systems The shaded part say how they knew they marker pens represents a fraction of were equivalent the whole. fraction strips Develop an understanding of fraction wall ‐ another fractions as parts way of using fraction of wholes and as strips locations on a number line () Understanding that there are different ways to represent the same quantity Recognise and generate equivalent forms of commonly used fractions CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL FISH As per investion ACMMG290 Construct 3‐D Brainstorm with students I need to have a problem solving kit 2L Compare objects the ideas of what makes a container with a bottles objects using using familiar 3D object and a 2D volume of cubic‐centimetre Mab metric units of object. Discuss. How 400cm3 Give at blocks blocks and count volume students have already least 2 different the blocks to worked out the perimeter shaped containers determine the and surface area. But now that I could have volume of the 4.3.4 we need to know how with a volume of objects Volume much stuff we can get 400cm3. 1x10x40 inside. The inside part of a 5x8x10 1x1x400 Devise and 3D object is its volume. explain strategies Choose one and for counting justify why it would be the most blocks appropriate choice, for a container that
systems Develop an understanding of fractions as parts of wholes and as locations on a number line Understanding that there are different ways to represent the same quantity Recognise and generate equivalent forms of commonly used fractions The shaded part represents a fraction of the whole. say how they knew they were equivalent marker pens fraction strips fraction wall ‐ another way of using fraction strips () TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 4.3.4 Volume ACMMG290 Compare objects using familiar metric units of volume Construct 3‐D objects using cubic‐centimetre blocks and count the blocks to determine the volume of the objects Devise and explain strategies for counting blocks Brainstorm with students the ideas of what makes a 3D object and a 2D object. Discuss. How students have already worked out the perimeter and surface area. But now we need to know how much stuff we can get inside. The inside part of a 3D object is its volume. As per investion I need to have a container with a volume of 400cm3 Give at least 2 different shaped containers that I could have with a volume of 400cm3. 1x10x40 5x8x10 1x1x400 Choose one and justify why it would be the most appropriate choice, for a container that FISH problem solving kit 2L bottles Mab blocks
planningf_year4_term_4.docx