What is it that we want our students to know, understand, do and communicate KUDCO?

Transcription

1 What is it that we want our students to know, understand, do and communicate KUDCO? Year Level: Five Semester: One Subject: Maths Team Members: Linda Turner, Kim Flack, Simone Hudson. Essential Learning What is the essential learning? Describe in student friendly vocabulary. Example Rigor What does proficient student work look like? Provide an example and/or description. Prior Skills Needed What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning? Common Assessments What assessment/s will be used to measure student mastery? When taught? When will this essential learning be taught? Extension Skills What will we do when students have already learned this essential learning? I can estimate to see if an answer is reasonable. I can create simple financial plans. I can use my mathematical knowledge to have a reasonable guess in all mathematical tasks. I can use benchmarks according to the concept. Eg range, You have been given $ for the week. Using the supermarket catalogue, create meals for the week. You must have breakfast, lunch and dinner for 7 days. Show all working out. Rounding Range What it can t be Guess, check, improve really thinking about what it could be. What are the benchmarks for different concepts. Number sense. I know what a financial plan is. I can buy items for one meal. I can buy items for meals for a day. Add and subtract money (decimal knowledge) Anecdotal notes from warm up activities. CFA s designed by the team that have been broken down into segments of understanding. eg What is a financial plan? What would you have for lunch? How much would it cost? etc Ongoing throughout the semester. Term 2 Week 3 6 Continue to refine accuracy and apply this knowledge through problem solving and explain reasoning. For example I can create more complex financial plans, involving gross, net and percentage. 1

2 I understand that the place value system can be extended beyond hundredths and thousandths. Model, write and read decimal numbers to thousandths and beyond eg I can show understanding and reasoning by demonstrating many representations on a think board. Can create, write and read whole numbers to tens of thousands Envision. Make/model and order smaller numbers. Thinkboard Mathletics. Term 1:Weeks 5 9 Create, write and read whole numbers beyond tens of thousands and thousandths. Negative Numbers I can compare, order and represent decimals. I understand that depending on the place a digit is after the decimal point makes the number greater than, less than or equal to other numbers. I understand that to compare decimals I refer to their place. Knowledge of decimal place value. Understanding of comparison symbols (>, < and =). Zero is a place holder. Envision Put these on the numberline. Ticket outta here greater than/less than fractions and decimals. Mathletics. Term 1:Week 5 9 I can estimate then multiply and divide decimals by whole numbers including powers of ten. 2

3 I can make connections between fractions, decimals and percentages. I understand connections between tenths and hundredths and decimal numbers. I can justify through reasoning, how the Fraction Decimal Percentage are connected What is a fraction? What is a decimal? What is a percentage? How can they relate? What does the relationship look like? Envision Numberline Put at least four fractions on a numberline with their related decimal and percentage. Term 1: Week 5 9 Term 2: week 1 2 I can solve a variety of different worded problems For example: You are given the fraction, find the percentage. Or, You are given the decimal, find the fraction. Multi step problems = reasoning. I can solve problems by identifying factors and multiples of a whole. I can use my knowledge of equivalent number sentences to solve unknown problems. I know what a factor is I know what a multiple is I know what a prime is In relation to the whole. I have 42 cookies, I need to put 7 cookies on each plate. How many plates do I need? I have 44 cookies, there are 7 cookies on each plate. How many plates do I need. 2 lots of a number is equal to 4 lots of 6. Solves number sentences such as (12 7) = 3 & 3 4 = 15 Problem Solving Strategies Tool Box What are the problem solving strategies? What do they look like? Four proficiencies of operations. equal means they balance on each side. fulcrum Open ended Using 100??? lollies, how many different ways can you make party bags? Problem Solving Strategies After unpacking these thoroughly. Why did they use this. Examples of question types: 99 / = 1 x 11 x 2 = / 2 Open ended: Term 2: weeks 7 9 Term 2: Weeks I can solve a variety of different worded problems For example: You are given the whole and need to find the factors/parts. Or, You are given the factors/parts, find the whole. Multi step problems = reasoning. BODMAS examples and modelling of this type of more complex operations, where there is large variety of operations on both sides of the = sign 3

4 I can show how number sentences balance. Make a number sentence that fits: I know which units of measurement belong to each unit. We measure distance with metres. (milli meters, centi metres, metres, kilo metres ) Time Temperature Capacity Mass I can estimate, read and interpret a variety of measuring scales. I know what can be measured. / (divided symbol) = / Homework Task choosing items around the house, best unit to measure, estimate, measure. Open Ended Student Made Anchor Chart/Posters Term 2 weeks 1,2 I can identify and use the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres. Convert to the next unit of measurement, cm > mm. e.g. Convert 1.5kg to g Convert 270m to cm I can determine the best unit of measurement for the problem. I understand the most appropriate, efficient, practical and accurate for the purpose. For example: 200mm is universal for builders. Measuring the football oval in meters, not cm. km rather than m to measure the distance between two towns Know the units (Good benchmarks: a ruler is 30cm, a metre is a hand span?, paperclip is 2g,) Know how to use the measuring devices. Know how to convert simple units Term 2 week 1,2 I can identify and use the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres. Convert to the next unit of measurement, cm > mm. e.g. Convert 1.5kg to g Convert 270m to cm 4

5 I can use formulas to calculate the area and perimeter of rectangles. I can calculate the volume of rectangular prisms I can match 3D shapes to their net and other 2D representations. I can show the formula: A = l x w P = 2 x (l + w) I can explain why the formulas are reliable (reasoning). I can show the formula: Establishing and using the formula V = l w h I can explain why the formula is reliable. (reasoning) I understand the relationship between and properties of 2 Dimensional & 3 Dimensional shapes. I can visualise how a net of a 3D shape is made up of related 2D shapes. Being able to add and multiply Understanding the concepts of area and perimeter Being able to multiply numbers Understanding the concept of volume I know 3D shapes and know simple prisms. Understanding and knowing the different dimensions: length, height, depth Knowing the property of 2D shapes. CFA to be created by Collaborative Team when specific needs are identified. CFA to be created by Collaborative Team when specific needs are identified. CFA Shape Quiz Targeted work samples properties of shape nets for shapes perspectives Mathletics. Term 2 weeks 3,4 Term 2 weeks 5 Term 1 week 6,7 I can: estimate and use formal measurements to check use the length to find the perimeter of quadrilaterals and triangles. explain how shapes with the same perimeter can have different areas More complex prisms. I can classify quadrilaterals (including rhombuses, parallelograms, kites and trapeziums) and all triangles based on their properties. I can Length Height Depth I can use movement vocabulary to describe I can describe, draw and demonstrate how to REFLECT, Flips/Reflect Slides/Translate Turns (basic)/rotation Symbols and shape line and rotational Term 1 week 6,7 360 degrees understandings using circles etc 5

6 translations, reflections and rotations of 2D shapes. TRANSLATE and ROTATE 2 Dimensional Shapes. symmetry work sample. I can identify line and rotational symmetry of a shape. I can identify, understand and draw line symmetry. I can identify and explain rotational symmetry and state the order. degrees angles Symbols and shape line and rotational symmetry work sample. Term 1 week 8 Using more complex shapes. Using shapes that have irregular rotational symmetry. I can use grids and multimodal devices to enlarge familiar two dimensional shapes. I can manually cut, fold and turn (rotational) shapes to justify my answers. I can represent enlarged shapes using multimodal methods. Computer programs for reasoning and understanding: google sketch Different sized grids/scales Ratio 2D shapes simple symmetry Work sample using smaller and larger grids and boxes. Term 1 week 9 I can use grids to enlarge simple drawings. I can ask questions, construct appropriate displays of data and interpret results. I understand the purpose of a survey and how to graph data so that it is EASIER to interpret than just numbers. I can calibrate and understand the calibrations of a graph. Limit your options. Quantitative not qualitative. How to use a ruler and Basic Microsoft Excel to create an effective Graph Display. CFA survey the class with an original question, collect and collate data and produce a high level graph and discuss the results. Either column graph or a picture graph where the pic is Term 2 weeks 9,10,11 (Concept Immigration) Side by side column graphs for 2 categorical variables. Line graphs with more complex information. 6

7 I can interpret and construct a variety of columns, dot, tables, pie, bar, line, worth more than 1 sample. 7