Maths Overview-Year 2 Term 4

MATHS OVERVIEW-YEAR 2 TERM 4 YEAR LEVEL CONTENT DESCRIPTORS Year 2 Number & Algebra DURATION  ACMNA026 Investigate number sequences, initially those increasing and Term 1 decreasing by twos, threes, fives and ten from any starting point, then moving to LINKS TO OTHER LA’s other sequences.  ACMNA027 Recognise, model, represent and order numbers to at least 1000  ACMNA028 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting  ACMNA029 Explore the connection between addition and subtraction  ACMNA030 Solve simple addition and subtraction problems using a range of efficient mental and written strategies ACMNA031 Recognise and represent multiplication as repeated addition, groups and arrays ACMNA032 Recognise and represent division as grouping into equal sets and solve simple problems using these representations  ACMNA033 Recognise and interpret common uses of halves, quarters and eighths of shapes and collections  ACMNA034 Count and order small collections of Australian coins and notes according to their value  ACMNA035 Describe patterns with numbers and identify missing elements  ACMNA036 Solve problems by using number sentences for addition or subtraction Measurement & Geometry  ACMMG037 Compare and order several shapes and objects based on appropriate uniform informal units length, area, volume and capacity using ACMMG038 Compare masses of objects using balance scales ACMMG039 Tell time to the quarter-hour, using the language of 'past' and 'to' ACMMG040 Name and order months and seasons ACMMG041 Use a calendar to identify the date and determine the number of days in each month ACMMG042 Describe and draw two-dimensional shapes, with and without digital technologies ACMMG043 Describe the features of three-dimensional ACMMG044 Interpret simple maps of familiar locations and identify the relative positions of key features ACMMG045 Investigate the effect of one-step slides and flips with and without 1 digital technologies ACMMG046 Identify and describe half and quarter turns Statistics & Probability ACMSP047 Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’  ACMSP048 Identify a question of interest based on one categorical variable. Gather data relevant to the question  ACMSP049 Collect, check and classify data  ACMSP050 Create displays of data using lists, table and picture graphs and interpret them DEVELOPING INQUIRING & REFLECTIVE LEARNERS ☐COMMUNITY CONTRIBUROR ☐LEADER AND COLLABORATOR ☐EFFECTIVE COMMUNICATOR ☐ACTIVE INVESTIGATOR ☐DESIGNER AND CREATOR ☐QUALITY PRODUCER

2 MAG Planning Term 4 Year 2 CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.1 AC The Explain to students that Understanding – Identifying and describing http://www.ib • Mini Division MN relationship when we talk about the relationship between addition and oard.co.uk/cur Whiteboards Halving A0 between halving – we are talking subtraction and multiplication and division. riculum.htm? • Whiteboard 27 doubling and about putting a group of Understanding - Connecting number launch=3544# Pens Rec halving and items into two groups. calculations with counting sequences. maths- • Coloured ogn learn the Provide each student Reasoning – using known facts to derive year1numstrat Counters ise effectiveness with a mini whiteboard strategies for unfamiliar calculations. egy_yearrecep • Dice and of being able and pen. Give students Reasoning- Comparing and contrasting tion rep to halve a halving story for them related models of operations. Use the below • Double and Half res numbers. to answer. If students Provide students with a collection of objects. game for Game Board ent need they can draw a Ask students to count the collection and students • Doubles and divi picture to help them then divide the collection in half. Repeat for to work out the Halves Bingo sio answer the question. several numbers. price of food Cards n Possible Questions If students demonstrate an understanding of items by • Early Years FISH as include: the concept through the use of materials, halving the gro If Tim had 20 m&m’s then ask them halving questions for them to purchase upi and he ate half, how solve through the use of mental Price. ng many m&m’s would he computation. int have left? For example: o If a butcher had 16 What is half of 10, 20, 100, 50, 64? eq sausages and he sold ual half, how many set sausages would he have s left? and Now ask the students to sol write a halving story ve problem. Ask them to sim share their problem ple with a friend and have pro their friend solve it.

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CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.2 AC Add Place a large collection Use the money strips or Snap or • Collection of Money 2 MN collections of of coins in a bucket with concentration cards to assess whether  If one play coins and A0 coins and a small laundry scoop. students can add small collections of coins. pencil notes 34 notes, and Students sit in a circle. Also observe students as they make up costs 5c, • Catalogue items Co make up One student takes a collections of notes and coins to ‘purchase’ how much with prices unt collections to scoopful of coins. a catalogue item in the Activity Process. will 8 of involving and a given Ask students to sort the them cost? collections of ord amount coins from largest to  If one money. er smallest value. apple costs • A collection of sm Add up the coins by 10c, how catalogues from all writing on the individual much will supermarkets coll whiteboard. 7 of them and toy shops. ecti Record the total cost? ons amount. Discuss the of different strategies used  Real life Aus for adding up. experience tral This can be played as a : ian game with the following coi rules: ns Largest amount of 4 and money – 5 points not Smallest amount of es money 2 points acc Less than $5 – 1 point ord Exactly $5 – 5 points ing to the ir val ue. CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R AC partition Write a three-digit Lollies/Candies/Sweets - Source: Steps Use milk bottle • Tiny ones, tens MN numbers number on the board, Professional Development. First steps in tops with 100s and hundreds or 028 into for example: 327 Mathematics – Number Course Book. ECU: 10s and 1s MAB materials Gro hundreds, Ask the students to Churchlands, W.A. p 49 written on top. • Place Value up, tens and represent this amount This task explores students understanding of Give students arrows par ones, using with tiny hundreds, tens the meaning of the individual digits in a two the challenge: • Mini-whiteboard titi standard and and ones. Write how digit number when confronted by both I took three • Show me pocket on non- many hundreds, tens standard and non-standard groupings of bottle tops. I frame and standard and ones on their objects made a three- rea partitioning whiteboard. Say: digit number rra and zero as a Represent the number with zero in nge place holder in as many ways as you the tens coll can. position. What 2.4.3 ecti Ask: What if we take the might my Place Value 4 ons two tens away? number be up Represent this number to using the tiny hundreds 100 tens and ones. How 0 in would we write this hu number? Use the place ndr value arrows to check 5 eds the response. Ask: , Would the number have ten the same value if we s didn’t write the zero? and Reinforce the on understanding that zero es is used as a place to holder. It indicates there faci is none of a particular lita quantity and holds the te other digits ‘in place’; mo for example, 27 means 2 re tens and 7 ones, but 207 effi means 2 hundreds, 0 cie tens and 7 ones. nt cou nti ng. CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.4 AC solving Provide a group of Problem Solving – using number sentences Ask students Think Board Think board 3 MN words students with a set of that represent problem situations; to solve Concrete materials – A0 problems Match Up cards and a formulating problems from authentic questions from counters, unifix, 30 that contain think board. situations. NAPLAN while bundle sticks Sol unknown Students are to sort Give students a two digit number. For using the think Whiteboard pens ve quantities. through the set of cards example 58. Ask students to create both an board Match Up Cards sim to find the three cards addition and subtraction word problem ple that match. with the solution of 58. ad Ask students to display diti these cards on the ion Think Boards an Discuss with students d why/why not the cards sub are a match. 6 tra Extension: Ask each cti student to create their on own set of match up pro cards that consist of an ble number sentence, ms picture and story. In usi small groups students ng then put their cards a into the middle and ran each attempt to find 3 ge cards that match. of effi cie nt me nta l an d wri tte n str ate gie s

CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.5 Yea use their Provide a group of Ask students to draw a picture puzzle for Ask students: 2 Mini Multiplications r knowledge students with a mini you and answer questions regarding the x = Whiteboard Solving Problems lev of whiteboard and picture by use of multiplication facts. Tell me how to Whiteboard el: multiplicatio whiteboard pen. make this true. pens 7 Tw n to solve Ask students to draw o static and the following picture on AC active their whiteboards. MN problems There are 5 sheep in a A0 paddock. 31 Ask students the Rec following questions and og encourage them to use nis their multiplication e knowledge to solve the an questions. d How many eyes are rep there in the paddock? res How ears are their in ent the paddock? mu How many legs are ltip their in the paddock? lica Repeat with other tio picture puzzles stories. n There are 5 birds sitting as on a fence. rep How many legs are eat there on the fence? ed How many beaks are ad there on the fence? diti How many eyes are on, there on the fence? gro There are 2 cars on the ups race track. an How many wheels are d there on the race track? arr How many steering ays wheels are there on the . race track? How many seats are their in the cars that are on the race track? TOPIC CO KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATIO STUDENT JOURNAL RESOURCES NT N EN T DE 8 SC RIP TO R 2.4.6 AC understand Provide students with a Provide students with a collection of Provide  Mini Division MN concept of collection of 25-35 counting objects. Ask students to share the students with Whiteboard A0 equal counters. counters in equal groups and then record a set of unifix • Whiteboard 32 sharing and Scatter them in the the algorithm for what they have done in cubes to use. pens Rec come to middle of a circle. any way. Pose the • Animal og understand Ask students to following Counters nis the organise and labels question to e commutativ equal sized groups, students. I an e property of such a threes. have some d division. Lead them to unifix cubes in rep summarise the my pocket and res groupings and record I notice that ent the algorithm on their when I share divi mini whiteboards in a them into two sio variety of ways. Ask equal groups n students: there are is as How many groups of one left over, gro three are there? but when I upi Direction will be share them ng needed to show into three int students how to record equal groups o the algorithm with use there are two eq of the division sign left over. How ual (exposure only). many unifx set Repeat the activity and cubes are in s ask students to create my pocket? an groups of 2, 4 and 1. d sol ve sim ple pro ble ms usi ng 9 the se rep res ent ati ons . CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.7 AC use balance Have a collection of Observe students as they participate in the Fill a small jar • Equal arm Measurement 3 M scales to items, for example, a variation and extension activities – with rice. Now balancing scales MG determine ruler, a glue stick, a Balancing Act. Ask students to journal their find another • A collection of 038 whether the shoe, a ball, an orange, understandings about mass from this container and items, for Co mass of bottle of water, bag of activity. fill it with example: a mp different rice, tennis ball, cricket Note students’ understanding of: water so it is pencil, a stapler, are objects is ball, a calculator, a • Use of comparative language the same mass a ruler, a shoe, a ma more, less or book. • Ability to estimate visually and by as the jar with ball, an orange, sse the same. Pick up the ruler and the hefting rice. Students bottle of water, s of Students will book. Which one do you should see that • Using pan scales to determine which is bag of rice, obj use informal think is heavier? How objects that heavier/ lighter/same tennis ball, ect uniform units could we check to see have different • Understanding of difference between cricket ball, a s to measure which is heavier? Listen size, shape and size and mass. calculator, a usi the mass of to suggestions. texture can book. ng common If students suggest have the same • Unifix cubes bal objects. hefting, demonstrate mass. • Marbles anc how this is done. Ask a e student to place one scal item in each hand and es. compare the two masses and predict which object is heavier and which is lighter. Ask the students: How could we check to see if 10 this guess is correct? Use the balancing scales to show how it can be used to find which item is heavier. Pick up other items. Ask: Which is heavier/lighter? Choose a student to heft both items and another to use the balancing scales to check. Repeat several times. CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.8 Int use simple Label the walls or Problem Solving – Planning routes on maps. Treasure Hunt: • Labels – North; Maps erp maps of corners of the classroom Prepare a class South; East; ret familiar with north, south, east treasure hunt West sim locations to and west. using positional • Labels with key ple show the Refer to these directions language in the objects and ma relative incidentally and when clues. areas of the ps position of giving directions in the classroom, for of key features, classroom. example. fa such as Hide a mystery object teacher’s desk; mili locating key (classroom toy) computers; book ar features on somewhere in the trolley; maths loc maps and classroom. cupboard; door; ati using them Have one student leave mat area; tables; ons as reference the room while a prayer table; and points for mystery object is timetable; ide the accurate hidden. weather chart. ntif placement of When the student • Large piece of y other returns, the other paper with the objects. students give clues 11 rel using north, south, east outline of ativ and west e.g. to find the classroom e mystery object you need • People models pos to be facing North. • Mystery object, itio for example: ns classroom of mascot key fea tur es.

CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.9 AC compare and Ask students which of Fluency – listing possible outcomes of Two Steps  Likely or Chance Likely or MS order events two unrelated events chance events Forward / Two unlikely / least Unlikely P02 by whether is more likely to happen. steps Back. likely or most 4 they are Choose an event that is Have students likely voting Ide likely or obviously more or less toss an uneven cards ntif unlikely, likely, for example: object, for  Full set of y more likely Is it more likely that we example: Likelihood cards pra or less likely will read a book at drawing pin, ctic to happen, school tomorrow or that bottle top,  Paper and pens, al by using the the principal will come drink umbrella. sticky notes acti language of to school in her When it lands  Coloured cubes viti chance and pyjamas? Why? Discuss face up the  Cloth bag es justifying possible reasons. thrower takes  Spin and Weigh and their Repeat the previous two steps template eve opinions. activity for two more forwards and  Whiteboards ryd unrelated events, for when it lands ay example: Are you more face down, eve likely to go straight they take two nts home after school today steps tha or to drive to Sydney? backwards. t How do you know you Have students 12 inv won’t go to Sydney? Is it play with a olv more likely that we will partner and e do some mathematics in see who can be cha school tomorrow or that first to a given nce I will come to school line. Ask: Is the . tomorrow with bright drawing pin Des green hair? Discuss the likely to face crib reasoning behind their up or face e answers. down? Which out Give out least likely/ side is more co most likely voting cards likely? Would it me to each child. be better to s as On two separate sticky take two steps ‘lik notes write up two forward when ely’ possible events. it lands face or Have the students down? ‘unl indicate which scenario ikel is likely/unlikely by y’ holding up their voting and card. Then discuss so reasons for the students me choices, for example: eve Jason why do you think nts it is unlikely that you and will fly to Disneyland ide tomorrow? Repeat using ntif more likely / unlikely y events. so me eve nts as ‘cer tai n’ or ‘im pos sibl e 13 CO NT EN T INVESTIGATIO TOPIC DE KEY IDEA Pre-ASSESS ASSESSMENT STUDENT JOURNAL RESOURCES N SC RIP TO R 2.4.10 AC use a variety . As a whole class – Reasoning – creating and interpreting simple How many • Vowel Spinner MS of methods Show the students the representations of data letters there Template P0 to record three socks are in your • Paper plates, 48 data based (one pair and one name? Work glue, scissors and Ide on one different) and tell them with the class pens ntif categorical the following story: to identify the • Sock Graphing y a variable. Sam was going fishing. longest and Chart qu Students will He got up very early and shortest names • Sticky notes esti identify the quietly got dressed in and decide on on number of the dark so that he appropriate • A bag or a box of possible didn’t wake anyone up. groupings for • A pair of socks int outcomes, He reached into a the data; for and a similar ere then create drawer and felt 3 socks. example, 0-4 sock in a st and interpret Sam picked 2 of the letters, 5-9 different colour bas simple socks and put them on. letters and so • Unifix cubes ed representati Do you think he got a on. Label the • Text – Mrs on ons of this pair? rows or Wishy Washy, on data. 2. Put the socks in a columns. Each Joy Cowley. e box or bag. Have 5 or 6 student writes • Grid Charts cat volunteers to act out their name on ego the story and show the a sticky note rica class whether or not and puts it into l they got a pair of socks. the vari Then ask, Do you think appropriate abl Sam is more likely to get row or column. e. a pair of socks or 2 odd Gat socks? Why? her 3. Write a title on the dat top of the graphing a paper. rel Did you get a pair of eva socks? Identify the two nt possible outcomes: Yes 14 to or No and label the two the columns. Have the qu students work in small esti groups. Have them label on. their own graph charts AC and make a MS pictograph. P0 4. To make the 49 pictograph, the students Coll take turns to: ect, • Pick 2 che socks at ck random from and the box. clas • Draw 2 sify socks on a dat sticky note and a. colour them to AC match MS the socks they picked. P0 50 • Stick the note Cre in the ate appropriate dis column of the pla graphing chart. ys After each students has of had a turn, ask: What dat can you tell from the a graph? Do you think usi Sam is more likely to get ng a pair of socks or 2 odd list socks? Why? s, 5. Have students tab then work in le pairs to repeat and the activity pict with 4 ure socks (2 socks in each of gra 2 colours). Discuss the phs results. 15 and int erp ret the m.