Open Term 4

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Developed by Sue ORegan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS, 2008

Term 4Mathematics Scope and Continuum:

Linking Support Material to the Syllabus

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Yearly Overview

Week Term 1 Term 2 Term 3 Term 4

Week 1 Assessment Revision Revision RevisionSENA 1&2, Counting On Whole Numbers Whole Numbers 2D Space

Week 2 Whole Numbers Patterns and Algebra Patterns and Algebra Patterns and Algebra

Time Mass Position 3D Space

Week 3 Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra

Time Time Mass Volume and Capacity

Week 4 Patterns and Algebra Addition and Subtraction Addition and Subtraction Addition and Subtraction

Data Money Money Length

Week 5 Addition and Subtraction Addition and Subtraction Addition and Subtraction Addition and Subtraction

Money Length Time Mass

Week 6 Addition and Subtraction Multiplication and Division Multiplication and Division Multiplication and Division

Chance 2D Space 2D Space - Angles Position

Week 7 Multiplication and Division Multiplication and Division Multiplication and Division Multiplication and Division

2D Space Data Area Area

Week 8 Multiplication and Division Fractions relate to area Fractions and Decimals Fractions and Decimals

2D Space - Angles Area Data Time

Week 9 Fractions relate to length Fractions and Decimals Fractions and Decimals Fractions and Decimals

Length 3D Space Length Chance

Week 10 Volume and Capacity Position Chance Revision

Position Volume and Capacity 3D Space

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Daily Counting Lesson Warm-up (5 to 10 minutes)Whole Number and Patterns and Algebra concepts form the basis of many sub-strands of Number and require continuous, daily development and consolidation.

Strand ES1 S1 S2 S3Daily

LessonIntro

5-10min

Whole Numberincludes countingstrategies, numberrelationships and

the concept of place

value.Counting is an

importantcomponent of

number and theearly learning of

operations. There isa distinction

between countingby rote and countingwith understanding.Regularly counting

forwards andbackwards from a

given number willfamiliarise studentswith the sequence.

NES1.1

Count forward to 30, from agiven number

Count backwards from a givennumber, in the range 0-20

NS1.1

Count forwards and backwards by ones, twos andfive

Count forwards and backwards by tens, on and offthe decade

NS2.1

Count forwards and backwardsby tens or hundreds, on and off thedecade

Stage 3 needconsolidation of thecounting sequence byextending S2 to countingby thousands ensuringthat they have an idea ofthe magnitude ofnumbers of any size.

IWB Resource100 Chart Notebook(Developed By JoshStephens - Centaur PS)

http://www.numbernut.com/basic/activitie

s/number_4card_count1-10.shtml

Counting forwards to 30 from agiven number

Counting backwards from a givennumber in the range 0 to 20

Identifying the number before andthe number after a given number

Counting with one to onecorrespondence

Recognising a dot patterninstantly for numbers up to seven(Subitising)


Counting forwards or backwards by ones, from agiven two-digit number

Identifying the number before and the number after agiven two-digit number

Counting and representing large sets of objects bysystematically grouping in tens

Using a number line or hundreds chart to assist withcounting and ordering

Counting forward and backwards by 2s, 5s and 10sCounting forwards and backwards by tens, on and offthe decade

Counting forwards and backwards by ones, from agiven three-digit number Identifying the number beforeand the number after a given three-digit number


http://www.numbernut.com/basic/activities/number_moreless_1-1000.shtml

http://www.numbernut.com/basic/activities/number_4bar_1-1000.shtml

Identifying the number before

and the number after a given two,three or four-digit number

Counting forwards andbackwards by tens or hundreds onand off the decade

NAPLAN Strategies Doc 2008

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basic/activities/number_4bar_1-10000.shtml

http://www.numbernut.com/basic/activities/number_moreless_1-10000.shtml

Identifying the numberbefore and the number

after a given two, three,four(and five) -digitnumber

Counting forwards andbackwards by tens,hundreds (and thous ands)

on and off the decade

Patterns andAlgebraincludes theexploration of

number and pre-algebra concepts bypattern making(replicate, complete,continue), anddiscussing,generalising, andrecordingobservations in avariety of ways.

PAES1.1

Recognise, describe, createand continue repeating patterns

Continue simple number

patterns that increase or decrease Use the term is the same as todescribe equality

PAS1.1

Create, represent and continue a variety of numberpatterns and supply missing elements

Make generalisations about number relationships

PAS2.1

Generate, describe, recordnumber patterns using a variety ofstrategies

Complete simple numbersentences by calculating the valueof a missing number

PAS3.1a

Describe a patternin words in more thanone way

Recognising, copying, andcontinuing repeating patterns usingsounds, actions, shapes, objects orpicturesDescribing a repeating pattern interms of a number pattern

Recognising and describing patterns whencounting forwards or backwards by ones, twos, fives, ortens

Representing number patterns on a number line orhundred chart

Determining missing elements in a number pattern

Identifying and describing numberpatterns when counting forwards andbackwards by threes, fours, sixes,sevens, eights & nines

Describing a simple numberpattern in words

Determine a rule todescribe numberpatterns

Interactive 100 Chartfor Mac Computers
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Topic ES1 ST1 ST2 ST3 ST4

Week 1 REVISION OF NUMBER REVISION OF NUMBER REVISION OF NUMBER REVISION OF NUMBER REVISION OF NUMBER

Week 1 2D SpaceStudents developverbal, visual andmentalrepresentations oflines, angles and two-

dimensional shapes,their parts andproperties, anddifferent orientations

SGES1.2

Manipulate, sort anddescribe 2D shapes

Identify and name circles,squares, triangles and

rectangles in pictures and theenvironment, and presentedin different orientations

Represent 2D shapesusing a variety of materials

Identify and draw straightand curved lines

SGS1.2

Identify, name, compareand represent hexagons,rhombuses and trapeziumspresented in differentorientations

Make tessellating designsusing flips, slides and turns

Identify a line ofsymmetry

Identify and nameparallel, vertical andhorizontal lines

Identify corners as angles Compare angles byplacing one angle on top ofanother

SGS2.2a

Identify and namepentagons, octagons andparallelograms presented indifferent orientations

Compare and describespecial groups of

quadrilaterals

Make tessellating designsby reflecting, translating androtating

Find all lines of symmetryfor a two-dimensional shape

Recognise openings,slopes and turns as angles

Describe angles usingeveryday language and theterm right

Compare angles usinginformal means

SG3.2a

Identify right-angled,isosceles, equilateral andscalene triangles

Identify and draw regular

and irregular 2D shapes Identify and name partsof a circle

Enlarge and reduceshapes, pictures and maps

Identify shapes that haverotational symmetry

Classify angles as right,acute, obtuse, reflex, straightor a revolution

Measure in degrees andconstruct angles using aprotractor

SG4.3

Classify, construct anddetermine properties oftriangles and quadrilaterals

Investigate similar figures

and interpret and constructscale drawings

Complete simplenumerical exercises based ongeometrical properties

Classify angles anddetermine angle relationships

Construct parallel andperpendicular lines anddetermine associated angleproperties

Syllabus Page : 124 Syllabus Page : 125 Syllabus Page : 126-127 Syllabus Page : 128-129 Syllabus Page : 130-131

Syllabus Sample Units ofWork

76 - 79

Syllabus Sample Units ofWork

147 - 150


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Teaching Space & GeometryCD (Contact your localNumeracy Consultant toaccess this resource)


SMART Notebook Lessons

Straight and Curved Lines

Identify and draw lines


Identify and name parallel,vertical and horizontal lines


Find all lines of symmetry fora two-dimensional shape


Identify shapes that haverotational symmetry

Learning Objects

CMIT WebsiteGeoboard

Learning Federation - TALEShape Overlays: Find & CutShape Overlays: PictureStudioAttribute blocksLadybird MazesPentominoes

Tessellations

Learning Objects


Learning Federation - TALEShape MakerAttribute blocksLadybird MazesPentominoesTessellationsPattern Blocks

Learning Objects


Learning Federation - TALEShape makerAttribute blocksLadybird MazesPentominoesTessellationsPattern Blocks

GeoboardsCongruent trianglesPlatonic SolidsPolyominoes

Learning Objects

Learning Federation - TALEViewfinderViewfinder: backwards glanceViewfinder: up frontViewfinder: flip sideCompound shapesExploring Space Series of 6PentominoesTessellationsPattern Blocks

GeoboardsGeoboard coordinateGeoboard isometricCongruent trianglesPlatonic SolidsPolyominoesTurtle GeometryGolden Rectangle

IWB Resources viaStandards Site UK

Interactive Symmetry

Symmetry Instructions






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etry/symmetry_2_4.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Symmetry/num_itp_symmetry_2_2.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Symmetry/symmetry_2_4.ziphttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Identify%20shapes%20that%20have%20rotational%20symmetry.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Identify%20shapes%20that%20have%20rotational%20symmetry.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Find%20all%20lines%20of%20symmetry%20for%20a%20two%20dimensional%20shape.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Find%20all%20lines%20of%20symmetry%20for%20a%20two%20dimensional%20shape.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Identify%20and%20name%20parallel%20vertical%20and%20horizontal.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Identify%20and%20name%20parallel%20vertical%20and%20horizontal.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Identify%20and%20draw%20straight%20and%20curved%20lines.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/straight%20and%20curved.notebook

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Other Websites

http://pbskids.org/curiousgeorge/games/i_love_shapes/i_love_shapes.html

http://www.primaryresources.co.uk/online/simpleshapesort.

swf

Other Websites

http://pbskids.org/curiousgeorge/games/i_love_shapes/i_love_shapes.html

http://www.amblesideprimary.com/ambleweb/shapebase/db

.htm

http://pbskids.org/caillou/imm

ersivegames/

Other Websites

http://www.amblesideprimary.com/ambleweb/sketchpad/index.htm

http://www.amblesideprimary.com/ambleweb/shapebase/db

.htm

Other Websites

http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/angleshapes.html

http://www.mathplayground.c

om/alienangles.html

http://www.amblesideprimary.

com/ambleweb/sketchpad/index.htm

http://www.mathplayground.com/shape_inlay.html
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Week 2 Patterns andAlgebraStudents developskills in creating,describing andrecording numberpatterns as well as anunderstanding of therelationships betweennumbers

PAES1.1

Recognise, describe,create and continue repeatingpatterns

Continue simple numberpatterns that increase ordecrease

Use the term is the sameas to describe equality

PAS1.1

Create, represent andcontinue a variety of numberpatterns and supply missingelements

Build numberrelationships by relatingaddition and subtraction factsto at least 20

Make generalisations

about number relationships Use the equals sign torecord equivalent numberrelationships

PAS2.1

Generate, describe,record number patterns usinga variety of strategies

Build numberrelationships by relatingmultiplication and divisionfacts to at least 10 x 10

Complete simple numbersentences by calculating the

value of a missing number

PAS3.1a

Build simple geometricpatterns involving multiples

Complete a table ofvalues for geometric andnumber patterns

Describe a pattern inwords in more than one way

PAS3.1b Construct, verify andcomplete number sentencesinvolving the four operationswith a variety of numbers

Algebraic TechniquesPAS4.1

Use letters to representnumbers

Translate between wordsand algebraic symbols andbetween algebraic symbolsand word

Recognise and usesimple equivalent algebraic

expressionsPAS4.2

Create, record anddescribe number patternsusing words

Use algebraic symbols totranslate descriptions ofnumber patterns

Represent numberpattern relationships as apoint on a gridPAS4.3

Use the algebraic symbolto simplify, expand and

factorise simple algebraicexpressions

Substitute into algebraicexpressionsPAS4.4

Solve linear equationsand word problems usingalgebraPAS4.5

Interpret the numberplane and locate orderedpairs

Graph and interpret linear

relationships created fromsimple number patterns andequations

Syllabus Page :73 Syllabus Page : 74 Syllabus Page : 75 Syllabus Page : 76 Syllabus Page : 78

Syllabus Sample Units ofWork60 - 65
http://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2073.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2073.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2074.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2074.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2075.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2075.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2076-77.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2076-77.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2078-83.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2078-83.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Maths_K-6_sample_units/maths_k6_sample%2060-65.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Maths_K-6_sample_units/maths_k6_sample%2060-65.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Maths_K-6_sample_units/maths_k6_sample%2060-65.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2078-83.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2076-77.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2075.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2074.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/K-6%20Mathematics%20Syllabus/K6%20Maths%20Syllabus%2073.pdf

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DENS 1

26,27,47,48,109,111,115

DENS 1

149,151,153,155

DENS 2

42,44,46,174,176,178

DENS 2

174,176,178

Talking About Patterns &Algebra online eBook




Counting On ActivitiesAFLgebra

Counting On - ActivitiesAFLgebra

Card and Dice Games

Place in Order

Card and Dice Games

Place in Order

Card and Dice Games

Four KingsUp and Down

Card and Dice Games

Up and DownMake a Pattern

Card and Dice Games

Up and Down
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7/29/2019 Open Term 4

10/54


Smart Notebook Lessons

Continue patterns thatincrease or decrease

Make a 2 & 3 Pattern

Patterns and Sequences


Missing Elements Pattern


Complete number sentenceswith missing numbers

Smart Notebook Lessons Smart Notebook Lessons

Learning Objects

CMIT WebsiteDominoes

Learning Federation - TALEMonster Choir: patternsMonster Choir: missingmonstersColour Patterns

Learning Objects

CMIT WebsiteCalendar

Learning Federation - TALEBalance the CupsBalance the Cups: use theruleMusical Number Patterns:Musical CounterMusical Number Patterns:Music MakerMonster Choir: Look & Listen

The Number PartnerNumber Partner: Go FigureColour PatternsSquirt: Two containers

Learning Objects

CMIT WebsiteCalendar

Learning Federation - TALEWishball ChallengeThe number partner: go figureMusical number patterns:odds & evens, musical times,music makerVile VendorBalance the cups: use therule 1

Balance the cups: use therule 2Balance the cups: use therule 3Balance the blobs: find therule 1Balance the blobs: find therule 2Balance the blobs: find therule 3Hopper Whole NumbersSquirt Two containersSquirt Two containers: Level1Squirt Two containers: Level

2Attribute TrainsTower of HanoiFunction machineSquirt: Two containers

Learning Objects

Learning Federation - TALEMusical number patterns:odds & evens, musical times,music make, the challengerAttribute trainsHopper UltimatePentominoesPascals TrianglePattern BlocksColour PatternsAlgebra Balance ScalesAttribute Blocks

Balance the Blobs ; find therule 3Balance the Blobs : Find theRule 2Squirt: Three containersFilling glasses- create theright glassBridge Builder- complexpentagonsBridge Builder- complexsquaresBridge Builder- quadrilateralsBridge Builder- Triangles 1Bridge Builder- Triangles 2Tower of Hanoi

Algebra Balance ScalesSeries of 2Function machineExploring Algebra

Learning Objects

Learning Federation - TALESquirt three containersSeries of 4Bridge Builder- complexpentagonsBridge Builder- complexsquaresBridge Builder- quadrilateralsBridge Builder- Triangles 1Bridge Builder- Triangles 2Biscuit factory
http://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Countine%20simple%20number%20patterns%20that%20increase%20or%20decrease.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Countine%20simple%20number%20patterns%20that%20increase%20or%20decrease.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Countine%20simple%20number%20patterns%20that%20increase%20or%20decrease.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Complete%20simple%20number%20sentences%20by%20calculating%20the%20value%20of%20a%20missing%20number.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Complete%20simple%20number%20sentences%20by%20calculating%20the%20value%20of%20a%20missing%20number.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/PAS2.1-generate%20describe%20and%20create%20number%20patterns.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/PAS2.1-generate%20describe%20and%20create%20number%20patterns.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/PAS2.1-generate%20describe%20and%20create%20number%20patterns.notebookhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/PAS2.1-generate%20describe%20and%20create%20number%20patterns.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/PAS2.1-generate%20describe%20and%20create%20number%20patterns.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Complete%20simple%20number%20sentences%20by%20calculating%20the%20value%20of%20a%20missing%20number.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Countine%20simple%20number%20patterns%20that%20increase%20or%20decrease.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%204/Countine%20simple%20number%20patterns%20that%20increase%20or%20decrease.notebook

7/29/2019 Open Term 4

11/54



Interactive 100 chart(Number Grid)100 chart instructions







Other Websites

http://www.gingerbooth.com/flash/patblocks/patblocks.php

http://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.html

Other Websites


http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/5_Patterns/index.html

http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=5

Other Websites


http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a(Sequences)

http://pbskids.org/cyberchase/webisode_1/web_1game.html

Other Websites

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/years7_10/teaching/algebra.htm

The Hundred Square,

Other Websites

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/years7_10/teaching/algebra.htm

http://www.mathplayground.com/locate_aliens.html

Week 2 3D SpaceStudents develop

verbal, visual andmentalrepresentations ofthree-dimensionalobjects, their partsand properties anddifferent orientations

SGES1.

Manipulate and sort 3D

objects found in theenvironment

Describe features of 3 Dobjects using every daylanguage

Use informal names for 3D objects

SGS1.1

Name, describe, sort and

model cones, cubes,cylinders, spheres and prisms

Recognise 3D objects inpictures and the environment,and presented in differentorientations

Recognise that 3 Dobjects look different fromdifferent points of view

SGS2.1

Name, describe, sort,

make and sketch prisms,pyramids, cylinders, conesand spheres

Create nets fromeveryday packages

Describe cross sectionsof 3D objects

SGS3.1

Identify 3D objects,

including particular prismsand pyramids, on the basis oftheir properties

Construct 3D modelsgiven drawings of differentviews

Properties and solidsSGS4.1

Determine properties of

3D objects Investigate Platonic solids Investigate Eulersrelationship for convexpolyhedra

Make isometric drawings

Syllabus Page : 118 Syllabus Page : 119 Syllabus Page : 120 Syllabus Page : 121 Syllabus Page : 122-123

Syllabus Sample Units ofWork143 - 147




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