Year 5: Mathematics

Year Level Theme

Mapping

Duration of Unit
6 weeks Term 2, 2013

ACARA Objectives
ACMMG113: Use a grid reference system to describe locations. Describe routes using landmarks and directional language: 1. comparing aerial views of Country, desert paintings and maps with grid references 2. creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another ACMNA291: Use efficient mental and written strategies and apply appropriate digital technologies to solve problems.

Unit Overview
Maps have five key components: scale, legend, grid, coordinates and compass rose. Each of these parts are vital when interpreting maps. A compass rose has four cardinal directions (N, S, E & W) and four intercardinal directions (NE, NW, SE & SW). A compass rose aids us in orientating maps and finding directions. Scale is used to represent much larger or much smaller relationships in real life. For example, a map of Australia can be scaled down to an A4 size. A scale represents the distance between two objects on the map, whilst also indicating how to calculate the distance between those same two objects in real life. Symbols are used on maps to represent real objects or landmarks found in the world. A legend is used to indicate what each symbol represents. Each map uses a grid overlay and coordinates that are labeled on each axis. The numbered axes can provide coordinate references that relate to a specific point on the map.

Cross Curriculum Priorities

Literacy Numeracy Intercultural Understanding Critical and creative thinking

iMaths Reference

MG11 Map References MG12 Using Scale MG13 Compass Points

Lesson number: 1

Lesson title: Diagnostic Assessment

Selected Learning Outcomes (AC) Mathematics ACMMG113 ACMNA291 English ACELA1504

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Whole class: Have the students complete their 5 minute Mental Maths. Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class. Individually: Have the students complete the tracker tests for iMaths topics MG11, MG12 and MG13. Note: Shortened lesson.

Assessment

Students will:

Mental Maths books.

1. Complete Mental Maths column for iMaths Tracker books. the day and record their scores. TimerTools on SmartBoard 2. Complete the tracker test for iMaths topics MG11, MG12 and MG13. Records sheet.

Diagnostic: The Tracker Test results will directly influence the ability level of the following four lessons and dictate the grouping of children for this Measurement unit. The scores will be tallied in a spreadsheet and attached to the program. Ongoing: Each Thursday and Friday Mental Maths scores will be recorded.

Lesson number: 2

Lesson title: Compass Points

Selected Learning Outcomes (AC) Mathematics ACMMG113 ACMNA291 English ACELA1504

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Whole class: Have the students complete their 5 minute Mental Maths. Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class. Whole class: Introduce the topic for the lesson the compass rose. Explain that by the end of the lesson the class will be able to: correctly label all 8 points of the compass rose and use the compass rose to find directions to and from major cities and countries. ICT: Display the compass rose on the SmartBoard. Ask students to come up to the board and fill in the missing directions.

Assessment

Students will:

Mental Maths books.

1. Complete Mental Maths column for Atlases 1 per child. the day and record their scores. Activity sheet Where in the 2. Identify a compass rose and list the 8 World is Room 17? x 30. directions (N, NE, E, SE, S, SW, W & NW). Extension children will continue to NNE, Compass Rose reference NNW, SSE and SSW. Remedial will label sheets for Maths scrapbooks. 8 on their compass rose for reference x 30. but focus on N, S, E & W throughout the lesson. A4 North, West, East, South indicators. 3. Practise identifying the directions through aural, kinesthetic and visual SelectorTools and TimerTools methods. app. 4. Accurately place the directions on the Records sheet. compass rose. 5. Use a compass rose to identify which direction towns and cities are from other cities or landmarks. For example: Sydney is East of Perth. New Zealand is East of Australia. 6. Write original questions and exchange questions with a partner.

Observation: Interaction between pairs will be observed and close observations will be made of the extension children and remedial groups in order to assess their ability and adjust as necessary. Marking: Sheets will be marked and feedback will be written for the children. If there are any issues they will be addressed before the end of the day in order to provide timely corrections.

Independently: Have each student fill in the directions on their own compass rose. This sheet will be used for reference and glued into their Maths book at the end of the lesson. Ongoing: Each Thursday and Friday Mental Class: Ask all the students to find a space to stand in the room. Show the class the A4 Maths scores will be recorded. N, W, S, E adhered to the walls. Explain to the students that they are going to play a game using their new knowledge of the compass points. When they hear a direction called out, they are to jump and point to the area of the room that represents that direction. For example, if North is called, the students would point at the front of the room. Start with the easiest directions to give the weaker students extra practise, then move to West, East and finally NNE/NNW and SSE/SSW. Pairs: Where in the World is Room 17? Students are to work in pairs (partners sitting next to them) in order to work on the activity sheet provided. Model the first question together as a class. Once they have finished, they can check their answers and write original questions and quiz their partner. Working with [redacted] for understanding. Conclusion: Mix-Pair-Share As a concluding activity to consolidate knowledge, students are to mix-pair-share. When they hear the word stop they are to find a partner and answer the following questions. What do we call the figure on a map that helps us with directions? Compass rose. What are the eight main directions on a compass rose? What activities might require you to understand how to read a compass rose?

Lesson number: 3

Lesson title: Map References Part 1

Selected Learning Outcomes (AC) Mathematics ACMMG113 ACMNA291 English ACELA1504

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Whole class: Have the students complete their 5 minute Mental Maths. Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class. Review: As every student but one scored 5 out of 5 on the Map References section of the pre-test, a quick review is needed to ensure all students understand that grid coordinates are read X axis before Y axis. I.e. A1 (when numbers are along the Y axis and letters are along the X axis). Refer to the grid displayed on the SmartBoard and quiz different students on the coordinates of selected squares. Partners: Students are to form a pair and play Battleships using the grid paper provided. Battleship instructions will be attached to their grid sheets. When it is a childs turn, they are to say the coordinates clearly in order to launch an attack on their partners ship. Once the class has finished they are to complete Question 3 in their iMaths book. This involves cutting and pasting grid coordinates back into their correct position on the map. Conclusion: Using the grid displayed on the SmartBoard, draw a door representing the door to the classroom. Explain that students are to call out the coordinate on the count of three and if they can say it right they can leave through that very door to have lunch. Differentiation: Weaker children ([redacted]) will have smaller grid spaces and/or colours to indicate which line to read first. Extension children ([redacted] will have a grid that is numbered on both sides.

Assessment

Students will:

Mental Maths books.

1. Complete Mental Maths column for iMaths Student books. the day and record their scores. TimerTools on the 2. Identify that grid coordinates are read SmartBoard. latitude first, then longitude. X axis before Y axis. Records sheet. 3. Practise this rule by completing Grid displayed on the exercise 3 from the iMaths book, page SmartBoard. 105. 4. Play a game of Battleships with a partner, calling out the grid coordinates to find their partners ships.

Marking: iMaths books will be collected and marked. If there are any issues the children will be consulted before the end of the day in order to correct misunderstandings in a timely fashion. Ongoing: Each Thursday and Friday Mental Maths scores will be recorded.

Lesson number: 4

Lesson title: Map References Part 2

Selected Learning Outcomes (AC) Mathematics ACMMG113 ACMNA291 English ACELA1504

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Whole class: Have the students complete their 5 minute Mental Maths. Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class. Rally Robin: Students are to Rally Robin with a partner on the topic of mapping. They are to take turns sharing as many things that they have learned so far in the unit as they can in 1 minute. Choose some partners to share one thing they have learned. Give the class an opportunity to discuss the points brought up, i.e. Did anyone else learn this? Did anyone else share this point with his or her partner? Task: Independently, students are to open to page 108 in their iMaths Student Books (MG13 Compass Points) and complete the two pages. Differentiation: The results of this formative assessment will aid in planning for the weaker children and their summative task. If they are feeling too overwhelmed with the amount of information to process, they may refer to their Maths workbooks during the final assessment. The summative task is assessing their ability to implement map key points, rather than their declarative knowledge of what the key points are.

Assessment

Students will:

iMaths Student Books.

1. Complete Mental Maths column for Mental Maths books. the day and record their scores. TimerTools on the 2. Use a compass rose to follow SmartBoard. directions to a coordinate on the map provided. Records sheet. 3. List coordinates using the map provided for reference.

Formative: The iMaths map reading activity will be collected, marked and discussed with individual children in order to correct misunderstandings developed throughout the unit. Ongoing: Each Thursday and Friday Mental Maths scores will be recorded.

Lesson number: 5

Lesson title: Using Scale

Selected Learning Outcomes (AC) Mathematics ACMMG113

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Whole class: Have the students complete their 5 minute Mental Maths. Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class.

Assessment

Students will:

Mental Maths books.

1. Complete Mental Maths column for iMaths Student books. the day and record their scores.

Marking: iMaths books will be collected and marked. If there are any issues the children will be consulted before the

ACMNA291 English ACELA1504 2. Identify that a scale is used to represent much larger or much smaller relationships between real world objects on their paper. For example, a scaled model of the Earth. A scaled picture of Australia. 3. Practise interpreting and implementing scales by placing laminate objects onto a laminated grid and identifying what the scale for that grid would be. 4. Complete pages 106 and 107 in the iMaths Student book to further consolidate and practise scale knowledge. 5. Identify at least two benefits of using a scale.

Laminated grids. 1cm x 1cm. Laminated objects to place over grids. TimerTools on the SmartBoard. Records sheet.

Review: Write the word scale on the SmartBoard. Ask students what the word means end of the day in order to correct in Maths and Science. Using the ideas of the class, brainstorm words and experiences misunderstandings in a timely fashion. that come to mind when they read the word scale. If needed, prompt them to look at the scaled Earth, Moon and Sun models that they made earlier in the Term. Ongoing: Each Thursday and Friday Mental Remind students that scaled models and maps are very important in Science and Maths scores will be recorded. Mathematics as they help us to see a lot of information in a small area, whilst keeping the proportion and relationships the same. Activity: Students will be given Ziploc bags containing laminate objects of various sizes to fit onto a laminated grid. Objects will be grouped together according to their scale. Students are to fit the objects onto their laminated grid and determine the scale using the real life measurements on the back of the objects. Conclusion: Think-Pair-Share at least two benefits of using a scale. Select students to share with the class. Differentiation: Weaker children will be given laminate objects that relate to the grid in simple scales. For example, a bed that is 1 metre long in real life but takes up 1 cm of the grid. Extension children will be given objects that require them to measure the width of the object and convert units.

Lesson number: 6

Lesson title: Assessment

Selected Learning Outcomes (AC)

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline

Assessment

Mathematics ACMMG113 ACMNA291 English ACELA1504

Students will:

Mental Maths books.

Whole class: Have the students complete their 5 minute Mental Maths. Mark as a class and record the scores. If students have questions about any answers, model strategies on the whiteboard and discuss as a class. Independently: Each student is to be given the assessment sheet. Set the timer for 20 minutes. Students will have this time to construct their treasure map and ensure they have added all necessary details. They may refer to the rubric to complete the task and check that they have added all the necessary information. Once the time is up, students are to exchange their map with a friend and attempt to follow the directions on the new map. Group: Students are to Mix-Pair-Share and discuss the following questions. What are the 8 directions on a compass rose? What are the key features of a map? What challenges did you face when constructing your treasure map? What did you enjoy about constructing your treasure map? What did you like about your partners treasure map? Why? Differentiation: Based on the results of the formative task, weaker children may use their Maths workbooks as a reference.

1. Complete Mental Maths column for Assessments for each the day and record their scores. student. 2. Construct a map to direct a friend to buried treasure. Copy of the assessment rubric for each student.

Summative: A final assessment will be completed and marked according to the rubric. Assessment: Construct a treasure ensuring major components of a are included. Exchange maps friends and attempt to follow anothers directions. map map with one

3. Identify key features of a map: grid TimerTools on SmartBoard coordinates, compass rose, scale, labeled axes and legend. Records sheets. 4. Write at least five directions, which refer to both the grid coordinates and compass rose, to the location of hidden treasure. 5. Swap their maps with a friend and follow the directions to see if they can find another persons treasure. Rubrics.

Ongoing: Each Thursday and Friday Mental Maths scores will be recorded.

Maths Scores Names

Tracker Tests MG11 Map References 9 8 9 8 10 8 6 10 9 10 10 10 10 10 9 10 10 9 10 10 10 8 6 6 8 10 6

(Out of 10) MG12 Using Scale 3 8 3 6 5 5 2 10 9 8 8 9 9 9 9 8 9 6 7 8 8 0 8 8 8 9 4 MG13 Compass Points 1 9 9 10 8 10 3 10 10 10 10 7 8 9 5 10 0 6 9 10 8 1 7 0 9 10 4

Notes

Friday Tests 31st May

Assessment 7th June 14th June 21st June 28th June A, B, C, D

Remedial NNE/NNW & SSE/SSW NNE/NNW & SSE/SSW NNE/NNW & SSE/SSW At level NNE/NNW & SSE/SSW Remedial Extension (Degrees) Extension (Degrees) NNE/NNW & SSE/SSW NNE/NNW & SSE/SSW At level At level NNE/NNW & SSE/SSW At level NNE/NNW & SSE/SSW Remedial At level NNE/NNW & SSE/SSW NNE/NNW & SSE/SSW At level Remedial At level Missed page? NNE/NNW & SSE/SSW NNE/NNW & SSE/SSW Remedial

Assessment Rubric Name: ______________ - Above level / Consistently demonstrated - At level / Frequently demonstrated - Near level / Occasionally demonstrated - Below level / Not demonstrated Uses a scale to describe the map. Uses a legend to describe key symbols on the map. Labels the axes of the map (numbers and letters or numbers and numbers). Draws a compass rose on the map. Writes at least 5 directions to their hidden treasure. Directions refer to the compass rose. Directions refer to grid coordinates. Map is neatly presented.

MG11 Know 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

Map References x O

MG11 Apply 4 3 4 3 5 3 1 5 5 5 5 5 5 5 4 5 5 4 5 5 5 3 1 1 3 5 1

Map References O O O O O O x O O O O O O O

MG12 Know 0 3 2 1 2 0 1 5 4 3 3 4 4 4 4 3 4 2 2 4 4 0 3 3 3 4 0

Scale x O O O O x O x O O O O O O O O O O O O O x O O O O x

MG12 Apply 2 5 1 5 3 5 1 5 5 5 5 5 5 5 5 5 5 4 5 5 5 0 5 5 5 5 4

Scale O O O O x O x O

MG13 Know 0 5 5 5 5 5 2 5 5 5 5 4 5 4 5 5 0 1 5 5 5 0 5 0 5 5 0

Compass Rose x O x O O x O x x x

MG13 Apply 1 4 4 5 3 5 1 5 5 5 5 3 3 5 0 5 0 5 4 5 3 1 2 0 4 5 4

Using Compass Rose O O O O O x O O x x O O O O x O O

Where in the world is Room 17?

Name: _________________ Date: _________ Use your compass rose and an atlas to answer these questions and find out where in the world Room 17 is hiding! 1. Start on page 74 and find Perth. Room 17 was last seen in this Asian country directly N of Perth: a. __________________________ 2. Turn to page 82. From Jakarta, a journalist reported that Room 17 had moved NW to a nearby capital city starting with S: b. __________________________ 3. Room 17 was then photographed in Madagascar (back cover of the atlas)! Which direction did they travel if they started from Australia? c. __________________________ 4. Months had passed but witnesses say they saw Room 17 in Ireland (page 92). By the time the investigators had arrived, Room 17 had moved to this country that lies directly to the E: d. __________________________ 5. Room 17 were found buying a ticket to Algeria (page 94). What direction did they travel if they started in Spain? e. __________________________ 6. After eating churros in Madrid on page 94, Room 17 decided to head SW to this major Moroccan major city starting with C: f. __________________________ 7. Room 17s holiday was nearly over. On one of the last nights they decided to see the glaciers in Alaska (page 71). The next day they headed S to this tropical island state: g. __________________________ 8. Finally, Room 17 were found. They had traveled NE from Taiwan (page 85) and arrived in their final destination, the country of: h. __________________________!

Assessment
Name: ________________ Date: ________

Your task is to construct a treasure island map to help a friend find your gold. Your treasure map must include a scale, compass rose, legend, grid and coordinates. You must write a set of at least five directions that make reference to the coordinates and the compass rose.

Directions: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________

Once you have finished, swap with a friend and see if you can find each others treasure!