MATHS OVERVIEW, TERM 1 .au



MATHS OVERVIEW, TERM 1YEAR LEVELCONTENT DESCRIPTORSASSESSMENTYear 5Number & AlgebraInvestigation:DURATIONACMNA098 Identify and describe factors and multiples of whole numbers and use them to solve problemsACMNA099 Use estimation and rounding to check the reasonableness of answers to calculationsACMNA100 Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologiesACMNA101 Solve problems involving division by a one digit number, including those that result in a remainderACMNA291 Use efficient mental and written strategies and apply appropriate digital technologies to solve problemsACMNA102 Compare and order common unit fractions and locate and represent them on a number lineACMNA103 Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominatorACMNA104 Recognise that the number system can be extended beyond hundredthsACMNA105 Compare, order and represent decimalsACMNA106 Create simple financial plansACMNA107 Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtractionACMNA121 Use equivalent number sentences involving multiplication and division to find unknown quantitiesEvents Management: Challenge Cairns – triathlon Students will be required to plan and organize a main event factoring in quantities and costings of consumable items necessary. Eg Relay for Life, Challenge Cairns (Triathlon), ConcertsRead, view and discuss Challenge Cairns Timetable – calculate duration of particular events, time between startersAssessment of learning-Accuracy of calculationsConcise communication of strategiesMathematical language Creative, analytical thinking and reasoningAssessment for learningKnowledge of mathematical facts10 weeksLINKS TO OTHER LA’sMeasurement & GeometryACMMG108 Choose appropriate units of measurement for length, area, volume, capacity and massACMMG109 Calculate the perimeter and area of rectangles using familiar metric unitsACMMG110 Compare 12- and 24-hour time systems and convert between themACMMG111 Connect three-dimensional objects with their nets and other two-dimensional representationsACMMG113 Use a grid reference system to describe locations. Describe routes using landmarks and directional languageACMMG114 Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetriesACMMG115 Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the originalACMMG112 Estimate, measure and compare angles using degrees. Construct angles using a protractorStatistics & ProbabilityDEVELOPING INQUIRING & REFLECTIVE LEARNERSACMSP116 List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractionsACMSP117 Recognise that probabilities range from 0 to 1ACMSP118 Pose questions and collect categorical or numerical data by observation or surveyACMSP119 Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologiesACMSP120 Describe and interpret different data sets in contextCOMMUNITY CONTRIBURORLEADER AND COLLABORATOREFFECTIVE COMMUNICATORACTIVE INVESTIGATORDESIGNER AND CREATORQUALITY PRODUCERCROSS CURRICULAR PRIORITIESCatholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with AsiaThe overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.Defining Features, Diocese of CairnsThe curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.The curriculum provides opportunities to value and respect: traditional knowledge and practicesculture and natural heritagespiritualityand to critically examine and/or challenge:social constructs prejudice and racismThis perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’Develop informed attitudes and valuesKnow about contemporary and traditional AsiaConnect Australia and AsiaCommunicate effectively with people of the Asian region both within and outside Australia confidently Sustainability EducationSocial Emotional LearningInclusive EducationAccess to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.The curriculum provides opportunities to reflect upon:the gift of creationan attitude of responsible stewardshipand to critically examine and/or challenge:the impact of human interaction with the natural, built and social environmentcurrent environmental issuesSocial and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.The curriculum provides opportunities to develop:Self AwarenessSocial AwarenessResponsible Decision MakingSelf-ManagementRelationship ManagementIt is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.GENERAL CAPABILITIES Literacy Numeracy Information and Communication Technology Critical and Creative ThinkingStudents become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.Literacy involves students engaging with the language and literacy demands of each learning area. As they become literate students learn to: interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce different types of text (Texts) manage and produce grammatical patterns and structures in texts (Grammar) make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)use and produce a range of visual materials to learn and demonstrate learning (Visual information)Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT.Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover meaning and make reasoned judgments think beyond the immediate situation to consider the ‘big picture’ before focussing on the detail suspend judgment about a situation to consider alternative pathways reflect on thinking, actions and processes generate and develop ideas and possibilities analyse information logically and make reasoned judgments evaluate ideas and create solutions and draw conclusions assess the feasibility, possible risks and benefits in the implementation of their ideas transfer their knowledge to new situations Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: What is the meaning of right and wrong and can I be sure that I am right? Why should I act morally? Is it ever morally justifiable to lie? What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.As they develop personal and social competence students learn to: recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. Week:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategiesto calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentDemonstrate through self talk how to extract maths requiredEg estimation, +, -, x and ÷, use of calculators, place value and ÷ by ten, decimals, simple financial plans, units of measure, 12 and 24 hr time, locationPlace value – read and order 7 digit numbers including tenths and hundredths – using place value chartIntroduce topic and task through reading article re Challenge Cairns with studentsStudents (in groups) brainstorm maths that will be required to complete the taskEg estimation, +, -, x and ÷, use of calculators, place value and ÷ by ten, decimals, simple financial plans, units of measure, 12 and 24 hr time, locationStudents find and interpret 6 and 7 digit numbers in newspapers/books/magazines and write them in words/order themMENTAL COMPUTATION?Rehearse ?Recall ?Refresh ?Refine?Read ?ReasonMATHEMATICAL LANGUAGEPlace value, estimation, plus, add, minus, subtract, multiply, times, divide, decimals, tenths, hundredths, order, millionsindependentict basedteacher guidedReading and writing 6 and 7 digit numbers – putting into words, ordering, greater than/less thanComputer based place value activity – .au – representing 6 and 7 digit numbersUsing number lines. Students to locate various 6 and 7 digit numbers on a number lineRESOURCESChallenge Cairns article, place value charts, newspapers, books, magazines, computers, number linesREFLECTIONWeek:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategiesto calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentDemonstrate through self talk how to + and – using traditional methods Estimate and check reasonableness of answerUse calculator to check answerWord problems involving + and – demonstrate through self talk whether the problem involves + or – Problems involving units of measureInclude decimalsEnsure setting out demonstrates appropriate methodsfocus on mathematical language + and – exercises on boardWord problems on board – use GO FISHING StrategyPractise algorithms Practise solving word problems – check answers with calculatorsMENTAL COMPUTATION?Rehearse ?Recall ?Refresh ?Refine?Read ?ReasonMATHEMATICAL LANGUAGE+ altogether, reasonableness- difference, GO FISHING, decimals,independentict basedteacher guidedStudents practise + and – algorithms using .au – word problems involving addition and subtraction. Various levels.Scootle – Thinking addition 2 digit plus 2 digitWorking with students on the GO FISHING strategy solving an array of word problems using + and -. Students to write word problems for peers to solve.RESOURCESCalculators, GO FISHING strategyREFLECTIONWeek:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategiesto calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentDemonstrate through self talk how to x and ÷ using traditional methods – estimate and check reasonableness of answerUse calculator to check answerWord problems involving x and ÷ demonstrate through self talk whether the problem involves x or ÷ Problems involving units of measureInclude decimalsEnsure setting out demonstrates appropriate methodsfocus on mathematical languagePLACE VALUE: x and ÷ by 10, 100, 1000: self talk – is the answer going to be larger/smaller???Using place value chart demonstrate the thinking and moving of numbers around the decimal point.Demonstrate converting:l – mlg – kgm - kmx and ÷ exercises on boardWord problems on board – use GO FISHING StrategyStudents practise x and ÷ whole and decimal numbers by 10, 100, 1000: by moving the numbers around the decimal pointBrainstorm:what are the different units of measure?where do you use and see them in real life?Practise exercises on boardl – mlg – kgm - kmPractise algorithms Solve word problems – check answers with calculatorsSolve problems usinglt – mlg – kgm - kmMENTAL COMPUTATIONMultiplication and Division – basic number facts of numbers to 10 Calculator work FISH StrategyMATHEMATICAL LANGUAGEx times, product, twice as much - divide, share, half as muchPlace Value – tenths, hundredths, thousandthsindependentict basedteacher guidedStudents complete examples of x and ÷ by 10, 100 and 1000. Converting from g to kg, ml to l and m to kmScootle – Thinking Multiplication – 2 by 1 digit assessmentThinking division with/without remaindersArrays: Word problems with products. Various levels.Divide it up: KittensPractical exercises measuring quantities of liquids and mass of objects. Conversion practice between g and kg, l and ml, cm and mRESOURCESPlace value charts, calculators, GO FISHINGREFLECTIONWeek:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategiesto calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentRevision of analogue and digital time and converting between themUsing a map on world time zones and international date line: explain time and date differences across the world, discuss jetlag and how to combat it.Read a time table of the school week for that classDemonstrate calculation of lesson duration, lunch breaks etc.Word problems involving time: demonstrate through self talk whether the problem involves counting forwards or counting backwards Students practise and discuss examples of analogue and digital time using teacher clock on board, with partners and individual clocksWork together examples of conversions of times across the world in relation to Australian time.As a whole class read, view and discuss Challenge Cairns Timetable – calculate duration of particular events, time between startersWord problems on board- use GO FISHING StrategyStudents complete activity converting analogue to digital and vice versaDraw in on a world map what time it is in various countries according to Australian time.Activity on calculating times from a timetablePractise solving word problems – check answers with calculatorsINVESTIGATIONAs a whole class read, view and discuss Challenge Cairns Timetable – calculate duration of particular events, time between startersMENTAL COMPUTATIONProblems involving time, and time differencesTimes in 12 and 24 hour clockMATHEMATICAL LANGUAGEDigital, analogue, 24hr time, date line, time zone, difference, counting forwards/backwardsindependentict basedteacher guidedStudents use digital and analogue clocks to convert 12 and 24 hour time on both. Word problems involving time.World Map discovering time differences in various countriesScootle – Timetable extreme talent .au – Problems involving time. Various levels availableTime tools: 24 hour to the minute: practice timeTime tools: 24 hour to the minute: time challengeTime tools: 24 hour to the minute: time matchWorld clock – discussion of world time zones using Google maps/Google Earth. Students to find out current time in various given countries. Discussion of international date line.RESOURCESDigital clocks, analogue clocks, Challenge Cairns Timetable, World map with time zones, Google EarthREFLECTIONWeek:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategiesto calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentBegin ordering times in ascending orderLooking at a bird’s eye view of route to school (or cross country) including important landmarksCreating relevant keyPlace value – read and order numbers which include tenths, hundredths and thousandths – using place value chartWrite in words, order, expanded notation1. Race class off over a particular distance, record time to the nearest hundredth of a second Round to the nearest 10th, 100th/secFinish ordering times in ascending orderDraw a bird’s eye view of your route to school (or cross country) including important landmarksCreating relevant keyStudents find and interpret times from well known sporting events (Formula 1 Grand Prix) and write in words, order, expanded notationMENTAL COMPUTATIONOrdering times from earliest to latest and vice versaOrdering of numbers including decimalsConversionsRounding up and downMATHEMATICAL LANGUAGEAscending, tenths, hundredths, thousandths, bird’s eye, expanded notation, rounding, route, key, landmarksindependentict basedteacher guidedCollating race times in ascending/descending orderDraw bird’s eye view of route to schoolFinding and ordering times from sporting events such as Formula 1 Grand PrixScootle – Year 5 Maths. Rainforest: Make a walking trackDirect a Robot: collectorClass races to record times for tenths and hundredthsReading, writing and ordering numbers to 3 decimal placesRESOURCESStopwatches, clipboards, computers and/or data collected to compare, results from Grand Prix race or similarREFLECTIONWeek:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategiesto calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentView an aerial map of the Cairns region, draw on a number of routes and calculate distance using the given scaleRevisit TASK and introduce CriteriaModel sketch of potential course – 3.8km swim, 180km bike, 42.2km run including aid stations, key and scale on the boardDiscuss estimation strategies involved in estimating exact distancesOn a given map create a route using string or blu-tac and then work out the scale by straightening and measuringDiscuss all areas and questions of TASKStudents will be supported, where necessary, and this will be noted for criteria sheetTimetable – questions 1& 2Map – questions 1 & 2BEGIN INVESTIGATIONMENTAL COMPUTATIONConverting m to km and vice versaMATHEMATICAL LANGUAGEKey, scale, aerial view, distance, estimation, timetable, mapindependentict basedteacher guidedStudents commence work on their timetable using information given on task sheetStudents shown how to make a table on Microsoft Word for showing their timetableStudents create routes using blutac or string and convert to a suitable scaleRESOURCESMap of competition area, Blu-tac, String, calculators, copy of fact sheetREFLECTIONWeek:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategiesto calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentDiscuss financial aspects of task and quantities of consumable items required Students will be supported, where necessary, and this will be noted for criteria sheetStudents work to answer questions on financial planUse websites and catalogues to find necessary informationPlan layout of information on posterWork on financial plan section of taskMENTAL COMPUTATIONConverting g to kg and ml to l and vice versaMultiplication of numbers to 10MATHEMATICAL LANGUAGEquantity, grams, kilograms, litres, millilitres, cost, profit, unitsindependentict basedteacher guidedStudents work out answers for their financial planUse websites and catalogues to find their informationPlan layout of information for posterUsing a variety of websites, students research the cost of all refreshments and other items necessary to purchase for their TASKDiscussions of quantities and financial aspects of the TASK. Brainstorm potential websites where students will look for their informationRESOURCESTask and criteria sheet, Challenge Cairns (Cairns Post) Fact and Information sheet, catalogues, computers for internet, calculatorsREFLECTIONWeek:12345678910Strand:CONTENT DESCRIPTORSNumber & AlgebraACMNA098ACMNA099ACMNA100ACMNA101ACMNA291ACMNA102ACMNA103ACMNA104ACMNA105ACMNA106ACMNA107ACMNA121Measurement & GeometryACMMG108ACMMG109ACMMG110ACMMG111ACMMG113ACMMG114ACMMG115ACMMG112Statistics & ProbabilityACMSP116ACMSP117ACMSP118ACMSP119ACMSP120UNDERSTANDING FORMCHECKBOX FLUENCY FORMCHECKBOX PROBLEM SOLVING FORMCHECKBOX REASONING FORMCHECKBOX IEKEY CONCEPTSLEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect appropriate strategies in undertaking and solving problems, including using technologyGive valid reasoning for supporting one possible solution over anotherSelect and apply appropriate strategies to calculate using four operationsCalculate with simple decimalsTeacher InstructionShared/Independent PracticeAssessmentDiscuss potential layout for posters. Stress the importance of a clear, precise layout to portray all necessary information.Continue to gather information about costings and quantities using internet and cataloguesExperiment with different layouts on poster with gathered information and glue info onto posterStudents to show off their project to visiting year levelsComplete all aspects of Challenge Cairns investigation and show off to visiting year levelsMENTAL COMPUTATIONConverting measurementsDecimals using tenths and hundredthsMATHEMATICAL LANGUAGECostings, quantity, experimentindependentict basedteacher guidedStudents to complete gathering of information about costings and quantities using internet and cataloguesStudents put together the pieces of their project ready for displayStudents use Microsoft Word to draw tables for their informationDiscuss with students potential formats for their posters. Guide them in how to present their posters to the visiting classes – how to show off their information, answer possible questions from visiting students.RESOURCESTask and criteria sheet, Challenge Cairns (Cairns Post) Fact and Information sheet, catalogues, computers for internet, calculatorsREFLECTIONClassroom AccommodationsFor WhomSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movementPresentation of LessonsFor WhomAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paperalternative evaluation proceduresFor WhomReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading optionnote taking strategiesFor WhomProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)ORGANISATIONAL STRATEGIESFor WhomUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time managementsupport servicesFor WhomPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materialsAssessment Tasks- Challenge Cairns – TriathlonLogoDate commenced:Date due:Learning Area/s: MathematicsStudent Name:Year Level: 5Name of Task: Event ManagementTeacher:Type of Task:? Oral? Written? OtherTask Conditions:? Individual? Pair? Group Work? In Class? Homework? OtherOpportunities toAccess? Books? Notes? Library? TechnologyAssessed by? Self? Peer? TeacherTask Description: You are required to plan and organize the upcoming Challenge Cairns triathlon. You will need to create and display on an A2 size poster, the following:Timetable: for the different age groups and cut off timesFinancial plan: quantities and costings of foods and refreshments, disposable containers, temporary shelter stations (marquees), sunscreen, swim hats, medals and t-shirts (for all finishers and volunteers)Map: outlining the swim course (3.8Kms), bike ride (180kms), marathon (42.2kms), aid stations, transition areas (change from one sport to the other) and start and finish lines. The layout of your information will be up to you however it needs to be clear and precise; hence easy to read and follow. (Table formats are effective in displaying numerical data) Presentation of your information will take place at the end of this unit with other classes invited to hear your explanation.Task ProcedureWhat do we do from here? Find the information required to the following questions so that you can present it clearly on your poster.TIMETABLE:How many age groups are able to compete? What are the cut off times for each age group? Swim – 2hrs 20mins, Bike – 8hrs(from beginning of event), marathon – 17hrs (from beginning of event)What time does each age group start? FINANCIAL PLAN:How many people are participating in the triathlon? Where is the money going to come from to run this event? Competitor fees are the main source of income for this event. Each competitor pays $550.00 to enter. What is the total cost of all entry fees?List the foods, drinks, and other refreshments you think may be necessary.Other items such as containers (cups), swim hats, t-shirts (for competitors and volunteers), medals, marquees (for the aid stations), sunscreen (for all competitors and volunteers) are required to run this event. List the quantities you will require of each of these items (in no. 3) – using appropriate units of measure and justify your answers.Research (from known outlets via the internet or catalogues) and record the cost per unit of each item from no.3Calculate the total cost for each requirementYou need to know – each aid station is manned by a group of volunteers from a club and will receive $800 for the duration of the event.Calculate the total cost of all items required.If you only rely on competitor’s fees would you make a profit from this event? If yes, what profit would you make? What could this be used for? If no, then what loss would you make?What other areas of expenses and income could you also consider for this event?MAP:On the map provided (Google Earth map of area) clearly identify the three different legs (swim 3.8Kms, bike 180kms, run 42.2kms), of the race using a key and appropriate scale. (Your course may vary slightly to others but must cover these distances.) Ensure you include the aid stations, transition and start and finish lines.ResourcesChallenge Cairns, Cairns Post fact and information sheetComputersGoogle:Events NQMarquee HireEvent WarehouseChallenge CairnsCRITERIA SHEETCriteriaHighSoundLowThe student work demonstrates evidence of:NUMBERFinancial PlanAccurately calculated all facts and figures Information is clearly, precisely and neatly presented Q 9 & 10 have been effectively considered with creative ideas being communicated clearly Accurately calculated most facts and figures Information is neatly presented but somewhat clear and preciseQ 9 & 10 have been considered with ideas being communicated clearlyAccurately calculated some facts and figures Information is chaotically presented and difficult to followQ 9 & 10 have been considered but communicated poorly Time tableAccurately calculated all facts and times Clearly, neatly and precisely displays information in a timetable format Accurately calculates most facts and timesClearly and neatly displays information in a table formatAccurately calculates some facts and timesAttempts to display information in a table format MapAll legs of the race are clearly identified, to relative scale with appropriate keyAll aid stations, transitions and start and finish lines are clearly positioned and markedAll legs of the race are identified, with an attempt at relative scale and appropriate keyMost aid stations, transitions and start and finish lines are marked.Legs of the race are identified but without appropriate scale or keySome important areas have been included COMMUNICATINGPoster PresentationEffectively communicates solutions visually (logically, neatly, coherently)Competently communicates solutions visuallyAttempts to communicate solutions visually (somewhat disorganised or illogically sequenced)ResultFeedbackSigned: Dated ................
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