Maths Overview-Year 4 Term 3

MATHS OVERVIEW-YEAR 4 TERM 3 YEAR LEVEL CONTENT DESCRIPTORS Year 4 Number & Algebra DURATION  ACMNA071 Investigate and use the properties of odd and even Term 1 numbers LINKS TO OTHER LA’s  ACMNA072 Recognise, represent and order numbers to at least tens of thousands  ACMNA073 Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems  ACMNA074 Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9  ACMNA075 Recall multiplication facts up to 10 × 10 and related division facts  ACMNA077 Investigate equivalent fractions used in contexts  ACMNA079 Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation Measurement & Geometry  ACMMG087 Compare the areas of regular and irregular shapes by informal means  ACMMG088 Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies )  ACMMG090 Use simple scales, legends and directions to interpret information contained in basic map Statistics & Probability  ACMSP092 Describe possible everyday events and order their chances of occurring  ACMSP095 Select and trial methods for data collection, including survey questions and recording sheet

1 2 MAG Planning Term 3 Year 4 K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.1.4 ACMNA077 U Checking for basic For students with a consolidated For students with a • Paper Strips, Fractions Investigate n concepts of fractions understanding of equivalent fractions. consolidated understanding of Coloured equivalent fractions d and Comparing Fractions: strategies: equivalent fractions. Comparing pencils used in contexts. e Language Assessment : Test your understanding Fractions: strategies: /crayons r of fractions. Decide which one of a pair Assessment : Test your • Fraction s of fractions is larger, or if they are the understanding of fractions. Rods, t same. Choose which strategy you used Decide which one of a pair of Fraction fans a to compare the two fractions. fractions is larger, or if they are • FISH Kit n the same. Choose which d strategy you used to compare i the two fractions. n g

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K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.2.2 ACMMG084 Use S Show a series of (It is important for students to Work out how many measuring Maths Journals Scales scaled instruments to o photos, pictures or estimate before they measure objects devices are in your school. Various measuring measure and m images of familiar because this process focuses on what Represent your findings with instruments: compare lengths, e graduated scales is being measured and understanding digital technology. Picture gallery of masses, capacities and pose questions of basic measurement units. Design a speedometer to fit on measuring and temperatures a such as: Sandy filled a container using three the front of a skateboard. instruments and their t • Where cups of water. What container might Research current car properties t might we she have filled? How was she able to speedometer designs. The r find this? accurately measure a cup of water. design must fit on a copy of a i • What would Under what circumstances would it be skateboard given by the b we use this practicable to use standard or non teacher. The graduations on the u for? standard measurement? What kind of speedometer need to be clearly t scale and unit of measure did she use marked. e and why? s

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K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.4.5 ACMNA079 D Counting forwards A number of activities in this MAG are ideal Investigating ½, ⅓, ¼ as a ● FISH problem solving Decimal Recognise that the e and backwards from for teacher observation. While teachers’ decimal kit typically observe learners at work and place value system c any given 1. Even though our decimals are ● Number lines can be extended to i interact with them, it is recommended that tenths and hundredths only, teachers in this instance nominate a ● Blue number line mat tenths and m can we still write a half as a particular observation emphasis. ● Paper Plates hundredths. Make a decimal, or a quarter, a third connections between l etc.? Yes - how? Prove it/show fractions and decimal s it. notation. a r e

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K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.3.5 ACMMG087 C Ask the students, Wallpaper (irregular shapes) FENCE IT ● FISH problem Comparing Compare the areas of o How can we measure solving kit Areas regular and irregular m how big the piece of http://nrich.maths.org/4964 This challenging problem is for shapes by informal paper is without able students to work p ● A5 blank paper means using a standard tool Arrange these pieces of wallpaper in systematically while applying a such as a ruler? How order of size. Put the smallest first. their knowledge of areas of r can we cover it? Wallpaper is designed to help children rectangles. It offers ● Grid paper (cm 13 e Record and discuss begin to understand the meaning of opportunities for higher level squares) suggestions. area. Can you explain how you did it? mathematical thinking. t Torn Shapes (regular based shapes) h http://nrich.maths.org/4963 e Jason's class cut out rectangles and a some shapes which were two r rectangles joined together from one e centimetre square a s

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K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A ACMSP095 Select W Ask students such Evaluation of Investigation: How did The playground is a crowded Varied and trial methods for e questions as . the student survey and display the space. How can we make data collection, When do we collect information. Did their data and spaces available for activities including survey c information? Who reflection match the purpose of the many children want to play? questions and a collects information? questions asked. Students choose a question or 15 recording sheets n Why do we collect Results of investigations problem that to be informed by ACMSP096 Construct information? Eg. Jobs 1. Basic aspects of interpreting category data. suitable data s that use data. survey results include selecting an Choose an effective way to displays, with and h (Lead students in appropriate sample size and tally collect and record data for without the use of o discussion how there responses investigation digital technologies, w arenow more jobs 2. What question needs to be Refine questions if necessary from given or that use data and answered and who is it important after a small trial 4.2.7 collected data. d predictions, to? Discuss and determine possible Graphing Include tables, a especially with improvements to the questions 3. Use the survey to make column graphs and t internet and IT) or recording sheet accurate predictions about e.g. picture graphs where a Brainstorm ways of What inferences can be made populations etc one picture can collecting data. about the information gathered represent many data f After recording the in respect to the original values r list sort the ideas into question problem o categorical and Compare the effectiveness of m numerical data different methods of collecting Explain the terms and recording data egg. Using t categorical and tally marks or open ended h numerical if needed questions e

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K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.1.7 ACMMG089 T Compare angles 1. This is a right angle. We measure http://tiny.cc/ o1ubow • Transparenci Angles Compare angles and w using informal means angles in standard units called degrees What type of folds are used es classify them as equal o such as an angle (°). A right angle measures 90°. when creating a paper plane • Protractors to, greater than or - tester. Find an object that has a corner with Make a model paper plane. • Geoboards less than a right angle Students will the same measurement as this angle. What shape are the wings? • Computer a need a sheet Use this Which angle was most access n with various object as a go-between to complete consistently created by the d angles or shapes the folding. • Sport and a right angle problem. Circle which angles are less Test fly and graph the results of images t on a than the right angle. flight involving h transparence. Explain the method you used to solve Do the shape/angles used affect angles r this problem. the flight efficiency of the • Jacob’s e 2. You are working on a 5 X 5 dot grid. design? Angle ibook. e You use dots on the grid as vertices of • Sports - polygons. What polygons with lots of Angles.ppt d sides can you create? • FISH Kit i 3. A shape has six sides and two 900 m angles. What could it look like? e n s i 22 o n a l

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a t t r i b u t e s K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.3.6 ACMMG091 Create S Students observe an Students create their own symmetrical Students are given examples of ● FISH problem Symmetry symmetrical y inspirational maths pattern using 2‐dimensional shapes. flags to investigate flags that solving kit patterns, pictures m video. They are required to develop their are symmetrical and and shapes with and m own design using grid paper to assist asymmetrical. They are asked ● iOrnament App without digital e http://vimeo.com/36 them in their final product. to cut and paste them into two $0.99c (optional) technologies t 296951 categories ‐ symmetrical and r asymmetrical shapes and/or y and discuss concepts flags that have a vertical mirro line and those that have a 25 i shown horizontal mirror line. Students s are given textiles and/or examples of art (e.g.Esher) i thathavesymmetricalpatterns, m pictures and/or shapes. How p many repeated examples of a o given pattern can they find that r cover a given area. t a n t

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K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.2.3 ACMSP093 Identify • Understanding terms . Hold a fund raiser activity and Students conduct some • cards with Events everyday events Distribute chance evaluate how accurate your probability trials for a board 27 where one cannot R words on cards to probability statements were. game company. They are to language of happen if the other students in small 2. Observational Checklist of extension design and construct a spinner chance happens • groups. Students activities that has 4 different colours and printed on ACMSP094 Identify U discuss the meaning • Demonstrates understanding of meets certain requirements as them events where the and use of such probability vocabulary to describe per instructions. • Butchers chance of one will terms by comparing outcomes Board Game Spinners (adapted paper and not be affected by them to statements. • Demonstrate level of from Western Alliance Maths felt pens the occurrence of the • This year you will understanding by explaining their Year 4 – Board Game Spinners • 20c coins other Maths Investigation) have a birthday thinking behind their choices- • Student • It will snow on Reasoning Journals th the 25 • Analysing, • Playing December • Proving cards • You will draw a • Evaluating • FISH Kit picture today • Inferring • Scenario to • A tiger will teach • Justifying context maths • Generalising cards 3. A game of cricket was underway when one of the batsmen threw down his bat and stormed off saying, “Its not fair.’ What might he be referring to? Students make a list of ideas about this event and justify them. K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.2.6 ACMNA082 T Display the word A survey of hospitals presented the Calculate the number of people Fish Kit and strategy Problem Solve word problems h ‘Metacognition’ and fact that 210 children were injured in attending a Taipan’s game if the cards Solving by using number e ask the students skateboard accidents in a year. Gold and Bronze sections are Take a Look sentences involving r what this work might Create a multiplication and division completely filled. You will need reflection cards multiplication or e mean. word problem that includes at least 2- to access the Taipans website division where there • Examine the 3 of the above facts. to is no remainder a Prefix ‘meta’ 1. Apply the FISH procedure to Find the seating arrangement of r • Examine the your word problem. these sections. e meaning of 2. Identify the problem-solving Are students able to identify an the word strategy you would use. appropriate strategy? m Do students apply 28 a ‘cognition’ 3. Demonstrate how reasonable multiplication and/or division n Display the title of your answer is appropriately to their problem- y the Metacognition Another student must complete your solving? and examine the problem without assistance Do they demonstrate an d associated questions understanding of equal groups? i that focus on what Repeated addition? f metacognition is and Are they able to identify and f how it could help apply appropriate calculations e when solving from selected information? r problems. e http ://illuminations.n n ctm.org/Lessons/Pro t blemSolving/OneStep AtATime-OH- w Metacognition.pdf a y s

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K E Y CONTENT STUDENT TOPIC Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR I JOURNAL D E A 4.4.10 ACMMG085 S Brainstorm student Use a number line to show your Ten Green Bottles FISH problem solving Units of -identifying and using t knowledge about working out1. Ben’s cricket game If the first bottle fell at ten past kit Time the correct operation u time. started at 11:52 am and ended at five in the morning (5.10 a.m.) for converting units d 4:11pm. How long did it take before a and the others fell down at 5 ●large teacher clock of time e team was declared a winner? minute intervals, what would n the time be when the last ●small individual ACMMG086 -Use am t Use two different methods to work bottle fell down? clocks (class set) and pm notation and s out2. What is the elapsed time from solve simple time 11:30am to 11:35pm ●number line problems c 30 a (teacher and student) n

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