Mel Reskic Shell Cove Public School - 2018

Stage 3 Maths Program Term 2 Week 7

NSW K-10 Mathematics Syllabus Outcomes

Learning Goal – Addition and Subtraction (refer to outcome)

Addition and Subtraction (1) MA3-5NA – Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size - Select and apply efficient mental, written and calculator strategies

to solve word problems and record the strategy used. 2D Space (1) MS3-15MG Manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties - Use the terms ‘translate’, ‘reflect’ and ‘rotate’ to describe

transformations of shapes. - Identify line and rotational symmetries. Working Mathematically - MA3-1WM - Describes and represents mathematical situations in

a variety of ways using mathematical terminology and some conventions

- MA3-2WM - Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations

- MA3-3WM - Gives a valid reason for supporting one possible solution over another

Success Criteria – Addition and Subtraction (refer to indicators) TIB – Learning Goal – 2D Space (refer to outcome) Success Criteria –2D Space (refer to indicators) TIB –

Mel Reskic Shell Cove Public School - 2018

Mathematics Weekly Plan

Term – 1 2 3 4 Week – 1 2 3 4 5 6 7 8 9 10 11 Strands – Addition and Subtraction (1)/ 2D Space (1)

Monday Tuesday Wednesday Thursday Friday Key Ideas: Addition and Subtraction 2D Space

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Additional warm up activities: TEN: Using your PLAN Data, students will work on TEN based activities for 10 minutes. Activities are differentiated based on group needs (view PLAN Data/Clusters).

Mark Pre-test as a whole class and provide immediate feedback.

TEN/ Ninja Numeracy/

Quick Revision Mentals

TEN/ Five Minute Frenzy/

Quick Revision Mentals

Mark Post-test as a whole class and provide immediate feedback.

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Pre-Test: Addition and Subtraction & 2D Space.

An iPad costs $387. Judy has saved $59. How much more does she need to save to buy an iPad? Ned and Sue went in the zoo shop. Sue bought four stuffed animals for $5.00 each. Ned bought two posters for $7.50 each. How much money did they spend?

Label the following transformations:

Post-Test: Addition and Subtraction & 2D Space.

Mel Reskic Shell Cove Public School - 2018

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Main Focus + Language Solving word problems: Explicitly model how

to solve word problems - addition and subtraction. Explain to students that word problems at times may be harder to solve as the we become unsure of what operation or operations we should use to solve it. A simple way of modelling this with the students is to provide them with words that are used in correlation to an operation. Go through the following example with the students and have this displayed as you model how to solve word problems:

Model how to solve a math word problem by using the above word chart and the following steps:

1. Read the problem carefully. 2. Underline the facts you will need to solve

the problem. 3. Write a number sentence for the problem. 4. Solve the problem. Show your working out.

Modelled example: Rangers at Sullivan Lake stocked the lake yesterday with a total of 761 fish. 522 of the fish were trout and the rest were catfish. What is the difference between the trout and catfish? 1. Read the problem out loud. 2. Model how to underline the facts: Rangers at Sullivan Lake stocked the lake yesterday with a total of 761 fish. 522 of the fish were trout and the rest were catfish. What is the difference between the trout and catfish? Explain to the students the important facts that are underlined. Altogether there are 761 fish. 522 were trout, but we are asked to find the difference between trout and catfish. Looking at our chart, difference means subtract. So, this problem involves subtraction. Whatever our value left over is, will help us discover how much catfish there is. 3. Write a number sentence: 761 – 522. 4. Solve: 761 – 522 = 239 catfish.

Revision: Briefly revise previously learnt mental and written strategies for addition and subtraction. Students will be required to use these as they solve their word problems: Split strategy: Example: 35 + 47 Step 1: 30 + 40 = 70 Step 2: 70 + 5 = 75 (adding 5 from 35) Step 3: 75 + 7 = 82 (adding 7 from 47) Compensation Strategy: Example: 78 + 36 Step 1: Round 78 to the next multiple of 10 which is 80 (78 + 2 = 80) Step 2: 80 + 30 =110 + 6 (from 36) = 116 Step 3: 116 – 2 = 114 (We added 2 to 78 to make 80, so now we must take the 2 away to get the correct answer.) Jump Strategy: Example: 673 + 7327

Model how to solve the following word problem and recording the strategy that has been used: A chocolate factory usually makes 7 825 chocolates per month. In the month before Valentine's day, it makes 7 447 more than that. How many chocolates does the factory produce in that month? Model using previous steps: 1. Read problem out loud. 2. Underline facts: A chocolate factory usually makes 7 825 chocolates per month. In the month before Valentine's day, it makes 7 447 more than that. How many chocolates does the factory produce in that month? 3. Write number sentence: the words more than means add. 7 825 + 7 447. 4. Solve problem using a strategy (split strategy): 7 000 + 7 000 = 14 000 800 + 400 = 1 200 20 + 40 = 60 5 + 7 = 12 14 000 + 1 200 + 60 + 12 = 15 272 The factory produces 15,272 chocolates in that month. I used the

Transformations: When something is transformed it is changed in some way. In mathematics there are 3 different ways to transform a shape. • Translation/slide - this simply

means to move or slide in a straight line. You can move it up or down or from side to side, but do not change its appearance in any other way.

• Refection/flip- this is like a mirror image; the shape is reflected across a plane (line). The new shape will be the same distance away from the plane as the original, only upside-down or back-to-front.

• Rotation/turn - this means that the shape is turned a specific number of degrees around a centre point.

Use the following PowerPoint for students to see visual representations of each of the transformations and addition definitions for them to note down: https://cwoodsgrade4.wikispaces.com/file/view/Slides,+Flips,+%26+Turns.ppt Model how to identify the transformations using the following examples. Explain to students that the dots will assist in identifying what transformation the shape is. (Draw both images on the board next to each other): The shape has been rotated/turned because it has been turned on its side. The shape has been translated/slide as it is looks the same but moved across.

Model quick revision identiyfing transformations:

Display similar examples on the board and encourage select students to identify the transformation of each. Encourage tsudents to exaplin why they have identifyed the shape as a specific transformation. Model how to draw a variety of transformations. Use the following image as a guide. Note; ensure to draw a dot for students to identify the transformation. Use these images as ideas, draw basic 2D shapes depending on students needs.

Draw basic 2D shapes on the board and encouage students to come and represent them in a varity of transformations. Example:

Mel Reskic Shell Cove Public School - 2018

Model another example: John has four fewer lollies than Bob. Bob has 18 lollies. How many lollies do John and Bob have together? 1. Read the problem out loud. 2. Model how to underline the facts: John has four fewer lollies than Bob. Bob has 18 lollies. How many lollies do John and Bob have together? Explain to students the important facts that were underlined. John has four fewer lollies than Bob; involves subtracting four from Bobs total. The question also wants to know how many they have altogether; this also involves addition. Before that, we need to find out how many John has. 3. Write a number sentence and solve: 18 – 4 = 14 (18 represents how many lollies Bob has. John has 4 fewer than him, therefore we had to take 4 away from Bob’s total). This problem involves a second step: how many do they have altogether. Now we know how many John has, we simply add both totals: 18 + 14 = 32 4. Solve: 18 – 4 = 14 18 + 14 = 32 John and Bob have 32 lollies altogether. NOTE: While modelling, always revise previously taught mental and written strategies. Encourage students to use a range rather than algorithms. Use the following word problem and solve as a class. Encourage students to use the steps previously modelled: Newberry Lake was originally blue because it only had 685 algae plants. Now there are 2,539 algae plants, and the lake has turned green. How many more algae plants are in Newberry Lake now?

split strategy to work this problem out. Continue modelling how to solve addition and subtraction word problem with the previous steps as well as mental and written strategies. Additional examples: If I had saved up $169.00 and then spent $119.00 on a new outfit, how much would I have left? Use compensation strategy. It is 320km from Leeds to Norwich. Jason travels 180km, and then takes a break. How many more km does he need to travel until he reaches his destination? Use jump strategy.

The same has is reflected/flipped as it is a mirror image of the shape. Continue modelling additional examples on the board. Use the following outline to model some drawings of various transformations on the board. Encourage students to sketch the same images into their books and label the transformation for them to refer to.

Draw the reflected/flipped shape: Ensure to assist students and encourage them to explain how they have made the transformation.

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Revision Group - Names Work with these students and provide them with simple word problem cards (involving addition and subtraction). Encourage students to refer to the word chart above to determine whether it is an addition or subtraction problem. Example: http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=word_add_sub_2digit.pl&fnums=0&xinfo=0&language=0&memo=&answer=1&x=151&y=11

Work with these students to solve the following word problems. Encourage students to use a variety of strategies to solve the questions: Example:http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=word_add_sub_2digit.pl&fnums=2&xinfo=0&language=0&memo=&answer=1&x=178&y=21

5/6M Town Groups Based on Continuum

Clusters

Work with these students. Use a whiteboard and draw simple 2D shapes that have been transformed. Students will sketch these in their books and label the transformation. When students have an understanding of transformations, they can begin to draw their own shapes and label them with teacher support.

Mel Reskic Shell Cove Public School - 2018

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Middle Group- Names Provide students with word problems involving larger numbers (involving addition and subtraction). Example: http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=word_multiStep_addSub.pl&language=0&memo=&answer=1&x=180&y=29

Provide students with word problems involving larger numbers (involving addition and subtraction). Students will need to answer the problems using strategies. Example: http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=word_add_sub_3digit.pl&xinfo=1&language=0&memo=&answer=1&x=140&y=42

5/6M Town Groups Based on Continuum

Clusters

Provide students with a range of transformation task cards where they will need to identify the slide, turn and flips or shapes. Example of cards: http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=word_add_sub_2digit.pl&fnums=2&xinfo=0&language=0&memo=&answer=1&x=178&y=21 Students then complete the following task of drawing various irregular shapes in certain transformations. Example: https://www.mathworksheets4kids.com/transformation/slide-flip-turn/draw-shapes1.pdf

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Students complete a range of word problems involving fractions. Use the following examples to create as task cards: https://www.tes.com/teaching-resource/adding-and-subtracting-fraction-word-problems-11067835 http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=word_frac_sub2.pl&dnums=2&xinfo=0&language=0&memo=&answer=1&x=148&y=6

Students independently solve a range of multi-step word problems. Use the following sources as examples as well as find additional examples for students to complete. Print and create as task cards: https://www.teacherspayteachers.com/FreeDownload/Challenging-Word-Problems-8th-9th-Grades-Multi-Step-Common-Core-Aligned-3573847 https://www.helpingwithmath.com/printables/worksheets/word_problems/4oa3word_problems02.htm https://www.ixl.com/math/grade-6/word-problems-with-multiple-steps-or-extra-or-missing-information

5/6M Town Groups Based on Continuum

Clusters

Students play the Transformation Game: Nrich: https://nrich.maths.org/5457 This game provides an opportunity to practise a lot of transformations in the context of a game. The scoring system encourages the use of combinations of transformations.

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Feedback – Use the thumb method after explicit modelling to determine students understanding and where they will be placed for group activities. Marking Exit Slips – Next to each students Exit Slip, the teacher will check students answers and will either write an: A = Achieved N/Y = Not Yet N/Y students will become your target group.

Label the following transformations:

Students answer the following word problem and labelling what strategy they have used: Revision: Damien had 16 stickers. His Mum gave him 12 more. He then gave half to his brother. How many did he have left? Middle: David has 991 brown hamsters and 234 ginger hamsters. 165 hamsters escape. How many hamsters does David have left? Main: In January, there were 34 371 new born bugs. The bugs were silver and black, with large wings. In February, another 61 428 bugs were born. However, in March, 42 985 bugs flew away. How many bugs are left?

Students write a brief definition of each of the transformation: translation, rotation, reflection.

Students draw a transformed shape: Revision: translation/slide Middle: reflection/flip Main: rotation/turn

Mel Reskic Shell Cove Public School - 2018

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• Students create their own word problem task cards for a friend to complete. Provide students with a range of colored paper cards to write on. • Students use whiteboard to practice a variety of mental and written strategies – revising skills. • Students extend themselves by creating and completing larger number problems involving addition and subtraction. • Play Noggle: Select 12 random numbers and a target number that students need to crate using these numbers only. Students can only use addition and

subtraction only to make challenge more challenging. Simple example: Target number is 46 = 30 + 17 – 1 = 46. • Students work through a range of challenging problems: Open-Ended Maths Problem Solving Cards - Upper Primary – Teach Starter. • Students complete iMaths and Mathletics assessment sheets/tasks.

• Students challenge a partner; they draw a variety of transformed shapes on a whiteboard and their partner needs to correctly identify them.

• Using grid paper, students create transformation artworks using regular and irregular shapes.

• Creating transformations of shapes and labelling its coordinates: • https://www.teacherspayteachers.com/Product/Transformations-

Stations-Activity-1785479 • Students complete iMaths and Mathletics assessment sheets/tasks.

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