MATHS OVERVIEW-YEAR 4 TERM 3
YEAR LEVEL / CONTENT DESCRIPTORSYear 4 / Number & Algebra
DURATION / ü ACMNA071 Investigate and use the properties of odd and even numbers
ü ACMNA072 Recognise, represent and order numbers to at least tens of thousands
ü ACMNA073 Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems
ü ACMNA074 Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9
ü ACMNA075 Recall multiplication facts up to 10 × 10 and related division facts
ü ACMNA077 Investigate equivalent fractions used in contexts
ü ACMNA079 Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation
Term 1
LINKS TO OTHER LA’s
Measurement & Geometry
ü ACMMG087 Compare the areas of regular and irregular shapes by informal means
ü ACMMG088 Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies )
ü ACMMG090 Use simple scales, legends and directions to interpret information contained in basic map
Statistics & Probability
ü ACMSP092 Describe possible everyday events and order their chances of occurring
ü ACMSP095 Select and trial methods for data collection, including survey questions and recording sheet
MAG Planning Term 1 Year 4
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES4.1.1
Place Value: Whole Numbers / 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 / In a 4 digit number, each digit tells how many thousands, hundreds, tens and ones there are. / Make whole number largest, smallest.
Compare whole numbers difference between digits and place value / •Create observational checklist to assess students knowledge of place value to 3 digits and 4 digits.
•Check to see if students are able to use appropriate mathematical language (link back to word wall)
•Can students use correctly, standard, expanded and written forms of numbers.
• Photographic evidence from games/activities
• Frayer Model diagrams / Take an article from the front page of a newspaper. How far down the article would you need to go to reach 1000 words? (approximate)
• Does it change depending on the size of the font?
• CHECK:
• Can students work with numbers that are more and less than 1000?
• Do they understand the concept of 1000?
• Use a Frayer model to show your understanding / Self Assessment- When or how do you think, what you have learnt today, will be useful to you?
• When and where, do you need to write a large number?
• What strategies can I use to identify larger or smaller numbers? / · Flip Board Place Value Teacher Resources
· Student Place Value models
· Student Small Magnetic Whiteboards and pens
· BASE-10 Materials
· A3 laminated Place Value Mat
· Number expanders
· Place Value arrows
Newspapers
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.1.2
Place Value
Number properties and patterns / ACMNA071 Investigate and use the properties of odd and even numbers
ACMNA072 Recognise and order numbers to at least tens of thousands
ACMNA074 Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 / Number patterns and relationships,
in particular odd and even numbers.
Identifying elements that repeat in a predictable way / Choose a pair of numbers and say why they make good partners.
Partners worksheet / • Choose one or more activities from this unit to be recorded in student learning journal
• Teacher observational checklist / I Like these Numbers
A teacher thinks of a number rule and he asks the class to choose numbers to test. If the number they chose fitted his rule, he put it under 'I like these numbers'. If the number they chose didn't fit his rule, he put it under 'I don't like these numbers'.
Display as a list and compare with revealed ‘rule’ / Self Assessment- Source: Take a Moment-Kate Murdock
Colour the section of each target that best describes your learning
· Understanding
· Effort
· Feeling / · Number Cards
· Unifix cubes, counters etc.
· Hundreds boards
· 10 x 10 floor grid mat
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.3.2
Measurement / ACMMG084 Use scaled instruments to measure and compare lengths, masses, capacities and temperatures / Knowledge of the size of benchmarks assists in measuring / Exploring instruments for measuring / Teacher observational checklist / Various activities / • Various measuring instruments
• Worksheet 1 (3pgs)‘Measuring Instruments’
• Scanned Notebook File ‘Measuring Instruments’
• Booklet ‘Measurement Dictionary
• Worksheet 2 ‘What would you use?’
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.1.6
Chance / ACMSP092 Describe possible everyday events and order their chances of occurring
ACMSP093 Identify everyday events where one cannot happen if the other happens
ACMNA071 Investigate and use the properties of odd and even numbers / Probability-the chance or possibility that an event will happen. / Probability Words
Can you pick out the words, which tell you how likely in each case?
Can you put these words in an order from 'never' at one end to 'yes' at the other? / Probability Chance TLF ID S5111
Slushy Sludger TLF ID L115
Create a Visual Dictionary page / Focus on FISH problem solving
‘The probability of an event is 1/3. What might the event be?’ / Learning Journal. Use the resource ‘Take a Moment’ by Kath Murdock Model a ‘think aloud’ using either ‘Pavers & Pathways’ or ‘Pat on the Back’. Ask students to complete one / Pigs Might Fly by Emily Rodda, and Vocab Cards
Random outcome generators, spinners, coins, dice
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.3.7 / ACMN083 Use equivalent number sentences involving addition and subtraction to find unknown quantities / It is important to recognise when each operation is appropriate to use.
There are many ways to add, subtract, multiply or divide numbers / Create a living chart of the language associated with each operation. Add children’s knowledge of the relationship between the operations. / Children could make a set of ‘Who has...I have? cards’ for the class to use. / As detectives children could leave clues for next years Grade 4 children on how to solve problems with missing numbers, i.e. Explain their strategies ‐ they may do this orally, pictorially, written, video a demonstration etc. / Fish Problem Solving Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.1.5
Location and Directions / ACMMG090 Use simple scales, legends and directions to interpret information contained in basic maps / Students will use coordinates and compass points on simple mass to describe position. / Treasure Map Assessment activity / Imagine you are a GPS Navigation system in your car and give directions from Haunted Cave to Jagged Cliffs that can be followed by another person. / Self Assessment-Record in learning journal
I can use positional language.
I can use coordinates on a simple map to describe position.
I can plot points at given coordinates.
Peer Assessment – 2 Stars and a Wish-Record in learning journal
I was able to follow directions for a route to a given destination on a simple map.
I was able/unable to follow directions for a route because… / CES IWB Resources: Maths Pack 1 “Coordinates” (simple 10x10 grid for ordered pairs)
10x10 blue grid floor map
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.1.3
Multiplication / ACMNA075 Recall multiplication facts up to 10 × 10 / Multiplication is a way to repeatedly add a number or join equal groups / Multiplication basics / 3 levels-Students choose
1.Window Cleaning Problem
2. Tables and Seating Problem
3. Book Problem. / Create Arrays in Real Life presentation / Write a question for the Question Box about the topic / • Mab blocks, Counters
• Multiplication PP • Arrays in Real Life PP http://tinyurl.com/cw4wxjq
• FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.4.7
Multiplication
Patterns / ACMN081 Explore and describe number patterns resulting from performing multiplication / · using known multiplication facts to calculate related division facts
· Identifying examples of number patterns in everyday life / View together
Students use a coloured hundred board with multiples.
Students then complete a blank 1- 10 multiplication and division table sheet. / Based on learning journal work and evaluation of the investigation.
Was the student able to identify all the combinations for the chosen numbers.
Was the student able to provide sensible word problems. / Working with a partner choose 4 numbers to do this to. A maximum of 2 numbers can be prime. 13. 13 x 1 = 13 13 ÷ 1 = 13
Working independently and using a personally selected number write a word problem for each. E.g. I have 12 cans of coke to share between my two brothers and myself. How many will we each get? / ● FISH problem solving kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.2.4
Estimating and Measuring / ACMMG290 Compare objects using familiar metric units of area and volume / Some attributes of objects are measurable and can be quantified using unit amounts. / Students suggest various units of measurement and state object that would be measured using each measure. / Open ended questions where students can have various answers related to Area / How can we calculate the area of our school. / Definitions and student reflections. / • 1cm grid paper
• 10 x 10 grid floor mat
• Various 2D shapes
• BLM worksheets
h<p://www.worksheetworks.com/math/ geometry/counBng-‐area.html
h<p://www.superteacherworksheets. com/area.html
• Mats (1m x1m)
• Leaves
• Blank A4 size paper
• FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.2.8
Ante & Post Meridian / ACMMG086 Use am and pm nota.on and solve simple .me problems / The numerical value attached to a measurement is rela.ve to the measurement unit. The terms am and pm are used only for the digital form of .me recording and not with o’clock terminology / Time in a Line / Evaluate the effectiveness of student Thinker’s Keys investgations. / Various activites / Clocks Computers Split pins, copy if clock hand out Tony Ryan’s keys
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