MATHS OVERVIEW-YEAR 3TERM 4

YEAR LEVEL / CONTENT DESCRIPTORS
Year 3 / Number & Algebra
DURATION / ACMNA051 Investigate the conditions required for a number to be odd or even and identify odd and even numbers
ACMNA052 Recognise, model, represent and order numbers to at least 10 000
ACMNA053 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems
ACMNA054Recognise and explain the connection between addition and subtraction
ACMNA055 Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation
ACMNA056 Recall multiplication facts of two, three, five and ten and related division facts
ACMNA058 Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole
ACMNA059 Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents
ACMNA060 Describe, continue, and create number patterns resulting from performing addition or subtraction
10 weeks
LINKS TO OTHER LA’s
Measurement & Geometry
ACMMG061 Measure, order and compare objects using familiar metric units of length, mass and capacity
ACMMG062 Tell time to the minute and investigate the relationship between units of time
ACMMG063 Make models of three-dimensional objects and describe key features
ACMMG066 Identify symmetry in the environment
ACMMG064 Identify angles as measures of turn and compare angle sizes in everyday situations
Statistics & Probability
ACMSP067 Conduct chance experiments, identify and describe possible outcomes and recognise variation in results
ACMSP068 Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording
ACMSP069 Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
ACMSP070 Interpret and compare data displays
DEVELOPING INQUIRING & REFLECTIVE LEARNERS
☐COMMUNITY CONTRIBUROR ☐LEADER AND COLLABORATOR ☐EFFECTIVE COMMUNICATOR
☐ACTIVE INVESTIGATOR ☐DESIGNER AND CREATOR ☐QUALITY PRODUCER
Achieveme By the end of Year 3, studentsrecognisethe connection between addition and subtraction andsolveproblems using efficient strategies for multiplication. They model andrepresentunit fractions. Theyrepresentmoney values in various ways. Studentsidentifysymmetry in the environment. They match positions on maps with given information. Studentsrecogniseangles in real situations. They interpret andcomparedata displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables.
Understandingincludes connectingnumberrepresentations withnumbersequences,partitioningand combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry
Fluencyincludes recallingmultiplicationfacts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions
Problem Solvingincludes formulating and modelling authentic situations involving planning methods ofdatacollection and representation, making models of three-dimensional objects and usingnumberproperties to continuenumberpatterns
Reasoningincludes using generalising fromnumberproperties and results of calculations, comparing angles, creating and interpreting variations in the results ofdatacollections anddatadisplays

MAG Planning Term 4 Year 3

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Review/Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.1
Multiplication and Division Problems 2 / ACMNA057
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies. / Solve problems using efficient strategies for multiplication / Activity process – Think Boards – NAPLAN
The Think Board helps students to find connections between the different ways of representing a problem. / Photograph / Photocopy the completed Think Board. Annotate comments made by the students that demonstrate their understanding of the connections between the different ways of representing the problem. Check to see if students select the correct operation, select a suitable representation, and correctly represent the number sentence. / Provide each child with a calculator. Write the numbers 3, 4 and 5 on the board. Ask students: what are the some of the answers you can make to multiplication questions using the numbers 3, 4 and 5 once each. For example 53 x 4 /
  • Think Boards
  • bundle sticks
  • Concrete materials-unifix, counters
  • Washable pens
  • NAPLAN Multiplication and Division Word Problems

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.2
Numbers to 1000 / ACMNA053
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems. / Understanding – partitioning and combining numbers flexibly. / Activity process- Peg Up. / Number line – Activity Sheet Locating numbers on a number line – year 3. / Use the number line to solve the following problem. My father is double my age. How old might I be? Encourage the use of unmarked number line and discuss the reasonableness of the students answer. /
  • Skipping Rope
  • 0 - 120 cards
  • Pegs
  • 1000 – 10000 cards
  • Echidnas
  • White board pens
  • Arrows

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.3
Place Value 4 / ACMNA053
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems. / Understanding- partitioning and combining numbers flexibly / Activity Process – Close, Closer, Closest / Use the Investigation task as the assessment item / Open questions: use the place value bottle tops to investigate the following questions.
I started with 1000 and traded it for some other bottle tops. What might I have traded it for?
I took 3 bottle tops to represent a four digit number. What might my number be? / 0-9 Digits Value
Place Value Arrows
Place value bottle tops
Place value chart
Individual whiteboards
calculator
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.4
Money 3 / ACNA059
Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents. / Problem solving – modelling authentic situations / Activity Process- Lunch Order / Write on the board large supermarket dockets showing the prices of 5 or 6 items. Ask students to choose 3 items they would like to buy. Add the total and calculate the change from $10. / How many ways?. In pairs, students take turns at turning over a catalogue item – mixed dollars and cents and add them together. Record the total amount in dollars and cents then use play money to show the possible combinations. The pairs then work on finding how many ways they can make a specific amount using notes and coins. /
  • Whiteboard, pens,paper
  • Calculators
  • Play money or money stamps
  • Tuckshop menu with prices
  • Party menu
  • Change card

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.5
Angles / ACMMG064
Identify angles as measures of turn and compare angle sizes in everyday situations. / Reasoning- comparing angles / Activity process- Finding angles
Discuss what an angle is. Use the bent straw to show that an angle has two lines and a point. Explain that the mathematical terms are arm and vertex. Ask: what angles can you see in the classroom. / Observe students as they identify angles in the environment. Use real life objects, for example scissors, classroom clock, doorway. Ask students to measure the angles with a bent straw, and then order them from smallest to largest. / Geo-boards. Use rubber bands on a geoboard to create shapes that have square corners (right angles) What shape have you made? What shapes can you make that NOT have any square corners? /
  • Bent Straws –bent straws are made by pushing pipe cleaners into drinking straws. The straws retain their shape when transferred from one place to another.
  • Shapes
  • Pattern blocks or attribute blocks
  • Individual whiteboards and markers.

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.6
3D Objects / ACMMG063
Make models of three-dimensional objects and describe key features. / Problem solving- making models of 3D objects. / Activity process- Straw and String Construction.
1.Ask students to work in pairs / As the students are building the shapes take the opportunity to ask them specifically about the shape that they are making (or have made).
Does it have any parallel edges?
Does it have any parallel faces?
How do you know?
Does it have any perpendicular edges?
Use the opportunity in the discussion to note the language the students are using. / Skeleton Cube:
Using newspaper and masking tape ask students to build a skeleton cube the height of their school desks.
Ask students: would this support your weight? How can you modify the cube to make it stronger? /
  • 3D objects: cone, cube, cylinder, sphere, prisms, pyramids.
  • Whiteboards and washable pens
  • Polydrons
  • Straws
  • String
  • scissors

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.7
Time to Minute / ACMMG062
Tell time to the minute and investigate the relationship between the units of time. / Understanding - using appropriate language to communicate time. / Activity process- matching times.
Revise telling the time to five minutes- 3.1.9 / Give each student a piece of paper and black pen. Simply ask them to “draw a clock”. Later discuss the clock with each student (tell me about your clock; how do clocks work; What time does your clock show? Etc) to gain further insights. Annotate these for future reference.
  • Ask students to record times (analogue and digital) on the individual whiteboard clocks.
  • Ask students to draw in where the hour hand should be at these times: 12:50; 4:25; 9:30; 8:00; 8:45.
/ Problem – how many hours are there in the ‘day’ (from midnight to midnight)? How could you work this out? Ask students to represent their thinking and reasoning. /
  • Class clocks – digital and analogue time
  • Class clocks with second (sweep) hand.
  • Cardboard strips, scissors and
  • paper streamers

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.8
Symmetry / ACMMG066
Identify symmetry in the environment. / Understanding – identifying environmental symmetry / Activity process-
1.Provide students with a collection of pictures (symmetrical and non- symmetrical)
2.Ask students to assess each picture and decide if it is symmetrical or not. / Ask students to fold a piece of paper in half. Using the fold line as the lines of symmetry and pattern blocks ask students to create a shape design that is symmetrical. / Reflective symmetry – use a mirror to discover which capital letters and numbers have reflective symmetry. /
  • Collection of mirrors
  • Collection of flags around the world
  • Pattern blocks
  • Collection of pictures/shapes.

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.9
Chance 2 / ACMSP067
Conduct chance experiments, identify and describe possible outcomes and recognize variation in results. / Identifying and describing outcomes of chance experiments. / Activity process- “The giant Jam Sandwich”. Read this book to the students. Ask students whether they think a slice of buttered bread that is dropped is likely to land with its buttered side up or whether either side has an equal chance of facing upwards. / Have students order spinners according to how likely that are to result in particular outcomes, for example: put the spinners in order according to which one you would rather have. Ask: why did you put them in that order? If you need yellow to win, how would the order change? Why? / Ask students to make a picture using Pattern Blocks and a six sided die that has its faces marked with three triangles, two hexagons and one rhombus. They roll the die a set number of times, collecting the shapes that appear, then create their picture using those shapes. Ask the students, what shapes are impossible to get? Which shape are you the most likely to get? Why? /
  • Bread and Butter Data Collection
  • Make a Bug game
  • Bug spinners
  • Dice, ruler
  • Smartie Sheet
  • Bread and butter, paper towel, plastic knife.
  • Big Book “The Giant Jam Sandwich” (Lord, 1988)

TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
3.4.10
Interpret Displays 2 / ACMSP070
Interpret and compare data displays. / Problem Solving- formulating and modeling authentic situations involving planning methods of data collection and representation.
Reasoning- creating and interpreting variations in the results of data collections and data displays. / Activity Process- The Most Popular Drink
  1. Encourage students to see how asking a question in a different way can give different results.
/ Make observations and note the student’s ability to interpret and compare these data representations reflecting on both variations and type of displays used.
Use NAPLAN Data – tables and Data – graphs to assess student’s ability to interpret data. / Use the NAPLAN Data- tables and Data – Graphs as whole class investigations. Allow groups of students to interpret the data, and share their reasoning. Come together as a whole group and discuss strategies. Each student decides on a strategy they will use when next interpreting data. Repeat the investigation using a different graph or table. /
  • The Most popular Drink
  • 10x10 Grid
  • Paper plane instructions
  • Flight distance and time

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