Numeracy – Term 4

ACARA Year 2
achievement By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and
standard division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number
sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of
one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and
shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar
to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students
collect, organise and represent data to make simple inferences.

Year 3
By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for
multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment.
They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data 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 conduct simple data investigations for categorical variables

Content Year 2  Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031 - Scootle )
Descriptors  Recognise and represent division as grouping into equal sets and solve simple problems using these representations
(ACMNA032 - Scootle )
 Count and order small collections of Australian coins and notes according to their value (ACMNA034 - Scootle )
 Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044 - Scootle )
 Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify
some events as ‘certain’ or ‘impossible’ (ACMSP047 - Scootle )
 Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048 - Scootle )
 Collect, check and classify data (ACMSP049 - Scootle )
 Create displays of data using lists, table and picture graphs and interpret them (ACMSP050 - Scootle )
Year 3  Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051 - Scootle
)
 Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056 - Scootle )
 Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital
technologies (ACMNA057 - Scootle )
 Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents
(ACMNA059 - Scootle )
 Create and interpret simple grid maps to show position and pathways (ACMMG065 - Scootle )
 Identify symmetry in the environment (ACMMG066 - Scootle )
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064 - Scootle )
Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067 - Scootle
)
 Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording
(ACMSP068 - Scootle )
 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 (ACMSP069 - Scootle )
 Interpret and compare data displays (ACMSP070 - Scootle )
Overview Week 1 Money (finishing off from last term)
Week 2 Multiplication/division
Week 3 Multiplication/division/Odd and even numbers
Week 4 Mapping/symmetry and angles
Week 5 Mapping
Week 6 Data
Week 7 Data
Week 8 Chance
Week 9 Chance
Key Questioning - How do you know?
- How can you prove it?
- Can you show me another way?
- How did you work it out?
- What strategies did you use? (link to Maths toolbox)

Proficiencies Fluency - using the language of chance to describe outcomes of familiar chance events
- includes recalling multiplication facts
- interpreting maps and communicating positions
Understanding - identifying and describing the relationship between multiplication and division
- identifying environmental symmetry
Reasoning - includes formulating problems from authentic situations
- comparing angles and creating and interpreting variations in the results of data collections and data displays
Problem - includes formulating problems from authentic situations
Solving - includes formulating and modelling authentic situations involving planning methods of data collection and representation
Assessments Formative - Questioning
- Work samples
- Photographs
- Videos of students explaining their thinking
- Observation
 Summative Money Design a Christmas stocking to sell at the Christmas pageant – choose items from the board to add to your
stocking – write the individual prices and calculate the amount your stocking is worth. If you were handed a
$_____ note for your stocking, how much change would you need to give? How many different ways could
customers pay for your stocking using coins and notes?
Multiplication/Division Number cloud.
Mapping Zoo map
Data
Chance
Vocabulary Tier 1
- Count
- Pay
- Coin
- Note
- Cost
- Many
- Add
- Repeat

Tier 2
- Represent
- Compare
- Chance
- Spend
- Purchase
- Group
- Interpret
Tier 3
- Multiply
- Change
- Divide
- Location
- Graph
- Plot
- Data
- Probability
- Coordinates
- Array
- Likely
 - Unlikely
- Impossible
- Certain
- Grid references

Planning overview

Money Counting (reinforcement from last term):

Long term learning
intention:
- To understand and
be able to count
collections of
Australian coins
- To calculate change
to the nearest 5
cents.
*See PowerPoint for
short term learning
intentions and success
criteria
- In my pocket I have 75c, what might this look like? What coins could I have used? Can you show me another way?
- I bought 3 x pots of slime, each costing $3, how much did I spend? What coins/notes could I have used to pay for this? How much
change would I get from a $10 note?
Change:
- I bought something at a supermarket and got 5c change, what did I buy and how much money did I give to pay for it?
- Find as many items in this catalogue as you can where you would get change from a $5 note. Which one would you get the most
change from? How do you know?
- Which items on our canteen menu would you get change from $______? Which one would provide you with the most change? How do
you know?
- Miss Kneebone bought an item at the shop that cost $1.50. She only had a $2 coin to pay for it. What did her change look like? How
many ways can you represent this amount of change?
- Assessment task: Design a Christmas stocking to sell at the Christmas pageant – choose items from the board to add to your stocking –
write the individual prices and calculate the amount your stocking is worth. If you were handed a $_____ note for your stocking, how
much change would you need to give? How many different ways could customers pay for your stocking using coins and notes?

Multiplication/DivisionMultiplication and division:

- Miss Kneebone has 4 fish bowls, with 2 fish in each one. How many fish are there altogether? Observe strategies to work this out.
Long term learning - Explicit teaching of the concept of multiplication as repeated addition and division in relation to our fraction learning
intention: - Tasks that provide opportunity for students to develop fluency in grouping and adding or subtracting groups
- To understand the - Teach arrays as a multiplication strategy
connection between - Design an array for your partner to work out – can you write the multiplication fact? How did you work this out? Can you prove that is
multiplication and the answer?
division - Show an example of a non-array – what elements does an array need to have?
- To represent - 18 people said they wanted to be involved in sports day relays. The teachers said they must be in groups and no one must be left out.
multiplication and What groupings can you make? Can you represent this through an array? Is there another way to work it out? Is there more than one
division through answer? Can you prove it?
- When the children in a class got into groups of 4, there was one child left over. How many children might there be in the class?
 repeated addition,
grouping and arrays
- To recall
multiplication and
division facts of 2’s,
3’s, 5’s and 10’s.
Mapping Developing language of location:
Long term learning
intentions:
To interpret maps of
familiar locations
To understand how to
identify points on a map Interpreting simple maps:
to identify pathways
To create own map with
use of appropriate
features
Grid references:
- Explicit teaching of how multiplication facts link to division –
- Show students an array – write as many number facts as you can from this array – explore how number facts are linked - which one
doesn’t belong?
- Introduce multiplication chart – games to promote fluency
- Give students three numbers and have them explore how many number facts can be made using these numbers – do they know that
the numbers in multiplication facts can be switched around and still result in the same answer? Do students understand the relation
between multiplication and division?
- Miss Kneebone has 30 lollies to put in 5 Christmas stockings to be given out at the end of the term. How many lollies will there be in
each one?
- There are 12 children attending Emma’s birthday party and 5 adults. Each child eats 2 cookies each and each adult eats 3 cookies each.
How many cookies were eaten altogether? Can you prove it? How many cookies would each person get if they were shared equally?
- Where could you stand in this room so the door is to your left/right? Repeat activity with different objects.
- What can you see that is in front of the teacher’s desk?
- Celebrity heads – student up the front chooses an item or object in the room – students must guess what the object is by asking
questions about its location ‘e.g. is it to the right of our learning pit?’ etc.
- The following are instructions for drawing a picture. What might the picture look like?
- Now it’s your turn, design a set of instructions to create a picture using the language of location to support your partner in knowing
where to draw each element.
- Show students a map of the school – write down everything you notice about the map and positioning of things.
- Miss Kneebone is running late for class! Use the map of the school to investigate the quickest way for her to get from the office to our
classroom. Write down everything she would pass on her way. How do you know this would be the quickest way? How could we prove
it?
- Draw a simple map of our classroom but rearrange the desks to make them appear symmetrical from above.
- Two different starting points - Which way would you rather go? Why? How many different ways?
- Introduce students to grid references – explicit teaching of how to read these.
- Practice identifying grid references
- Have students put items on a map using grid references – ask questions and have students explain their answers using language of
location e.g. Tom would take the longest to get to school because he has to go around the hospital, to the left of the forest and then
down to the school etc.
- Give students copies of Monarto zoo map – On the class excursion, the students are going to visit the meerkats, rhinos, cheetahs,
giraffes and reptiles. Plan a route that the class could take around Monarto Zoo to visit all of these animals, include the grid references
for each one in your plan for their day.
 - I went to the theme park – I went on these three rides, map out which way you would go.

Creating maps:
- Create a map – partially create a map, set a timer, have students add one thing then move to next person etc.
- Assessment: Create your own zoo and design a map for the people who visit your zoo. Must include grid references, key, and symbols.
(Partially create – what do you think this could be? Can you complete the map?)

Data Interpreting data:

- Give students unlabelled graph – what might this be a graph of? How do you know? Can you prove it?
Long term learning - Mr Welfare told me that this graph was about how many boys and girls in our classroom. Is this true? Why/why not? Can you prove it?
intention: - Some students did a survey and they recorded their results like this _________. What might their survey have been about? Give more
than one possibility.
To understand how to
interpret data Collecting data:
- The question is…… how could we collect this data?
To understand how to - Explicit teaching of formulating questions and collecting data using tally marks
represent data in
various ways Representing data:
- Explicit teaching of picture graphs, tables and column graphs
To collect, organise and - You did a survey to find out who was happy and who was sad. What pictures could you use to represent these feelings?
represent data - Class picture graph – each student to draw their favourite fruit (out of 4 options) on a white piece of paper…. Use masking tape to
accurately create graph on the floor and have students place their result on the graph
- How could you make a representation of the children in our class who can swim and children who cannot? Can you show me another
way? Which way was most effective? Why? What do you notice about the results (compare)?

Investigations:
- Miss Hewitt said that there are more white cars in the carpark than any other colour. Do you agree? Why/why not? Can you prove it?
- Miss Kneebone wants to know what fun activities everyone in room 11 would like to do in our last week of school. Collect this data for
her. Compare your data with a partner – what do you notice? Why is this the case?

Assessment: Investigation into what foods students would like at the end of term class party

Chance Language of chance:

- List things that are more likely to happen than………..
Long term learning - What is more likely to happen _____________ or ________________? Why? Justify your thinking
intention: - I overheard my mum telling our neighbour that on the weekend we would definitely do something but I could not hear what it was. List
all the possibilities it could be.
To understand chance
as a way to describe the
probability of an event
occurring Events of chance:
To describe probability
using language of
chance
To conduct experiments
and predict the
probability of outcomes
Other initiatives
- Our class wrote down some things that we felt were ‘impossible’. What might we have written? Compare answers, do you agree or
disagree?
- Miss Kneebone has a bag of beanbags. She says it is likely that if she pulls one out, it will be red. What could this look like? Show
different possibilities.
- What would the bag look like if there was an even chance of getting two colours?
- If two coins are tossed, what could happen? Test this and record results.
- I’m playing a game of trouble and need to roll a number 6 to start.. what are my chances? Test and record results using a dice.
- Design a spinner where the chance of spinning red is unlikely. Test and record results. (assessment)
- Would you rather question prior to each numeracy session
- Problem of the week – link to Maths learning
- Without worksheet Wednesday