Rebecca Larsen Teaching Portfolio



Year 4Term 3Rationale/Overview This terms Mathematics program continues to build the students skills in using their mental strategies for addition, subtraction, multiplication and division. The students will also explore length, area, fractions, decimals, money, graphing and data. They will develop an understanding of the relevance of these topics in everyday situations.Knowledge and UnderstandingsThe students know a variety of techniques for problem solving.The students understand 5 digit numbers and know mental strategies for the four operations.The students understand the how to estimate, measure and compare length and area.The students understand decimals and fractions.The students understand the importance of data and how to represent it accordingly.SkillsUnderstanding FluencyProblem SolvingReasoningValuesValue the significance of mathematics in daily life.School Reporting Outcomes4JSMN01 selects and uses appropriate mental and written strategies to solve number problems involving multiplication and division4JSMN03 solves simple purchasing problems4JSMN07 recalls multiplication facts up to 10x10 and related division facts4JSMG01 estimates, compares and measures the area of regular and irregular shapes using informal units4JSMG02 solves problems involving time and duration4JSMG05 creates symmetrical shapes and patterns4JSMG06 classifies angles in relation to a right angleAustralian Curriculum Content DescriptorsACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderACMNA082 solve word problems by using number sentences involving multiplication or division where there is no remainderACMNA080 solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologiesACMNA075 recall multiplication facts up to 10x10 and related division factsACMMG087 compare the areas of regular and irregular shapes by informal meansACMMG290 compare objects using familiar metric units of area and volumeACMMG085 convert between units of timeAMCCG086 use am and pm notation and solve simple time problemsAMCCG088 compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologiesAMCCG089 compare angles and classify them as equal to, greater than or less than a right angleEssential Learning Achievement Content DescriptorsEssential Learning Achievement 24The student makes informed choices about money and finance.24.LC.1common forms of money (e.g. coins, notes, EFTPOS, credit cards, cheques)24.LC.2benefits of saving (e.g. storing and building wealth for future needs and wants, interest earned on deposits in savings accounts)24.LC.6basic services offered by banks or similar financial institutions (e.g. savings accounts, debit and credit cards, cheque accounts, loans)DifferentiationStudents are organised in ability groups and explore the mathematical concepts alongside similar ability peers.Across Curriculum PrioritiesNot all will be addressed in each unitAboriginal and Torres Strait Islander Histories and Culture Asia and Australia’s engagement with AsiaSustainabilityGeneral CapabilitiesLiteracyNumeracyICT CapabilityCritical Creative ThinkingPersonal and Social CapabilityEthical BehaviourIntercultural UnderstandingReading and comprehending mathematical concepts.All maths lessons.Problem solving lessons.Working in small groups.WeekMondayWednesday #1Wednesday #2ThursdayNotesWeek 1OperationsMental additionMoneyCalculating changeOperationsAdding whole numbersMoneyCafé ActivityWeek 2OperationsSubtractionMoneyFundraising online activity and worksheetOperationsSubtractionMoneyMoney AssessmentAssess Money - FridayWeek 3OperationsMultiplicationTimeRevision of prior knowledgeTimeElapsed TimeLANYON EXCURSIONWeek 4OperationsMultiplicationOperationsArraysTimeWorking backwards on time lines & Time BookletsMUSICA VIVAWeek 5AUTHOR VISITOperationsMultiplying 2x1TimeTime BookletsTimeFinishing time booklets and questionsAssess Time - FridayWeek 6OperationsMultiplication – number sentencesArea and VolumeUnderstanding area – revisiting perimeterOperationsMultiplying by 10 and 100Area and VolumeEstimating and measuring areaWeek 7OperationsMultiplication – 2x2Area and VolumeUnderstanding volumeOperationsDivision – Diagrams and tables to divideArea and VolumeArea and volume practiceWeek 8OperationsDivision using place-value blocks and relating multiplication and division factsLEARNING JOURNEYOperationsUsing inverse operations and using multiplication facts to find division factsArea and VolumeContinue area and volume practiceAssess Area & Volume – FridayWeek 9OperationsDivision – Using mental maths to divide and dividing by 10 and 100AnglesDescribing anglesOperationsDividing with 2 digit numbersSymmetryRevising symmetryWeek 10OperationsDivision – Dividing with remaindersAngles and SymmetryPracticeOperationsAssessment Symmetry and AnglesAssess Symmetry and AnglesMaths Group 5Outcome / Learning FocusThe student is able to:Warm up and Tuning in Activities4JSM022 recalls multiplication facts up to 10 x 10 and related division facts4JSM016 selects and uses mental and written strategies for addition involving numbers to the tens of thousands4JSM015 selects and uses mental and written strategies for subtraction involving numbers to the tens of thousandsClasses to begin with quick revision of Mental Mathematics techniques including:Looking for tens, patterns Jump strategySplit strategy CompensationTimes table revisionThis will be done through games and activities that include:This is the answer, what’s the question?Number linesWhat number am I?Times table speed testAround the worldMental mathsBaseball maths3 min speed recall activity.Dice gamesI have, who has?LessonOutcome / Learning FocusThe student is able to:ActivityResourcesWeek 11.4JSM016 selects and uses mental and written strategies for addition involving numbers to the tens of thousands.Whole ClassUsing mental maths to add – bridging to 10 and partitioning.Mental computationGuided practiceSmall Groupaddition in workbooks2.ACMNA080 solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologiesWhole ClassCalculating change from moneySubtracting money values (Pearson pg 44)Small GroupCosting and change in workbooks3.4JSM016 selects and uses mental and written strategies for addition involving numbers to the tens of thousands.Whole classUsing models to add 3-digit numbersExplain the purpose of regroupingGuided practiceSmall GroupAddition including number sentences in workbooks4.ACMNA080 solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologiesWhole ClassMake up a healthy lunch with $10 activity “Lets Do Lunch”Give students a cafe menu and ask them to come up with 3 combinations for a healthy lunch: sandwich, piece of fruit and drink. How much did they spend?How much change will they receive?Fill in columns on worksheet provided.Do this for a Monday and Wednesday (different menus)Week 21.4JSM016 selects and uses mental and written strategies for addition involving numbers to the tens of thousands.Whole ClassAdding whole numbers Using regrouping skillsNumbers sentences as equationsSmall GroupAddition problems in workbook2.ACMNA080 solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies Whole ClassMoneysmart – Helping Out.Work out a fundraising eventSmall GroupWorksheet based on sausage sizzle3.4JSM016 selects and uses mental and written strategies for addition involving numbers to the tens of thousands.Whole ClassAdding three or more numbersReasoning and estimatingSmall GroupSubtraction worksheet4.ACMNA080 solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologiesWhole ClassAssessmentWeek 31ACMMG085 convert between units of timeWhole classTelling time to the minute – digital and analogRevision of time conceptsIndividualRevised menu task2.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole classThe Human Calculator clip1 minute multiplication drillArrays representing addition sentences and multiplicationGuided practice from text bookIndividualProblem solving on white boardsReasoning problems from text bookWhite BoardsSmart Board3.ACMMG085 convert between units of timeWhole classRelating and comparing units of timeWork text book problem as a classIndividualContinue with guided practice and problem solving in maths books4ExcursionWeek 41.AMCCG086 use am and pm notation and solve simple time problemsWhole classFinding Elapsed time using start time/end timeIndividual Work through examples in text book pg 156-157Flesh out answers as a group2.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole classUsing arrays to solve multiplication problemsMental computation pg 52Guided Practice no. 15IndividualGuided practice pg 54, no 12-18White Boards3.ACMMG085 convert between units of timeAMCCG086 use am and pm notation and solve simple time problemsWhole class24 hour clock “what’s the time Mr Wolf” outsideWorking backwards on a timeline. Use students to form a human timeline.IndividualBegin working on Time Booklets at desksTime BookletsWeek 51.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole classRevising multiplying with regroupingGuided practice on whiteboardsIndividualIndependent practice using worksheetsWhiteboardsWorksheets (2x1, 3x1 and 4x1)2.ACMMG085 convert between units of timeAMCCG086 use am and pm notation and solve simple time problemsIndividualContinue individual work on time bookletsTime Booklets3.ACMMG085 convert between units of timeAMCCG086 use am and pm notation and solve simple time problemsWhole ClassTime AssessmentWeek 61ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassUnderstanding that word problems have hidden questions.Work through example on pg 56 of text bookGuided practice q. 1 and 2IndividualFruit shop q. 4, 5, 6 & 7 (made into worksheet)WhiteboardsFruit shop problem worksheet2ACMMG290 compare objects using familiar metric units of area and volumeWhole ClassFinding perimeterUnderstanding Area (pg 170)Explain the difference between the perimeter and the areaWork through exampleIndividualGuided Practice (q. 7 & 8)Independent Practice (q. 10, 11, 12 & 13)3ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassRules of multiplying by multiples of 10 and 100Mental computations (pg 64)Guided practiceIndividualUsing patterns (q. 14, 15 & 16 – made into worksheet)Q. 17-22Problem Solving for those who finish (q. 24a & b)Worksheet4ACMMG290 compare objects using familiar metric units of area and volumeWhole ClassEstimating and Measuring AreaUsing grids to count the area in squaresEstimating the area of trianglesIndividualComplete Area worksheet from text bookWorksheetsWeek 71.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassStrategies for multiplying 2 numbers by 2 numbersGo through examples on whiteboardsIndividualMultiplication worksheetWorksheet2.ACMMG290 compare objects using familiar metric units of area and volumeIndividualArea worksheetsWorksheets3.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassDivision is the same as sharing equallyUsing diagrams for q. 4 & 5 (pg 92)IndividualQ. 7 & 8 (pg 93)Whole ClassGo through example on pg 94 – using tablesGuided practiceIndividualQ. 4 - 94.ACMMG290 compare objects using familiar metric units of area and volumeWhole ClassUnderstanding volumeUse manipulatives to demonstrateCount the blocks in a box to show volumeGo through the guided practice (pg 178) – photocopied larger for studentsSmall GroupsUse manipulatives to make 24 cubic units in 4 different waysIndividualQ. 6, 7 & 8MAB BlocksWeek 81.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassWork through examples on pg 96 with whole class using MABGuided Practice on floor with manipulativesIndividualWriting number sentences and using manipulatives to solveProblem solving2.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassUsing multiplication knowledge to help solve division problemsWork through examples on pg 98Guided practice completing fact families (q 1 & 2)Quotients and using multiplication to check answers (q 3-5)Explain that inverse operations undo each otherWriting fact families for 2, 3 and 6IndividualCompleting fact families and writing fact families on worksheetWorksheet of fact families 4, 5, 7, 8, 9, 10 and 113.ACMMG290 compare objects using familiar metric units of area and volumeIndividualVolume worksheetWorksheets4.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassHow does multiplication help you to divide?Work through examples on pg 102Guided practiceIntroduce the symbol √IndividualQ. 6-13 (on worksheet)Whole ClassEstimation in divisionExample on pg 104Guided practice using patterns pg 104-105WorksheetsWeek 91.AMCCG089 compare angles and classify them as equal to, greater than or less than a right angleWhole ClassDescribing angles with examples on whiteboard – ray, angle, vertex, right angle, acute, obtuse.Angles in our school – outside looking at angles in our world: playground, basketball court, buildings2.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassDividing by multiples of 10, 100 and 1,000 using patternsExample pg 106Reasoning pg 1063.ACMNA076 develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainderWhole ClassDividing 2 digit numbersUse estimation to solve Guided Practice questions (pg 108)Reasoning as a whole classIndividualQs 9-13Division worksheets for fast finishers4.4JSMG05 creates symmetrical shapes and patternsWhole ClassRevising symmetryIndividualQs 1 – 8b of textbook as a worksheet (photocopied)WorksheetPhotocopied pages from text bookWeek 101.4JSMG05 creates symmetrical shapes and patternsAMCCG089 compare angles and classify them as equal to, greater than or less than a right angleIndividualAngles and Symmetry assessmentWeekly FocusUnderstand marks given to them and topics covered in testing.Revision of topics taught and assessed.Go through test and discuss results. Ask students to raise questions about topics covered use these question to inform teaching for the week and where to focus revision.End of term maths fun – Games surround maths that tie into revision.Revision of topics taught and assessed.Standard testsIWB ................
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