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PIALBA STATE SCHOOL: MATHEMATICS YEAR 2 SEMESTER 2 Term 4 UNIT 4 PLAN

Proficiency Strands

At this Year level:

• Understanding includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and division

• Fluency includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations

• Problem-solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape

• Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations and creating and interpreting simple representations of data.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

1 D Show Me Term 4 Pre-Test

6 SRecognising two-dimensional and three-

dimensional objects and explaining transformations

8 M Investigating shapes and location

3 S Representing data and chance

8 D Show Me Term 4 Post-Test

*Reports done by week 8

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Maths Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit Term 4: Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Differentiation ResourcesL2B U2B

STATISTICS AND PROBABILITY:

Chance and Data Representation

#Activities Explicit teaching:

o Introduce the term ‘data’ as the information we collect to answer a question.

o Discuss instances when data might be useful and when students might have used data.

o discuss ways to collect data – observation, asking, measuring

Brainstorm questions that students could ask to collect data about a topic (i.e. lunches: What is in everyone’s lunchboxes? How many people have fruit? What is students’ favourite lunch treat? etc)

Graphing a Collection:o Tip out a container of objects (i.e.

shaped counters)o Sort the objects by an attributeo Identify a question that students could

ask based on the sort (i.e. how many toys are small bear

Learning Objects: Lolly Picture Graph#Open-ended 12 people were asked to choose their

favourite colour out of:

What could the graph look like? I counted 2 more dogs than cats. What could

the tally mark graph look like?

Chance: Use the following learning objects to practice

chance language:

ASSESSMENT TASK Representing data and chance

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative

Expose to more technical or specific Maths vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Independent Work

Peer Instruction

Tiered tasks

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html

Learning Objects: Lolly Picture Graph

Learning Object: Chance Simulator

Learning Object: Spinners swipe and wipes whiteboard markers Chance Problem Solving

Lolly Jars

Vocabulary:data, graph, represent, picture graph, table, tally, lists, likely, unlikely, certain, impossible, possible, definite, chance, Walt: Understand and use

data to make graph Predict the likelihood of

chance events

Wilf: Ask and answer

questions for data creating data displays

(i.e. graphs) using correct labels and titles

Use correct chance language

Make predictions

TiB: Understanding data and

the chance of events helps us to make choices in our daily lives

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https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html



o Learning Object: Chance Simulatoro Learning Object: Spinners

Chance Problem Solving Lolly Jar:o Complete work sheeto Place blank lolly jar sheets in swipe and

wipes – give students scenarios to colour their jars to practice understanding chance language

#Open-ended Design a spinner for which the chance of

spinning red is a third. Design a spinner where red has more chance

of winning than any other colour. I overheard my mother tell my neighbour

that on the weekend, we would definitely do something but I could not hear what it was. What might it be? Students’ responses will indicate if they understand the meaning of ‘definitely’. What is definite for some will not be so for others, so it is good for them to hear what others think and recognise this.

learning strategies

Use technology to record students work; e.g. digital photography, tape and video.


KLA: Maths Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit Term 4: Semester 2





SHAPE:2D Shapes and 3D Objects

#Activities Draw a variety of 2D Shapes with straight

(polygons) and curved sides and describe their features – repeat activity for 3D Objects

Create anchor charts of 2D Shapes listing a description of features – repeat for 3D Objects

3D Shape Display Posters – o Display as a resource

ASSESSMENTLINKED TO

TRANSFORMATIONS

Recognising two-dimensional shapes and

three-dimensional objects and explaining

transformations


Explicitly teach the vocabulary and


Extend with students choice of extra study – ensure one-to-one conferences to

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.

Vocabulary:polygon, straight, curved, features, sides, corners, 2D, flat, rectangle, triangles, circles, hexagon, rhombus, closed shape, square, faces,

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edges, surface, cube, prism, pyramid, sphere, cone

Cover up descriptions and have students write the features to describe each one

Properties of 2D and 3D Shape Warm Up PPT 2D and 3D Shape Riddle PPT Guess the Shape – I Do/We Do/You Do. Give

a description of a shape to the class to work out the shape and then co-construct one as a whole group. Repeat individually, writing own descriptions and then share in pairs guessing each other’s shapes. Provide feedback to each other.

3D & 2D Object Feely Bag – Children use their touch only to feel and describe the shape to the class

Shape Quilt – On sticky notes have students draw different variations of quadrilaterals/hexagons/triangles and glue together to make a quilted poster

#Open Ended Choose a 3D Shape. Find three examples of

this shape in your classroom. Emma used three rolling shapes, four boxes

and one cone to build something. What could she have made

I drew a picture using only circles and square. What might my picture look like?

MISCONCEPTION – Shapes can be regular or irregular. Name related to number of sides, NOT

the standard shape

grammatical structures to ensure the students have the required prior knowledge.




Use small group instruction and cooperative learning strategies


allow student to share their work.


Independent Work

Peer Instruction

Tiered tasks

html Properties of 2D and 3D

Shape Warm Up PPT 2D and 3D Shape Riddle

PPT 3D Shape Display Posters poster paper coloured sticky notes for

quilt 3D Shape Display Posters 3D objects 2D Attribute blocks Non-see through bag

Walt: Identify the features of

2D shapes and 3D objects

Wilf: Correct use of shape

language to describe features

Understand the difference between 2D shapes and 3D objects

Tib: Shape can be identified

in our environments and used in construction

KLA: MathsYear Level Team: add teacher names

Term 4: Semester 2Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit

WALT/WILF/TIB Active Learning Engagement Check for Differentiation Resources

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(The What) (The How) Understanding L2B U2BLOCATION AND

TRANSFORMATION:Flips, Slides and Turns

#Activities Students use their bodies to follow

instructions that involve half and quarter turns

Bee Bots: o Describe the path that Bee Bots take

involving half and quarter turns Maths Mat – use an object (small car,

shapes, cards or blocks) to represent flips, slides and turns

Use maths language to describe the transformations of an object or shape

ASSESSMENTLINKED TO SHAPE

Recognising two-dimensional shapes and

three-dimensional objects and explaining

transformations



Use Concrete Materials (MABs, counters)

Small Group Instruction




Use small group instruction and




Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


small car, shapes, cards or blocks

maths mat Bee Bots

Vocabulary flip, slide, turn, quarter, half, same, exact, size, shape, left, right, up, down, clockwise, anti-clockwise, position, full turn, transformation

Walt: Identify and describe

half and quarter turns Identify and describe

flips and slidesWilf: Correctly follow

directions to flip, slide and turn shapes

Tib: Flips, slides and turns are

used in our environments to create patterns and symmetry

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cooperative learning strategies









NUMBER AND PLACE VALUE:Addition and Subtraction

#Warm Ups can be done as rotations Making it Balance Fifteens Make it Easier Adding Strings of Number#Activities Mixed Number Bonds to 20 Worksheet Revise Addition and subtraction number

facts that bridge 10:o Number Talks (model students’

strategies with 10s frames for lower students) 7+6= 24+18= 45+39=

Learning Object: Mission Beasts Mission Mental Maths Adding and Subtraction

Activities Worksheet Mixed Number Bonds to 20 Worksheet Inverse relationships –



Automaticity of Multiplication Facts through rhyme and song.

Provide smaller number of




Independent Work

Peer Instruction

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html two paper bags, one

labelled '0 to 9', the other '10 to 18'

Addition and Subtraction Word Problems to 100

MABs Counters Mental Maths Adding and

Subtraction Activities Worksheet

Vocabulary:

Walt: Add and Subtract number using efficient strategies

Wilf: inverse relationship,

compensate strategy, rainbow facts, compatible numbers, facts that bridge ten

Tib: Being able to use a

variety of strategies makes adding and subtracting faster.

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o “Think Addition” to recall subtraction facts. Place sets of number cards in paper bags one with 0-9 and one with 10-18. Draw out a number from each and ‘think addition’ to solve.

o Fact family Triangleso What Am I? i.e. I added 4 to my number

and got 12. Prove with a range of strategies/models

Compatible Pairs to 20:o Add strings of single and two digit

numbers o Fives Warm Up: Small groups. Using a

deck of cards with the picture cards removed, students draw five cards and discuss the strategy they would use to add them. The student with the highest total gets a point.

Explicitly teach with anchor charts:o Split Strategyo Compensate Strategyo Jump Strategy

Solve addition and subtraction problems up to 3-digit with 2-3 ways to solve each. Explain which is the most efficient strategy and why.

Solve word problems represented with number sentences and part-part-whole models. Use Addition and Subtraction Word Problems to 100

Number Patterns:o Identify missing elements in number

patterns, apply and identify a rule to match.

o continue patterns using repeated

vocabulary words and use picture clues with explanation.





Tiered tasks

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addition








MEASUREMENT: MASS#Activities Create a Transformations Anchor Chart Compare a variety of objects by hefting to

determine which objects are heavier/lighter.

Constructing balancing tool by using a coat hanger with pegs/strong bags.

Brainstorm objects that are ‘small but heavier than….’ or ‘larger but lighter than…’

Find objects that are the same weight. Use balance scales to confirm hefting Use balance scales to measure a variety

of objects using the same informal units (paddle pop sticks, marbles, MABs, interlocking cubes) and make estimations prior to measuring.

#Open-Ended What can you name that is lighter and

larger than a book?

Do students (and teachers) know about

hefting?







Independent Work

Peer Instruction

Tiered tasks


classroom objects coat hangers, pegs, strong bags balance scales paddle pop sticks, marbles,

MABs, interlocking cubes)

Vocabulary hefting, mass, heavy, light (and their superlatives), small, large, scales, equal, weight, balanceWalt: Compare mass using

direct comparison and informal units

Demonstrate understanding of length, mass, area and capacity

Wilf: Uniform units Correct use of language

Tib: We need to understand

how to measure

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objects in everyday situations





compare and order objects according to length, area, capacity and/or mass

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LOCATION AND TRANSFORMATIONShapes and Location

Inquiry Question:‘What maths is used to decorate the classroom’

#Activities Follow the Mathematical Inquiry Method

outlined in the resource Investigating Number Facts Discover: Identify the information

required Devise: Plan the decorating of the

classroom Develop: Follow plans to decorate the

classroom Defend: Explain how mathematics

helped with the decorating Diverge: Explore further questions

Guided Inquiry: Investigating shapes

and location

Do students explain the mathematics used to

decorate the classroom?










Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently

Provide more abstract with working on paper.


Investigating Shape and Location

craft materials such as coloured paper, streamers, collage materials, paint and printing tools

balloons and other decorating materials

chairs, furniture and other classroom items

digital cameras classroom and

environmental materials

Walt: Understand simple grid

maps

Wilf: Use of direction

language to locate objects and describe pathways

Tib: Maps are useful in our

everyday lives to makes plans of room and find places to visit

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DifferentiationResources

L2B U2B

NUMBER AND PLACE VALUE: Fractions

#Activities Revise halves, quarters and eighth of

shapes and collections Rotation Ideas:

o Equal Parts Worksheet (in swipe and wipes)

o Fractions of quantities - Paper Plates. (Left hand side)

o Use swipe and swipes to place or



Use Concrete

Use language of equivalence to describe fractions (i.e. ½ = 2/4)Expose to more technical or specific Maths vocabulary.



Equal Parts Worksheet swipe and wipes paper plates objects to create collections

Vocabularyhalf, quarter, eighths, shape, collections, identify, make, quantity, equal, parts, whole, Walt: Identify halves,

quarters and eighths of shapes and collections

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Wilf: Equal parts of the

whole

Tib: We use fractions in

everyday situations, such as baking.

Fractions are important to understand before we can build more math knowledge

draw objects (right hand side)o Fraction Word Problem Cards

(Bees)o Fraction FlipBook – halves, quarters

and eighths (extension students can complete whole flipbook)

# Open-ended: Here is a chocolate bar.

John was given a quarter of the bar. Draw John’s share. Jane was given an eighth of the bar. Draw her share. If John ate more than half of the bar, how many pieces did he eat?

Cut this pizza to have with your friends. Write the size of each piece using a fraction.

Materials (MABs, counters)







Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

(MABs, counters, paddle pop sticks, coins etc)

Fraction Word Problem Cards (Bees)

Fraction Flipbook








Applying Mathematical Concepts

#Activities C2C outlines a series of lessons to complete

a Maths Journey Passport. Students complete each activity to earn a stamp on their passports. The activities include: Number Wheel: Place Value,

Partitioning 3-digit numbers Groups Of: Multiplication Partitioning Game: Part-part-whole


Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior


Extend with students choice of extra study – ensure one-to-one conferences to


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Let’s Shop: Money Computation Climb:

Addition/subtraction of 1- and 2- digit numbers

Arrays Game: Multiplication

knowledge.







Concrete Materials

Hands on activities

allow student to share their work.


Provide opportunities for more abstract measuring (on paper)

Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Sheet - Maths journey passport

Sheet - Number and money mathematics journey display cards

Slideshow - Number and money journey

Learning object - Number expander

Learning object - MAB base 10

Sheet - Number wheel counters bead strings Sheet - Grouping and

sharing problems 2 (printed and cut out)

Sheet - Multiplication cards (printed and cut out)

Sheet - Repeated addition cards (printed and cut out)

Sheet - Partitioning game Sheet - Blank price tags Australian coins and notes

(imitation) Sheet - Computation climb

(printed and cut out) dice calculators 2 sets of 3 cards

numbered 1, 2 and 3 in a container or bag

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Modified 17/08/18 Year 2 Unit 4Assessment task — Recognising two-dimensional shapes and three-dimensional objects and explaining transformations

Name Date

1. Draw and shade shapes to complete the table below.

a. Draw a circle.

b. Draw TWO DIFFERENT rectangles.

c. Shade any triangles.

d. Shade any hexagons.

14 of 44document.docx

2. Read the ‘What am I?’ clues below. Draw and name the shape to match.

3. Write your own ‘What am I?’ clues for the shape below.


I am a __________________.b. What am I?I am a closed shape.

I have four straight sides that are all the same length.

I have four square corners.

I am a __________________.c. What am I?I am a closed shape.

I have no straight sides.

I have no corners.

I am not a circle.

I am a __________________.What am I?I am a closed shape.

I have one straight side.

I have one curved line.

I have two corners.

I am a rhombus. ____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________

Some of these words may be useful - straight, curved, corners, sides, square

4.

TEACHER NOTE: Three-dimensional objects matching those drawn below MUST be provided for students to use while completing this task.

Name the 3D objects Describe the features of the 3D objects

_________________

_________________

Some of these words may be useful.

flat curved faces surfaces rectangle

cylinder triangle pyramid cone cube

corners sphere circle vertices square

rectangular prism


5. Circle the transformation.

Flip

Slide

Turn

Flip

Slide

Turn

Flip

Slide

Turn

6. Transform each shape a different way. Draw and describe each transformation.

Draw the transformation

Describe what you did with your shape using some of these words.

flip, slide, turn, clockwise, anticlockwise, half turn, quarter turn, full turn, shape, size, position

Flip

Quarter turn


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Year 2 Mathematics: Unit 4 — Recognising two-dimensional shapes and three-dimensional objects and explaining transformationsPurpose of assessment: To draw two-dimensional shapes and recognise the features of three-dimensional objects. To explain the effects of one-step transformations.

Understanding and Fluency Problem-solving and Reasoning

Draw two-dimensional shapes.Identify and describe features of three-dimensional objects.Match transformations with their original shape.Identify and describe flips, slides, half and quarter turns.

Use key features of two-dimensional shapes to solve a problem.Investigate and describe the effect of one-step transformations.

Describes all features of a rhombus including corners that are not square (3).Identifies three-dimensional objects, and accurately quantifies and describes all of their features (4).

Accurately repositions shapes and describes the effect of one-step transformations using mathematical language. (6) A

Describes some features of a rhombus (3).Identifies both three-dimensional objects, and quantifies and describes most features of each object (4).

Uses key features (clues) to draw two-dimensional shapes with a curved line (2b, c). Describes the effect of one-step transformations and repositions shapes.(6)

B

Draws and identifies all two-dimensional shapes. (1a-d)Describes a feature of a rhombus (3).Identifies both three-dimensional objects, and quantifies and describes some features of each object (4).Matches transformations with their original shape and identifies flips, slides and turns (5).

Uses key features (clues) to draw a two-dimensional shape with all straight sides (2a).Describes the effect of a one-step transformation to reposition a shape. (6)

C

Draws and identifies some two-dimensional shapes (1a-d).Describes incorrect features of a rhombus (3).Identifies and describes some features of a three-dimensional objects (4)

Draws a two-dimensional shape from clues about its features (2a-c). D

Draws a shape (1a, b, 2).No attempt at features (3).Identifies a feature of a three-dimensional object (4).

Incorrectly names and draws a two-dimensional shape (2a-c). E

Feedback:

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Mth_Y02_U4_AT_RepDataChance

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Modified 17/8/18Year 2 Unit 4

Assessment task — Representing data and chance

Name Date

Children were asked the question, ‘What is your favourite sandwich?’ The list below shows the data that was collected. Use the graph to answer the questions.

Jam - 6 Cheese - 3 Ham - 5 Peanut Butter - 1

1. Represent this information using a picture graph. Include a title and labels.

2.

a. How many people chose jam as their favourite sandwich? ____________________________

b. Which sandwich filling is the least favourite? ___________________________________

c. List the sandwich fillings from the least favourite to the most favourite.

1. 2. 3. 4.

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d. How many people answered the question? ______________________________________

e. How many more people prefer jam sandwiches to cheese sandwiches? _______________

f. Which type of sandwiches do you think the tuckshop helpers should make the most of each day?

Explain your thinking. ________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Tick the likelihood of these events occurring.

Certain Impossible

Tomorrow I will have breakfast on the moon.

It will get dark tonight.

I will pull a green marble out of a bag of red marbles.

4. Look at the spinner below.

a. Is this spinner less likely or more likely to stop on BLACK? Circle your answer.

b. Explain your thinking.

The spinner is less likely / more likely to stop on BLACK because ___________________

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5a. Design a spinner with the following outcomes:

Impossible to spin purple

More likely to spin red than blue

Unlikely to spin green

5b. Explain your thinking.

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Year 2 Mathematics: Unit 4 — Representing data and chance Name:

Purpose of assessment: To describe outcomes for everyday events, collect, organise, represent and make sense of collected data, and make simple inferences.


Collect and create a display of data.Describe the likelihood of everyday events.

Interpret and make inferences from data representations.Design a chance-event tool.

Accurately represents collected data in a graph using accepted graphing conventions (e.g. equal spacing, same size symbols). (1)

Interprets a graph to identify the total number of respondents. (2d)Explains an inference about the preferred sandwich by making comparative and quantitative statements about the data. (2f)Designs a spinner that meets given criteria and explains thinking. (5a, 5b)

A

Creates a picture graph from collected data mostly using accepted graphing conventions. (1)

Determines how many more people prefer jam sandwiches to cheese sandwiches. (2e)Explains an inference about the preferred sandwich. (2f)Explains why the spinner is less likely to stop on black. (4b)Designs a spinner that meets most given criteria and explains thinking. (5a, 5b)

B

Creates a display of data. (1)Identifies total number of jam sandwiches on a graph. (2a)Describes the likelihood of everyday events as ‘certain’ or ‘impossible’. (3)Identifies the likelihood of a spinner stopping on black. (4a)

Interprets a graph to determine the least favourite sandwich. (2b) Interprets a graph to list sandwiches from least to most favourite (2c)Make a simple inference about the preferred sandwich. (2f)Designs a spinner with three possible outcomes that meets some given criteria. (5a)

C

Creates a picture graph from collected data with some errors. (1)Counts the number of animals and records a number or incorrectly counts some information. (2a)Describes the likelihood of some everyday events as ‘certain’ or ‘impossible’. (3)

Designs a spinner with a possible outcome that meets one of the given criteria. (5a) D

Records marks or draws a picture on a graph. (1)Describes the likelihood of an everyday event as certain or impossible.(3) Designs a spinner by colouring parts of a circle. (5a) E

Feedback:

24 of 44Mth_Y02_U4_AT_MathGuidedInquiries

Year 2 Unit 4Assessment task — Investigating shapes and location

Name Date

During Semester 2, students complete two Mathematical guided inquiries. They are:

Investigating numbers to 1000. ‘How many pieces of pasta are in the bag?’ which focuses on learning related to the sub-strand Number and place value.

Investigating shapes and location. ‘What maths is used to decorate the classroom?’ which focuses on learning related to the sub-strands Number and place value, Using units of measurement and Location and transformation.

As a monitoring task:

Mathematical guided inquiry

Link to relevant section of the achievement standard

Quality of student learning:

What maths is used to decorate the classroom?

They interpret simple maps of familiar locations. Students order shapes and objects using informal units.

They perform simple addition and subtraction calculations using a range of strategies.

Collect evidence that the student can:

represent and interpret simple maps of familiar locations

identify and describe the relative positions of key features on simple maps

justify their arrangement

use informal units to compare length

choose when to add and when to subtract

use a range of strategies to add

use a range of strategies to subtract.

As an assessment task, the inquiry and the attached Guide to making judgments can be used to report student learning (in line with the achievement standard) to parents. The specific aspects of the achievement standard are:

interpret simple maps of familiar locations

order shapes and objects using informal units.

25 of 44Mth_Y02_U4_AT_MathGuidedInquiries

The two Mathematical guided inquiries identified can be used as tools to monitor or assess student understanding of Semester 2 work.Schools can choose to either: use both inquiries as assessment choose to use one inquiry for monitoring and one for assessment use both inquiries as monitoring tasks.

Year 2 Mathematics: Unit 4 — Investigating shapes and location Name:

Purpose of assessment: To use simple strategies to reason and solve number and measurement inquiry questions.


Connect and apply number, measurement and location understanding to interpret simple maps, order shapes and objects and count large collections within the inquiry questions.

Interpret, model and investigate large collections and number, measurement and location in a real-life context.Explain and justify conclusions using mathematical evidence.

Recalls and uses appropriate number, measurement and location understanding connected to the inquiry question.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

Develops and applies a method to gather evidence to support a viable conclusion.Represents and presents evidence logically.Clearly explains mathematical thinking including explanation and demonstration of how answers were obtained.

A

Recalls and uses appropriate number, measurement and location understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.

Develops a method to gather evidence to support a conclusion.

Explains mathematical thinking including choices made, strategies used and conclusions reached.

B

Uses and applies number, measurement and location understanding to count large collections, compare length and describe location.

Uses appropriate mathematical language, materials and diagrams.

Chooses a known method to gather evidence to support a conclusion.Represents and presents evidence.Describes mathematical thinking including description and demonstration of how answers were obtained.

C

Locates features on a simple map.Uses a counting strategy.Uses aspects of mathematical language, materials or diagrams.

Follows a given method to gather evidence.Makes statements about choices made or strategies used when prompted. D

Draws a map.Uses everyday language. Makes isolated statements. E

Feedback:

Australian Curriculum

Foundation to 6 Maths - Year 2

Year 2 Achievement StandardBy the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three- dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

Content Descriptions

Measurement and Geometry Number and Algebra Statistics and Probability

Using units of measurement

• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)

• Compare masses of objects using balance scales (ACMMG038)

• Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)

• Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

Location and transformation

• Identify and describe half and quarter turns (ACMMG046)

• Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)

• Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)

Money and financial mathematics

Count and order small collections of Australian coins and notes according to their value (ACMNA034)

Fractions and decimals

Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

Number and place value

Explore the connection between addition and subtraction (ACMNA029)

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)

Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

Data representation and interpretation

• Collect, check and classify data (ACMSP049)• Create displays of data using lists, table and picture

graphs and interpret them (ACMSP050)• Identify a question of interest based on one

categorical variable. Gather data relevant to the question (ACMSP048)

Chance

• Identify practical activities and everyday events that involve chance. Describe outcomes as 'likely' or 'unlikely' and identify some events as 'certain' or 'impossible' (ACMSP047)

Content Descriptions

Measurement and Geometry Number and Algebra Statistics and Probability

Shape

• Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)

• Describe the features of three-dimensional objects (ACMMG043)

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

Patterns and algebra

Describe patterns with numbers and identify missing elements (ACMNA035)

Solve problems by using number sentences for addition or subtraction (ACMNA036)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

describing number sequences resulting from skip counting by 2s, 5s and 10s identifying representations of one half recognising Australian coins according to their value explaining time durations describing two-dimensional shapes and three-dimensional objects describing data displays carrying out simple additions and subtractions using counting strategies partitioning numbers using place value continuing simple patterns involving numbers and objects ordering objects based on lengths and capacities using informal units telling time to the half hour using the language of direction to move from place to place classifying outcomes of simple familiar events collecting data by asking questions drawing simple data displays and making simple inferences.

Curriculum working towards

The teaching and learning in this unit work towards: recognising increasing and decreasing number sequences involving 2s, 3s, and 5s

Curriculum Priorities - Pedagogy

Considerations representing multiplication and division by grouping into sets associating collections of Australian coins with their value identifying the missing element in a number sequence recognising the features of three-dimensional objects interpreting simple maps of familiar locations explaining the effects of one-step transformations making sense of collected information performing simple addition and subtraction calculations using a range of strategies dividing collections and shapes into halves, quarters and eighths ordering shapes and objects using informal units telling time to the quarter hour, and use a calendar to identify the date and months included in seasons drawing two-dimensional shapes describing outcomes for everyday events collecting, organising and representing data to make simple inferences.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp

Username: CCPYDM Password: Curriculum#1

Assessing student learning

Assessment name: Representing data and chance

Assessment description: Students describe outcomes for everyday events, collect, organise, represent and make sense of collected data, and make simple inferences.

Assessment name: Recognising two-dimensional shapes and three-dimensional objects

Assessment description: Students draw two-dimensional shapes and recognise the features of three-dimensional objects.

Assessment name: Explaining transformations

Assessment description: Students explain the effects of one-step transformations.

Assessment name: Investigating shapes and location

Assessment description: Students use simple strategies to reason and solve number and measurement inquiry questions.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work. For example:

Recall addition and related subtraction number facts. Use place value to add and subtract. Identify halves, quarters and eighths of shapes and collections. Identify patterns resulting from adding twos, fives, tens and hundreds. Identify missing element in number patterns. Directly compare objects and shapes by mass. Compare and order length, area, capacity and mass using informal units. Describe two-dimensional shapes and three-dimensional objects. Draw two-dimensional shapes. Interpret simple maps. Interpret data displays. Collect data to answer a question. Display data using lists, tables and picture graphs.

Describe the likelihood of a familiar event.

FeedbackFeedback in this unit this may include:

recognising increasing and decreasing number sequences involving twos, threes and fives representing multiplication and division by grouping into sets identifying the missing element in a number sequence performing simple addition and subtraction calculations using a range of strategies describing fractions as being equal-sized parts of a whole identifying halves, quarters and eighths in various shapes describing patterns and identifying missing elements ordering shapes and objects using informal units representing times on clock models to the quarter hour matching analog and digital representations identifying similarities and differences between shapes identifying similarities and differences between three-dimensional objects identifying familiar three-dimensional objects constructing a variety of familiar shapes with materials

drawing two-dimensional shapes with and without digital technologies interpreting simple maps describing the effect of one-step transformations describing outcomes for everyday events making sense of collected information collecting data from relevant questions to create lists, tables and picture graphs.

Year 2 Semester 2 Term 4 Mathematics Report Card Comment BankAssessment Task 1: Recognising two-dimensional shapes and three-dimensional objects and explaining transformations

A B C D E

{Name} drew and identified all two-dimensional shapes. {He,She} described all features of a rhombus including corners that are not square. {Name} identified three-dimensional objects, and accurately quantifies and describes all of their features. {He,She} accurately repositioned shapes and described the effect of one-step transformations using mathematical language.

{Name} drew and identified all two-dimensional shapes. {He,She} described some features of a rhombus. {He,She} identified both three-dimensional objects, and quantified and described most features of each object. {Name} used key features from clues to draw two-dimensional shapes with a curved line. {He,She} described the effect of one-step transformations and repositions shapes.

{Name} drew and identified all two-dimensional shapes. {He,She} described a feature of a rhombus. {He, She} identified both three-dimensional objects, and quantified and described some features of each object. {Name}matched transformations with their original shape and identified flips, slides and turns. {He, She} used key features from clues to draw a two-dimensional shape with all straight sides. {Name} described the effect of a one-step transformation to reposition a shape.

{Name} drew and identified some two-dimensional shapes. {He, She} identified and described some features of a three-dimensional objects. {Name} drew a two-dimensional shape from clues about its features.

{Name} drew a shape but required assistance to describe features of a shape. {He, She} identified a feature of a three-dimensional object. {Name} also drew a two-dimensional shape.

Assessment Task 2: Representing data and chanceA B C D E

{Name} accurately represented collected data in a graph using accepted graphing conventions (e.g. equal spacing, same size symbols). {He,She} interpreted a graph to identify the total number of respondents. {Name} Explained an inference by making comparative and quantitative statements about the data. {He,She} designed a spinner that meets given criteria and explained {his,her} thinking.

{Name} created a picture graph from collected data mostly using accepted graphing conventions. {He,She} determined the preferred preference and explained an inference regarding the collected data and graph. {Name} explained why the spinner is less likely to stop on a particular colour. {He,She} designed a spinner that meets most of the given criteria and explained {his,her} thinking.

{Name} created a display of data. {He,She} identified a total number on a provided graph. {He,She} described the likelihood of everyday events as ‘certain’ or ‘impossible’. {Name} identified the likelihood of a spinner stopping on a particular colour. {He,She} designed a spinner with three possible outcomes that met some of the given criteria. {He,She} interpreted a graph to determine the least favourite item. {Name} interpreted a graph to list items from least to most favourite. {He,She} made a simple inference about the preferred items.

{Name} created a picture graph from collected data with some errors. {He,She} counted and recorded a number of items. {He,She} described the likelihood of some everyday events as ‘certain’ or ‘impossible’. {Name} designed a spinner with a possible outcome that met one of the given criteria.

{Name} recorded marks or draws a picture on a graph. {He,She} described the likelihood of an everyday event as certain or impossible. {Name} designed a spinner by colouring parts of a circle.

Assessment Task 3: Guided Inquiry - Investigating Shapes and LocationA B C D E

{Name} recalled and used appropriate number, measurement and location understanding connected to the inquiry question. {He,She} consistently and clearly used appropriate mathematical language, materials and diagrams. {He,She} developed and applied a method to gather evidence to support a viable conclusion. {Name} represented and presented evidence logically. {He,She} clearly explained mathematical thinking including explanation and demonstration of how answers were obtained.

{Name} recalled and used appropriate number, measurement and location understanding connected to the inquiry question. {He,She} consistently used appropriate mathematical language, materials and diagrams. {Name} developed a method to gather evidence to support a conclusion. {He,She} explained {his,her} mathematical thinking including choices made, strategies used and conclusions reached.

{Name} used and applied number, measurement and location understanding to count large collections, compare length and describe location. {He,She} used appropriate mathematical language, materials and diagrams. {Name} chose a known method to gather evidence to support a conclusion. {He,She} represented and presented evidence. {Name} described mathematical thinking including description and demonstration of how answers were obtained.

{Name} located features on a simple map. {He,She} used a counting strategy. {He,She} used aspects of mathematical language, materials or diagrams. {Name} followed a given method to gather evidence. {He,She} made statements about choices made or strategies used when prompted.

{Name} drew a map and used everyday language. {He,She} required assistance to make statements.

Maths Pre-ModerationYear 2: Unit 4 Term 4: Semester 2 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply Maths knowledge and skills through guided play and tasks integrated and embedded into other key learning areas. Students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Learning opportunities support students to:

Through the proficiency strands - Understanding, Fluency, Problem-solving and Reasoning - students have opportunities to develop understandings of:

Number and place value - recall addition and subtraction number facts, use the inverse relationship, identify compatible numbers, add single-digit and two-digit numbers, add three-digit numbers and subtract two-digit numbers, identify related addition and subtraction facts, use place value to solve addition and subtraction problems.

Fractions and decimals - identify halves, quarter and eighths of shapes and collections. Patterns and algebra - describe number patterns, investigate addition pattern sequences. Using units of measurement - directly compare mass of objects; use informal units to measure mass, length, area and capacity of

objects and shapes; compare and order objects and shapes based on a single attribute; tell time to the quarter-hour. Shape - draw and describe two-dimensional shapes, describe the features of three-dimensional objects. Location and transformation - identify half and quarter turns, represent flips and slides, interpret simple maps. Chance - predict the likelihood of an event based on data. Data representation and interpretation - Use data to answer questions, represent data.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Recognising two-dimensional shapes and three-dimensional objects and explaining transformations Students draw two-dimensional shapes and recognise the features of three-dimensional objects.

Representing data and chance Students describe outcomes for everyday events, collect, organise, represent and make sense of

collected data, and make simple inferences

Guided Inquiry - Investigating Shapes and Location• Students use simple strategies to reason and solve number and measurement inquiry questions.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 2 Unit 3 Maths Unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

recognising increasing and decreasing number sequences involving twos, threes and fives representing multiplication and division by grouping into sets identifying the missing element in a number sequence performing simple addition and subtraction calculations using a range of strategies describing fractions as being equal-sized parts of a whole identifying halves, quarters and eighths in various shapes describing patterns and identifying missing elements ordering shapes and objects using informal units representing times on clock models to the quarter hour matching analog and digital representations identifying similarities and differences between shapes identifying similarities and differences between three-dimensional objects

Scan and Assess

Prioritise

Develop and Plan

identifying familiar three-dimensional objects constructing a variety of familiar shapes with materials drawing two-dimensional shapes with and without digital technologies interpreting simple maps describing the effect of one-step transformations describing outcomes for everyday events making sense of collected information collecting data from relevant questions to create lists, tables and picture graphs.

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three- dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

Assessment Task 1: Recognising two-dimensional shapes and three-dimensional objects and explaining transformations Understanding and Fluency Collects data and records tallies in a table. Creates a picture graph from collected data. Describes the likelihood of everyday events as 'certain' or 'impossible'

Problem solving and reasoning Interprets a graph to determine the least popular filling. Designs a spinner with three possible outcomes

Assessment Task 2: Representing data and chance Understanding and Fluency Collects data and records tallies in a table. Creates a picture graph from collected data. Describes the likelihood of everyday events as 'certain' or 'impossible'

Problem solving and reasoning Interprets a graph to determine the least popular filling. Designs a spinner with three possible outcomes

Assessment Task 3: Guided Inquiry - Investigating Shapes and LocationUnderstanding and Fluency Uses and applies number, measurement and location understanding to count large collections, compare length and describe

location. Uses appropriate mathematical language, materials and diagrams.

Problem solving and reasoning Chooses a known method to gather evidence to support a conclusion. Represents and presents evidence.

Describes mathematical thinking including description and demonstration of how answers were obtained.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Assessment Task 1: Recognising two-dimensional shapes and three-dimensional objects and explaining transformations Understanding and Fluency Draws two-dimensional shapes to match given names. Identifies and describes features of three-dimensional objects.

Problem solving and reasoning Identifies two-dimensional shapes with all straight sides from clues about their features. Describes a feature of a rhombus..

Assessment Task 2: Representing data and chance Understanding and Fluency Identifies an event that is 'likely' and explains their thinking.

Problem solving and reasoning Interprets a graph to determine how many more people prefer jam sandwiches to cheese sandwiches. Interprets a graph to list 'sandwich fillings' from the least to most favourite.

Assessment Task 3: Guided Inquiry - Investigating Shapes and LocationUnderstanding and Fluency Recalls and uses appropriate number, measurement and location understanding connected to the inquiry question. Consistently uses appropriate mathematical language, materials and diagrams

Problem solving and reasoning Develops a method to gather evidence to support a conclusion. Explains mathematical thinking including choices made, strategies used and conclusions reached..

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Assessment Task 1: Recognising two-dimensional shapes and three-dimensional objects and explaining transformations Understanding and Fluency• Names three-dimensional objects, and quantifies and describes all of their features.

Problem solving and reasoning• Describes all features of a rhombus including non-square corners.

Assessment Task 2: Representing data and chance Understanding and Fluency• Represents collected data in a picture graph using accepted graphing conventions.• Explains the likelihood of stopping on black using mathematical language.

Problem solving and reasoning• Designs a spinner with three possible outcomes that meets given criteria.

Assessment Task 3: Guided Inquiry - Investigating Shapes and LocationUnderstanding and Fluency Recalls and uses appropriate number, measurement and location understanding connected to the inquiry question. Consistently and clearly uses appropriate mathematical language, materials and diagrams..

Problem solving and reasoning• Develops and applies a method to gather evidence to support a viable conclusion.• Represents and presents evidence logically.

• Clearly explains mathematical thinking including explanation and demonstration of how answers were obtained..Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Using data to answer questions Example learning sequence

Establish learning context Identify the purpose of collecting data List methods of collecting data Formulate questions to be answered Design data collections Collect data

Evidence of learningCan the student:

Identify methods used to collect data? Ask questions to collect data? Identify data to answer a question? Collect data in different ways?

Lesson 2Representing data Example learning sequence

Establish learning context Identify ways of organising data Represent data in different ways Interpret data displays


Display data using a list, table or picture graph? Identify the information in a data display?

Lesson 3Predicting the likelihood of an event based on data Example learning sequence

Establish learning context Interpret data displays Use the language of chance Make predictions based on data displays


Use the language of chance to make predictions? Justify predictions based on data displays?

Lesson 4Assessing student learning

Example assessment sequenceAssessment purposeTo describe outcomes for everyday events, collect, organise, represent and make sense of collected data and make simple inferences.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Lesson 5Drawing two- dimensional shapes with straight sides Example learning sequence

Establish learning context Sort shapes Draw polygons


Identify and describe polygons? Draw polygons with and without digital drawing

tools?

Lesson 6Drawing two- dimensional shapes with curved lines Example learning sequence

Establish learning context Find shapes with curved lines Describe shapes with curved lines Draw shapes with curved lines


Draw shapes with curved lines, with and without digital drawing tools?

Distinguish between circles and non-circles?

Teaching Sequence FeedbackLesson 7Describing two- dimensional shapes Example learning sequence

Establish learning context Describe two-dimensional shapes Compare shapes Draw shapes


Identify similarities and differences between shapes?

Draw familiar two-dimensional shapes with and without the aid of digital technology?

Lesson 8Describing the features of three- dimensional objects Example learning sequence

Establish learning context Classify two-dimensional shapes and three-

dimensional objects Describe features of three-dimensional objects Make models of three-dimensional objects


Recall the names of familiar three-dimensional objects?

Identify and describe the geometric features of familiar three-dimensional objects?

Lesson 9Describing three- dimensional objects Example learning sequence

Establish learning context Describe features of three-dimensional objects Identify familiar three-dimensional objects


Describe and label the surfaces, faces, edges and corners of three-dimensional objects?

Identify familiar three-dimensional objects in the environment?

Identify similarities and differences between three-dimensional objects?


Example assessment sequenceAssessment purposeTo draw two-dimensional shapes and recognise the features of three-dimensional objects.Example assessment sequence



Lesson 19Identifying half and quarter turns Example learning sequence

Establish learning context Identify 'turn' in the environment Make half and quarter turns Give and follow directions involving turn Use turns to create geometric patterns


Follow directions that involve half and quarter turns? Identify half and quarter turns in the environment?

Teaching Sequence FeedbackLesson 20Representing flips and slides Example learning sequence

Establish learning context Identify flips and slides Make patterns involving flips and slides Represent flips and slides on a grid


Follow directions to flip or slide a shape on a simple grid?

Create a shape pattern involving flips and slides?

Lesson 11Recalling addition and subtraction number factsExample learning sequence

Establish learning context Recall addition number facts using known strategies Recall addition facts that bridge ten Recall subtraction facts that bridge ten Recall addition and related subtraction facts


Use an efficient strategy to recall addition number facts that bridge ten?

Describe strategies to recall subtraction facts that bridge ten?

Use efficient strategies to recall addition and subtraction number facts?

Lesson 12Using the inverse relationship Example learning sequence

Establish learning context Connect addition and subtraction 'Think addition' to solve subtraction


Describe and represent addition and subtraction facts in part-part-whole terms?

Explain the connection between addition and subtraction?

Lesson 13Identifying compatible numbers Example learning sequence

Establish learning context Identify compatible pairs to 20 Rearrange numbers for addition Add strings of single-digit and two-digit numbers


Represent addition 'pairs to 20'? Rearrange numbers to make addition more

efficient? Explain that rearranging the numbers in addition will

not change the sum?

Lesson 14Adding single- digit and two- digit numbers Example learning sequence

Establish learning context Add and subtract from a multiple of ten Add/subtract a single-digit number to/from a two-

digit number Add eight and nine using the compensate strategy


Use efficient mental strategies to add and subtract single-digit numbers to/from two-digit numbers?

Represent the compensate strategy with informal recording methods?

Lessons 15Adding and subtracting two-digit and three-digit numbers Example learning sequence

Establish learning context Add and subtract two-digit numbers Add three-digit multiples of ten (split and jump

strategies) Represent and solve addition and subtraction word

problems


Identify 'whole' and 'part' values in word problems? Represent word problems using number

sentences? Use an efficient mental computation strategy to

solve two-digit addition and subtraction problems?

Teaching Sequence FeedbackLesson 16Comparing masses of objects using direct comparison Example learning sequence

Establish learning context Identify mass as an attribute that can be measured Explore the mass of objects using direct

comparison Investigate the use of balance scales


Use comparative language to describe mass? Directly compare the mass of objects by hefting,

pushing or pulling? Compare and order the masses of objects?

Lesson 17Comparing masses using informal units Example learning sequence

Establish learning context Measure mass using informal units Compare and order objects using indirect

comparison


Choose and use a suitable, uniform informal unit to measure an object's mass?

Compare and order the masses of objects using indirect comparison?

Lesson 18Comparing and ordering using informal units Example learning sequence

Establish learning context Measure using informal units (mass, length, area,

capacity) Compare and order objects (mass, length, area,

capacity)


Choose an appropriate uniform unit for measuring? Describe measurement outcomes using appropriate

language?


Assessment purposeTo explain the effects of one-step transformations.Example assessment sequence



Lesson 22Interpreting simple maps Example learning sequence

Establish learning context Describe simple maps Interpret simple maps


Interpret simple maps to arrange or locate objects? Use directional language to describe a pathway on

a map?

Lesson 23-25Investigating shapes and location Example learning sequence

Establish learning context Identify the information required (Discover) Plan the decorating of the classroom (Devise) Follow plans to decorate the classroom (Develop) Explain how mathematics helped with the

decorating (Defend) Explore further questions (Diverge)


Identify the mathematics used in a real-life context? Interpret simple maps of familiar locations?

Teaching Sequence Feedback

Lesson 26Describing number patterns and identifying addition pattern sequences Example learning sequence

Establish learning context Describe number patterns Identify missing elements Identify patterns using addition Complete and continue patterns


Identify number patterns? Describe number patterns using rules? Apply rules to determine missing elements? Continue patterns using repeated addition?

Lesson 27Identifying halves, quarters and eighths of shapes Example learning sequence

Establish learning context Describe fractions as 'equal-sized parts' Divide shapes into halves, quarters and eighths Compare fractions


Describe fractions as being equal-sized parts of a whole?

Identify halves, quarters and eighths of various shapes?

Lesson 28Identifying halves, quarters and eighths of collections Example learning sequence

Establish learning context Divide collections into halves, quarters and eighths Solve simple number problems involving fractions


Describe fractional parts of a collection as 'equal-sized shares'?

Show halves, quarters and eighths of a collection with materials?

Lesson 29-30Applying mathematical concepts: Number and money Example learning sequence

Establish learning context Introduce the maths journey Conduct the maths journey Reflect on the maths journey


Demonstrate an understanding of number, patterns, addition, subtraction, multiplication and money?

Lesson 31-32Applying mathematical concepts: Time and shape Example learning sequence

Establish learning context Review the maths journey Conduct the maths journey Reflect on the maths journey


Demonstrate an understanding of number, patterns, fractions, time and shape?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed MATHS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Maths Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation as well as the Show Me Tasks.

Scan and Assess

Act

Review

Prioritise

Review

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