threes, fives Strand: board and washable pen. able to fill in the missing between the 2s, and ten Fluency – Ask the following numbers, as well as describe 5s, and 10s. from any counting questions, and observe the pattern, for example: this is Source: starting numbers in student responses. counting in 4s. Department of point, then sequences Scaffold the responses to Education, moving to readily assist students in finding Achievement Standard: Queensland. other Understanding – the patterns in number 1991. Years 1 to Recognise increasing and sequences. connecting sequences. 10 Mathematics decreasing number sequences number involving 2s, 3s, 5s. Sourcebook: 5 calculations with Activities for Describe counting teaching patterns sequences. mathematics in with Year 3. numbers Department of and identify Education: Qld missing p40. elements. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMNA028 Students will Place Value Chart Achievement Standard – count Select a Group, partition Write hundreds, tens and to and from 1000. number. partition numbers into ones on the columns of Write clues for it Tiny ones, tens and hundreds, tens the show-me frame place Say a three-digit number and and then create a and hundreds rearrange and ones, and value chart. WANTED number ask students to represent this Place value collections regroup Write a 3-digit number poster. Source: number using place value arrows up to 1000 collections as on the board, for Baker, J. & Baker, arrows. Students record this Mini-whiteboard in hundreds, necessary as a example 19 A. 2006. Natural 2.3.3 number using hundreds, tens Digits Place tens and quantity is Ask the students to Maths Strategies and ones, expanded notation Show me pocket Value 3 ones to added. represent the number Book 2. Blake and numeral. frame facilitate using tiny hundreds, tens Education: Place Value dice more and ones on top of the Clayton. P 69 Proficiency – 100s, 10s,1s efficient frame. Place the Strand: FISH Kit counting. corresponding place Understanding- value arrow beneath the Partitioning and frame. combining numbers flexibly. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMNA031 Give students 2.3.4 Achievement Standard : Represent Mini Recognise bowls. Ask multiplication and division by Whiteboard
threes, fives and ten from any starting point, then moving to other sequences. Describe patterns with numbers and identify missing elements. Strand: Fluency – counting numbers in sequences readily Understanding – connecting number calculations with counting sequences. board and washable pen. Ask the following questions, and observe student responses. Scaffold the responses to assist students in finding the patterns in number sequences. able to fill in the missing numbers, as well as describe the pattern, for example: this is counting in 4s. Achievement Standard: Recognise increasing and decreasing number sequences involving 2s, 3s, 5s. between the 2s, 5s, and 10s. Source: Department of Education, Queensland. 1991. Years 1 to 10 Mathematics Sourcebook: Activities for teaching mathematics in Year 3. Department of Education: Qld p40. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.3.3 Place Value 3 ACMNA028 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting. Students will partition numbers into hundreds, tens and ones, and regroup collections as necessary as a quantity is added. Proficiency Strand: Understanding- Partitioning and combining numbers flexibly. Place Value Chart Write hundreds, tens and ones on the columns of the show-me frame place value chart. Write a 3-digit number on the board, for example 19 Ask the students to represent the number using tiny hundreds, tens and ones on top of the frame. Place the corresponding place value arrow beneath the frame. Achievement Standard – count to and from 1000. Say a three-digit number and ask students to represent this number using place value arrows. Students record this number using hundreds, tens and ones, expanded notation and numeral. Select a number. Write clues for it and then create a WANTED number poster. Source: Baker, J. & Baker, A. 2006. Natural Maths Strategies Book 2. Blake Education: Clayton. P 69 Tiny ones, tens and hundreds Place value arrows Mini-whiteboard Digits Show me pocket frame Place Value dice – 100s, 10s,1s FISH Kit TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.3.4 ACMNA031 Recognise Achievement Standard : Represent multiplication and division by Give students 5 bowls. Ask Mini Whiteboard
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