3-6+Math+T2+2014

MA2‑1WM MA2‑2WM MA2‑3WM MA2‑18SP S3 MA3‑1WM MA3‑3WM MA3‑18SP ||  || cross country carnival || MA2‑1WM MA2‑3WM MA2‑19SP S3 MA3‑1WM MA3‑2WM MA3‑3WM MA3‑19SP || S2 S3
 * Week || Focus || Outcomes || Thursday || Friday ||
 * 1 || Data || S2
 * 2 || Chance || S2
 * Conduct chance experiments, ** identify and describe possible outcomes, and recognise variation in results
 * Describe possible everyday events ** and order their chances of occurring
 * List outcomes of chance experiments **involving equally likely outcomes and represent probabilities of those outcomes using fractions
 * Compare observed frequencies ** across experiments with expected frequencies

All- ** Heads and Tails Game ** Students stand up and choose to be ‘heads’ (place their hands on their head) or ‘tails’ (place their hands behind their back). The teacher flips a coin and calls out ‘heads’ or ‘tails’. If it is ‘heads’, the students who chose ‘heads’ remain standing and the students who chose ‘tails’ sit down; and the reverse for ‘tails’. Students standing then choose again either ‘heads’ or ‘tails’. The game continues until only one student remains standing and is declared the winner. Possible questions include: ❚ did your choice of ‘heads’ or ‘tails’ affect your chances of getting out? Why? ❚ if the previous toss was ‘heads’, did this affect the chance that the next toss would be ‘heads’? Why? Why not? Students play this game as a class two more times and record and graph the results and then discuss.

S2 **Combination Dressing** Students are told that they will be given three t-shirts and two pairs of trousers and are asked to predict how many different combinations of clothes they could make from them. They work out a strategy and follow it to calculate the number of combinations and compare the results to their predictions.

S3 **Chance Words** Students are given the following chance words on cards: always, never, sometimes, often, might, equal chance, probably, certain, possible, mostly. In groups, students are asked to order them on a number line from 0 (impossible) to 1 (certain). Students compare their order with other groups and discuss. They then match each word with an everyday event eg ‘We sometimes play tips at lunchtime.’ ‘There is an equal chance it will rain tonight.’ ‘The teacher might read the book Pigs Might Fly by Emily Rhodda

Math Plus 3 pg 51 Math Plus 5 pg 20 Math Plus 6 pg 20 || athletics carnival || MA2‑1WM MA2‑2WM MA2‑3WM S3 MA3‑1WM MA3‑2WM MA3‑3WM MA3‑9MG || All: Get students to line up from shortest to tallest. Question the students- who is the tallest, who is the shortest, who is taller than etc.
 * 3 || Length || S2

S2 Students work in small groups to build a tower that is 1 metre high. Students estimate when their tower has reached 1 metre, then measure to check. Students make adjustments to the height of the tower, if necessary. The group reports back to the class on how close their estimate was to 1 metre. Individual students record how the estimate was made, and the measured result. pg 27 TM2 Students work in pairs to find three items in the classroom which have a total length of 25 centimetres. Students record their findings by drawing the items, labeling with the measurements in centimetres, and showing how the three lengths were added to make a total of 25 centimetres. pg 30 TM2
 * Any three items**

S3 Shapes to order Students draw and label rectangles and squares which have specified perimeters, e.g. 20 cm, 36 cm, 1 m 20 cm, 3.6 m. Students work in groups to record as many different rectangles as possible in a set time. Note: 1 cm grid paper may assist students who have difficulty in drawing lines.

ES1/S1 Math Plus 1 pg 33 S2 Math Plus 3 pg71 S3 Math Plus 4 pg59 &5 pg101 || MA2‑1WM MA2‑2WM MA2‑3WM MA2‑10MG S3 MA3‑1WM MA3‑2WM MA3‑10MG || S2 S3
 * 4 || Area || S2
 * Recognise and use formal units** to measure and estimate the areas of rectangles
 * Compare objects ** using familiar metric units of area
 * Calculate the areas ** of rectangles using familiar metric units
 * Solve problems ** involving the comparison of areas using appropriate units || http://www.math-salamanders.com/area-worksheets.html

http://www.google.com.au/imgres?imgurl=http%3A%2F%2Fwww.mathworksheets4kids.com%2Farea%2Frectangle-large.png&imgrefurl=http%3A%2F%2Fwww.mathworksheets4kids.com%2Farea.html&h=630&w=440&tbnid=MGyiZCMUMKeAuM%3A&zoom=1&docid=bKkJ5tfI7bBeNM&ei=1u19U4-5IIL-8QWN8YHoCg&tbm=isch&ved=0CFgQMygHMAc&iact=rc&uact=3&dur=573&page=1&start=0&ndsp=14 || MA2‑1WM MA2‑3WM MA2‑11MG
 * 5 || V&C || S2

S3 MA3‑1M MA3‑2WM MA3‑3WM MA3‑11MG || S2 S3 **Connect decimal representations** to the metric system ||  || MA2‑1WM MA2‑3WM MA2‑12MG S3 MA3‑1WM MA3‑2WM MA3‑12MG || S2 S3 MA2‑1WM MA2‑2WM MA2‑13MG S3 MA3‑1WM MA3‑2WM MA3‑13MG || S2 S3 MA2‑1WM MA2‑2WM MA2‑13MG S3 MA3‑1WM MA3‑2WM MA3‑13MG || S2 S3 MA2‑1WM MA2‑2WM MA2‑3WM MA2‑15MG S3 MA3‑1WM MA3‑2WM MA3‑3WM MA3‑15MG || S2 S3 **Describe** translations, reflections and rotations of two-dimensional shapes ** Identify ** line and rotational symmetries **Identify and name** parts of circles ||  ||
 * Compare **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 16.866666793823242px;">objects using familiar metric units of volume
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Use scaled instruments **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> to measure and compare capacities
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Choose appropriate units **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> of measurement for volume and capacity
 * 6 || Mass || S2
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Measure, order and compare **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> objects using familiar metric units of mass
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Use scaled instruments **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> to measure and compare masses
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 16.866666793823242px;">Choose appropriate units **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 16.866666793823242px;"> of measurement for mass
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Convert between common metric units **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> of mass ||  ||
 * 7 || Time || S2
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Tell time **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> to the minute and investigate the relationship between units of time
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Read and interpret **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> simple timetables, timelines and calendars
 * <span style="font-family: Cambria,serif; font-size: 11pt; line-height: 16.866666793823242px;"> Determine and compare **<span style="font-family: Cambria,serif; font-size: 11pt; line-height: 16.866666793823242px;"> the duration of events
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Interpret and use **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;"> timetables ||  ||
 * 8 || Time || S2
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Tell time **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> to the minute and investigate the relationship between units of time
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Read and interpret **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> simple timetables, timelines and calendars
 * <span style="font-family: Cambria,serif; font-size: 11pt;"> Determine and compare **<span style="font-family: Cambria,serif; font-size: 11pt;"> the duration of events
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Interpret and use **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;"> timetables ||  ||
 * 9 || 2D || S2
 * <span style="font-family: Cambria,serif; font-size: 11pt; line-height: 115%;">Identify **<span style="font-family: Cambria,serif; font-size: 11pt; line-height: 115%;"> symmetry in the environment
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">Create symmetrical patterns, pictures and shapes **<span style="font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%;">, with and without the use of digital technologies