensils for work.- Teacher will observe student discussion and participation in questioning, and the whole-class activity.- Teacher to read over and mark students work briefly to ensure each child is progressing well.- In the next lesson, students will be tested on all converting between decimals, fractions and percentages, as well as how to multiply and divide a number by powers of 10.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 9(Thursday)Test – Converting decimals to fractions and percentages. Multiplying and dividing decimals by powers of 10.13/9/2018Make connections between equivalent fractions, decimals and percentages (ACMNA131)Elaborations:- Connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved.Multiply and divide decimals by powers of 10 (ACMNA130)WALT:- Students will be tested on the above two curriculum strands. Multiply and divide decimals by powers of 10 include 10, 100 and 1000.- What do we know about the decimal point and its purpose?- How do we convert a decimal into a percentage? Multiply by 100.- How do we convert a percentage to a decimal? Divide by 100.- How do we represent a decimal as a fraction? Identify the whole number(s) and parts (tenths, hundredths, thousandths).- What are the powers of 10?- How can we use powers of 10 operations to assist us with conversion? - Introduce WALT to students. Today we are completing a test on what we have learnt over the past week.- Engage students in discussion early by asking 3 teaching questions.- Model the questions on the board, and award points for students attempt at the answers, as well as correct answers.- Continue with the other teaching questions and then model them on the board, and award points again.- Students will now complete the test. Worksheets to be handed to teacher after completion.Low-achievers:- Expected to work well with friendlier numbers. May become challenged when numbers involve hundredths and thousandths. Use discussion time to identify key patterns and connections to use during the test.High-achievers:- Expected to demonstrate a strong understanding of all content within the test, including use of larger numbers.- Will be asked more difficult questions in classroom discussions and asked to break down their methods explicitly so other students may understand method of thinking.- Will work on Mathletics or Prodigy after test.- Individual mathematics workbooks and utensils for test.- Individual whiteboards for classroom discussion and activities.- 9D – Review Questions. Q1-Q3.Page 247.- One more set of questions, convert all decimals to fractions and percentages.0.250.380.790.557/10083/1007/102/5- Teacher to observe student responses to classroom discussions and questions.- Based on these observations, guide and prompt learners who require prompting, and allow questions to be designated to the different skill sets of students.- Mark students completed tests and provide a grade (number of correct answers out of total answers). 80 - 100% = A70 – 79% = B60 – 69% = C50 – 59% = D(Could change depending on school marking achievement levels).- Input results into excel spreadsheet, breaking down each key topic results. Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 9(Friday)Calculating percentage discounts on items/objects using percentages of 10%, 25% and 50%.14/9/2018Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)Elaborations:- Using authentic information to calculate prices on sale goods.WALT:- Students will look at real-world examples involving shops that are selling products at a discounted price. Students must then calculate these ‘specials’ and work out what the new price of the item will become.Refresher:- What do we already know about percentages? What number does the percentage symbol represent? Something out of 100.Q’s:- When might we work out a percentage of a number in a real-world context? Clothing specials, ticket prices, food, etc.- Why might they be a percentage? Discounts and specials.- What steps and operation would we use to work the new price and answer out?- Introduce WALT to students. Use refresher question to engage students in discussion early.- In groups, students discuss the first two teaching questions. Discuss answers as a class. Use stories to create a fun, exciting atmosphere.- Model some questions on the board to apply an efficient working method.- Play the game ‘Matching percentages’ as a class and set a high score.- Students complete questions in ICE-EM book.- Early finishers can move onto the game.Low-achievers:- Use 10%, 25% and 50% discounts on friendly numbers (numbers that go up to 10).- May benefit working in pairs if facing difficulty.- Can play the matching cards game online as another means to develop content knowledge in an engaging manner (especially useful for child with autism).High-achievers:- Use 10%, 25% and 50% discounts to work with more difficult numbers.- Complete extension activities set out in ICE-EM workbooks.- Move onto matching percentages game when finished.- Individual whiteboards for classroom questions and matching percentages game.- Individual mathematics and ICE-EM workbooks to answers questions.- Individual utensils.- 2 X Trolley of laptops (32 in total).- Matching percentages game.*CLICK HERE*- Teacher to observe student responses during class discussions and guide learning (prompting, scaffolding, allocation of questions, complexity of questions and scenarios).- Mark students completed workbooks, provide a mark and verbal/written feedback.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 10(Tuesday)Probability and chance (Collecting data and learning about table representations)18/9/2018Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)Elaboration:- Compare different tables and diagrams, describing similarities and differences between each, and commenting on their usefulness.- Understand data can be represented in a variety of ways.WALT:- Students will construct early understanding of table representations by completing an outside activity and recording findings. Students will then look at other table representations and make comparisons between each table.- What does the term ‘data’ mean? How is it used?- When do we collect data? Why do we collect it? Science.- How do we represent data? What formats can we use? Tables, graphs, etc.- After collecting data outside: How can we record this information in a table?- How frequent was a specific colour of car? What do we call frequent in a data sense? Frequency.- Is there another way to represent this data? What are the differences & similarities?- Introduce WALT to students.- Use teaching questions to introduce topic and to promote early engagement for students.- Show students what a typical table looks like (see resources). Identify a tables typical headings or key features.- Create own table as a class in preparation for outside activity. Colours to the side, car type on top.- Record data from outside activity, come into class and answer data.- Complete ICE-EM questions. Create a graph of results if finished early.Low-achievers:- Can work with a high-achiever to promote peer learning. Work must still be completed individually.- May need guidance by teacher to understand key patterns and connections within content.- May benefit to work with Example 1 question on page 338 to consolidate knowledge before moving onto classroom page 340.High-achievers:- Can write effective questions relating to the data in tables.- May work with a low-achiever to promote peer learning opportunities.- If finished early, they will turn their data table into a graph representation.- Individual ICE-EM books and utensils.Questions are:15A IndividualQuestion 1-3 (all).Page 340.- Mathematic workbooks to complete tasks and outside activity.- Non-raining weather to go outside.- A row of cars that can have their type of car and colour recorded.- Online example of a table.*CLICK HERE*- Use tables in ICE-EM books to consolidate knowledge.- Teacher to observe student discussion and guide learning for each student. For example, offer a variety of questions based on the table, ask students to discuss in pairs, then share as a class. If students struggle with content understanding, the teacher then intervenes and scaffolds key ideas.- Teacher to mark student work and provide timely written and verbal feedback to each student. Answers are in ICE-EM booklet.Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 10(Thursday)Probability and Chance – Playing dice-based games and recording data from these games.20/9/2018Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)Elaboration:- Conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials.WALT:- Students will play or create their own dice-based games to introduce the topic of probability. Although, the focus will still involve playing the games to record data into a table and then interpret the results listed.Refresher:- What do we know about data and tables? - What are they used for? Can you collect different types of data? What other types of data can you collect?Q’s:- How many numbers does a normal die (dice) have?- What do you think your chance of rolling a specific number is? Why?- Could we accurately predict what number we will always role? How can we test it?- Can we record data relating to chance?- Introduce WALT to students.- Use refresher questions to initiate early student interaction and discussion. - Use the first 3 teaching questions to introduce the first activity. Students will predict how many times they will roll a number out of 30 attempts. In pairs, students will roll dice 30 times between them, record data and compare predictions. Now do it another 30 times (60 in total).- Students now play snakes and ladders using same concept. Explicitly explain rules.- Complete Q’s in ICE-EM workbook.Low-achievers:- To pair with a high-achiever for both activities. This will allow them to develop concepts in a fun, engaging manner. Additionally, peer-learning allows students to use language they are familiar with to learn early concepts.- May require scaffolding from teacher when working with two dice (making predictions, and general understanding of changes).High-achievers:- Will pair with a low-achiever during activities to promote peer-learning opportunities and content understanding (check above).- Will not require scaffolding/prompting when working with 2 dice.- Snakes and ladders chance game.*CLICK HERE*- 16 X 6-sided dice for activities.- Individual mathematics and ICE-EM workbooks to complete questions.15H Individual.Question 1 (relates to rolling dice 30-60 times) and Q2 (all).Page 366-367.- Individual utensils required (including ruler to rule a neat table).- Extra spare paper A3/A4 paper for students to create their own chance-based games.- Teacher to observe student responses to questions and guide learning.- Teacher to use the dice to scaffold learning and make predictions. Like to previous lesson to make connections with data and probability (scales – least likely to most likely).- Teacher to assess student work by marking workbooks and checking if students understand content before moving on. A yes or no mark here will suffice (with notes).Timing and ThemeObjectivesTeaching QuestionsTasksAdaptionsResourcesAssessmentWeek 10(Friday)*Chance-based games. Today no formal learning will occur for maths. Students will play chance-based games and enjoy the final lesson of the term*.21/9/2018Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)Elaboration:- Conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials.- Introduce WALT to students.- *Today students will simply play chance-based games to enjoy the final day of term. Games must be based on chance (create games either from scratch or play games that already exist) and will be used to consolidate learning as well as allow students to relax in a fun environment*. ................
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