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Number & Algebra Terms 1-4: Addition and Subtraction 2 Terms 1-4 : Multiplication & Division 2 Terms 1 & 3: Patterns and Algebra 2 Terms 2 & 4: Fractions and Decimals 2
Measurement & Geometry Term 1: Length 2 / Time 2/ 2D 2 / Position 2 Term 2: Mass 2 / 3D 2 / Angles 2 Term 3: Volume and Capacity 2 / Time 2 / 2D 2 / Position 2 Term 4: Area 2 / 3D2 / Angles 2
Sharon Tooney
TERM 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2. Sharon Tooney
MATHEMATICS PROGRAM PROFORMA STAGE: Year 4 S2 ES1 S1 STRAND: S3 NUMBER AND ALGEBRA KEY CONSIDERATIONS
Background Information The convention for writing numbers of more than four digits requires that numerals have a space (and not a comma) to the left of each group of three digits when counting from the units column, eg 16 234. No space is used in a four-digit number, eg 6234. Language Students should be able to communicate using the following language: largest number, smallest number, ascending order, descending order, digit, ones, tens, hundreds, thousands, tens of thousands, place value, expanded notation, round to. Refer also to language in Whole Numbers 1.
TERM: 2 1
WEEK: 1 2
10
OVERVIEW
Recognise, represent and order numbers to at least tens of thousands apply an understanding of place value to read and write numbers of up to five digits arrange numbers of up to five digits in ascending and descending order state the place value of digits in numbers of up to five digits - pose and answer questions that extend understanding of numbers, eg 'What happens if I rearrange the digits in the number 12 345?', 'How can I rearrange the digits to make the largest number?' use place value to partition numbers of up to five digits and recognise this as 'expanded notation', eg 67 012 is 60 000 + 7000 + 10 + 2 partition numbers of up to five digits in non-standard forms, eg 67 000 as 50 000 + 17 000 round numbers to the nearest ten, hundred, thousand or ten thousand
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Recognise, represent and order numbers to at least tens of thousands
WEEK
ADJUSTMENTS
Support: provide concrete materials where appropriate Extension: increase the complexity of the questions
RESOURCES
Whiteboard, markers, paper and pencils
REG
Ask students to use this method to double 28, then 36, doing as much as possible mentally. Doubling and Halving With Money Review previous lesson, show the class how the method can be extended to doubling a sum of money such as: $27.38 by splitting the dollars and the cents. Give one or two examples to practise, such as $13.09 and $36.75. Repeat the above for halving numbers, starting with some simple practice of halving numbers to 20, including odd numbers (e.g. half of 15 is 7 ). What do you think the answer to half of 120 will be? Why? Establish that half of 120 is the same as half of 12 multiplied by 10, so the answer is 60. Write on the board: half of 120 = half of (12 10) = (half of 12) 10 Now ask for: half of 80, half of 140, half of 320. Get students to explain their answers. Practise halving a few more multiples of 10 to 200, and multiples of 100 to 2000. Give the class some two-digit numbers under 100 to halve, inviting them to explain their strategies. Show them how they can always halve two -digit numbers by partitioning into tens and ones or units, and how to halve sums of money by partitioning into dollars and
Support: provide concrete materials where appropriate Extension: increase the complexity of the questions
Sharon Tooney
cents, using diagrams similar to those for doubling. Give one or two examples of amounts of money to halve, such as $8.26 and $14.50. Counting In Fours or Eights Use a counting stick. Tell students that one end is zero. Count along the stick and back again in fours. Point randomly at divisions on the stick, saying: - What is this number? How do you know? Encourage students to use multiplied by and divided by in their answers. Point out that they can use the mid-point of the stick as a reference point. For example: I know that halfway is 4 multiplied by 5, or 20, and the next point is 4 more, or 24. Say that this is a good way to remember awkward facts. To remember 10 times a number is always easy. To find 5 times a number is also easy, as it is half of 10 times the number. For example, 10 times 4 is 40, so 5 times 4 is half of 40, or 20. Repeat, this time counting in eights. Recognising Multiples of 4 or 8 (for example) Using a 100s chart. Highlight multiples of 4, for example. Ask students to discuss the patterns that they can see, and then to describe them. Cover part of the 100s chart with a square of paper and ask students to identify which multiples of 4 are hidden. For each multiple, ask one of these questions: - How many fours are in ? - What is divided by 4? - Tell me two division facts that you know for ? Move the paper square around to different positions on the grid. Repeat with other multiples, for example multiples of 8, etc. Using Addition and Subtraction to Solve Grid Puzzles Draw an incomplete 3 by 3 grid on the board: 164 30 20 418 Ask students to complete the grid using addition down and across. Repeat with other examples. When students are confident, use this grid: 70 40 297 562 Point to the empty space at the top left and ask: - When I add 40 to this number, I get the answer 297. What is the number? How did you work it out?
Support: multiplication tables for use as a direct reference Extension: increase the complexity of the questions
Support: multiplication tables for use as a direct reference Extension: increase the complexity of the questions
Support: provide concrete materials where appropriate Extension: increase the complexity of the questions
Sharon Tooney
Repeat with the other empty spaces. Ask students to complete more examples of the second type of grid. Adding and Subtracting Mentally Pairs of Two -Digit Numbers Part A Remind the class that an easy way to add or subtract 9 to or from a number is to add or subtract 10 then adjust the answer by 1. Reinforce that when adding, the answer is adjusted by subtracting 1, since an extra 1 has been added. Similarly, when subtracting, the answer is adjusted by adding 1, since 1 more than needed has been taken away. Support each explanation using an empty number line:
Support: provide concrete materials where appropriate Extension: increase the complexity of the questions
Ask the class to count on in nines from 75. Stop them after about ten steps, then ask them to count back in nines to 75. Discuss strategies. - What is an easy way to add or subtract 19 to or from a number? Agree it is adding or subtracting 20 then adjusting by 1. Extend to adding or subtracting 29, 39, 49, by adding or subtracting the nearest multiple of 10 and adjusting. Include crossing the 100 boundary. Ask students to record their answers. Encourage students to dispense with the support of the empty number line. Get them to count on or back for the multiple of 10, and then do the adjustments. Repeat with adding or subtracting 11, 21, 31, - What is an easy way to add or subtract 18, 28, 58? Adding and Subtracting Mentally Pairs of Two -Digit Numbers Part B Establish using the nearest multiple of 10 and adjusting by 2. Provide a few practice examples as per previous lesson. For example, use an interactive whiteboard Number spinner with a spinner labelled 8, 9, 18, 19, 28, 29. Start with a score of 250. Spin the spinner. Ask students to subtract the number rolled from the score and to record their answers. The game ends when the score becomes a one-digit number. Relate the strategies to the context of money. Set a problem such as : - I bought a bag of apples for 75c and a melon for 69c. How much did they cost altogether? - How can we work this out mentally? Take feedback and jot on the board: 75c + 70c = 145c and 145c 1c = 144c. Establish that 144c is better expressed as $1.44. Repeat with a problem such as: - Melons now cost 85c. How much more do they cost? Give out copies of BLM: Shop Prices to pairs of students. Explain that list A and list B show the prices of items in two different shops. Students should select one price from each list. Working mentally, Student A should find the total of the two items, while Student B finds their difference. They then check each others answers and discuss errors. On the next turn, the students swap roles. Repeat several times.
Support: provide concrete materials where appropriate Extension: increase the complexity of the questions
Sharon Tooney
Review Ask students to explain how any errors in the sums and differences activity from the previous lesson were made. Write on the board: 53 + 24. Demonstrate how to do this calculation by adding the tens first. Ask students to partition the numbers. 53 + 24 = (50 + 3) + (20 + 4) = (50 + 20) + (3 + 4) = 70 + 7 = 77 Work through other examples with the class. Demonstrate an example which crosses the tens boundary: 38 + 43 = (30 + 8) + (40 + 3) = (30 + 40) + (8 + 3) = 70 + 11 = 81 Revision Assessment
Support: provide concrete materials where appropriate Extension: increase the complexity of the questions
9 10 ASSESSMENT OVERVIEW
Sharon Tooney
SHOP PRICES
$2.75
LIST A
86C 95C 37C
LIST B
61C 28C
$3.62
Sharon Tooney
STRAND: S3
WEEK: 1 2
10
OVERVIEW
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems select, use and record a variety of mental strategies to solve addition and subtraction problems, including word problems, with numbers of up to and including five digits, eg 159 + 23: 'I added 20 to 159 to get 179, then I added 3 more to get 182', or use an empty number line:
Background Information Students should be encouraged to estimate answers before attempting to solve problems in concrete or symbolic form. There is still a need to emphasise mental computation, even though students can now use a formal written method. When developing a formal written algorithm, it will be necessary to sequence the examples to cover the range of possibilities, which include questions without trading, questions with trading in one or more places, and questions with one or more zeros in the first number. This example shows a suitable layout for the decomposition method:
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Language Students should be able to communicate using the following language: plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal to, empty number line, strategy, digit, estimate, round to, change (noun, in transactions of money). Word problems requiring subtraction usually fall into two types either 'take away' or 'comparison'. Take away How many remain after some are removed? eg 'I have 30 apples in a box and give away 12. How many apples do I have left in the box?' Comparison How many more need to be added to a group? What is the difference between two groups? eg 'I have 18 apples. How many more apples do I need to have 30 apples in total?', 'Mary has 30 apples and I have 12 apples. How many more apples than me does Mary have?' Students need to be able to translate from these different language contexts into a subtraction calculation. The word 'difference' has a specific meaning in a subtraction context. Difficulties could arise for some students with phrasing in relation to subtraction problems, eg '10 take away 9' should give a response different from that for '10 was taken away from 9'.
- pose simple addition and subtraction problems and apply appropriate strategies to solve them use a formal written algorithm to record addition and subtraction calculations involving two-, three-, four- and fivedigit numbers, eg solve problems involving purchases and the calculation of change to the nearest five cents, with and without the use of digital technologies solve addition and subtraction problems involving money, with and without the use of digital technologies -use a variety of strategies to solve unfamiliar problems involving money -reflect on their chosen method of solution for a money problem, considering whether it can be improved calculate change and round to the nearest five cents use estimation to check the reasonableness of solutions to addition and subtraction problems, including those involving money
Sharon Tooney
CONTENT
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems
WEEK
ADJUSTMENTS
Support: provide concrete materials where appropriate Extension: increase the complexity of the questions
RESOURCES
Whiteboard, markers, paper and pencils
REG
- How can we use these facts to double numbers like 320? Work through double 300 and double 20 600 + 40 = 640 Repeat asking students to double other three-digit numbers up to 500. Record for reference:
120 230 180 90 240 460 360 180
Display the table below. Point to a number and ask students to halve the number. Discuss the methods the students used. Repeat.
60 460 120 380 190 230 70 250 490 90 480 500 180 300 30 270 240 470 360 150
What happens when we halve an odd multiple of ten? What is the inverse operation to halving? Addition Families Write on the board: 1 + 2 + 3 + 4 + 5 + 5 + 6 + 7 + 8 + 9 Ask students to add these up. Agree on finding pairs which sum to 10 and count up in 10s to get the answer. Write on board 3 + 4 + 7. Remind students of the method of finding pairs that sum to 10. Discuss responses and highlight the pair that sums to 100. Give students similar lists of three multiples of 10 to add. Discuss responses. Organise students into groups of 3 or 4 and give each group the cards from Addition Families. (see attached) The groups play a matching pairs activity. They place the cards face down. In turn they turn two cards over and keep them if they are equal e.g. 3 + 2 +7 12 When all pairs have been claimed students ask each other for pairs which will complete their family. e.g. If a student has 3 + 2 + 7 and 12 he/she could ask another player have you got 30 + 20 + 70 and 120? if the player has the cards, he/she must surrender them. At the
Sharon Tooney
end of game the winner is the student who has collected the most families. Addition Spiders Draw on the board the first empty-box statement of a spider diagram: 140 + + 230 - What pairs of numbers could complete this number sentence? - Which pair was the easiest to find? Why? Make connections to previous lessons. Extend the spider diagram by adding more emptybox statements:
Support: provide Addition Spider BLM for students and concrete materials to support addition Extension: increase the complexity of the questions
Discuss efficient methods for completing the diagram. Display the following table:
How many sets of four squares can you find that add up to 200. Have students create addition spiders to demonstrate answers. Add or Subtract the Nearest Multiple Of 10, Then Adjust Part A Introduce quick fire questions involving multiples of 10 e.g. 80 30, 20 + 40, 50 30. Extend to adding three multiples of 10 e.g. 20 + 50 + 10 = or: 40 + 30 20 = Now consider 60 + 20. Identify answer. What if the calculation were 60 + 19? Discuss. Repeat interactively with a series of examples adding 9, 19, 29, 39 etc. Refine explanations by modelling on a number line e.g. 60 + 19 =
Support: provide blank number lines for students to work from Extension: increase the complexity of the questions. Encourage working mentally.
Now consider 57 + 20. Identify answer. What if the calculation were 57 + 19? Discuss. Repeat interactively with a series of examples starting with any two-digit number, adding 9, 19, 29, 39 etc. Refine explanations by modelling on a number line. e.g. 47 + 39
Write: 24 + 9 =
86 + 9 =
Sharon Tooney
24 + 19 = 86 + 19 = 24 + 29 = 86 + 29 = Ask students for the answers and discuss their methods and the pattern. Ask them to extend the pattern. Discuss crossing the 100 boundary. Repeat for subtraction. Write: 34 9 = 86 9 = 34 19 = 86 19 = 34 29 = 86 29 = Add or Subtract the Nearest Multiple Of 10, Then Adjust Part B Write on the board 56 30; ask students for the answer. Repeat for 56 29. Refer to previous lesson to establish prior knowledge. Give children further examples to complete e.g. 63 19, 78 39 etc. Invite children to explain their strategies. Refine explanations by modelling on an empty number line. What is 56 28? Draw on the board: 56 Invite a child to model on a number line e.g.
Establish the answer will be 28. Refine model to show the tens jumps can be replaced by one jump to the nearest 10, and then adjust with an addition. Play race to zero in pairs. Each child starts by writing 250. Take it in turns to roll the 9, 9, 19, 19, 29, 29 dice. Subtract the dice roll from their number each time. First to get down to a units number is the winner. Revision and Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
ADDITION FAMILIES
12 4+9+7 20 5+8+6 19
Sharon Tooney
STRAND: S3
WEEK: 1 2
10
OVERVIEW
Recall multiplication facts up to 10 10 and related division facts count by fours, sixes, sevens, eights and nines using skip counting use the term 'product' to describe the result of multiplying two or more numbers, eg 'The product of 5 and 6 is 30' use mental strategies to build multiplication facts to at least 10 10, including: using the commutative property of multiplication, eg 7 9 = 9 7 using known facts to work out unknown facts, eg 5 7 is 35, so 6 7 is 7 more, which is 42 using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 8 is double 7, double again and then double again using the relationship between multiplication facts, eg the multiplication facts for 6 are double the multiplication facts for 3 factorising one number, eg 5 8 is the same as 5 2 4, which becomes 10 4 recall multiplication facts up to 10 10, including zero facts, with automaticity find 'multiples' for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, relate multiplication facts to their inverse division facts, eg 6 4 = 24, so 24 6 = 4 and 24 4 = 6 determine 'factors' for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12 use the equals sign to record equivalent number relationships involving multiplication, and to mean 'is the same as', rather than to mean to perform an operation, eg 4 3 = 6 2 - connect number relationships involving multiplication to factors of a number, eg 'Since 4 3 = 6 2, then 4, 3, 2 and 6 are factors of 12' - check number sentences to determine if they are true or false and explain why, eg 'Is 7 5 = 8 4 true? Why or why not?' Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder multiply three or more single-digit numbers, eg 5 3 6 model and apply the associative property of multiplication to aid mental computation, eg 2 3 5 = 2 5 3 = 10 3 = 30 - make generalisations about numbers and number relationships, eg 'It doesn't matter what order you multiply two numbers in because the answer is always the same' use mental and informal written strategies to multiply a two-digit
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
Background Information An inverse operation is an operation that reverses the effect of the original operation. Addition and subtraction are inverse operations; multiplication and division are inverse operations. Linking multiplication and division is an important understanding for students in Stage 2. They should come to realise that division 'undoes' multiplication and multiplication 'undoes' division. Students should be encouraged to check the answer to a division question by multiplying their answer by the divisor. To divide, students may recall division facts or transform the division into a multiplication and use multiplication facts, eg is the same as . The use of digital technologies includes the use of calculators. Language Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, tens, ones, double, multiple, factor, shared between, divide, divided by, division, halve, remainder, equals, is the same as, strategy, digit. As students become more confident with recalling multiplication facts, they may use less language. For example, 'five rows (or groups) of three' becomes 'five threes' with the 'rows of' or 'groups of' implied. This then leads to 'one three is three', 'two threes are six', 'three threes are nine', and so on. The term 'product' has a meaning in mathematics that is different from its everyday usage. In mathematics, 'product' refers to the result of multiplying two or more numbers together. Students need to understand the different uses for the = sign, eg 4 3 = 12, where the = sign indicates that the right side of the number sentence contains 'the answer' and
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
should be read to mean 'equals', compared to a statement of equality such as 4 3 = 6 2, where the = sign should be read to mean 'is the same as'.
number by a one-digit number, including: using known facts, eg 10 9 = 90, so 13 9 = 90 + 9 + 9 + 9 = 90 + 27 = 117 multiplying the tens and then the units, eg 7 19: 7 tens + 7 nines is 70 + 63, which is 133 using an area model, eg 27 8
using doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 4 is double 23 and then double again using the relationship between multiplication facts, eg 41 6 is 41 3, which is 123, and then double to obtain 246 factorising the larger number, eg 18 5 = 9 2 5 = 9 10 = 90 - create a table or simple spreadsheet to record multiplication facts, eg a 10 10 grid showing multiplication facts use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including: using the inverse relationship of multiplication and division, eg 63 9 = 7 because 7 9 = 63 recalling known division facts using halving and repeated halving to divide by 2, 4 and 8, eg 36 4: halve 36 and then halve again using the relationship between division facts, eg to divide by 5, first divide by 10 and then multiply by 2 - apply the inverse relationship of multiplication and division to justify answers, eg 56 8 = 7 because 7 8 = 56 record mental strategies used for multiplication and division select and use a variety of mental and informal written strategies to solve multiplication and division problems - check the answer to a word problem using digital technologies Use mental strategies and informal recording methods for division with remainders model division, including where the answer involves a remainder, using concrete materials - explain why a remainder is obtained in answers to some division problems use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 6: if 4 6 = 24 and 5 6 = 30, the answer is 4 remainder 3 record remainders to division problems in words, eg 17 4 = 4 remainder 1 interpret the remainder in the context of a word problem, eg 'If a car can safely hold 5 people, how many cars are needed to carry 41 people?'; the answer of 8 remainder 1 means that 9 cars will be needed
Sharon Tooney
CONTENT
Recall multiplication facts up to 10 10 and related division facts Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder Use mental strategies and informal recording methods for division with remainders
WEEK
ADJUSTMENTS
Support/Extension: adjust complexity of questions accordingly
RESOURCES
Counters, paper and pencils
REG
8 Sharon Tooney
The teacher continues to ask the same question until a correct answer is given. When a student gives a correct answer, they take a step closer to another student and may tip them if within reach. The tipped student sits down. The question is then changed. Play continues until one student remains, who then becomes the questioner. This game is designed for quick responses and repeated games. New From Old Students are asked to write a multiplication and a division number fact. Each student uses these facts to build new number facts eg Starting with12 3 = 4 Starting with 3 2 = 6 24 3 = 8 6 2 = 12 48 3 = 16 12 2 = 24 96 3 = 32 24 2 = 48 Possible questions include: - what strategy did you use? - what other strategies could you use? - what strategy did you use? - did you use the relationship between multiplication and division facts? Revision and Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
STRAND: S3
WEEK: 1 2
10
OVERVIEW
Investigate equivalent fractions used in contexts (ACMNA077) model, compare and represent fractions with denominators of 2, 4 and 8; 3 and 6; and 5, 10 and 100 model, compare and represent the equivalence of fractions with related denominators by redividing the whole, using concrete materials, diagrams and number lines record equivalent fractions using diagrams and numerals Recognise that the place value system can be extended to tenths and hundredths, and make connections between fractions and decimal notation (ACMNA079) recognise and apply decimal notation to express whole numbers, tenths and hundredths as decimals investigate equivalences using various methods identify and interpret the everyday use of fractions and decimals, such as those in advertisements state the place value of digits in decimal numbers of up to two decimal places use place value to partition decimals of up to 2 decimal places partition decimals of up to two decimal places in nonstandard forms apply knowledge of hundredths to represent amounts of money in decimal form model, compare and represent decimals of up to two decimal places apply knowledge of decimals to record measurements, interpret zero digit(s) at the end of a decimal recognise that amounts of money are written with two decimal places use one of the symbols for dollars ($) and cents (c) correctly when expressing amounts of money use a calculator to create patterns involving decimal numbers place decimals of up to 2 decimal places on a number line round a number with one or two decimal places to the nearest whole number
Background Information In Stage 2 Fractions and Decimals 2, fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 100 are studied. Denominators of 2, 3, 4, 5 and 8 were introduced in Stage 2 Fractions and Decimals 1. Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection of objects; to denote numbers (eg is midway between 0 and 1 on the number line); and as operators related to division (eg dividing a number in half). Money is an application of decimals to two decimal places. Refer also to background information in Fractions and Decimals 1. Language Students should be able to communicate using the following language: whole, part, equal parts, half, quarter, eighth, third, sixth, fifth, tenth, hundredth, one-sixth, one-tenth, one hundredth, fraction, numerator, denominator, whole number, number line, is equal to, equivalent fractions, decimal, decimal point, digit, place value, round to, decimal places, dollars, cents. The decimal 1.12 is read as 'one point one two' and not 'one point twelve'. Refer also to language in Fractions and Decimals 1.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Investigate equivalent fractions used in contexts Recognise that the place value system can be extended to tenths and hundredths, and make connections between fractions and decimal notation
WEEK
ADJUSTMENTS
Support: representations of fractions as a reference
RESOURCES
A pouring jug full of water (food colouring or cordial, optional), 4 cylindrical clear plastic tumblers, thin strips of masking tape or similar.
REG
Sharon Tooney
make the recipe before I run out of milk? Can you draw your answer? Lamington Bars : Forming Equivalent Fractions Students encounter partitioning a rectangle in two directions. The activity aims to promote partwhole conceptual understanding leading to simple fraction multiplication. 1. Lamingtons are pieces of sponge cake covered in chocolate icing and dipped in shredded coconut. Mrs Packer makes excellent lamingtons and she likes to put a layer of whipped cream in the middle of her lamingtons. Mrs Packer starts with a large rectangular sponge cake. 2. Distribute rectangular sheets of brown paper. Show by folding the piece of paper how Mrs Packer could make four lamington bars.
Check to see which way the paper has been divided. If your students use different methods to form quarters ask them if each person would still get the same cut of cake. If all students create quarters by folding in the same direction take your piece of paper and fold it a different way to the direction the class has chosen. Compare the different ways of forming quarters shown above. Ask your students to show how the pieces of cake are equal. 3. I am going to make eight smaller lamington bars. Fold the rectangle into eighths as below.
If I wanted to eat this much (show three-quarters of the horizontally divided rectangle) how many of the smaller lamington bars would this be equal to? Remember that you have to explain your answer. Mrs Packers Visitors : Comparing Fractions Students encounter partitioning a rectangle into different amounts and comparing the resulting fractions. 1. Mrs Packer was expecting guests. She made five lamington bars and put them on two tables ready for the guests. As each guest arrived Mrs Packer asked the guest to choose a table. Once seated, the guests cannot change tables but must equally share the lamington bars with all the guests at the table. 2. Mrs Packer has placed one lamington bar on one table and four lamington bars on the other table.
Place one rectangular sheet of brown paper on one table and four rectangles of brown paper on another table. 3. Mrs Packer is expecting eight guests. I want eight of you to play the part of the guests. The aim is to get as much of the lamington bars as you can but you cannot change tables after you sit down and everyone must wait until the last person sits down to share the
Sharon Tooney
lamington bars at their table. Send eight students out of the class and give each one a number to represent the order in which they should return. As each student comes in and sits down, ask the class to record how much each person at that table will receive. Remember that as you sit down you will have to explain why you chose the table you sat at. 4. Show by folding the piece of paper how much each person on your table receives. What would be the best solution? Record your answer. 5. Repeat the activity with two lamington bars on one able and three on the other. Related Fractions 1 : One-Half, One-Quarter and One-Eighth Students explore the relationships between the unit fractions , and through dividing a continuous unit. They then express the equivalence between various units, as well as the relationship between the unit fraction and the whole. The activity aims to promote an understanding of the relationship between unit fractions with related denominators. 1. Write the fractions one-half ( ), one-quarter ( ) and one-eighth ( ) on the board. Hold up a paper streamer approximately 90 cm long. Using this paper streamer, how could you make one of these fractions? Allow the students some time to think about the question. Which of these fractions will be the easiest to make? Why? Focus the questions on: How do you know that you have one-half (or one-quarter or one-eighth)? 2. Fold the paper streamer in half and then fold one half in half. Unfold the streamer and display it to the class. Point to each part in turn and ask: - What fraction of the streamer is this part? How do you know? 3. If I fold one-quarter in half, what will I have? Fold the quarter in half and, as before, point to each part in turn and ask: - What fraction of the streamer is this part? How do you know? Emphasise reversibility: If I fold the quarter in half I get two-eighths and two eighths is the same as one quarter. 4. Which is the biggest part? Which is the smallest part? Can anyone see two fractions that would be the same as another fraction? 5. Show me two-eighths. Show me two-quarters. Show me two-halves. 6. Draw the streamer and show how halves, quarters and eighths are related to each other. Revision and Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
OVERVIEW
Use scaled instruments to measure and compare masses (ACMMG084) recognise the need for a formal unit smaller than the kilogram recognise that there are 1000 grams in one kilogram, ie 1000 grams = 1 kilogram use the gram as a unit to measure mass, using a scaled instrument associate gram measures with familiar objects, eg a standard egg has a mass of about 60 grams (Reasoning) record masses using the abbreviation for grams (g) compare two or more objects by mass measured in kilograms and grams, using a set of scales interpret statements, and discuss the use of kilograms and grams, on commercial packaging (Communicating, Problem Solving) interpret commonly used fractions of a kilogram, including , , , and relate these to the number of grams solve problems, including those involving commonly used fractions of a kilogram (Problem Solving) record masses using kilograms and grams, eg 1 kg 200 g
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM measures, records, compares and estimates the masses of objects using kilograms and grams MA2-12MG
Background Information In Stage 2, students should appreciate that formal units allow for easier and more accurate communication of measures. Students are introduced to the kilogram and gram. They should develop an understanding of the size of these units, and use them to measure and estimate. Language Students should be able to communicate using the following language: mass, measure, scales, kilogram, gram. The term 'scales', as in a set of scales, may be confusing for some students who associate it with other uses of the word 'scales', eg fish scales, scales on a map, or musical scales. These other meanings should be discussed with students.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Use scaled instruments to measure and compare masses
WEEK
ADJUSTMENTS
Support: peer tutor grouping strategies
RESOURCES
Large elastic bands, nail or hook, cardboard, paper clips, objects to compare, paper and pencils
REG
Extension: students graph the mass of each toy in the group. Support: peer tutor grouping strategies
Support: use of calculators Extension: compare the vegemite containers by finding the best value for money.
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Mass Measurement Story Problem Provide students with a variety of problems involving mass, in which they need to determine the operation required to solve the problem. Examples include: 1. Selmas body weight is 22 kilograms, while Kiaras body weight is 3 kilograms heavier than Selma. How heavy is Kiara? 2. Aquilas mum wants to make a cake. She bought 585 grams of flour, 250 grams of eggs, and 150 grams of sugar. What is the total weight of the things that Aquila bought? 3. Andi had 1 kilogram of candy. After she gave some to Nadia, she still has 290 grams left. How heavy was the candy that Andi gave to Nadia? 4. The limit of the baggage that each person can bring in the aeroplane is 20 kilograms. Mitchells baggage weighs 24000 gram. How much over the limit is this? 5. Zandas mum bought 17 kg of rice, while Wendy and Cassies mum bought 15 kg and 22 kg. What is the total weight of rice that was bought? Discuss how the students solved each problem and their results. Making Chocolate Cake Present the following recipe to the class: Recipe for Chocolate Cake: 4 eggs (1 egg is about 75 gram) 150 gram of sugar 100 gram of hazelnut, finely ground 5 tablespoons cocoa powder (1 table spoon is about 10 gram) 300 g dark chocolate 100ml whipping cream (50 ml is about 50 gram) Possible questions: - What is the total mass of this chocolate cake? - What is the total mass of 5 chocolate cakes? - If I ate half of the cake, what would be the mass of the part I ate? Light Challenges Students use the "feel" of 10 grams to make some guesses about light objects. They are not allowed to use any measuring scales to help with Their guesses. Students put each of Their guesses on named pieces of paper in the challenge containers to be checked at the end of the lesson. Possible challenge stations include: Challenge 1: How many paper clips in 10 grams? Challenge 2: How many drawing pins 20 grams? Challenge 3: How many cm cubes in 50 grams? Challenge 4: How many marbles in 40 grams? Challenge 5: How many teaspoons of rice in 30 grams? etc After students have moved through the challenges and posted their prediction, determine the answer to each as a class, using scales to measure. Check student predictions and have students make generalisations about their prediction
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verses the correct answer for each challenge. Revision and Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
OVERVIEW
Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089) compare angles using informal means, such as by using an 'angle tester' recognise and describe angles as 'less than', 'equal to', 'about the same as' or 'greater than' a right angle classify angles as acute, right, obtuse, straight, reflex or a revolution describe the size of different types of angles in relation to a right angle, eg acute angles are less than a right angle (Communicating) relate the turn of the hour hand on a clock through a right angle or straight angle to the number of hours elapsed, eg a turn through a right angle represents the passing of three hours (Reasoning) identify the arms and vertex of the angle in an opening, a slope and/or a turn where one arm is visible and the other arm is invisible, eg the bottom of an open door is the visible arm and the imaginary line on the floor across the doorway is the other arm create, draw and classify angles of various sizes, eg by tracing along the adjacent sides of shapes draw and classify the angle through which the minute hand of a clock turns from various starting points (Communicating, Reasoning)
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM checks the accuracy of a statement and explains the reasoning used MA2-3WM identifies, describes, compares and classifies angles MA216MG
Background Information A simple 'angle tester' can be made by placing a pipe-cleaner inside a straw and bending the straw to form two arms. Another angle tester can be made by joining two narrow straight pieces of card with a split-pin to form the rotatable arms of an angle. Language Students should be able to communicate using the following language: angle, arm, vertex, right angle, acute angle, obtuse angle, straight angle, reflex angle, angle of revolution. The use of the terms 'sharp' and 'blunt' to describe acute and obtuse angles, respectively, is counter-productive in identifying the nature of angles. Such terms should not be used with students as they focus attention on the external points of an angle, rather than on the amount of turning between the arms of the angle.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Compare angles and classify them as equal to, greater than or less than a right angle
WEEK
ADJUSTMENTS
Support: individual assistance as required
RESOURCES
Bent straws, Windmill BLM or transparencies, pencils and paper
REG
Extension: Point out that some angles go beyond a straight angle, e.g. most people can bend their wrist more than six windmill angles. Such angles are called reflex angles. Find some more examples.
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angles which students can make by bending their wrists. What were the easiest angles to find or make? Can anybody tell us about body angles which we havent already discussed? What are the largest and smallest angles you can make with your wrist? Can you estimate the size of these in windmill angles? Drawing Two-Line Angles Students draw diagrams that can represent angles in any situation. They investigate the similarity between two-line angles in different locations. Revise and discuss situations in which the size of an angle may change. These may include body angles, the hands of a clock, or scissors. Discuss how angles on objects or in different situations can be fixed or changeable. - We have discussed how the angles on some objects are fixed or dont change, and angles on other objects can change by opening or turning. - Tell us about some angles in this room that are fixed. - Tell us about objects in this room that have changeable angles Discuss how to draw an angle diagram that could represent any of these situations and ask students to demonstrate on the board. - How can you draw an angle so that it can look like either a fixed angle or one that can be changed? Ask students to suggest the angles on objects or shapes that could be represented by the angle diagrams on the chalkboard. Introduce and discuss the drawing two-line angles sheet. Have your students complete the drawing two-line angles sheet. Discuss students answers to the worksheet questions. Review the different types of angles students have identified. Review the different parts of angles on a variety of objects. - What is the same about all the angles you have found? - What can you tell us about the parts of these angles? - What have you learnt about angles? Measuring The Angle Of Opening Of Doors Students are introduced to the concept of a one-line angle by measuring the angle of opening of a door. Students measure the angle of opening of a door using the house activity sheet and a floating door, using pattern block corners. Open and close the classroom door slowly. Discuss how the door turns or pivots on the hinges. Discuss the angle of opening of the door by looking at the top edge and then the bottom edge. Discuss how to visualise the arm formed by the doorway at the bottom edge. Demonstrate opening the classroom door to about 45 and the door on the house worksheet or the model house to about 45 and use a bent straw to check that the angles are equal. Discuss how the angle could be measured with pattern block corners. - Describe what is happening when this door opens and closes? - What allows the door to swing this way? - How could we describe this in mathematical terms? - How could I measure the angle of opening?
Support: have students work in pairs to complete the drawing two-line angles sheet. extension: Discuss what it means to say that angle is an abstract concept (Angle is an abstract concept because it represents the same idea occurring in different situations; it is abstracted from all those contexts. Similarly, the angle diagrams above are called abstract diagrams because they do not represent any particular angle but what is common to all angles of that size, in different situations.) Support: individual assistance as required, peer tutor grouping strategies
Objects with movable arms, Drawing TwoLine Angles BLM, pencils and paper, access to angle testers and pattern blocks
House BLM, A5 card, pattern blocks, scissors and bent straw; optional model house for teachers demonstration
Sharon Tooney
- How could I make the same angle of opening with the model door or house worksheet door? How could I measure this angle? Activity A Have pairs of students prepare their house worksheets and lay the sheets on their desks. Explain how Student A will select a pattern block angle and open the house door to match the angle without their partner seeing. Student B will estimate which pattern block angle was chosen. The players measure the angle and then reverse the roles. Activity B Demonstrate to the students how to fold the A5 card to make a floating door. Hold the floating door upright on a desk. Discuss how one arm of the angle must be imagined when the door is opened. Ask your students to make a floating door and repeat the activity of measuring the opening with a pattern block. Discuss the different angles that can be made when the door is opened. Ensure students understand that part of the angle when a door is opened needs to be imagined or remembered, as it cannot be seen. - What are the largest and smallest angles you can make when you open the door? - In an angle of opening, where is the vertex? Where are the arms of the angle? Revision and Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
Windmill
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Body Angles
Raise one arm at your side, like this: What angle sizes can you make? Draw the smallest angle and the largest angle.
Make your hand flat and then make an angle At your wrist, like this: What angle sizes can you make? Draw the smallest angle and the largest angle.
Complete the drawing of a school student to make the following angles: angle right arm raised = 3 windmill angles angle at right elbow = 2 windmill angles angle left arm raised = 5 windmill angles angle at left elbow = 4 windmill angles
Sharon Tooney
Part 3. Find a way to check that the angles you drew in Part 2 are the same size as the angles you found in Part 1. Write how you measured the angles. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
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Draw and label three different objects that make an angle this size:
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House
Sharon Tooney
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
OVERVIEW
Investigate and represent three-dimensional objects using drawings identify prisms (including cubes), pyramids, cylinders, cones and spheres in the environment and from drawings, photographs and descriptions investigate types of three-dimensional objects used in commercial packaging and give reasons for some being more commonly used (Communicating, Reasoning) sketch prisms (including cubes), pyramids, cylinders and cones, attempting to show depth compare their own drawings of three-dimensional objects with other drawings and photographs of threedimensional objects (Reasoning) draw three-dimensional objects using a computer drawing tool, attempting to show depth (Communicating) sketch three-dimensional objects from different views, including top, front and side views investigate different two-dimensional representations of three-dimensional objects in the environment, eg in Aboriginal art (Communicating) draw different views of an object constructed from connecting cubes on isometric grid paper interpret given isometric drawings to make models of three-dimensional objects using connecting cubes
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM checks the accuracy of a statement and explains the reasoning used MA2-3WM makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG
Background Information When using examples of Aboriginal rock carvings and other Aboriginal art, it is recommended that local examples be used wherever possible. Consult with local Aboriginal communities and education consultants for such examples. Refer also to background information in Three-Dimensional Space 1. Language Students should be able to communicate using the following language: object, two-dimensional shape (2D shape), threedimensional object (3D object), cone, cube, cylinder, prism, pyramid, sphere, top view, front view, side view, isometric grid paper, isometric drawing, depth. Refer also to language in Three-Dimensional Space 1.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Investigate and represent threedimensional objects using drawings
WEEK
ADJUSTMENTS
Support: individual assistance as required
RESOURCES
3D models, paper and pencils
REG
Students should be encouraged to compare their drawings to exact drawings of 3D shapes to check for accuracy and to determine how to improve on their attempts. Different Views Provide students with concrete examples of 3D shapes. Students work in small groups to share a selection of shapes. Students need to select one shape at a time and draw and label the shape. They then need to draw the shape from different views including; top, front and side views. Students should present their sketches in a table using the headings; 3D Shape, Top View, Front View and Side View at the top of each column. Drawing Shapes on Isometric Paper Teach the students how to draw a cube on isometric paper:
Support: individual assistance as required, peer tutor grouping strategies, provide ready-made tables
Sharon Tooney
Provide students with examples of isometric drawings of interlocking cubes. Have the students use the images to create the shapes themselves using interlocking cubes and then draw the shapes on isometric paper using the diagrams as a guide. Possible examples:
Creating and Drawing Shapes from Interlocking Cubes Have students create a series of shapes using 3,4, 5............ interlocking cubes. Have students draw their shapes on isometric paper or alternatively, have the students work in pairs and draw their partners shapes. Provide students with a series of interlocking cube shape diagrams and have them determine the number of cubes within each one. Possible examples:
Support: Allow students who are unable to visualise the number of cubes used in nd the 2 part of the lesson, make a model using interlocking cubes Extension: Use more complex diagrams, such as, the following:
Drawing 3D Shapes With Computers Have students experiment with drawing individual 3D shapes using computer software and/or online tools. When students have become proficient in drawing individual shapes, see if they can create a 3D image of a building, for example. Possible online tools/downloadable programs include: http://www.sketchup.com/ Alternatively 3D shapes can be created using Word: Step 1: Launch Microsoft Word, and click the Insert tab at the top of the screen, then click the Shapes button. Step 2: Click one of the shapes, such as a circle, from the drop-down selection menu. None of the shapes are 3D; youll add that look in a later step. The cursor turns into a plus sign. Step 3: Drag the cursor on the Word page to form the shape. Click the shape to open the new orange Drawing Tools tab at the top of the screen and the related ribbon below the
Support: individual support as needed Extension: encourage students that are capable of creating shapes without assistance to incorporate shapes into 3D designs and or constructions
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tab. Step 4: Click the 3-D Effects button on the ribbon. Without clicking, hover the cursor over the options available, moving from button to button for options such as turning a flat circle into a 3D cone. Step 5: Experiment with hovering over the options in the drop-downs fly-out menus as well, with 3D shape lighting and direction choices. Step 6: Click an actual 3D effect to see it instantly take shape on the Word page. Revision and Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
STRAND: S3
WEEK: 1 2
10
SUBSTRAND: Chance 2
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM describes and compares chance events in social and experimental contexts MA2-19SP
OVERVIEW
Describe possible everyday events and order their chances of occurring (ACMSP092) use the terms 'equally likely', 'likely' and 'unlikely' to describe the chance of everyday events occurring, eg 'It is equally likely that you will get an odd or an even number when you roll a die' compare the chance of familiar events occurring and describe the events as being 'more likely' or 'less likely' to occur than each other order events from least likely to most likely to occur, eg 'Having 10 children away sick on the same day is less likely than having one or two away' compare the likelihood of obtaining particular outcomes in a simple chance experiment, eg for a collection of 7 red, 13 blue and 10 yellow marbles, name blue as being the colour most likely to be drawn out and recognise that it is impossible to draw out a green marble Identify everyday events where one occurring cannot happen if the other happens (ACMSP093) identify and discuss everyday events occurring that cannot occur at the same time, eg the sun rising and the sun setting Identify events where the chance of one occurring will not be affected by the occurrence of the other (ACMSP094) identify and discuss events where the chance of one event occurring will not be affected by the occurrence of the other, eg obtaining a 'head' when tossing a coin does not affect the chance of obtaining a 'head' on the next toss explain why the chance of each of the outcomes of a second toss of a coin occurring does not depend on the result of the first toss, whereas drawing a card from a pack of playing cards and not returning it to the pack changes the chance of obtaining a particular card or cards in future draws compare events where the chance of one event occurring is not affected by the occurrence of the other, with events where the chance of one event occurring is affected by the occurrence of the other, eg decide whether taking five red lollies out of a packet containing 10 red and 10 green lollies affects the chance of the next lolly taken out being red, and compare this to what happens if the first five lollies taken out are put back in the jar before the sixth lolly is selected
Background Information Theoretically, when a fair coin is tossed, there is an equal chance of obtaining a head or a tail. If the coin is tossed and five heads in a row are obtained, there is still an equal chance of a head or a tail on the next toss, since each toss is an independent event. Language Students should be able to communicate using the following language: chance, event, possible, impossible, likely, unlikely, less likely, more likely, most likely, least likely, equally likely, experiment, outcome.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Describe possible everyday events and order their chances of occurring Identify everyday events where one occurring cannot happen if the other happens Identify events where the chance of one occurring will not be affected by the occurrence of the other
WEEK
ADJUSTMENTS
Support: concrete materials to solve subtraction problems, peer tutoring strategies for grouping
RESOURCES
Dice, paper and pencils
REG
Support: summary statement that only require insertion of word explaining likelihood
Sharon Tooney
- what happens if one colour is not included? - have you tried using a diagram to help you with your predictions? - what are some possible explanations? - how will you know if your generalisations are reasonable? Students are then told the composition of colours in the bag and are asked to name the colours most and least likely to be drawn out. Musical Chairs Students play the game Musical Chairs removing one chair each time. The chance of each student getting a chair is discussed. The game is repeated with three or more chairs removed at a time and students are asked to comment on whether there is more or less chance of getting out compared to the original game. Variation: Other games could be played where an aspect of the game is changed to affect the chance of various outcomes occurring. Combination Dressing Students are told that they will be given three t-shirts and two pairs of trousers and are asked to predict how many different combinations of clothes they could make from them. They work out a strategy and follow it to calculate the number of combinations and compare the results to their predictions. Revision and Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney