digits. mazes CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL During the activity processes there are many Problem Mystery Box Mystery Box – opportunities to observe Ask students to 3.2.8 Solving – ACMMG03 3D objects 3D objects- cone, and note students’ language open up a box 3D Objects-1 making models Make models of Students will cube, cylinder, and the types of questions into a net. Ask of 3D objects. three-dimensional identify a 3D sphere, prism, they are. As the students students to cut objects and describe object by asking pyramid. are describing the shape off one face and key features. questions about Whiteboards and note: replace it to it. washable pens Do they describe another Polydrons the attributes using position. Ask: informal or formal Can your new net language? shape be folded to make your box Do they tell what it looks like rather again? What is than using the same about your net and the mathematical new shape? What terms? is different? Do they use relevant attributes to describe a solid? CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL Fluency – ACMSPO067 Complete Repeat the activity process A family has Australian coins 3.2.9 Conduct chance identifying and Activity process using double-sided three children. 1 between two Chance – 1 describing experiments, Expected and counters instead of coins. We know that at – students. outcomes of identify and Ask the students the least one of the Actual. Mini- chance describe possible questions: children is a girl. whiteboard and experiments. outcomes and Draw what the What are the washable pens. recognise variation family might possible outcomes? Chance – heads in results. look like. Note if Which one is more or tails? students can likely? Recording sheets give all How many times Poster or possibilities. did you predict whiteboard to blue/red? record group results. Did your predictions match Double-sided the actual results? counters. If we did this again,
digits. mazes TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.8 3D Objects-1 ACMMG03 Make models of three-dimensional objects and describe key features. Problem Solving – making models of 3D objects. Mystery Box – 3D objects Students will identify a 3D object by asking questions about it. During the activity processes there are many opportunities to observe and note students’ language and the types of questions they are. As the students are describing the shape note: Do they describe the attributes using informal or formal language? Do they tell what it looks like rather than using mathematical terms? Do they use relevant attributes to describe a solid? Ask students to open up a box into a net. Ask students to cut off one face and replace it to another position. Ask: Can your new net shape be folded to make your box again? What is the same about your net and the new shape? What is different? Mystery Box 3D objects- cone, cube, cylinder, sphere, prism, pyramid. Whiteboards and washable pens Polydrons TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.9 Chance – 1 ACMSPO067 Conduct chance experiments, identify and describe possible outcomes and recognise variation in results. Fluency – identifying and describing outcomes of chance experiments. Complete Activity process – Expected and Actual. Repeat the activity process using double-sided counters instead of coins. Ask the students the questions: What are the possible outcomes? Which one is more likely? How many times did you predict blue/red? Did your predictions match the actual results? If we did this again, A family has three children. We know that at least one of the children is a girl. Draw what the family might look like. Note if students can give all possibilities. Australian coins 1 between two students. Mini- whiteboard and washable pens. Chance – heads or tails? Recording sheets Poster or whiteboard to record group results. Double-sided counters.
planningf_year3_term_2.docx