Grade 3 program
Contents
Assessment strategy: 2
Regular consolidation and practice activities: 2
Term 1: 4
Term 2: 10
Term 3: 14
Term 4: 19
Grade 3 program
This program has been created for use by a single teacher with students working from grade 3 in a single class. It is designed to maximise the effectiveness of teaching and make use of the connections between related concepts. Only three direct teaching activities have been planned for each group for each week. This leaves two lessons free for direct teaching, revision and regular weekly routines (see below).
Instructions for Back-to-Front Maths Activities:
A. JP means journal problem. Blast activities have a letter and then a number. E.g. JP.5 means Journal Problem number 5, but activity A3 means blast activity A3.
B. Investigations are optional, but provide a valuable learning experience to use in rotational group time and help tie the different activities together. Most should take around 1 lesson to get started and then can be used at other times as well, such as during follow up and practice activities.
Regular weekly routines:
Play number sense games, match representations, make and partition numbers, create arrays and fill in blank number charts. Also organise shapes into groups, play shops and look regularly at times on the clock, the class timetable and calendar, and talk about directions to known locations. Make halves and quarters of various 2D shapes, 3D objects, lengths and groups and play chance and data sorting games. Use non-standard measurements and order lengths, volumes, masses and areas and talk about “how big” attributes are.
Assessment strategy:
Throughout the year you should assess on numerous occasions. Please find below a suggested schedule for your assessment tasks from Back-to-Front Maths. Remember that you will need to include your own assessment for Fluency, and also for mental mathematics. A content test would be an appropriate assessment for these.
Semester 1:
· Early in semester 1 complete the first moderation task. This will give you baseline measurements for students’ proficiencies in problem-solving, reasoning and understanding. It will also help explain the standards to you in a more meaningful manner. This should be formative only, not summative.
· During semester 1 try to examine 3-5 students per lesson during Journal problems in order to gauge their improvements. These should be formative only.
· Towards the end of semester 1, mark the last 3-4 Journal problems for each student using the tick-and-flick box. Use these marks in combination with the Blasts book to mark the criteria sheet in this document. In your content test you will also need to include some application questions for students who are in the C/D/E category, which may be selected from those suggested in the lesson plans.
· Towards the end of semester 1 complete the second moderation task.
· Final grade for reporting: Compare the results from your criteria sheet and the second moderation tasks to check that they align. If there is a discrepancy, then you will need to use your judgement to grade the student appropriately. Be aware that the moderation tasks only exist to help illustrate the criteria. You may find that you have been marking too easily or too hard, so adjust your marking accordingly.
Semester 2:
· Consider using an investigation throughout the semester and using this as an additional assessment piece. If using these, never use the first investigation as a summative piece as both students and teachers need time to get used to the requirements.
· Continue marking 5 students per lesson on Journal problems as formative tasks.
· Towards the end of semester 1, mark the last 3-4 Journal problems for each student using the tick-and-flick box. Use these marks in combination with the Blasts book to mark the criteria sheet. You will also need to include some application questions for students who are in the C/D/E category, which may be selected from those suggested in the lesson plans.
· Towards the end of semester 2 complete the third moderation task.
· Final grade for reporting: Compare the results from your investigations, criteria sheets and the third moderation tasks to check that they align. If there is a discrepancy, then you will need to use your judgement to grade the student appropriately.
Term 1:
Focus concepts: Number names and concepts, counting, decimal numbers, negative numbers, ordering, addition and subtraction including partitioning, joining and separating, 2D and 3D shapes
Curriculum Statements covered this term:
Term 1: Australian Curriculum statements to achieve by the end of the year. In this term we will be looking at numbers to 1000 rather than to 10 000.
Grade 3:
ACMNA052 - Recognise, model, represent and order numbers to at least 10000
ACMNA053 - Apply place value to partition, rearrange and regroup numbers to at least 10000 to assist calculations and solve problems
ACMNA054 - Recognise 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
ACMMG063 - Make models of three-dimensional objects and describe key features
ACMMG064 - Identify angles as measures of turn and compare angle sizes in everyday situations
This is what your term focus looks like:
Week 1: Diagnostic testing
Week 2-3: Place value with whole numbers: build numbers with three digits (if appropriate – if not, follow the years 1 or 2 plans as appropriate).
Note – we will be making larger numbers later in the year.
Week 4: Number lines and ordering: ordering numbers to 100 and then to 1000 with relative size
Week 5: Count in 2s, 3s, 5s and 10s
Weeks 6 – 9: Addition and Subtraction
Weeks 10: 2D and 3D shapes - classification
Teaching Sequence:
Week 1: Diagnostic testing Choose from these tasks to see what your kids really understand and help you to identify what to do from here on inNumber conservation, simple Partitioning then Relative size
1. Ask the students to make 23 using MAB. Move the blocks around and see if they need to count them again or if they know that there is still 23. Ask them to make 23 in multiple different ways (e.g.23 ones, 1 ten and 13 ones). Move all of these around. Ask the students which is the biggest. Hopefully they will say that they are all the same, but watch for students who need to check.
2. Try pretending to make 23, but change the ones for tens and tens for ones (actually making 32 not 23). Count out loud as you pick up 2 x ones blocks, “ten, twenty” then pick up 3 x tens blocks and count “twenty-one, twenty-two, twenty-three”. Watch for students who don’t have any problems with this.
3. Give students a three digit number (e.g. 325) and write it on a HTO chart. Ask students to make it in as many different ways that they can using hundreds, tens and ones (e.g. 2 H, 12 T and 5 Ones). Watch for students who just move the digits to different positions (e.g. 235 = 325)
4. Tape one straight line of masking tape most of the way across your classroom. Place 1 MAB cube at one end, and 1000 MAB cube at the other end. Ask each child to draw the number line on their A3 piece of paper with the 1 and one end and the 1000 at the other. Tell them to write where 10 and 100 should go. Get them to write their names on the paper.
5. Repeat the above, but with 200 at one end and 1300 at the other end. Ask them to work out the midway point.
Weeks 2 and 3: Place value with whole numbers,
Targeted teaching:
Build numbers past 100 (if appropriate – if not, follow the years 1 or 2 plans as appropriate)
Make sure that kids understand:
· There are 100 ones in a hundreds block and 10 ones in a tens block (Yep this is serious! Hold up a ten block and ask the kids if we chopped it up into the ones how many there would be)
· If you make 23 using 2 tens blocks and 3 ones blocks and then switch the position so that the ones are on the right it is not now 32. Moving the blocks doesn’t change the size. Same with 3 digit numbers. / Resources:
Back to Front Maths:
· JP.1 Numbers bigger than 100
· JP.2 Number Names to 999
· Blast A3: More than 100
· Blast A4: Multiple hundreds
Other: / Regular tasks or indirect learning:
· K1 or K2: Shape families (this can be done as part of rotation group activities)
· Look regularly at the clock and work out how long until something happens. / Homework suggestions:
List 2-3 examples from home of:
· Squares
· Triangles
· Rectangles
· Circles or ovals
Week 4: Number lines and ordering
Diagnostic task for 2 digit place value:
Make a number of squares joined together into rows and columns, all blank. Then write a number into one square and have the students fill in all the rest as if the squares were part of a hundreds chart (like for the jigsaw, but with blank squares). Corner squares are great for extending higher 2s and 3s before doing relative size with number lines. See below:
Targeted teaching:
Ordering numbers to 100 and then to 1000 with relative size
Make sure that kids understand:
· For the hundreds chart: watch for students who count in ones regardless of where the squares are in relation to each other (or tens). Watch for students who cannot do two-step questions (corner squares)
· For the number line to 1000 watch for these misconceptions: equally spacing the 10 and the 100, placing 100 in the middle, placing 100 at about one quarter of the line’s length (closer to the one), and placing the 100 up near the 1000 / Resources:
Back to Front Maths:
· Blast A1: Order numbers to 99
· JP.3 Number lines adjust numbers down to 1-100 if your kids get stuck on 1-1000
· Blast A6: Order numbers to 999
Other: / Regular tasks or indirect learning:
· K4: Classify 3D shapes into families (can be done in rotation group time or independently)
· Look regularly at the clock and work out how long until something happens. / Homework suggestions:
List 2-3 examples from home of:
· Cubes
· Pyramids or cones
· Rectangular prisms (boxes)
· Spheres (balls)
Week 5: Counting and counting patterns
Targeted teaching:
Count in 2s, 3s, 5s and 10s. Make numbers bigger or smaller by tens and hundreds and see the patterns.
Make sure that kids understand:
· Counting does not always need to start at 1
· Counting can go forwards or backwards
· Counting is about how many objects there are, not about saying numbers in order
· When we count in tens it is because the number is ten bigger (e.g. If I start at 16 and I end at 26, how much did I put with 16 to turn it into 26?) / Resources:
Back to Front Maths:
· JP.12 Counting Patterns
· Blast A2: Count in 2s, 5s and 10s to 99
· Blast A5: Make numbers bigger or smaller by ones, tens and hundreds
Other: / Regular tasks or indirect learning:
· K7: 2D shapes within 3D shapes (can be done in rotation group time or independently)
· Look regularly at the clock and work out how long until something happens.
· Look at the calendar and work out how long until events happen (e.g. how many weeks until the holidays, how many weeks until the season changes, when Easter is…) / Homework suggestions:
Find and draw different 3D objects with at least one of the following faces. You can have different objects for each dot point or find one object that meets multiple dot points
· Square or rectangular faces
· Triangular faces (at least one face)
· Circular faces
Weeks 6-9: Addition and Subtraction to 99 with regrouping
Targeted teaching:
Addition and Subtraction to 99 with regrouping. We will be building this concept slowly over 4 weeks so that kids really understand the purpose. You also have weeks 5-6 of term 3 to catch up on whatever you don’t get done from this.
Make sure that kids understand:
· Kids need to be able to partition numbers to 20 in lots of different ways before we get them to add two digit numbers (e.g. 12 is 6 and 6 but it’s also 5 and 7 and also 9 and 3)
· Regrouping across the tens and ones is important to do before adding and taking away that needs this (e.g. make 57 in lots of different ways using tens and ones blocks – 5 tens and 7 ones, 4 tens and 17 ones…) / Resources:
Back to Front Maths:
Regrouping numbers:
· JP.4 Regrouping numbers to 999 (adjust this to a two-digit numbers first)
Addition:
· D3: Add numbers to 99 with no regrouping
· D4: Extending strategies to add numbers to 99 with regrouping
· JP8: Adding with regrouping
· D5: Add numbers to 99 with regrouping
· D6: Add numbers to 99 using partitioning
Subtraction:
· D10: Subtract numbers to 99 with no regrouping
· JP9: Subtracting with regrouping
· D11. Extending strategies for subtracting to 99 with regrouping
· D12. Subtract numbers to 99 mentally with aid of MAB
· D13. Subtract numbers to 99 using regrouping
Possibly:
Use D1-D2 and D8-D9 with kids who have problems adding and subtracting
Other: / Regular tasks or indirect learning:
· Make as many different shapes as you can with 4 multilinks cubes and try to draw them.
· Look regularly at the clock and work out how long until something happens.
· Look at the calendar and work out how long until events happen (e.g. how many weeks until the holidays, how many weeks until the season changes, when Easter is…) / Homework suggestions:
· Practice adding and subtracting small numbers (e.g. D1 and D2 from the Blast books)
· There is an addition grid in section D of the Teaching Resource Book for regular addition and subtraction practice that would be good here.
Week 10: 2D and 3D shapes - classification
Targeted teaching:
Classifying 2D and 3D shapes
Make sure that kids understand:
· Triangles do not have to have the point facing up. Squares can still be squares when they are on funny angles.
· Triangles, hexagons, etc do not have to be regular – they can have different length sides and still be triangles / Resources:
Back to Front Maths:
2D shapes:
· JP31: 2D shapes
· K5: Construct 2D shapes
· JP32: 3D shapes and
· K6: Construct 3D shapes
Other: / Regular tasks or indirect learning: / Homework suggestions:
Term 2:
Focus concepts: Counting patterns, Money, Fractions, Multiplication and Division including arrays and sharing, Time, Length and Volume