Maths

Maths Focus Term 3

Our Mathematics program will focus on but is not limited to:

§  ** NUMBER Learning Focus Content ** In NUMBER students learn to: || ** SPACE Learning Focus Content ** In SPACE students learn to: || ** MEASUREMENT, CHANCE AND DATA Learning Focus Content ** In MEASUREMENT, CHANCE AND DATA students learn to: || ** STRUCTURE Learning Focus Content ** In STRUCTURE students learn to:
 * ** multiply by single digit numbers and by 100, 200, e.g. **
 * 3 x 2 = 6, 3 x 20 = 60, 3 x 200 = 600 **
 * ** revise/refine: 1x, 2x, 5x, 10x tables. Teach 3x, 4x, 6x, 7x, 8x, 9x. **
 * ** use multiples of 10 and powers of 10 **
 * ** automatically recall number facts using tables and knowing the matching division facts **
 * recognise a decimal in a calculator display and know it affects value **
 * ** use materials to develop concepts of [|decimals] to hundredths. **
 * ** read, write, order and compare numbers to 1 decimal point **
 * ** express decimals using appropriate notation. **
 * ** add and subtract numbers involving tenths **
 * ** devise and use algorithms for the addition and subtraction of numbers to two decimal places, including situations involving money. **
 * ** use suitable fraction material to develop concepts of [|equivalent fractions] and to compare fraction sizes **
 * ** represent fractions of objects based on length, area and volume. **
 * ** use appropriate notation for simple common fractions. **
 * ** order and compare fractions with related denominators. **
 * ** add and subtract simple common fractions with the assistance of concrete materials **
 * ** record simple equivalent fractions e.g. ½ = 2/4 **
 * ** as turn (for example, using clock hands) **
 * ** use grid references (for example, A5 on a street directory) to specify [|location] and compass bearings to describe directions **
 * ** use local and larger-scale maps to locate place and describe suitable routes between them **
 * Measurement **
 * ** [|measure] the attributes of everyday objects and events using formal (for example, metres and centimetres) and [|informal units] (for example, pencil lengths) **
 * ** show that the size of the chosen informal unit affects the result **
 * ** choose an appropriate informal uniform unit when measuring or comparing **
 * ** choose appropriate formal unit from cm/m/km, g/kg and ml/l **
 * ** order objects according to numerical measure of mass or length **
 * ** recognise the need for common units when direct comparisons cannot be made **
 * ** compare and order length, mass and capacity in common standard units **
 * ** use metre and/or centimetres to construct things to a specified length **
 * ** measure length to nearest cm mark, whether labelled or unlabelled, on a tape measure **
 * ** use measuring equipment such as rulers, trundle wheels, balance beams, scales, one litre containers, measuring jugs and thermometers to measure length, mass, capacity and temperature. **
 * ** identify and order angles in everyday situations using direct comparisons and appropriate units **
 * ** use direct comparison and uniform units to order area. **
 * ** measure area of regular and irregular shapes by counting squares on grid paper **
 * ** make sensible numerical estimates and use ‘between’ statements to express estimates and measures **
 * ** express degree of confidence in estimates, and try to improve estimates with a particular unit by using it several times **
 * ** estimate length, area, capacity or mass of objects by comparing with physical models of a unit **
 * ** use body parts and movements as benchmarks to help measure length **
 * ** use numerical or by the eye estimates depending on accuracy requirements of the situation **
 * Chance **
 * ** investigate natural variability in chance events and order them from least likely to most likely **
 * ** record and identify all possible outcomes arising from simple chance experiments **
 * ** identify some outcomes as being equally likely **
 * ** order a few easily understood events from least likely to most likely, justifying the choice by referring to experience or other information **
 * ** use simple techniques for random selection **
 * ** learn to use number properties to support computations (for example, they use the commutative and associative properties for adding or multiplying three numbers in any order or combination) **
 * ** learn to use number properties to support computations (for example, they use the commutative and associative properties for adding or multiplying three numbers in any order or combination) **

** WORKING MATHEMATICALLY Learning Focus Content ** In WORKING MATHEMATICALLY students learn to: ||
 * ** learn to use and describe simple algorithms for computations ** ||
 * ** use mathematical symbols (for example, brackets, division and [|inequality] signs, the words //and//, //or// and //not//) **
 * ** develop and test ideas ([|conjectures]) across the content of mathematical experience **
 * ** For example: **
 * ** in //Number//, the size and type of numbers resulting from computations **
 * ** in //Space//, the effects of transformations of shapes **
 * ** in //Measurement, Chance and Data//, the outcomes of random experiments and [|inferences] from collected [|samples] **
 * ** learn to recognise practical applications of mathematics in daily life, including shopping, travel and time of day **
 * ** make word problems for specific numbers and operations **
 * ** choose appropriate methods to carry out mental, written or calculators calculations **
 * ** entify the mathematical nature of problems for investigation **
 * ** choose and use learned facts, procedures and strategies to find solutions **
 * ** use a range of tools for mathematical work, including calculators, computer drawing packages and measuring tools including calculators **
 * ** develop and utilise strategies for investigation **
 * ** ask questions to clarify the essential nature of a problem and generate further problems from familiar mathematical situations **
 * ** identify key information in a problem and represent it using concrete models, diagrams and lists, e.g. Think Boards **
 * ** use estimation, e.g. rounding, to check calculations and measurements and reconcile discrepancies **