CROYDON HILLS PRIMARY SCHOOL MATHEMATICS TERM OVERVIEW 2015

Level: 5-6

Term: 4

Daily Maths: Warms up / Open-ended tasks / Reflections

Weekly structure guide (5 lessons): 2 in own classes / 3 in maths groups

- Maths Groups to run Monday (11:30-12:30), Tuesday (2:30-3:30), Friday (11:30-12:30)
- Classroom lessons on Wednesday and Thursday
Maths Group Assessment: Submit student notes here!
Total sessions for the term = ???

Focus (number of
sessions)

AusVELS
Achievement Standards and Content Descriptors

Concept: Measurement
(all areas except time)

CONTENTSTRAND
Level4:

Studentsusemetricunitsforlength,massandcapacity.
Studentsusescaledinstrumentstomeasurelength,angle,area,mass,capacityandtemperatureofshapesandobjects.

Studentscompareareasofregularandirregularshapes,usinginformalunits.

Studentscreatesymmetricalsimpleandcompositeshapesandpatterns,withandwithouttheuseofdigitaltechnology.Theyclassifyanglesinrelationto
arightangle.Studentsinterpretinformationcontainedinmaps.
Level5:

investigateunitsofmeasurementfromhistoricalandculturalcontextsandconvertbetweenunitsofmetricandotherstandardnonmetricsystemsof
measurement

usesquarecentimetres,squaremetres,squarekilometresandhectaresasunitsofareaandestimateareasbycountingsquare.

describeroutesusinglandmarksandcomparemapswithaerialphotographsorrepresentationscreatedbydigitaltechnology.

Studentsuseappropriateunitsofmeasurementforlength,area,volume,capacityandmass.

calculateperimeterandareaofrectangles.

Studentsuseagridreferencesystemtolocatelandmarks.

Theydescribetransformationsoftwodimensionalshapesandidentifylineandrotationalsymmetry.
Level6:

recognisemetricprefixesandconvertbetweencommonmetricunits

Studentsrelatedecimalstothemetricsystemandchooseappropriateunitsofmeasurementtoperformacalculation.
Theysolveproblemsinvolvinglengthandarea
Makeconnectionsbetweencapacityandvolume.
Level7:

Week 1 - Own classes

5 sessions
Weeks 2-5 - Groups
20 sessions
Well above level (>7.0):
David M (Jacinta)
Above level (6.0-7.0):
Liam
At level (5.5-6.0):
Flick
Below level (4.5-5.5):
Dave S
Well below level (<4.5):
Andrew

Useformulasfortheareaandperimeterofasquareandcalculatethesurfaceareaandvolumeofacube.

Constructparallelandperpendicularlinesandidentifysquares,rectangles,rhombuses,parallelograms,kitesandtrapeziumsbasedontheirproperties.
Studentsuseformulasfortheareaandperimeterofrectangles.Theyclassifytrianglesandquadrilateralsandrepresenttransformationsoftheseshapes
ontheCartesianplane,withandwithouttheuseofdigitaltechnology.

Concept: Statistics and

Probability
Weeks 7-9
15 sessions
Well above level (>7.0):
Andrew
Above level (6.0-7.0):
Flick
At level (5.5-6.0):
Dave S
Below level (4.5-5.5):
Liam
Well below level (<4.5):
David M

CONTENTSTRAND
Level4:

Studentsdescribedifferentmethodsfordatacollectionandrepresentation,andevaluatetheireffectiveness.
Theyconstructdatadisplaysfromgivenorcollecteddata,withandwithouttheuseofdigitaltechnology.
Studentslisttheprobabilitiesofeverydayevents.
Theyidentifydependentandindependentevents.
Level5:

Constructcolumngraphsandpicturegraphswhereonepicturecanrepresentmanydatavaluesfromgivenorcollecteddata,withandwithouttheuseof
digitaltechnology

Recognisethatprobabilitiesrangefrom0to1andplaceeventsinorderonanumberlinefrom0to1basedontheirprobability.
Studentsposequestionstogatherdataandconstructvariousdisplaysappropriateforthedata,withandwithouttheuseofdigitaltechnology.
Theycompareandinterpretdifferentdatasets.
Studentslistoutcomesofchanceexperimentswithequallylikelyoutcomesandassignprobabilitiesasanumberfrom0to1.
Level6:

Evaluatetheeffectivenessofdifferentdisplaysinillustratingdatafeatures,includingvariability

posequestionsandcollectcategoricalornumericaldatabyobservationorsurvey,anddistinguishbetweenasampleandapopulation

recognisethatprobabilitycanbeinterpretedasanexpectedfrequency
representprobabilitiesassimpleratiosandfractions
conductchanceexperimentswithbothsmallandlargenumbersoftrials,usingdigitaltechnology.

Studentsinterpretandcompareavarietyofdatadisplays,includingdisplaysfortwocategoricalvariables.
Theyanalyseandevaluatedatafromsecondarysources.
Studentscompareobservedandexpectedfrequenciesofevents,includingthosewhereoutcomesoftrialsaregeneratedwiththeuseofdigital
technology.
Theyspecify,listandcommunicateprobabilitiesofeventsusingsimpleratios,fractions,decimalsandpercentages.
Level7:
createsidebysidecolumngraphs
interpretsecondarydatapresentedindigitalmediaandelsewhere,includingconsiderationofsampling,misleadingdisplays,biasandpurposerecognise
thatsummarisingdatabycalculatingmeasuresofcentreandspreadcanhelpmakesenseofthedatadeterminethemedianfordifferentdatasets
determineprobabilitiesbysymmetryandcounting.

Studentsidentifyissuesinvolvingthecollectionofdiscreteandcontinuousdatafromprimaryandsecondarysources.
Theyconstructstemandleafplotsanddotplots.
Studentsidentifyorcalculatemean,mode,medianandrangefordatasets,usingdigitaltechnologyforlargerdatasets.
Theydescribetherelationshipbetweenthemedianandmeanindatadisplays.
Studentsdeterminethesamplespaceforsimpleexperimentswithequallylikelyoutcomes,andassignprobabilitiesoutcomes.

CommonAssessmentTasks
AssessmentFORLearning

AssessmentASLearning

AssessmentOFLearning

UnitpretestWeek1

UnitpretestWeek5

Ongoinganecdotalrecords/observationsfrom:
Mixedabilitygroups
Targetedmathsgroups
Openendedactivities

PATMOnlineTestWeek2

MeasurementPosttestWeek5

Moderationofopenendedtaskswithinlevel
(Measurement)

StatisticsandProbabilityposttestWeek9

Reflections
1.321(i)3recalls(factsyourememberasbeingsignificantfromthelesson)2ideasornotions(yougainedfromthelesson),1question(youstillhavefromthelesson).
2.321(ii)3factsyoufoundout2feelingsyoufelt1fingthatwasfun.
3.136Forgroupshare.Asanindividualrecordatleast5thingsyoulearnedorfoundinterestingorarestillhavingtroubleunderstandingfromthelesson.Nowmakea
smallgroupof3,discussandcompareyouritemsfor3minutes.Oneofthethreemakeupacompositelist.Nowthegroupof3joinswithanothergroupof3.Asa6,discussthe
twolistsandthenmakeacombinedsuperlist.Gotoeachgroupof6andhavethemreadoutoneitemfromthelist.Continueuntiltherearenomoreoriginalitems.
4.TwoperStrategy.Ifyouhavejustcompletedanopenended(orclosed)activitywheretheproblemsolvingstrategieswereusedbythestudentsrandomlychoosetwo
studentsperstrategyusedandhavethemcomeouttothefrontoftheclassandexplain/demonstratehowtheyappliedtheirparticularstrategytoachievetheiranswer/s.
6.SecretsofyourSuccess.Havingnotedthosechildrenwhoworkedeffectivelyorgraspedtheconceptbeingintroducedwellorplayedthegamewithgreatuseof
strategies/tacticsorappliedlearnedskillswellask3or4ofthemtocomeouttothefront(aftergivingthemsomeadvancenoticethatyouwillbeaskingthemtodothis)frontof
theclassandpassonthesecretstotheirsuccess.
7.RocketWriting.Informthestudentsthattheyhave4minutes(3minutesforgrades2to4)towriteasmuchastheycanaboutwhattheydid/learnedintheirmathslesson
today.Emphasisethatthereisonly4minutesandthatitmustbeabouttodayslesson.Iprovidethechildrenwithsomesentencestarterstogetthemgoing.Forexample:
*TodayIfoundout.*Ireallyliked.*Imstillnottoosureabout
*NexttimeIwould*Icouldteachsomeoneelseto
*Idiscoveredthat*Ihopewe*Theactivitywasbecause
Callfor5or6volunteers(dontnominate)toreadoneoftheirsentences.

8.TurnandTalk(andusetheterms).Aftertheactivity/lesson,askthechildrentoturnsothattheyarefacingapartner.Nowtellthemthattheyhave3minutestotalk
toeachotheraboutwhattheydid/foundoutintheirmathslesson.Encouragethechildrentousetheterms/languagefromtheirlesson.After3minuteschoose4or5pairsof
studentstosummarisewhattheydiscussedintheirturnandtalk.Encourageappropriateuseofterminology,forexampleandwhatisitwecallthatagainMaddie?
9.See/Saw.Inpairs,onepersongoesfirst(see)tostatesomethingthattheylearned/recallfromtodayslesson/activity.Theotherperson(Saw)thenstatessomethingthey
gainedfromthesession.BacktoSeesturn.ThiscontinuesuntileitherSeeorSawisunabletorecallanotherfactoraspectofthelesson.Ensureyoumoveamongthepairsand
encourageuseofappropriateterminology.Thisshareactivityworksverywithabout5minutestogobeforerecesstime.Personwiththelastgivenfactgoesoutfirst!
10.See/Feel/Hear.Individually,studentscompleteasee/feel/hearYdiagramwritinginatleast3thingsthattheysawduringthesession(observationsofthemselvesand/or
othersduringtheactivity),3feelingstheyfelt(pride,frustration,elation,concern,anxiety,excitementbepreparedtoaskstudentswhytheyfelttheway/stheydid)and3things
thattheyheard(thismayberecalloffacts,specificterminologyandwhatitmeans,thenotionofpossiblestrategiesandthenimplementingthem).

12.PutAPosterUp.Afterthestudentactivitychallengethestudents(eitherinpairsorindividuallyorinasmallgroupiftheywereworkinginthisformatduringthestudent
activity)todesignaposteronA4paperthatgivesadefinitionorinstructionsbasedonwhattheyhavelearned/foundoutduringthelesson.Thispostercanhaveillustrationsandit
mustusetheappropriatemathematicalterminologyandvocabulary.Forexample,thestudentsmayhavejustcompletedalessonontransformations(flips,slidesandturns)and
arenowchallengedtodesignaposterthatclearlyexplainseachofthesetransformations.Thebest3posters(asvotedbythegrade)willbelaminatedanddisplayedforthenext
2or3weeksintheclassroom.
13.TheYouCanDoItClub.TogainaccesstotheveryflashYouCanDoItClubyouneedtoarticulateorallyorinwrittenformyourreasons(justification)forbeing
permittedentryintotheClub.Announcetothestudentsthatyouaretheownerofthe,forexample,MultiplicationClub.IfyouwanttogetintotheMultiplicationClubyouneedto
beabletotellmewhyIshouldletyouin.Whatisitthatyouknow/understandandcandothatwouldhavemeletyouintotheClub?Anystudentseekingentrymustthendetail
theirunderstandingonMultiplicationandgiveanexampletoprovetheirclaimusingtheappropriatevocabulary/terminology.
14.TheShareWalk.Share/reflectionsdonotnecessarilyhavetocomeattheendofthemathslesson.Oneexampleofwhenitissuitableandbeneficialtodoashareduring
thestudentactivityistheSharewalk.Thishappensusuallywhenthechildrenareworkinginpairsorgroupsonarotationofactivities.Afterthefirstorsecondrotationappointa
reporter(usuallyworkswellifthispersonwasalsotheoriginalrecorderforthegroup)whowillremainattheplacewherethegroupwasworking.Thegroupsthenvisitthe
reporterassignedtoeachoftheothergroups.Forexample,ifGroup1wereworkingonActivityA,areporterfromGroupAremainstodothenecessaryexplanationsforthose
groupsvisiting.ThestudentsfromGroup1(withoutthereporter)willbevisitingthereporterfromGroup2whowillexplainwhatGroup2weredoingandwhattheyachievedwhile
doingtheiractivity(activity2),etc.Keepthevisitstoabout2to3minutes.Encouragethereporterstoconsistentlyuseappropriateterminology.
Thereare3rulesforvisitinggroups:
i)Theyarenotallowedtocriticizetheworkofanothergroup
ii)Theymayofferconstructiveadviceorsuggestionsrelatedtohowthegroupmayhavetriedsomethingdifferent
iii)Theymayofferwordsofpraisetothegroupontheirwork/efforts

15.Snap&Chat:takeapictureontheiPadsandshareonthedatapanel.
16.ReflectionStrips:

CHPS MATHEMATICS UNIT PLANNER AusVELS Level 5-6 Term: 3

Year: 2015

TeachingandLearningSequence

MEASUREMENT&GEOMETRY
Vocabulary: centimetres, millimetres, length, area, volume, capacity, length, width, height, area, perimeter, square centimetres, square metres, square
kilometres,hectares

No of
sessions
25
(21 lessons / 4
tests)

Weeks 1-5

Week 1:
Own Classes
(5 lessons - 4
lessons, 1
pre-test)
Week 2:
3 x groups
2 x own class
(1 PAT-M
test)
Week 3:
3 x groups
2 x own class
Week 4:
3 x groups
2 x own class
Week 5:
3 x groups (1
post test)
2 x own class
(1 Stats
pre-test)

Warm Up/Games

Classroom Activities
(classroom = orange, maths groups = blue)

Beat the Teach

Choose 10 items to use in this
activity. It is preferable to run it
weekly and it takes approximately
hour to complete. Focus on
volume, perimeter, mass

Mass
Open-Ended
(Open-Ended Maths Activities, Sullivan/Lilburn, pg 55)
(1) Find two objects that have the same size but different mass.
(4) I put 3 objects on a scale and found their combined mass to be 3kg. What might be
the mass of each object? - Do children use fractions of a kg?
(8) Find four books that have a combined mass of 2kg. - Using and reading scales
accurately.
Mass
Open-Ended
(Open-Ended Maths Activities, Sullivan/Lilburn, pg 56-57)
(2) Can you find a collection of objects with a total mass of 2.5kg?
(6) I bought 500g of fruit. What might I have bought and how much might each piece
weigh? - This task requires a range of fruits.
(12) Make a list of household items that have their mass marked as between 200g and
500g. - Perhaps uses advertising pamphlets, cut and paste to create posters. Or images
from the internet.
Grab the Ruler (The Military Coup)
(Maths on the Go Book 1 pg 52)
Students measure reaction distance accurately and record differences over a number
of events and over time.
Hold the ruler at the 30cm end and tell the student to place their thumb and forefinger
at either side of the ruler as if they are going to grasp it. Tell the student when you
release the ruler they should try to catch it as quickly as possible. Without warning
release the ruler. When they catch it measure the reaction distance by noting where
the thumb and forefinger are. Students can record their measurements in cm and
convert to mm, m etc as an extension. Students might also want to graph it.
Measurement hunt
Provide students with a target number e.g 150cm2 and tell them to find you an object
which is closest to that amount. Could also be used for volume, mass, etc.
Mass
Open-Ended
(Open-Ended Maths Activities, Sullivan/Lilburn, pg 54)
(8) You had a see-saw with someone from your class but you could not make your end
of the see-saw go down. Who might have been sitting on the other end? - Children
could guess first. It is interesting that each child might have a different set of answers.
They could explore whether it matters where they sit? Be sensitive to issues of weight.
(12) What objects can you find in your home that have 1kg marked on them? Take
photos of them.

What is my box?
Provide students with a total
volume and ask them what could
the measurements of the box be.
E.g if the box was 8cm3 it could be
4cm x 2cm x 1cm
Rosies sentence?
Rosie wrote a sentence that was
15cm long. What might the
sentence have been?
Irregular shapes
I have drawn an irregular shape
with a perimeter of 18cm. What
might it look like?
Milk Bottles
Mum bought four bottles that
contained a total of 3.5L of drink.
How much drink might each bottle
contain?
How tall?
http://www.thetallestman.com/
manutebol.htm
Show the students the picture on
the page above and get them to
work out the height of both
basketballers.

Resources

Assessment

WEEK 1:
Measurement Pre-Test
WEEK 2:
PAT-M Online Test
WEEK 5:
Stats and Probability
Pre-Test
WEEK 5:
Measurement Post-Test

Money Measurement (Maths Assessment for Learning: Rich tasks & Work Samples pg
138-140) - You have won a money prize. Your prize can be:
A one litre milk carton filled with 20c coins
or
1kg of $1 coins
or
A line of $2 coins 1metre long (lying flat and touching)
or
A square metre of 5c (lying flat and touching)
Explain which one you will choose?
Bobs Rug (Maths Assessment for Learning: Rich tasks & Work Samples pg 132-137)
Bob bought a square rug for her hallway and each side measured one metre. When she
got home it would not fit in the hallway so she cut the rug up and joined the pieces
together again to make the shape that would fit using all the rug. What might her rug
look like now?
Volume & Capacity
Open-Ended
(Open-Ended Maths Activities, Sullivan/Lilburn, pg 58)
(2) Find/make a container into which you can fit 6 cubes so that they do not move
around too much. (5) Ella used 12 blocks to build a structure. What might the building look like? - Blocks
dont have to be only cubes.
Drink and count
Soft drinks come in a variety of flavours and container sizes and advertising targets kids
and teenagers. How many soft drinks does the average teenager drink in a year? Work
out a way to check your prediction and do it.
Reach and Height
Reach is measured from the fingertips to fingertips when arms are ourstretched from
the shoulder height. The average reach correlates to the persons height.
Who in your class has the greatest difference between their reach and height?
Does the tallest student have the greatest reach?
Does the student with the longest arms have the greatest reach?
http://www.math.afterschooltreats.com/wfdata/frame119-1019/pressrel2.asp
Liams fence
Liam fenced his garden with particular type of fencing that cost $8.25 per metre. He
spent $396 on the fencing and completely enclosed his garden. What might a plan of
Liams garden look like?
Volume & Capacity

Open-Ended
(Open-Ended Maths Activities, Sullivan/Lilburn, pg 61)
(4) Design a building constructed out of 20 cubic blocks. It has some sections that are
more than one storey high. Draw your designs.
(9) In the film Local Hero a man says he will pay $1 for every grain of sand a person can
hold in their hand. How much would this be worth?
Well Read!
How many books would you need to make a stack that would reach the ceiling of your
classroom?
Record your estimate_____________
With a few classmates, discuss how you can check your estimate. Decide on a strategy
and carry it out.
About How Many Is it? (Number Sense 4-6 pg 74-75)
The task requires students to read information on animal weights and compare weights
between different animals.

STATISTICS AND PROBABILITY

Vocabulary:
No of
sessions

15
(14 lessons / 1
tests)

Week 7:
3 x groups
2 x own class
Week 8:
3 x groups
2 x own class

Warm Up/Games
Multo
Playmultiplicationbingowitha
3x3grid.Askkidstoexplainwhy
theychosecertainnumbersor
whatnumbersarebadnumbers.
Thislinksbacktofactorsand
multiples

Classroom Activities
(classroom = orange, maths groups = blue)
Common Names
Jessicas name begins with J and two of her friends have names that begin with J
(Josie and Jane)
What letter seems to be the most common with which to begin a first name? Find this
out for your class? The Senior School? The whole school? How might you find this
information out? How might you present it?
Emily spun a spinner 20 times. It landed on red and yellow eight times each, on green
three times and on blue once. Draw a diagram to show what the spinner might look
like?
Design an activity that could be played at the school fair or fete that has the same
chance as winning a prize as not winning a prize.
A survey of pets owned by the class showed that there were more cats than dogs and
more dogs than birds. What might the graph look like?

Resources

Assessment

WEEK 5:
Statistics and Probability
Pre-Test
WEEK 9: Statistics and
Probability Post-Test

Week 9:
3 x groups
2 x own class

Every Graph Tells a Story (Number Sense 4-6 pg 144)

Students are given a range of graphs and have to provide a story to describe each
graph.

Week 10:
Post-test
first session
of week 10

Weeks
10-11:
Own classes
- revision of
concepts