MATHS OVERVIEW, TERM 1 - The Curriculum Web viewmake appropriate word selections and decode and ......

MATHS OVERVIEW, TERM 1YEAR LEVEL CONTENT DESCRIPTORS ASSESSMENT

Year 2 Number & Algebra Investigation:DURATION ACMNA026 Investigate number sequences, initially those increasing and

decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences.ACMNA027 Recognise, model, represent and order numbers to at least 1000ACMNA028 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient countingACMNA029 Explore the connection between addition and subtractionACMNA030 Solve simple addition and subtraction problems using a range of efficient mental and written strategiesACMNA031 Recognise and represent multiplication as repeated addition, groups and arraysACMNA032 Recognise and represent division as grouping into equal sets and solve simple problems using these representationsACMNA033 Recognise and interpret common uses of halves, quarters and eighths of shapes and collectionsACMNA034 Count and order small collections of Australian coins and notes according to their valueACMNA035 Describe patterns with numbers and identify missing elementsACMNA036 Solve problems by using number sentences for addition or subtraction

Number and AlgebraWork SamplesChecklist

Ways of collecting information by using counting patterns to determine ‘how many’.

How many noses on the page?What counting pattern did you use?How many clown legs are there? What counting pattern did you use?How many clown hands are there?Students circle each question on a scanned copy of the page on the interactive whiteboard.

8 WeeksLINKS TO OTHER

LA’sEnglishTechnologyThe Arts

DEVELOPING INQUIRING & REFLECTIVE LEARNERSCOMMUNITY CONTRIBURORLEADER AND COLLABORATOREFFECTIVE COMMUNICATORACTIVE INVESTIGATORDESIGNER AND CREATORQUALITY PRODUCER

Diocese of Cairns, Catholic Education Services

Measurement & Geometry ACMMG037 Compare and order several shapes and objects based on

appropriate uniform informal units length, area, volume and capacity usingACMMG038 Compare masses of objects using balance scalesACMMG039 Tell time to the quarter-hour, using the language of 'past' and 'to'ACMMG040 Name and order months and seasonsACMMG041 Use a calendar to identify the date and determine the number of days in each monthACMMG042 Describe and draw two-dimensional shapes, with and without digital technologiesACMMG043 Describe the features of three-dimensionalACMMG044 Interpret simple maps of familiar locations and identify the relative positions of key featuresACMMG045 Investigate the effect of one-step slides and flips with and without digital technologiesACMMG046 Identify and describe half and quarter turns

Using units of measurementObservationWork SamplePeer EvaluationDigital RecordChecklist

Students compare and order a set of clown shoes from smallest to biggest.Students investigate informal units of measurement by measuring a consistent length using individually made clown shoes. Students compare results by completing a peer evaluation to reflect on the reasons for the different outcomes.

Statistics & ProbabilityACMSP047 Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ACMSP048 Identify a question of interest based on one categorical variable. Gather data relevant to the questionACMSP049 Collect, check and classify data

ACMSP050 Create displays of data using lists, table and picture graphs and interpret them

Statistics and ProbabilitiesCollect Data and Display DataChecklistStudents identify a question of interest appropriate for data collection.

Work SampleStudents create a display of data and explain reasoning for choice of display.Students answer relevant questions by interpreting their displays. Students write 3 questions based on their graph.


CROSS CURRICULAR PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


2. current environmental issues

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their


ideas transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


Week: 1 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORSNumber & Algebra ACMNA026 ACMNA027 ACMNA028 ACMNA029 ACMNA030 ACMNA031 ACMNA032 ACMNA033 ACMNA034 ACMNA035 ACMNA036

Measurement & Geometry ACMMG037 ACMMG038 ACMMG039 ACMMG040 ACMMG041 ACMMG042 ACMMG043 ACMMG044 ACMMG045 ACMMG046

Statistics & Probability ACMSP047 ACMSP048 ACMSP049 ACMSP050

IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESDescribes mathematical situations using everyday and mathematical language, actions, materials and diagrams

Teacher Instruction Shared/Independent Practice AssessmentModel counting students hands, feet,

eyes by lining students up in a line and counting different body parts.

Model counting patterns 2’s 3’s 5’s 10’s using the clown template.

Model counting from any given number using a number board ie. counting in 2’s starting 24

Using a function machine..

Students colour and decorate paper clowns. They use these clowns throughout the unit (see appendix).

Count hands, feet, eyes, noses, fingers, pom poms of clowns hat (3‘s) of laminated clowns.

Continue a counting a number pattern. Identifying a missing number in a pattern

using function machine and/or blank number line.

Student investigate ways of collecting information by using counting patterns to determine ‘how many’. Students use page 10-11 of student jourbal and answer the following questions.

How many noses on the page?What counting pattern did you use?How many clown legs are there? What counting pattern did you use?How many clown fingers are there?

MENTAL COMPUTATION☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGENumbers 1-100, counting forwards, counting backwards, before, after, more than, less than, makes, get, join, total, add, add, combing, equals, doubles, count on

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus See shared practice Focus See shared practice Focus c Focus See shared practice

RESOURCESRefer to Mental Computations Booklet on myclasses

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESDescribes mathematical situations using everyday and mathematical language, actions, materials and diagramsGathers and organizes data, represents in columns and pictures graphs and interprets results

Teacher Instruction Shared/Independent Practice AssessmentModel measuring with informal units. This can be done by measuring a chair using a clown shoeModel explaining reasoning in everyday language.

Use informal measurements to measure objects in the classroom.

Compare lengths of different objects using a pieces of string.

Order clown shoes ie smallest to biggest, thinnest to widest

Model differentiating between size. Model which is shorter which is longer, which is bigger which is smaller using The Clown’s New Clothes’

Measure a consist area of the classroom using individually designed clown shoes.Compare results.Explain reasoning in everyday language.

MENTAL COMPUTATION☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGEtall, taller, short, shorter, long, longer, deep, wide, wider, as tall as, length, longer than, about the same, as long as, not as long as

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus See shared practice Focus See shared practice Focus See shared practice Focus See shared practice

RESOURCESOrigo Big Books-Clowning Around written by James Burnett and Calvin Irons

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10




IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESDescribes mathematical situations using everyday and mathematical language, actions, materials and diagramsGathers and organizes data, represents in columns and pictures graphs and interprets results

Teacher Instruction Shared/Independent Practice AssessmentRead the story ‘Clowning Around’. Model forming a question with the students providing yes/ no responses by placing a named peg on their choice (teacher provides a yes string and a no string for students to peg their peg on).Model forming a simple question with multiple answers.Model tallying the variety of animals in a circus.Use the FISH strategy to model a variety of ways to collect and display data.Model using graph from Scootle.Model interpreting data from the graph ‘What is your favourite circus animal?’. Create lists, tables, picture graphs.

In a group students form and write questions with yes/no responses for the class to answer.Example: Do you like clowns -yes or no?In a group students form simple questions relevant to the book. Students select possible responses. Example: What’s your favourite circus animal?In groups, students tally the variety of favourite circus animals.In groups, students are provided with a variety of opportunities to investigate recording and displaying data.

Students independently collect data from pages 10 and 11 of Clowning Around.Students create a data display and justify their choice of data display.Suitable Substitution:Use clowns designed earlier in the lesson instead of pages 10-11 should the text not be available.Sample Investigation:Collect and display data of the different coloured noses the clowns have.

MENTAL COMPUTATION☐Rehearse ☐Recall ☐Refresh☐Refine ☐Read ☐Reason

MATHEMATICAL LANGUAGEmore, most, less, least, row, column, graph, same, largest, smallest, compare, sort, objects, pictures, group, classify, less than, different from, most popular, not the same as, more than, not as many, next largest

- GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus See shared practice Focus See shared practice Focus See shared practice Focus See shared practice

RESOURCESOrigo Big Books-Clowning Around written by James Burnett and Calvin Irons-The Clowns New Clothes written by James Burnett and Calvin IronsFunction MachineNumberlinesNumberboard


Classifying ObjectsA set of 5 clown shoes for Assessment Task 1Clown templatePegsClown face template for AvatarBottle topArt supplies - Clown shoesCircular stickers - Nose pictorial graphGraph templateTable templateFISH StrategyGraph - http://www.scootle.edu.au/ec/viewing/L3512/applet.html

REFLECTION


CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written,


dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials


Assessment Tasks-Clowning Around Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name: Year Level: 2

Name of Task: Clowning Around Teacher:

Type of Task: ☐ Oral ☐ Written ☐ Other

Task Conditions: ☐ Individual ☐ Pair ☐ Group Work☐ In Class ☐ Homework ☐ Other

Opportunities toAccess ☐ Books ☐ Notes ☐ Library ☐ TechnologyAssessed by ☐ Self ☐ Peer ☐ TeacherTask Description:

Answer the following simple question. “How many different clown noses are in the picture?”

Collect data on the number and colour of clown noses in a given picture/display and record the results.

Collate this information to create a display either as a list, table or picture graph to represent the findings.

Reflect and interpret the results

Task Procedure

1. You are presented with page 10-11 of “Clowning Around” by James Burnett and Calvin Irons and the question “How many different noses are in the picture?”

2. Decide on a way to organise and collect your data and record.

3. Choose the best way of displaying your data for the class.

4. Reflect on your display and answer the following questions to interpret your results.


What is the total number of noses?

Which colour nose is the most popular?

Which colour is the least popular?

CRITERIA SHEET TITLE

Criteria(3-point scale)

3 2 1

Recognise the usefulness of tally marks

Identifies and collects relevant data using tally marks.

Identifies and collects data using other methods. Needs assistance to collect data.

Data display Creates a display that represents data accurately and represents additional information

Creates a display that represents data accurately using one-to-one correspondence.

Needs assistance to create display.

Interprets results Interprets the graph by correctly answering all questions.

Interprets the graph by correctly answering more than one question.

Has difficulty answering questions.

Signed: Date:

Assessment Tasks-Too Big For My Shoes Logo

Date commenced: Date due:

Learning Area/s: Mathematics


Insert logo

Feedback

Student Name: Year Level: 2

Name of Task: Too Big For My Shoes Teacher:

Type of Task: ☐ Oral ☐ Written ☐ Other

Task Conditions: ☐ Individual ☐ Pair ☐ Group Work☐ In Class ☐ Homework ☐ Other

Opportunities toAccess ☐ Books ☐ Notes ☐ Library ☐ TechnologyAssessed by ☐ Self ☐ Peer ☐ TeacherTask Description:

Measure the classroom from front to back using your own clown shoe. Compare and record your findings

Task Procedure

4. Measure the classroom from front to back using your specially designed clown shoe.

5. Write your findings in your Maths Journal and record your answer.

6. Compare your findings with 2 other students.

7. Answer the following questions in your Maths Journal.

a. What were their results?

b. Are your results all the same?

c. Why/ why not?

d. Can you think of a more accurate way to measure the classroom?

8. Measure the classroom in a more accurate way.


9. Answer the following question in your Maths Journal.

a. If I measured the classroom the same way you did would I get the same results?

b. Why/ why not?

Resources:

Individual Clown Shoe

Math Journal

Peer Evaluation Sheet


Criteria A B C D EThe student work demonstrates evidence of:An ability to compare and order several shapes and objects based on length using appropriate uniform informal unitsMeasures using appropriate informal units.

I accurately measure the classroom.I can accurately measure the classroom using a devised standard form of measurement.

I can accurately measure the classroomI can attempt to measure using a devised standard form of measurement.

I can accurately measure the classroom from front to back.

I need support to accurately measures the classroom.

I need support to measure.

Orders and compares several shapes based on length.

I can record other students results and compare them with my own identifying reasons for differences in accuracy and resultsI can explain and compare the benefits of standard form and non-standard forms of measurement.

I can record other students results and compare them with my own.I can identify reasons for different results.I can explain the benefits of standard form of measurement.

I can records other students results.I can identifies reasons for different results.I can identify a standard form of measurement.

I need support to identify reasons for different results.

I need support to understand my results others


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