Term Week

1 2 3 4 1 2 3 4 5 6 7 8 9 10 11

Mathematics
Reg

Stage 3
Resources
Numeral cards Playing cards

Outcomes
NS3.1 Students read, write and order numbers of any size. Week 2

Teaching and Learning Activities

Maths Tipping. Students stand around the room. Make a set of five/six digit number cards. Ask questions such as: how many tens altogether in 50000? What number is 100 more than 60002? The student who answers correctly may take one step towards another student. If that student is tipped they sit down. Revise place value with students. Have students change numbers by set criteria, eg. What number is 1000 more than 56 000. Discuss what they notice about the numbers. Provide students with sets of playing cards. Students take turns turning numbers over and placing in front of them to make the highest number. Student who has the highest number gets a point. Students are unable to move cards once they are placed. Students then change number by adding 100, 1000, 10000, etc. Provide students with a range of clues for them to determine a large number. Practice writing numbers as words and numerals. Use numbers previously created and order in ascending and descending order.

PAS3.1a Records, analyses and describes geometric and number patterns that involve one operation using tables and words

Week 2 Ignition Activity - http://www.mathplayground.com/functionmachine.html Complete Building Patterns 1-3 Activities (from NEALS) Complete pages 84 and 85 from Maths Tracks, Student Book A. Students develop a pattern and then give to a friend to try and work out the rule Internet Activity Matchsticks Counters Unit blocks Maths Tracks Worksheets

NS3.1 Students read, write and order numbers of any size.

Week 3 Count to a Billion - http://www.mathsisfun.com/activity/count-billion.html Highest Number 1. The teacher and a student (or two students) demonstrate the game on the chalkboard. 2. Students play in pairs, sharing one score sheet. Players take turns to roll a die to try to make the highest number they can. Once a number has been placed in a column its position cannot be changed. The student who makes the higher number wins that game. 3. Students play several games to determine an overall winner. 4. The teacher ties the lesson together by asking, What is the largest possible number you can score? (9999 if you are using 09 dice and playing a 4-digit game.) Who scored closest to this? What was your highest number? What was your lowest number? 5. Some of the results may be written on cards and pinned onto a clothesline to help students order 3-digit and 4-digit numbers. Variations 1. Use 16 dice or 09 dice. 2. Total numbers after several games. Number Hangman use large numbers, decimals, negative numbers, etc Place dashes on the whiteboard to indicate how many digits are in the number. The students can ask questions about specific places, like, Is there a five in the tens place? They may also ask digit related questions, like, Does the number have the digit eight anywhere?, Is the tens digit odd?, or, Is the 7 hundreds digit greater than five? Internet Activity Dice Populations of South East Asia Decimal jigsaw Grid 0.01 10 Maths Tracks books

Each time you answer No to their question, add a piece to the hangman. If they guess the correct digit, place that digit above the appropriate dash in the correct column. Encourage the students to be systematic by using lists of digits and eliminating as they receive answers. Extension Activity Repeat the activity above with decimal numbers. Population of countries in South East Asia written as numeral, words, expanded notation, ascending order, etc. Students complete activities based on place value in work books place value of given digit, putting numbers in place value chart, smallest and largest number possible given set digits, numbers before and after. Question the bank vault held $1 million in $20 notes. How many notes were there?

Week 3 cont Decimal Numbers Grid for 0.1 to 10 with missing numbers Decimal Jigsaw Place Numbers on a Number Line http://numeracylinks123.wikispaces.com/file/view/CountingOn_Teaching_Activities%5B1%5D.pdf Week 3 http://www.bbc.co.uk/skillswise/game/ma25time-game-24-hour-snap Convert between am/pm notation and 24-hour time Use timetables involving 24-hour time Compare various time zones in Australia, including during daylight saving practice writing times for each zone in am/pm and 24 hour. Provide students with an Australian map and students write time zones in. Use Maths Tracks Stage 3B, p138-142 as question stimulus for the above points Draw and interpret a timeline of their life using a scale NS3.2 Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size Week 4 Greedy Pig 1. 2. 3. 4. 5. 6. To play this game you need an ordinary 6-sided die. Each turn of the game consists of one or more rolls of the die. You keep rolling until you decide to stop, or until you roll a 1. You may choose to stop at any time. If you roll a 1, your score for that turn is 0. If you choose to stop rolling before you roll a 1, your score is the sum of all the numbers you rolled on that turn. Each player has 10 turns. The player with the highest score wins. Internet Activity Dice Maths Tracks books Internet Activity Australian map in timezones 24 hour timetables Maths Tracks books

MS3.5 Uses twenty-four hour time and am and pm notation in real-life situations and constructs timelines

Property Power - https://neutrinodata.s3.amazonaws.com/smheducation/userfiles/Stage3_Maths.pdf

MS3.1 Selects and uses the appropriate unit and device to measure lengths, distances and perimeters

Week 4 Select and use the appropriate unit and device to measure lengths, distances and perimeter Convert between metres and km; mm, cm and metres Coming to School - The teacher poses the question: What distance do you travel to school? Students suggest ways to determine the distance, such as checking the odometer on the car or bus, borrowing a trundle wheel and measuring the walk to school, estimating the distance using a street directory. Students record their answers using a combination of kilometres and metres, and express the distance in kilometres to three decimal places eg 1.375 km. Less Than, More Than, About the Same - Students estimate whether places known to them are less than, more than, or about one kilometre, from the front gate of the school. These can be checked by measuring. Students record the results in a table. Metre, Centimetre and Millimetre Race - Students are told they are going to race across the playground in small groups. Students are given three different coloured dice, one for metres, one for centimetres and one for millimetres. They are asked to choose the equipment they would need to measure the playground eg a metre ruler and a centimetre/millimetre ruler. The groups start at one side of the playground. Each student takes a turn at rolling the three dice. They measure the distance shown on the three dice (eg 3 m, 5 cm and 4 mm), add to the groups line on the ground, and record the total distance each time eg 3.54 m or 354 cm. The winner is the first group to reach the other side of the playground. Students compare and discuss the results. Results could be checked on the calculator. Possible questions include: what strategies did you use to record your distances? were there any differences in distances between the groups? Why? would you do it differently next time? Variation: Students measure a smaller/larger distance and vary the equipment used. Converting Between Millimetres, Centimetres and Metres - Students find, measure and record the lengths of three things: smaller than 1 cm bigger than 1 cm and smaller than 10 cm bigger than 10 cm and smaller than 1 m. Students record measurements in metres, centimetres and millimetres using decimal notation. Possible questions include: can you estimate and measure the perimeter of six different objects in the classroom? what measuring device did you use? Why? What unit did you use to record your measurement initially? how did you convert your measurements to millimetres? Centimetres? Metres? Rulers mm, cm and m Dice three colours Maths Tracks books

NS3.2 Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

Week 5 Calculator Race - Give students a series of addition combinations of various numbers. One group can add these numbers using pencil and paper another group could use calculators and a third group could try and solve the problems mentally. Students will come to realise that the most efficient strategy to solve addition problems varies according to the difficultly of problems. Calculators Maths Tracks books

Holidays - With $2 000 to spend at the holiday resort, John and Jane have many choices. Study the pricelist and plan how you and a friend would like to spend that $2 000 in 5 days. Air tickets and accommodation are already paid. Hire car per day $80.50 Lunches $13.00 each Dinners $38.00 each Snorkelling lessons $14.00 hr Surfing lessons $19.00 hr Magazines $ 5.95 each Theme Park visit $ 31.00 each Movies $12.00 each My New Homes - I have won $5 000 000 in the Lotto. I wish to purchase a number of homes as an investment portfolio. Using copies of real estate advertisements find homes to purchase that total as close to $4 000 000 as possible. Calculate the change from $4 000 000. In the Garden - I have $1 000 and wish to purchase plants for my garden. Azaleas cost $7.50, roses cost $25.00 and shrubs cost $30.00. How many of each can I buy? Is there only one alternative? Jackpot! - You have won $1 million dollars. You own nothing what are you going to spend your money on? SGS3.1 Identifies threedimensional objects, including particular prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views Week 5 Different Views - Students sketch different everyday objects eg buildings, power pole. They are asked to sketch a front, side and top view on separate cards. Students swap their sketches with a partner who names the object. Rectangular Prisms - Students are given 24 interlocking cubes. They are asked to make a rectangular prism with a volume of 24 cubic units. They describe their rectangular prism in terms of its length, breadth and height and record this information. The teacher poses the question. Can you make other rectangular prisms with a volume of 24 cubic units? Students at tempt to do this, record the results and describe what they notice. Students draw a simple perspective drawing of each prism showing depth. Interlocking cubes Computer Learning Object 3D Shapes 3D Viewpoint cards Maths Tracks books

Week 5 cont Explicit Mathematical Teaching

At this Stage, the formal names for particular prisms and pyramids (eg rectangular prism, hexagonal pyramid) are introduced while students are engaged in their construction and representation. Only family names were introduced in the previous Stage eg prism. It is important that geometrical terms are not overemphasised at the expense of understanding the concepts that the terms represent. Students at this Stage are continuing to develop their skills of visual imagery, including the ability to: perceive and hold an appropriate mental image of an object or arrangement, and predict the shape of an object that has been moved or altered. Discuss the features of pyramids a solid with any polygon as its base. Its other faces are triangles that meet at a common vertex. Pyramids are named according to their base eg pyramid with a hexagonal base is a hexagonal pyramid. Discuss the features of prisms a solid comprising two congruent parallel faces (bases) and the (lateral) faces that connect them. The lateral faces are parallelograms. If they are all right angled (ie rectangles) the prism is a right prism; if they are not all right angled then the prism is an oblique prism. Talk about the number of faces, edges and vertices for both prisms and pyramids. Model recognising similarities and differences between pyramids or prisms eg between a triangular prism and a hexagonal prism. Explain why particular three dimensional objects are used in the built environment or appear in the natural environment. Introduce the term polyhedron to describe any 3D object with all flat faces. The poly part of polyhedron means many, while hedron means seat a face that the object sits on Display 3 dimensional objects from different views and discuss eg top, front, left side, right side etc. Unfold a variety of 3D shapes to show the nets of the objects. Look at how you can look at the faces and visualise the layout of the net. Model.

http://www.senteacher.org/Worksheet/12/Nets.xhtml Computer Learning Object - The Face Painter series: Finding faces 2, and Locating faces. Objects and Faces Lesson from Connecting 3D and 2D Unit- refer to lesson on CD ROM (print PDF copy for details) Prisms - Students are given a selection of prisms and pyramids to investigate the number of faces, edges, and vertices. They look for similarities and differences between the objects. Students construct a table to record findings Classifying - Students collect pictures of three-dimensional objects that occur in everyday life from magazines, papers or the internet. In small groups, students classify the pictures into prisms or pyramids and list their similarities and differences. Three-Dimensional Viewpoints - The teacher prepares cards that show the front, top and side view of various prisms. Students label each card, naming the view. They then use the cards to construct a three-dimensional model, naming it according to the shape of its base. Students display their labelled cards and models. The other students in the class match the model to the cards.

NS3.3 Selects and applies appropriate strategies for multiplication and division

Week 6 Mixed Operations Game - In pairs, students are given a set of different-coloured counters each, three dice and a game board. Students create the game board by using any 25 numbers from 1 to 50. In turns, students roll the three dice, use these numbers with any operations to create a number from the board, and cover the number with a counter .The game continues until one player has three counters in a row in any direction. Variation: Students use four dice and make game boards with higher/lower numbers. The game could also be played with cards. Explicit Mathematical Teaching - Revise multiplying two digit by one digit numbers 32 x 6= 30x6 + 2
x6 =

Counters Dice Maths Tracks books

Look at estimating skills eg 89 x 32 90 x 30 =2700 Explain that when we estimate we are getting a feel for the size of the answer not necessarily the correct answer. Present students with a range of multiplication and division questions and ask them to find the closest estimate from a list of possibles. 103 x 78 2 3998 x 21 7 800 97 x 302 80 000 13.99 7.02 64 7.98 x 8.04 30 000 Express numbers as a product of two other numbers plus some remainder in different ways eg: 32 = 16 x 2 or 32 = 10 x 3 + 2 or 32 = 5 x 6 + 2 or 32 = 9 x 3 + 5 etc This leads in to looking at remainders when a number is divided by a non-factor. Students are asked to express three numbers in four different ways each, using this method. Demonstrate division with no remainders. 42 7 = 6 Not all numbers are so nice! What happens when we divide a number by a non factor? We form as many groups containing that number as possible and the rest is called the remainder. Eg 13 4 Cant always use this method - we would go dotty! We find another method of dividing. Repeated subtraction is presented (discuss the time factor). Present the formal method of division for single digit divisors. Investigation-You are having a pizza lunch as a treat for your class. Pizzas are cut into 8 pieces. How many pizzas will your teacher need to buy? -How could you calculate 16 x 25 if the 6 button on your calculator is broken? -What is the best way to multiply a number by 99? Give some examples and show how you worked it out? -Write a word problem which will give you an answer of 25 and a quarter. Now write another problem that will give you an answer of 25, remainder 1. Build number webs that list the factors of given numbers eg. 24, 32, 42, 35

Week 6 cont Explore prime and composite numbers - Ask students what they understand by a prime number (ie a number that has exactly two factors ie 1 is not a prime or composite number) Use the sieve of Eratosthenes. A hundreds chart cross off the 1. Put a circle around the first number (2) and cross off all multiples of 2. Circle the next available number and cross off all the multiples of three continue until all prime numbers are found. How many primes are there less than 100? Is there any pattern to the prime numbers? (no). Prime numbers that are two apart are called twin primes. How many twin primes exist on your chart? Ask questions relating to prime numbers what is the next prime after 30? What is the closest prime to 50? Composite numbers are numbers that have more than 2 factors. List all the factors of the numbers 2-16. Some numbers have an odd number of factors and some have even number of factors why? (Square numbers have an odd number of factors) Use Maths Tracks Stage 3B, p32-36 & 50-51 as stimulus for questions. MS3.2 Selects and uses the appropriate unit to calculate area, including area of squares, rectangles and triangles Week 6 Discuss with students what the area is and how it differs to perimeter. Provide students with a variety of shapes they are to work the area out of. Students are required to select and use the appropriate unit to calculate area Develop formulae in words for finding area of squares, rectangles and triangles Recognise the need for square kilometres and hectares Students measure the perimeter of the school grounds and draw a scaled plan in their books. They are then to work out the area of the school grounds. Use Maths Tracks Stage 3B, p32-36 & 50-51 as stimulus for questions. NS3.3 Selects and applies appropriate strategies for multiplication and division Week 7 Multo Provide each student with a 4X4 grid Students write products from 1X1 up to 10X10 in each square Roll ten sided dice twice, multiply numbers together Students cross off the answer on grids First with four in a row win any direction 4x4 grid 10 sided dice Maths Tracks books Maths Tracks books

Week 7 cont Use Maths Tracks Stage 3B, p42-46 as stimulus for questions. Maths Party Plan students are to plan a party for their Maths class. They will need to work out food and drink and how much is needed. Students will need to look at serves per pack, to make sure they know how much too buy for the class. Allocate an amount of money and students need to stick to the budget. MS3.3 Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms Week 7 Explicit Mathematical Teaching - Volume refers to the space occupied by an object or substance. Capacity refers to the amount a container can hold. Capacity is only used in relation to containers. It is not necessary to refer to these definitions with students. When the students are able to measure efficiently and effectively using formal units, they could use centimetre cubes to construct rectangular prisms, counting the number of cubes to determine volume and then begin to generalise their method for calculating the volume. The cubic metre can be introduced and related to the metre as a unit to measure length and the square metre as a unit to measure area. It is important that students are given opportunities to reflect on their understanding of length and area so they can use this to calculate volume. Provide students with a range of containers and have them select the appropriate unit to measure volume and capacity. Estimate and measure the volume of rectangular prisms Recognise the need for cubic metres. Make a Cubic Metre - Students discuss what a cubic metre is, and what is measured in cubic metres. Small groups make a skeleton model of a cubic metre with wooden dowel or plastic sticks, rolled newspaper or a commercial kit. Students check all dimensions with a metre rule or tape measure. Claustrophobia - Students use cubic metre models from a previous lesson to estimate then measure how many students can fit into a cubic metre. Small groups investigate how many students could fit into the classroom, if students were packed to the ceiling. Extension: how many rooms would be required for all of the students and teachers in the school? Students record volume and capacity using decimal notation to three decimal places Use Maths Tracks Stage 3B, p126-132 as stimulus for questions. NS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages Week 8 Brainstorm Fractions - The teacher selects a fraction between 0 and 1 with a denominator of 2, 3, 4, 5, 6, 8, 10, 12 or 100. Students brainstorm everything they know about that fraction eg equivalent fractions, decimal equivalence, location on the number line. Variation: Students record different ways to represent a fraction eg , 50%, 0.5. http://www.seemath.com/#/Menu--Adding-(fractions)/ Maths Tracks books Websites Maths Tracks books Containers Dowel

Week 8 cont http://www.harcourtschool.com/activity/con_math/g04c22b.html

A Pikelet Recipe Part 1 Students use sharing diagrams to solve fraction problems. 1 Who can draw what will happen if I have 6 cups of milk and a recipe needs one-third ( /3) of a cup of milk? How many times can I make the recipe before I run out of milk?

Fraction Bridge Students build a fraction bridge using paper streamers. Have students work in pairs and give each pair three paper streamers or strips of light card, each 60cm long and of equal widths. Write the following fractions on the board: 1 , 1 , 1 , 1 , 1 , 1, 1 , 1 , 1 , 1 , 1 . Which three fractions 2 3 4 5 6 7 8 9 10 11 12 could you make from one streamer and how could you do it? Which other three fractions from the list could be done in a similar way? If this is one-third of a steamer, how could I make one-ninth of a streamer? (for the development of the activity, refer to Building the fraction bridge, p. 48 51 in Fractions: pikelets and lamingtons)

Find equivalence between thirds, sixths and twelfths Add and subtract simple fractions where one denominator is a multiple of the other with denominators 3,6,12. Express a mixed numeral as an improper fraction, and vice versa with denominators 3, 6 and 12 Use Maths Tracks Stage 3B, p55-66 as stimulus for questions.

DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence

Week 8 Alphabet Hunt - Students predict which letter of the alphabet is most frequently used. They justify their predictions and suggest how they could test their predictions. Possible questions include: would some letters occur more than others? Why? which letters would be least likely to occur? Why? which letter do you write most often? The teacher gives each student a page from a text eg a novel, a newspaper, a school magazine. Each student is allocated a letter to count on the page. The results are collated into a class table, and each student draws a graph to show the results. They then make statements about the results and their predictions eg I knew it would be a vowel, because all words have vowels so I chose A. Students could use technology to graph the data. Variation: The teacher poses a different scenario: Would the letter frequency change if you used a different piece of literature or factual text? or If you picked the A volume of the encyclopaedia would that be fair? Students discuss their predictions. Run a class poll to gather data. Put the data in a table and then graph the table in as many different ways as possible, eg. Bar, pie, column, etc Students are then to determine the mean (average) for the data. Divided Bar Graphs - Students are provided with examples of divided bar graphs and discuss their common features. They collect data and make a concrete model of a divided bar graph by attaching unifix cubes in bands of colour eg yellow for blond hair. Students then draw their divided bar graph using an appropriate scale. Students discuss the relative sizes of the sections. Possible questions include: what did you name your bar graph and the categories represented by each section? what fraction of the total does each section represent? how can you check that you are correct? Students represent the data on a spreadsheet. Maths Tracks books Page from a text

NS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages

Week 9 Find equivalence between thirds, sixths and twelfths. Extension: Find equivalence of other fractions with different denominators. Lowest Equivalent Forms Ask questions such as the following: o Why do we hear the word half in everyday talk, rather than four -eighths or ten-twentieths or six-twelfths? o If I have 30 counters, 15 red and 15 blue, is it sensible to say fifteen-thirtieths of my counters are red or is it sensible to say half my counters are red?

o How do you know the most sensible way to say a fraction? Students can be set the task of investigating fractions that can be reduced to one-quarter, or fractions that can be reduced to two-thirds. At the conclusion of the investigation, students can explain their strategies for reducing any fraction to its simplest form. Add and subtract simple fractions where one denominator is a multiple of the other with denominators 3,6,12. Extension add fractions with different denominators. Express a mixed numeral as an improper fraction, and vice versa with denominators 3, 6 and 12 MS3.4 Selects and uses the appropriate unit and measuring device to find the mass of objects Week 9 Aussies Abroad - Students work in small groups to investigate the gross and net weights of small plastic jars and large glass containers of vegemite. If several different examples are used, each container can be examined by a small group and then rotated to the next group. Students determine which containers would hold the greater volume of Vegemite and find how many of each container would fit into a 10 kilogram carton (students may choose to use a calculator). Extension: compare the vegemite containers by finding the best value-for-money. Lunchtime - Students weigh and record each item in their lunch box. Express each item in grams. Total the number of grams of their lunch. Compare with other students. Note: ensure the students have access to scales that can accurately measure small masses in grams; lunches which have been ordered at the school canteen will need to be collected early to be available for the activity. Extension: ask students to use kitchen scales at home to find the mass of their breakfast and dinner, then calculate the total mass of food eaten in a day. Which unit would you use? - Students think of ten different animals, from very large, to small, and record this list. Beside each animal name, students write the unit of mass which may be used to measure each one. Students research the mass of several of the listed animals and record the results. Extensions: students find the difference between the lightest animal and the heaviest animal; students find the number of small animals required to balance the mass of the largest animal. Note: students may need to be reminded that resource material can refer to both imperial and metric measurements such as ton or tonne. (pp. 134-135 Teaching Measurement Stage 2 and Stage 3) Convert between kilograms and grams and between kilograms and tonnes and recognise the need for tonnes Record mass using decimal notation to three decimal places Use Maths Tracks Stage 3B, p133-137 as stimulus for questions. Maths Tracks books

NS3.5 Orders the likelihood of simple events on a number line from zero to one

Week 10 Heads and Tails Game - Students stand up and choose to be heads (place their hands on their head) or tails (place their hands behind their back). The teacher flips a coin and calls out heads or tails. If it is heads, the students who chose heads remain standing and the students who chose tails sit down; and the reverse for tails. Students standing then choose again either heads or tails. The game continues until only one student remains standing and is declared the winner. Possible questions include: did your choice of heads or tails affect your chances of getting out? Why? if the previous toss was heads, did this affect the chance that the next toss would be heads? Why? Why not? Students ideas are recorded and then checked by playing several more games, where the result of each flip of the coin is recorded, tallied and graphed. Students could try to record the information in a table, list or diagram. Explicit Mathematical Teaching - Students will need some prior experience ordering decimal fractions (tenths) on a number line from zero to one. There is a need for students to represent all possible outcomes for a single stage experiment in an organised way eg tables, grids, tree diagrams. Chance events can be ordered on a scale from zero to one. A chance of zero describes an event that is impossible. A chance of one describes an event that is certain. Therefore, events with an equal chance of occurring can be described as having a chance of 0.5. Other expressions of chance fall between zero and one eg unlikely will take a numerical value somewhere between 0 and 0.5. Sampling - The teacher places one hundred counters into a paper bag, 70 red, 20 white and 10 green. A student takes out 10 counters without looking. Students predict the proportion of counters of each colour in the bag using this sample. Possible questions include: how many of each colour do you think are in the bag? Why? do you think your prediction is very accurate? Students return the counters to the bag and select another sample of 10. They make another prediction and compare this with that of other student. Students discuss the predictions and compare with the actual sample. They are encouraged to make up their own sample experiments using this as a model. Students discuss where sampling could be a useful tool. Chance Words Students are given the following chance words on cards: always, never, sometimes, often, might, equal chance, probably, certain, possible, mostly. In groups, students are asked to order them on a number line from 0 (impossible) to 1 (certain). Students compare their order with other groups and discuss. They then match each word with an everyday event eg We sometimes play tips at lunchtime. There is an equal chance it will rain tonight. The teacher might read the book Pigs Might Fly by Emily Rhodda. Coin Chance words on cards Maths Tracks books

SGS3.2a Manipulates, classifies and draws two-dimensional shapes and describes side and angle properties

Week 10 What am I? - Students select a shape and write a description of its side and angle properties. Students share their descriptions with the class who attempt to identify the shape eg My shape has four sides and four equal angles. The opposite sides are the same length. What am I? Explicit Mathematical Teaching - Scalene means uneven (Greek word skalenos: uneven): our English word scale comes from the same word. Isosceles comes from the two Greek words isos: equals and skelos: leg; equilateral comes from the two Latin words aequus: equal and latus: side; equiangular comes from aequus and another Latin word angulus: corner. Triangles - The teacher provides students with a variety of scalene, isosceles, equilateral and rightangled triangles. In small groups, students discuss the side and angle properties of each triangle and sort triangles with similar properties into groups. Students devise a description for each type of triangle eg equilateral triangles have three equal sides and three equal angles. Students share sorting procedures and descriptions. DIGITAL GEOBOARD -A digital version of a geoboard which enables a band to stretch around the pegs on the geoboard to form a coloured shape. Maths Tracks books

SGS3.3 Uses a variety of mapping skills

Week 11 The Best Route - Students are given a scaled map of their suburb or a section of a city and are asked to locate two points of interest. On the map, students show the shortest or best route between the two points. Students write a description of the route using grid references, compass directions and the approximate distance travelled. Variation: On a large map of the local area, all students plot their home and the route they use to get to school. They then write a description of their route. Distance and Direction - Students use the scale on a map of NSW and the compass rose to find a town eg 300 km NE of Broken Hill, 270 km SW of Ballina. Students are encouraged to create their own cards with distance, direction and starting place on one side and the town on the back. They then swap cards with other students in the class. Variation: Students source maps on the Internet and write a new set of cards using direction, distance and starting point. They swap with a partner who locates the town or point of interest. Treasure Island Students draw a Treasure Island map, creating a scale and compass rose, and imposing a grid and coordinates. They write a set of directions, using compass points and grid coordinates, to the location of a hidden treasure on their map. Students exchange maps and follow the directions to find the treasure. They are encouraged to comment on the scale used. Variation: Students could reproduce their maps on a computer. Map of Scone Atlas Maths Tracks books

Week 11 ASSESSMENT

Evaluation -

http://resourcesbox.wikispaces.com/file/view/North+Coast+Region+Scope+Continuum.pdf