2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
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Whatisitthatwewantourstudentstoknow,understand,doandcommunicateKUDCO?
YearLevel:Five Semester:Two Subject:Mathematics TeamMembers:SarahMason,Ann-MarieSterjovski,NathanWelsh
EssentialLearningWhatistheessentiallearning?Describeinstudentfriendlyvocabulary.
Example-RigorWhatdoesproficientstudentworklooklike?Provideanexampleand/ordescription.
PriorSkillsNeededWhatpriorknowledge,skillsand/orvocabularyareneededforastudenttomasterthisessentiallearning?
CommonAssessmentsWhatassessment/swillbeusedtomeasurestudentmastery?
Whentaught?Whenwillthisessentiallearningbetaught?
Extension/applicationSkillsWhatwillwedowhenstudentshavealreadylearnedthisessentiallearning?
FourOperations:Icansolveproblemsinvolvingallfouroperations,usingthemostefficientmentalorwrittenstrategy.LearningTargets:(80%oftheEssentialLearning)● Icansolveopenandclosed
wordedproblems.● Icansolveproblems
involvingrenamingorremainders.
● Iusementalstrategiesto
solvebasicproblems.● Iuseestimationtopredict
andcheckmyanswer.SupportiveVocab:
Usemyknowledgeoffactors,multiplesandprimenumberswhenproblemsolvingDeterminewhetherawordedproblemrequiresaddition,subtraction,multiplicationordivision,usingvocabulary,wordcluesandcontextUseanefficientandaccuratestrategyforeachoperation:ADDITION(3-digit+3-digit):algorithm,expanded,splitSUBTRACTION(3-digit-3digit):algorithm,expanded,splitMULTIPLICATION(3-digitx1digit):algorithm,grid,split/v,lattice
Usetimestablesandknownfactstoanswermultiplicationanddivisionequationsinvolving1digitx1digitupto10x10.Useestimationasastrategytobothpredictmyanswerandcheckthereasonablenessofmyanswerforalloperations.Explainallfouroperationsas‘Part-Part-Whole’ExpandandrenamenumberstoshowtheplacevaluepartsReadandrepresentnumbersupto5digitsApplybasicstrategiestosolveaddition(2digit+2digit)/subtraction(2digit-2digit)
Exittickets(e.g.modifiedACARAexamples)WorksamplesQuickchecks
Every2weeksReportingendofterm4
Application:-Errorsofreasoning-ReallifeproblemapplicationExtension:Solvefouroperationproblems
- 3digits- Decimal
numbersConvertremaindersintodecimals
- Shortdivision- Fraction
conversion- Calculator
BODMAS
Compare,order,addand
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
ReasonablenessEstimateRoundingMostEfficientSolveFourOperations
DIVISION(3-digit÷1-digit):WhatIAlreadyKnow,ShortIcanusedigitaltechnologytocheckmyanswers
andmultiplication(2digitx1or2digit)/division(2digit÷1digit)
subtractintegers(e.g.numberline-positiveandnegativenumbers)
FractionsIcancompare,orderandrepresentfractions,andsolvesimpleadditionandsubtractionoffractionswiththesamedenominator.LearningTargets:-Icanaddandsubtractfractionswiththesamedenominator-Icanread,writeandrepresentarangeofunitfractionsincludingalltypesofmodels(includingsixthseighths)-Icanusemypriorknowledgeofhalves&wholestomakereasonableestimationsGuaranteedVocab:DenominatorSupportiveVocab:Numerator,denominator,proper,fractionsgreaterthanone(improper)andmixedfractions,convert,fraction
IunderstandthatIusethenumeratoranddenominatortodetermineafraction’ssizeIcanrecordandmodelarangeoffractions-usingallfractionmodels(linear,area,collectionsanddrawings)Icanorderandlocateunitfractions(e.g.1/4,1/3,1/2,1/5,etc.)onanumberlineAdd&subtractfractions,withthesamedenominatorApplyaboverigortosolvingreallife/wordedscenarios
Wholenumberdoubledigitaddition&subtractionMultiplicationfactsupto10x10Year4:-countbyquarters,halves,thirds-locatefractionsonnumberline-countbyunitfractionsincludingmixednumbers-recognisecommonequivalentfractionsinfamiliarcontexts-knowledgeofarea,length&quantitymodelsYear3:-Icanfindasimplefractionofanarea,lengthandquantity.-Icanrecordafractionasanumeratoranddenominator.-Icanreadanduseafractionwall.
CFAhttp://mobile.abc.net.au/news/2017-06-27/census-australia-as-100-people/8634318?pfmredir=sm2017Ausas100people(estmatingpercentages)
Term3Week1-8(Major)
Application:-Toidentifyerrorsofreasoning-Solvesimplereallife/wordedscenariosinvolvingfractionsExtension:-Comparefractionswithrelateddenominatorsonanumberline-Connectionsbetweenequivalentfractions,decimalsandpercentages-Solveproblemsinvolvingadditionandsubtractionoffractionswiththesameorrelateddenominators-Findasimplefractionofaquantitywheretheresultisawholenumber,
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
models(linear/area/collection),sixths,sevenths,eighths&ninthsNumberPatternsIcandescribe,continueandcreatepatternsinvolvingdecimals,fractionsandwholenumbers,resultingfromaddition&subtractionLearningTarget:-Icancreateavarietyofpatternsforwholenumbers,decimalsorfractions-Icancontinueanumberpatternforwholenumbers,decimalsorfractions-Icandescribeanumberpatternforwholenumbers,decimalsorfractionsGuaranteedVocab:-SupportiveVocab:patterns,decimals,fractionsandwholenumbers,increasing,decreasing,estimate&check,identifiedrule.
Icandescribeandcreatepatterns,usingmyknowledgeofnumberandrelationshipsbetweennumbers.-increasing(addition/skipcounting)-decreasing(subtraction/skipcountingback)lookfordifferencesbetweentheseriesofnumbersIcanusetheproblemsolvingstrategiestoestimate&check:-estimate-check-drawatable-workbackwardsIcancontinuepatternsusingnumberlines,diagrams.
WholenumberadditionandsubtractionSimplefactorsandmultiples(skipcounting,repeatedaddition/subtraction)KnowledgeofcommonfractionsanddecimalsAddition&subtractionoffractionsPatternscanappearinmanywaysForexample:
Shapepatterns
CFAasdeterminedbytheteam.(ACARAexamples)forexampleevidenceofacontinuingpatternthatisconsistentlyaddingorsubtractingthesamenumber.Beginwithaspecificnumberorcountbyaspecificnumber.
Term3Week7-10(Minor)
Icanapplymyknowledgetosolvingpatternsthatinvolve:-multiplication-patternsofmultiples-squarenumbers-triangularnumbers-fibonaccisequences-pascalnumbers-multiplestages/rules-convertingbetweennumbertypesApplication:Extension:
Findingunknownquantitiesinanumbersentence-Icanusemyknowledgeof
Studentsuseinverseoperationseg‘3forfree’withadd/subandmult/divtobalanceanequation.
Masteryoffouroperationswithuptodoubledigits
Examplesofquestiontypes:
BODMASexamplesandmodellingofthistypeofmorecomplexoperations,
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
equivalentnumbersentencestosolveunknownquantities.LearningTarget:-Icanbalancenumbersentenceswith2ormoreparts-Icanusemyunderstandingofinverserelationshipstosolveunknownproblems-IcanuseestimationasastrategyGuaranteedVocab:EquivalentnumbersentenceSupportiveVocab:unknownquantities,balancenumbersentences,inverserelationships,3forfree,fouroperations.
Eg:12×7=3×☐20÷4=15÷☐
or
4+12-6=20-☐AcaraSample:
FUSEexample/onlinetasks:http://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=eb034ad8-5461-4850-bf86-31a30a373dc9&SearchScope=All
Fluencyofmultiplicationfactsupto10x10Knowledgeofandprioruseof‘3forfree’ie:Iknowthat6x4=24thereforeIalsoknowthat:4x6=2424÷6=424÷4=6UnderstandingthattheEqualssignmeanstheybalanceoneachside.‘fulcrum’
99/__=1x11___x2=___/2Openended:usingathinkboardwithananswerinthemiddleand4differentequationsaroundit.Makeanumbersentencethatfits:__/(dividedsymbol)__=__/__
wherethereislargevarietyofoperationsonbothsidesofthe=sign4+(3+3)x5=10x☐Letteredalgebra,eg.6�=18Whatisthevalueot‘�’?Findmissing‘addends’orparts
- Inverse- Algebraic- Re-order
Application:Extension:
FinancialPlans:Icancreateasimplefinancialplanknowingthatfinancialliteracyisimportanttooperatingintherealworld.
LearningTargets:-Icandevelopandexplaina
Icanlinkmoneytodecimalknowledge.Iknowwhatafinancialplanisandwhatagivenbudgetmeans.Iknowtoitemiseonmyplanandidentifyexactquantitiesandcosts.
Icanwriteamountsofmoneycorrectly.Icanroundmoneyofftoestimateatotal.Icancalculatechangetothenearest5c
**afewsessionstorevise4operationsofwholenumber(ordecimals)??
Application:Extension:Addandsubtractdecimalmoneyamounts
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
financialplanrelevanttoreallifescenariosinvolvingmoney.-IcaninterpretandusefinancialvocabularyGuaranteedVocab:BudgetSupportiveVocab:financialplan,runningtotal,subtotal,cumulative,itemise,money,decimalknowledge,calculate,quantitiesandcosts,dollars,cents.
Icanusedigitaltechnologiestodeterminetherealcostofonlineitems-researchpricingIcankeeparunning-totalorsub-totalPotentialTask:Youhavebeengiven$150.00fortheweek.Usingthesupermarketcatalogue,createmealsfortheweek.Youmusthavebreakfast,lunchanddinnerfor7days.Showallworkingout.
CalculatepercentagediscountswithandwithoutdigitaltechnologyConversionbetweencurrenciesbymultiplyingwholenumbersanddecimals
LocationandMappingIcandescribelocationsandroutesusinggridsystems,directionallanguageandlandmarks.LearningTarget:-Icanusedigitaltechnology,includingGooglemaps,tosolvereallifemappingactivities.
Icanread/interpretagridreferencesystem(quadrant1only)-understandthatgridsystemsvary.ie:Spaceslabelled
Familiaritywithdirectionallanguage,suchas:Left,Right,StraightAhead,North,South,East,West.Abilitytoreadabasicgrid:A1,B2,C2,etc…Onagridreferencesystem,IknowthatIreadthex-axiscoordinatebeforethey-axis
CFAasdeterminedbytheteam.(ACARAexamples).
Application:Extension:
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
-Icangiveandfollowdirectionsusingformaldirectionallanguage.-Icancreateamapofabasiclocation,usingagridreferencesystem(Quadrant1only)-IcanuseagridreferencesystemtoidentifythelocationoflandmarksorobjectsanddescriberoutesGuaranteedVocab:SupportiveVocab:
Lineslabelled
Icanusecoordinatepairstodescribelocationonamapandprovidedirections.WhendescribingarouteIcangivestepbystepdirections,includinguseof:Streetnames,directiontravelled(NESW),whichwaytoturn,Iusespecificdirectionallanguage:North,North-West/East,East,WestorSouth-East/WestIcanuseestimation:EstimatedistancetravelledANDestimateroughpositionIcanusemultimodalresources:GoogleMaps,VicRoads/Melways,Compass,IllustratedMapwithscale,
Understandingthat‘leftandright’issubjective,dependingonviewpointorwhoisgivingtheinstruction.
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
Ipad/iPhone,GPS(NavMan,TomTom)
TimeCompare12-and24-hourtimesystemsandconvertbetweenthemGuaranteedVocab:24hourtimeSupportiveVocab:
Whenweread24hourtimewedon’tuseamandpm.Convertbetween12and24hourtime,e.g.1pmis1300hours.
I understand that 12pm is in the afternoon. I can count on by hours and minutes (to a multiple of 5) eg. 3 o’clock to 3:15 = 15 minutes I can calculate elapsed time. eg. I began an activity at 11:00am. It finished at 3pm. How long did it take? (11:15am to 3:00pm) I can convert between units of time. eg. I know that 2 days is 48 hours.
Measure,calculateandcompareelapsedtimeInterpretandusetimetablesApplication:Extension:
DataInquiryandRepresentationIcanaskquestions,constructappropriatedisplaysofdataandcompareandinterpretresults.LearningTargets:
Icanfollowaninquiryprocessfordatacollection&representation,ie:
Experienceofcollectingdatainavarietyofways:-creatingandcarryingoutasurvey-observations-tablesandtallychartsKnowledgeofreadingandcreatingthefollowinggraphs:Columngraphs
http://mobile.abc.net.au/news/2017-06-27/census-australia-as-100-people/8634318?pfmredir=sm2017Ausas100people(datacollection)
Createandinterpretgraphswithtwoormoredatasets-Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
-Icancompareandinterpretarangeofgraphsanddatasetsanddrawconclusivestatementsaboutthedata-Icanconstructarangeofgraphsaccurately,withallnecessarylabelsandkeys-Icanselectanappropriatetypeofgraphtorepresentmydata-IcandesignandcarryoutapurposefuldatainquiryGuaranteedVocab:SupportiveVocab:
DataCollection:Icandesignasurvey,thathasaspecificpurpose.IunderstandthedifferencebetweenqualitativeandquantitativedataIcancollectdatainanorganisedmanner(tables,charts,talliesetc)DataRepresentation:Icanconstructavarietyofgraphs,manuallyandbyusingtechnology(ie:GoogleSheets/Excel):Column,dotplotsandtablesIknowthatcertaingraphsare
BargraphsPictographs
Knowledgeofthefollowingvocabulary:axis,catagories,labels,title,scale,intervals
DrawingadditionalconclusionsfromthedataApplication:Extension:
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
moreefficientatrepresentingcertaindatasets-IchoosemygraphtypeinaccordancewiththisunderstandingIcancorrectlyselectanefficientscale/intervalformygraphIcanconstructneatandaccurategraphs,thatarecorrectlylabelled&clearlyrepresentmydataDataInterpretation/Analysis:Icaninterpretavarietyofgraphtypes:Icanclearobservationsaboutadataset/graphicaldisplayIcanmakestatementsanddrawconclusionsaboutadataset/graphicaldisplay
ProbabilityIcanlistoutcomesofchanceexperimentsinvolvingequallylikelyoutcomesandrepresentprobabilitiesofthoseoutcomes.LearningTarget:-Icanrepresenttheprobabilityofanoutcomeoccurringusingfractionsorvocabulary
CHANCE=VerbalvocabularydescriptionofthelikelihoodofaneventoccurringPROBABILITY=formalcalculationusingnumbers(incfractions)Icandetermineallthepossibleoutcomesforanexperimentandselectthebeststrategytolistpossibleoutcomes:TableOrganised&systematiclist
Definitionofindependent&dependentevents(Year4EL)“Chancehasnomemory”Identifyeverydayeventswhereoneeventcannothappeniftheotherhappens-dependentSimple/CommonfractionsChanceVocab:Improbable,Probably,definitely,possible,
CFAasdeterminedbytheteam.(ACARAexamples)Designanexperiment,determineallthepossibilities,collectdataanddisplay.UseVandeWallefor
Application:Extension:Ican:-representprobabilitiesassimpleratiosandpercentages-specify,listandcommunicateprobabilitiesofeventsusingfractions,
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
-IunderstandthatallpossibleoutcomesaddtooneGuaranteedVocab:SupportiveVocab:
Icanrepresentpossibleoutcomesusingvocabulary,fractionsAcara:
impossible,likely,unlikelyetc.
pre-assses/postquestions
decimalsandpercentages-Icanbasemyprobabilitypredictionsonpreviousevents(dependentandindependent)Teachingun-predictability??UnderstandingoftheLawoflargenumbersv.Lawofsmallnumbers.Studentsunderstandthatthemoreyoutestsomethingthemorereliabletheoutcome/datawillbe,ie:morereliableinpredictingoutcomeIcansystematicallymakeapredictionre:outcomebasedontheoriginalprobabilityoftheeventoccurringIcanreadjustmyprediction,dependingontheinitialresultTwotypes:Wherelikelihoodofanoutcomeisknown(ie:diceroll)-outcomescanbeproventheoretically
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
Wherelikelihoodofaneventoccurringisn’tobservable-ie:nottheoreticallyproven(butcanbepredictedthroughempiricaldataorbackgrounddatafrompriorexp)
Icandescribe,continueandcreatepatternsresultingfromthefouroperationsanddecimalsandfractions.LearningTarget:
- increasing- decreasing- fractions- decimals- wholenumbers- Icanuse
estimationasastrategy
Icandescribepatterns.Icancontinuepatternsusingthenumberlines,diagrams.Tocreatepatternsinavarietyofwaysusingknowledgeofnumberrelationships.Icanusetheproblemsolvingstrategies-Toworkingbackwardstosolveproblems.GuessandChecketc...
AddingandsubtractingSimplefactorsandmultiples(skipcounting,repeatedaddition/subtraction)PatternscanappearinmanywaysForexample:
CFAasdeterminedbytheteam.(ACARAexamples)forexampleevidenceofacontinuingpatternthatisconsistentlyaddingorsubtractingthesamenumber.PretestandposttesttodeterminedifferentiationBeginwithaspecificnumberorcountbyaspecificnumber.Lotsofvariationintheappearanceofthepatterns.
TermFour,Week1-5
Ican:-createasequence
involvingwholenumbers,
decimalsandfractions
-describeasequence
involvingwholenumbers,
decimalsandfractionsand
explainmyreasoningand
understanding
-continuenumberpatternsusingfractions,decimalsandwholenumbers.(R)
Icanmakeconnections Iunderstandconnections Whatisafraction? Envision Term1: Icansolveavarietyof
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
betweenfractions,decimalsandpercentages.LearningTargets:Icanvisualisethesizeofadecimal,fractionandapercentagetoassistmetoseetherelationshipbetweenthese.Icantransfermyknowledgeofthisrelationshiptoconvertavarietyofdifferenttypesofnumbersintodifferentmodes.
betweententhsandhundredthsanddecimalnumbers.Iunderstandthathundredthsandpercentagesaredirectlyrelated.Icanjustifythroughreasoning,howtheFractionDecimalPercentageareconnected
Whatisadecimal?Whatisapercentage?Howcantheyrelate?Whatdoestherelationshiplooklike?
Numberline-Putatleastfourfractionsonanumberlinewiththeirrelateddecimalandpercentage.
Week8-9Term2:week1-2
differentwordedproblemsForexample:Youaregiventhefraction,findthepercentage.Or,Youaregiventhedecimal,findthefraction.Multistepproblems=reasoning.Makeconnectionsusingmorecomplexfractions-e.g.⅜=37.5
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
Icanusemyknowledgeofequivalentnumbersentencestosolveunknownproblems.LearningTarget:- Icanuseestimationas
astrategy- Icanusemy
understandingofinverserelationshipstosolveunknownproblems
2lotsofanumberisequalto4lotsof6.Solvesnumbersentencessuchas(12×7)=3×☐&3÷4=15÷☐Icanshowhownumbersentencesbalance.
Fourproficienciesof
operations.Equalmeanstheybalanceon
eachside.‘fulcrum’
PretestandposttesttodeterminedifferentiationExamplesofquestiontypes:99/__=1x11___x2=___/2Openended:usingathinkboardwithananswerinthemiddleand4differentequationsaroundit.Makeanumbersentencethatfits:__/(dividedsymbol)__=__/__
TermFour,Week6,7,9,10
BODMASexamplesandmodellingofthistypeofmorecomplexoperations,wherethereislargevarietyofoperationsonbothsidesofthe=sign
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
FinancialPlans:Icancreateasimplefinancialplanknowingthatfinancialliteracyisimportanttooperatingintherealworld.
LearningTargets:IcanusethefourMathsproficienciestodevelopafinancialplantoassistmeinreallifedealingsinvolvingmoney.Icanbreakaproblemintosegmentstoenablemetocalculateananswerwithaccuracy.Icancompletemycalculationsinaneatandorganisedmannertoassistwithaccuracy.
Youhavebeengiven$150.00fortheweek.Usingthesupermarketcatalogue,createmealsfortheweek.Youmusthavebreakfast,lunchanddinnerfor7days.Showallworkingout.Process:● Icanidentifyandlist
appropriateitems.● Icandeterminetheexact
costofoneoftheseitems.● Icanusequantities
appropriatetotheplan,andknowhowtomultiply.
● Icanshowasubtotal.● Icanaddorsubtracta
runningtotal.
Iknowwhatafinancialplanis.Iknowhowtoaccessdigitaltechnologiestodeterminetherealcostofonlineitems.Icanbuyitemsforonemeal.Icanbuyitemsformealsforaday.Icanaddandsubtractmoney(decimalknowledge).Icancalculatechangetothenearest5cIcanwriteamountsofmoneycorrectly.Icanroundmoneyofftoestimateatotal.
CFA’sdesignedbytheteamthathavebeenbrokendownintosegmentsofunderstanding.UseofMicrosoftExceltodevelopatableusingtherigor.egWhatisafinancialplan?Whatwouldyouhaveforlunch?Howmuchwoulditcost?etc
Term2Week6-11
Icancreatemorecomplexfinancialplans,involvinggross,netandpercentage.UseformulasinMicrosoftExcel.
Icanusemovementvocabularytodescribetranslations,reflectionsandrotationsof2Dshapes.LEARNINGTARGETSIknowwhateachoftheabovewordsmeanand
Icandescribe,drawanddemonstratehowtoREFLECT,TRANSLATEandROTATE2DimensionalShapes.
Flips/ReflectSlides/TranslateTurns(basic)/Rotation
Symbolsandshapelineandrotationalsymmetryworksample.
Term1week7-8
360degreesunderstandingsusingcirclesetc
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
howtodemonstratemyunderstandingofeach.Icanuseconcretematerialsaswellasdrawingtoolstodemonstratemyunderstanding.Icanidentifylineandrotationalsymmetryofashape.
Icanidentify,understandanddrawlinesymmetry.Icanidentifyandexplainrotationalsymmetryandstatetheorder.Icanmanuallycut,foldandturn(rotational)shapestojustifymyanswers.
degreesangles
Symbolsandshapelineandrotationalsymmetryworksample.
Term2week6-7
Usingmorecomplexshapes.Usingshapesthathaveirregularrotationalsymmetry.
Icanusegridsandmultimodaldevicestoenlargefamiliartwo-dimensionalshapes.LEARNINGTARGETSIcanunderstandhowgridsworkandhowtheycanhelpenlargeshapes.Icanmakeagridtoshowmyunderstandingofgridsandproduceanenlargedtask.
Icanrepresentenlargedshapesusingmultimodalmethods.Computerprogramsforreasoningandunderstanding:-googlesketchDifferentsizedgrids/scales
Ratio2Dshapessimplesymmetry
Worksampleusingsmallerandlargergridsandboxes.
Term2week8
Icanusegridstoenlargesimpledrawings.
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
IcancompletethisenlarginginaneatandorganisedmannerIcanuseagridreferencesystemtodescribelocations.Describeroutesusinglandmarksanddirectionallanguage.LearningTarget:- Icanuseestimationas
astrategy- Forexample:“Ithink
thatisaboutNorthWest”
- Icangiveandfollowdirectionsusingformaldirectionallanguage.
- IcanuseGooglemapstosolvereallifemappingactivities.
Tousemapsandgridstodescribeandinterpretroutesandlocations.Use:Streetnames,directiontravelled(NESW),whichwaytoturn,Icanusemultimodalresources:GoogleMaps,VicRoads/Melways,Compass,IllustratedMapwithscale,Ipad/iPhone,GPS(NavMan,TomTom)Icandescribethestepbystepdirections.Icanusemorespecificvocabulary:NorthNorthEast,NorthNorthWest,SouthSouthEast,SouthSouthWest.EstimatedistancetravelledANDestimatethedistance‘asthecrowflies’.
North,East,SouthWest.Howtoreadagrid:A1,B2,C2,etc…LeftandRightissubjective.
CFAasdeterminedbytheteam.(ACARAexamples)Designaroutearoundthecity.(Asperourcityexcursion)Displayitusingdirectionallanguage.Alsoshowthesamerouteongooglemaps.
TermThree,Week5-8
IcanreadandinterpretmorecomplexmapsandgridsbeyondthecoreEssentialLearning.Icandesignmorecomplexmapsandplandirectionsfortheseanddirectotherstofollowtheseinstructions.
Icanaskquestions,constructappropriate
IunderstandthepurposeofasurveyandhowtographdatasothatitisEASIERto
Limityouroptions.Quantitativenotqualitative.
CFAsurveytheclasswithanoriginalquestion,
Term2weeks9,10,11
Sidebysidecolumngraphsfor2categoricalvariables.
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
displaysofdataandinterpretresults.Icanread,interpretandconstructavarietyofgraphs.Theseinclude:BargraphsHistogramPiegraphsLinegraphs
interpretthanjustnumbers.Icancalibrateandunderstandthecalibrationsofagraph.Icaninterpretandconstructavarietyofcolumns,dot,tables,pie,bar,line,
HowtousearulerandBasicMicrosoftExceltocreateaneffectiveGraphDisplay.
collectandcollatedataandproduceahighlevelgraphanddiscusstheresults.Eithercolumngraphorapicturegraphwherethepicisworthmorethan1sample.
(ConceptImmigration)
Linegraphswithmorecomplexinformation.
Icanlistoutcomesofchanceexperimentsinvolvingequallylikelyoutcomesandrepresentprobabilitiesofthoseoutcomes.LearningTarget:- Icanuseestimationas
astrategy- Icansystematically
deducetheprobabilityofanoutcomebyusingthemostappropriatestrategy
- fractions/partofawhole/percentages
- 0to1- Icanconductchance
experimentsandinvestigatetheprobabilityinvolvedin
Beforeusinganystatistics,determinetheprobabilityvariations.Icandeterminethepossibleresultsandselectthebeststrategytolistpossibleoutcomes:TreeDiagramTableOrganised&systematiclistIcanrepresentthestatistics/datausingfractions,decimalsandpercentages.Icanusetheoutcomestodeterminetoprobability/chance.Tounderstandthatthe
Chancehasnomemory,iftheeventkeepsreturningtotheinitial.IdentifyeverydayeventswhereoneeventcannothappeniftheotherhappensSimple/CommonfractionsProbabilitylines(rangingfromzerotoone)ChanceLanguage:Improbable,Probably,definitely,possible,impossible,likely,unlikelyetc.
CFAasdeterminedbytheteam.(ACARAexamples)Designanexperiment,determineallthepossibilities,collectdataanddisplay.
TermThreeWeek9,10TermFourWeek1,2,3,
Ican:-representprobabilitiesassimpleratiosandfractions-specify,listandcommunicateprobabilitiesofeventsusingfractions,decimalsandpercentages
2018SEM2ELSPMATHEMATICSYR5
*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.
them. probabilityofaneventisanumberbetween0and1thatisameasureofthechancethatagiveneventwilloccur.Aprobabilityof0indicatesimpossibilityandthatof1indicatescertainty.Aprobabilityof½indicatesanevenchanceoftheeventoccurring