NUMBER
Muswellbrook South Public School
Mathematics Learning Sequence
Stage 3 Term 1 Unit 1
|Outcome/Key Ideas |Sample teaching, learning, working mathematically activities |Differentiation |Resources |Planned Assessment |
|NS3.1 Students read, write and|Ignition Activities | |2002 Syllabus p.45 |Pre Assessment |
|order numbers of any size. |Mental calculation. Begin with a number. Ask students to calculate a series of tasks in their head| | |Fill in missing numbers |
| |e.g. begin with 15, add 10, add 10, add 100, subtract 10, add 100, what is the number? | | |in a sequence e.g. write|
|Count forwards and backwards | | | |the next three numbers |
|by tens or hundreds on the |Maths Tipping. | | |counting |
|decade up to five digits |Students stand around the room. Make a set of five/six digit number cards. Ask questions such as: | | |forwards/backwards by |
|(Year 5) |how many tens altogether in 50000? What number is 100 more than 60002? The student who answers | | |10/100 on and off the |
| |correctly may take one step towards another student. If that student is tipped they sit down. | | |decade. (560, 8962) |
|Count forwards or backwards by| | | | |
|tens or hundreds on the decade|Bingo | | | |
|using numbers of any size |Students make up a bingo card (5 x 5) or (6 x 6) and fill it with five/six-digit numbers e.g. | | | |
|(Year 6) |using the digits 6, 3, 2, 7, 5 and 0. The teacher reads a clue, e.g. the number 100 more than | | | |
| |25630. If the student has that number, they cross it out. First to five in a row, column or | | | |
|Language |diagonal is the winner. | | |Count by 10/100 |
|Forwards, backwards, on the | | | |forwards/backwards on a |
|decade, off the decade, place |Make a place value slider up to 6 digits. Demonstrate counting forwards and backwards. | | |grid from given starting|
|value, thousands, tens of | | | |number. |
|thousands, millions, billions,|Explicit Mathematical Teaching | | |On a blank grid students|
|trillions, decimal system |Developing knowledge of forwards and backwards counting skills will assist students in using | | |devise their own largest|
| |mental calculations to solve two/three/four-digit addition and subtraction tasks. | | |possible starting number|
| |The “empty number line” could be used to record student’s thinking and to demonstrate building-on | | |and decide to count |
| |by tens, hundreds, thousands. | | |forwards/backwards by |
| |Demonstrate counting forwards and backwards on a thousands chart by 10,100. | | |tens or hundreds, |
| |Discuss the sequence - what changes, what doesn’t change - which columns change? Show the pattern | | |completing only the |
| |between the 2 digit, 3 digit, 4 digit numbers e.g. 150, 160, 170 …. and 2150, 2160, 2170 ….. | | |first row and column. |
| |Have students generate their own symbol system to replace the digits 0 to 9 e.g @ = 0, ! = 1, & = | | |Have 3 or 4 random |
| |2 etc, therefore 201 = &@!. When we increase this by ten it becomes &!! and ten more makes &&!. | | |shaded boxes that |
| |Discuss and compare the pattern formed - symbol to pattern. | | |students need to fill in|
| |Introduce counting by hundreds. Demonstrate and discuss similarities with counting by tens - | | |with a missing number. |
| |which columns change, which don’t? | | |Explain how you got your|
| |Increase the number of digits - 5 or 6 digit number. Add 10 to 999, 9 999, 99 999, | | |answer. |
| |999 999. Discuss how the units digit remains the same. | | | |
| | | | | |
| |Whole Class Teaching Activities-some suggestions | | | |
| | | | | |
| |Count –Off Activities | | | |
| |Roll three ten-sided (decahedron) die. Have the students start counting from the number rolled, | | | |
| |adding ten, hundred, thousand to the count each time. Then count backwards by tens, hundreds, | | | |
| |thousands. Have one student select a number and call out the number. Once the student calls out | | | |
| |the selected number, the rest of the class continue | | | |
| |counting by adding ten or hundred, thousand each time. | | | |
| | | | | |
| |Pupils count forward or back within an appropriate number range. Ask them to stop straight away | | | |
| |when they counted a certain number of steps. For instance they count back 5000 from 8750 in steps | | | |
| |of 1000. What number did they end up with? | | | |
| | | | | |
| |Give pupils the starting and finishing numbers and size of steps. They count within these numbers | | | |
| |then hold up fingers to show how many steps have been counted eg Count on from 256 to 286 in tens?| | | |
| |How many tens? | | | |
| |Count back from 2654 to 2054. How many hundreds? | | | |
| | | | | |
| |Nudge | | | |
| |‘We are learning how a number containing nines “rolls” over to leave zeros when 1, 10, 100 ... is | | | |
| |added to the number, and how zeros “roll” back to nines with subtraction by 1, 10 ,100 ... | | | |
| |Activity | | | |
| |The students use the numeral cards to recreate counting sequences in a way that’s similar to the | |Equipment: Sets of large numeral | |
| |action of a car odometer. They can wear hats marked with the place values involved, for example, | |cards ordered 0 to 9 (Material | |
| |ones, tens, hundreds, thousands ... | |Master 4–3) or commercially made | |
| |9 9 9 9 | |number flip charts. | |
| |Have a student as the ones counter, counting in ones. Stop them at nine. Ask, “What will happen | | | |
| |when one is added?” Discuss how adding one rolls nine over to 10 and that another counting place | | | |
| |(tens) is needed. | | | |
| |Count in ones from 95 until 99 rolls over to 100. Start with 93 and add 10 to it. Discuss how the | | | |
| |nine rolls over. Repeat by adding 10 to 94, 99, 90 ... | | | |
| |Add 1, 10, then 100 to 99. Add 1, 10, 100 to 899. Add 1, 10, 100 to 998. | | | |
| |Activity | | | |
| |Roll 1 000 back 1, 10, 100. Roll 3 000 back 1, 10, 100. Roll 309 back 1, 10, 100. | | | |
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| |Guided group/Independent Activities-some suggestions | | | |
| | | | | |
| |How many tens/hundreds/thousands? | | | |
| |Write a start number on the board or say it aloud to the students eg 35 670.How many tens/hundreds| | | |
| |thousands will we have to count to get past 40 000? Repeat for other numbers? | | | |
| |Bingo | | | |
| |Teacher or child reads out statements on small cards eg two hundred less than 45 600 and children | | | |
| |check their bingo boards to see if they have that number eg 45 400 | |Bingo boards and cards | |
| | |Change numbers on bingo boards | | |
| |Tens/Hundreds/Thousands Jumps |according to children’s | | |
| |Draw open number line segments from various numbers with intervals of either tens/hundreds or |understanding | | |
| |thousands. Invite the class to count in tens /hundreds or thousands along the segments forwards | | | |
| |and backwards. | | | |
| | | | | |
| |Ask students questions about the number line eg ‘If I started at 10 000 how many jumps of 100 | | | |
| |would it take to to get to 11 500? | | | |
| | | | | |
| |Sketch jumps suggested by students on the number line and discuss. | | | |
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| |Computer Learning Objects | | | |
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| |Hopper Challenge : Whole Numbers | | | |
| |TaLe Reference Number:L1087 | | | |
| |Students select a jump size between 1 and 10 and the starting point is generated randomly on a | | | |
| |grid of whole numbers between 0 and 999 | | | |
| |[pic] | | | |
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| |Reflection Time should be allowed at the end of each class lesson to revise learning outcomes | |Teaching and Learning Exchange(TaLe)| |
| |shared and strategies used. | |tale.edu.au | |
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| |Working Mathematically is modelled throughout. | | | |
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