Maths+2.15

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 * **Term 4 Maths Organisation 3/4R ** ||
 * **MONDAY **

|| **TUESDAY ** **2-3 Mrs Narayan ** ||  **WEDNESDAY ** **12- 1:30 ** ||  **THURSDAY ** **9-10 ** ||  **FRIDAY ** **10-11 ** ||
 * 9-10 Mrs Wassif **
 * Weeks 4-6: Chance

Weeks 6-10: Position || Weeks 2-5: Time

Weeks 6-9: Volume |||||| Week 3-4: Data <span style="font-family: Arial,sans-serif; font-size: 14pt;">Week 5-6: Multiplication/Division <span style="font-family: Arial,sans-serif; font-size: 14pt;">Week 7-8: Fractions/Decimals <span style="font-family: Arial,sans-serif; font-size: 14pt;">Week 9-10: Revision ||
 * <span style="font-family: Arial,sans-serif; font-size: 14pt;">Addition/Subtraction covered by Mrs Christo on casual days weeks 1 - 3 ||

. › selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM › checks the accuracy of a statement and explains the reasoning used MA2-3WM
 * **T 4 W 3,4** |||| **Wednesday, Thursday, Friday**  ||
 * **Outcomes** |||| › uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM

› selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs MA2-18SP || collect, category, display, symbol, list, table, **column graph**, picture graph, **vertical columns**, Column graphs consist of vertical columns or horizontal bars. However, the term 'bar graph' is reserved for divided bar graphs and should not be used for a column graph with horizontal bars. || Purpose and features of graphs. || **Warm up**  |||| Skip counting by 5 and 10 – link to double and halving. By 2, 4 and 8 – link to double and halving. || 1. You want to answer a question 2. Want to make change 3. Make decisions 4. Provide goods/services What are the features of a survey 1. Purpose/Title (see above) 2. Participants (Who/What you are surveying) 3. Data (What questions? Qualitative (red, blue, green) or quantitative (number or yes no) 4. Collect data (how to collect- people, looking at stats)  5. How to organise the data (tables, graphs)  6. How will the data answer the question  7. What will you do with the results || Display a graph with the vertical axis marked in centimetres and the horizontal axis labelled with the letters A to M, but with no title. In small groups, students discuss what the title could be and record suggestions and reasons. Each group then chooses its best title and reports back to the class arguing the merits of its choice. The class decides which is the most appropriate title for the graph.  Possible questions include:   what strategies did you use to decide on your title?   what information do you need on a graph to interpret data correctly?   Students describe and interpret information presented -collect data and create a list or table to organise the data ||  Ask children to construct picture graphs using information from books, newspapers or internet sites eg population of Australian cities, car production of major brands  Discuss the advantages and/or disadvantages of picture graphs  Investigate alternate ways of displaying data  use grid paper to assist in constructing graphs that represent data using one-to-one correspondence  use the terms 'horizontal axis', 'vertical axis' and 'axes' appropriately when referring to column graphs  use graphing software to enter data and create column graphs that represent data ||
 * **Vocab** |||| Students should be able to communicate using the following language: information, data,
 * horizontal bars **, equal spacing, **title**, key, **vertical axis**, **horizontal axis**, **axes**, **spreadsheet**.
 * **Content** |||| Purpose and features of a survey.
 * **Revision**
 * **Modelled** || Aspects of a survey. Why do a survey?
 * **Independent** || -collect data, organise it into categories, and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
 * **Independent** || -collect data, organise it into categories, and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
 * **LISC** || LI- understand how and why data is collected.

SC- explain the process and purpose of data collected || LI- understand that data can be represented in different ways

SC- select the appropriate graph to display data. Justify choice of data display || -simplified data, unscaled Y axis || + double data, scaled Y axis. -simplified data, unscaled Y axis || **Problem solving** || [] ||   || **Register** ||   ||   ||
 * **Differentiation** || + double data, scaled Y axis.
 * **Reflection** || Share a strategy? || How does this link to something I already knew? ||
 * **Shared**
 * **Evaluation/**

**<span style="font-family: Arial,sans-serif; font-size: 14pt;">Weekly Maths Program **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">T 2 W 5 + 6 ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday **  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Outcomes ** |||||| MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM checks the accuracy of a statement and explains the reasoning used ||||  || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Warm up ** ||   ||   ||   ||   ||   || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WALT ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WILF ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WIM ** ||   ||   ||   ||   ||   || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Register ** ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Vocab ** ||||||   ||||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Revision Q **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Concept ** ||||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Modelled ** ||   ||   ||   ||||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Independent ** ||   ||   ||   ||||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Differentiation ** ||||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Assessment **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Resources ** ||   ||   ||   ||||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Reflection ** ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Evaluation/ **

** Weekly Maths Program ** **Warm up** ||   ||   ||   ||   ||   || **WALT** **WILF** ||   ||   ||   ||   ||   || **Register** ||   ||   ||   ||   ||   ||
 * **T W** ||  **Monday**  ||  **Tuesday**  ||  **Wednesday**  ||  **Thursday**  ||  **Friday**  ||
 * **Outcomes** ||||||   ||||   ||
 * **Vocab** ||||||   ||||   ||
 * **Revision Q**
 * **Modelled** ||   ||   ||   ||   ||   ||
 * **Independent** ||   ||   ||   ||   ||   ||
 * **Assessment**
 * **Reflection** ||   ||   ||   ||   ||   ||
 * **Evaluation/**

**<span style="font-family: Arial,sans-serif; font-size: 14pt;">Weekly Maths Program Term 3 ** <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-selects and uses appropriate mental or written strategies, or technology, to solve problems <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-3WM
 * **T 3 W 4** || **Monday** || **Tuesday** || **Thursday** || **Friday** ||
 * **Outcomes** |||| <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-uses appropriate terminology to describe, and symbols to represent, mathematical ideas <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-2WM

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-checks the accuracy of a statement and explains the reasoning used <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-5NA

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-5NA <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-identifies, describes, compares and classifies angles <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;"> MA2-16MG || <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-using place value to partition numbers, eg 2500 + 670: 2500 + 600 + 70 = 3170 <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-partitioning numbers in non-standard forms, eg 500 + 670: 670 = 500 + 170, so 500 + 670 = 500 + 500 + 170, which is 1000 + 170 = 1170 |||| * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">identify the 'arms' and 'vertex' of an angle **Warm up** |||| Rounding numbers to nearest 10/100 ||  ||   || Perpendicular lines || Angles less than or greater than a right angle. || Using partitioning || Demonstrate angles with clock hands. Label parts of an angle. (arm and vertex) || Use clock hands to demonstrate right angle, then angles large or smaller. || - search for objects or locations that have right angles in the classroom make a sketch of the object and mark the angle(s) in colour •use the bent straw to check that the drawn angle is the correct size.
 * o |||| <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-uses appropriate terminology to describe, and symbols to represent, mathematical ideas <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-1WM
 * **Vocab** |||| plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal to, is the same as, number sentence, empty number line, strategy, digit, estimate, round to,<span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> empty number line, strategy, digit, estimate, round to, **<span style="font-family: Helvetica,sans-serif;">change ** **<span style="font-family: Helvetica,sans-serif;">(noun, in transactions of money) **. |||| angle, amount of turning, arm, vertex, perpendicular, right angle, angle, arm, acute angle, obtuse angle, straight angle, reflex angle, angle of revolution. ||
 * **Content** |||| <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-the compensation strategy, eg 63 + 29: 63 + 30 = 93, subtract 1 to obtain 92
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">informally describe an angle as the 'amount of turning' between two arms
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">recognise that the length of the arms does not affect the size of the angle
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">compare angles directly by placing one angle on top of another and aligning one arm
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">identify 'perpendicular' lines in pictures, designs and the environment
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">use the term ' <span style="color: #0000ff; font-family: Helvetica,sans-serif; font-size: 10pt;">right angle <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">' to describe the angle formed when perpendicular lines meet
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">describe examples of right angles in the environment (Communicating, Problem Solving)
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">identify right angles in two-dimensional shapes and three-dimensional objects (Communicating)
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Compare <span style="color: #0000ff; font-family: Helvetica,sans-serif; font-size: 10pt; text-decoration: none;">angles <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> and classify them as equal to, greater than or less than a <span style="color: #0000ff; font-family: Helvetica,sans-serif; font-size: 10pt; text-decoration: none;">right angle ||
 * **Revision Q**
 * **Main concept** |||| Compensation and partitioning for mental addn/subtn || What is an angle? Parts of an angle
 * **Modelled** |||| Using compensation strategy
 * **Independent** || Generate numbers at own level, practise addn and subtn using strategies. || Generate numbers at own level, practise addn and subtn using strategies. || Construct angle tester with straws and pipe cleaners.

Teaching About Angles: Stage 2 || Locate other angles and classify as less than, equal to, or greater than a right angle. Use angle tester to confirm. || **WALT** **WILF** || LI- round numbers to nearest 10 to use compensation strategy for addn and subtn. SC- find correct answer after rounding, adding/subtracting/ compensating. Y?- we need mental strategies to add/subt ||  || LI- identify and name parts of an angle Identify angles in environment SC-correctly use the terms arm and vertex Y?- to have shared terminology and understanding. To lead into more complex learning || LI- label angles as less than, equal to, or greater than a right angle SC- correctly name given and found angles. Y?- to || + more complex language ||  || **Register** ||  ||   ||   ||   || <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-selects and uses appropriate mental or written strategies, or technology, to solve problems <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-3WM
 * **Assessment**
 * **Differentiation** || Sts select numbers at own level || Sts select numbers at own level || -Peer and teacher support
 * **Reflection** ||  ||   ||   ||   ||
 * **Problem solving** ||  ||   ||   ||   ||
 * **Evaluation/**
 * **T 3 W 3** || **Monday** || **Tuesday** || **Thursday** || **Friday** ||
 * **Outcomes** |||| <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-uses appropriate terminology to describe, and symbols to represent, mathematical ideas <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-2WM

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-checks the accuracy of a statement and explains the reasoning used <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-5NA

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-5NA <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-identifies, describes, compares and classifies angles <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;"> MA2-16MG || <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-using place value to partition numbers, eg 2500 + 670: 2500 + 600 + 70 = 3170 <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-partitioning numbers in non-standard forms, eg 500 + 670: 670 = 500 + 170, so 500 + 670 = 500 + 500 + 170, which is 1000 + 170 = 1170 |||| * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">identify the 'arms' and 'vertex' of an angle **Warm up** |||| Rounding numbers to nearest 10/100 ||  ||   || Perpendicular lines || Angles less than or greater than a right angle. || Using partitioning || Demonstrate angles with clock hands. Label parts of an angle. (arm and vertex) || Use clock hands to demonstrate right angle, then angles large or smaller. || - search for objects or locations that have right angles in the classroom make a sketch of the object and mark the angle(s) in colour •use the bent straw to check that the drawn angle is the correct size.
 * o |||| <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-uses appropriate terminology to describe, and symbols to represent, mathematical ideas <span style="color: #767676; font-family: Helvetica,sans-serif; font-size: 9pt;">MA2-1WM
 * **Vocab** |||| plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal to, is the same as, number sentence, empty number line, strategy, digit, estimate, round to,<span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> empty number line, strategy, digit, estimate, round to, **<span style="font-family: Helvetica,sans-serif;">change ** **<span style="font-family: Helvetica,sans-serif;">(noun, in transactions of money) **. |||| angle, amount of turning, arm, vertex, perpendicular, right angle, angle, arm, acute angle, obtuse angle, straight angle, reflex angle, angle of revolution. ||
 * **Content** |||| <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">-the compensation strategy, eg 63 + 29: 63 + 30 = 93, subtract 1 to obtain 92
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">describe informally an angle as the 'amount of turning' between two arms
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">recognise that the length of the arms does not affect the size of the angle
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">compare angles directly by placing one angle on top of another and aligning one arm
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">identify 'perpendicular' lines in pictures, designs and the environment
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">use the term ' <span style="color: #0000ff; font-family: Helvetica,sans-serif; font-size: 10pt;">right angle <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">' to describe the angle formed when perpendicular lines meet
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">describe examples of right angles in the environment (Communicating, Problem Solving)
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">identify right angles in two-dimensional shapes and three-dimensional objects (Communicating)
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Compare <span style="color: #0000ff; font-family: Helvetica,sans-serif; font-size: 10pt; text-decoration: none;">angles <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> and classify them as equal to, greater than or less than a <span style="color: #0000ff; font-family: Helvetica,sans-serif; font-size: 10pt; text-decoration: none;">right angle ||
 * **Revision Q**
 * **Main concept** |||| Compensation and partitioning for mental addn/subtn || What is an angle? Parts of an angle
 * **Modelled** |||| Using compensation strategy
 * **Independent** || Generate numbers at own level, practise addn and subtn using strategies. || Generate numbers at own level, practise addn and subtn using strategies. || Construct angle tester with straws and pipe cleaners.

Teaching About Angles: Stage 2 || Locate other angles and classify as less than, equal to, or greater than a right angle. Use angle tester to confirm. || **WALT** **WILF** ||  ||   ||   ||   || **Register** ||  ||   ||   ||   ||
 * **Assessment**
 * **Differentiation** || Sts select numbers at own level || Sts select numbers at own level ||  ||   ||
 * **Reflection** ||  ||   ||   ||   ||
 * **Problem solving** ||  ||   ||   ||   ||
 * **Evaluation/**
 * **T 3 W 3** || **Monday** || **Tuesday** || **Thursday** || **Friday** ||
 * **Outcomes** |||| * MA2-4NA applies place value to order, read and represent numbers of up to five digits
 * o MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * o MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * o MA2-3WM checks the accuracy of a statement and explains the reasoning used |||| MA2-14MG makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-3WM checks the accuracy of a statement and explains the reasoning used ||
 * **Vocab** |||| number before, number after, more than, **<span style="font-family: Calibri,sans-serif;">greater than **, less than, **<span style="font-family: Calibri,sans-serif;">largest number **, **<span style="font-family: Calibri,sans-serif;">smallest number **, **<span style="font-family: Calibri,sans-serif;">ascending order **, **<span style="font-family: Calibri,sans-serif;">descending order **, digit, zero, ones, groups of ten, tens, groups of one hundred, hundreds, **<span style="font-family: Calibri,sans-serif;">groups of one thousand **, **<span style="font-family: Calibri,sans-serif;">thousands **, **<span style="font-family: Calibri,sans-serif;">place value **, round to, ones, tens, hundreds, thousands, tens of thousands, expanded notation. |||| object, two-dimensional shape (2D shape), three-dimensional object (3D object), cone, cube, cylinder, prism, pyramid, sphere, top view, front view, side view, isometric grid paper, isometric drawing, depth, <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">surface, flat surface, curved surface, face, edge, vertex (vertices), **<span style="font-family: Helvetica,sans-serif;">net **. ||
 * **Content** |||| -record numbers of up to four/five digits using place value

-use place value to partition numbers of up to four/five digits -partition numbers of up to four/five digits in non-standard forms - round numbers to the nearest ten, hundred, thousand or ten thousand |||| draw different views of an object constructed from connecting cubes on isometric grid paper interpret given isometric drawings to make models of three-dimensional objects using connecting cubes || **Warm up** || One group counts by 10s, other counts by 100s from starting number.
 * **Revision Q**

-will both groups start/finish on the same number? Why? -which group will stop on the highest number? Why? -will both groups count number 281? Why?/Why not? -what are some of the numbers both groups will count? -what is a number only your group will count? || Buzz off – forwards/backwards 10s, 100s || Identify solids from given nets || Identify solids from isometric drawings || Draw on board Demonstrate isometric grid paper. || Construct variety of solids using blocks. Demonstrate recording on isometric grid paper. || Round it! Round and Score || Sketch cubes and rectangular prisms on isometric paper. Describe features. || Construct and then Sketch irregular 3D objects. Describe features. || **WALT** **WILF** ||  ||   ||   ||   || **Register** ||  ||   ||   ||   ||
 * **Main concept** |||| Rounding to nearest 10, 100, 1000 || 3D object look different from different views || 3D object look different from different views ||
 * **Modelled** || Placing 2-5 dig numbers on number line. Rounding to nearest 10, 100, 1000 || Placing 2-5 dig numbers on number line. Rounding to nearest 10, 100, 1000 || Construct and discuss solids using 3D app.
 * **Independent** || Give each group of players a set of number cards and a set of instruction cards ('Round to the nearest...'). Cards are placed face down in two piles on the table. Players take it in turns to take a card from each pile and follow the instruction to round the number up/down. Record and keep running total. After 10 turns, highest total wins. Answers checked by peers. || Rounding activities:
 * **Assessment**
 * **Differentiation** || Vary digits as needed. || Vary digits as needed. ||  ||   ||
 * **Reflection** ||  ||   ||   ||   ||
 * **Problem solving** ||  ||   ||   ||   ||
 * **Evaluation/**


 * **T 3 W 2** || **Monday** || **Tuesday** || **Thursday** || **Friday** ||
 * **Outcomes** |||| * MA2-4NA applies place value to order, read and represent numbers of up to five digits
 * o MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * o MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * o MA2-3WM checks the accuracy of a statement and explains the reasoning used |||| MA2-14MG makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-3WM checks the accuracy of a statement and explains the reasoning used || -identify the number before and after a given number -use the terms and symbols for 'is less than' (<) and 'is greater than' (>) to show the relationship between two numbers count forwards and backwards by tens and hundreds on and off the decade, eg 1220, 1230, 1240, … (on the decade); 423, 323, 223, … (off the decade) |||| -deconstruct everyday packages that are prisms (including cubes) to create nets, eg cut up tissue boxes -recognise that a net requires each face to be connected to at least one other face -investigate, make and identify the variety of nets that can be used to create a particular prism, such as the variety of nets that can be used to make a cube, eg || https://www.matific.com/au/en-au || Naming 3D prisms from images and environment || Describe/guess 3D prisms || Modelling with MAB for 2 – 5 dig numbers || Standard and non-standard partitioning Modelling with MAB for 2 – 5 dig numbers || Investigating nets using iPad 3D app. || Name 3D objects based on given nets. || How many 100s How many 1000s
 * **Vocab** |||| number before, number after, more than, **<span style="font-family: Calibri,sans-serif;">greater than **, less than, **<span style="font-family: Calibri,sans-serif;">largest number **, **<span style="font-family: Calibri,sans-serif;">smallest number **, **<span style="font-family: Calibri,sans-serif;">ascending order **, **<span style="font-family: Calibri,sans-serif;">descending order **, digit, zero, ones, groups of ten, tens, groups of one hundred, hundreds, **<span style="font-family: Calibri,sans-serif;">groups of one thousand **, **<span style="font-family: Calibri,sans-serif;">thousands **, **<span style="font-family: Calibri,sans-serif;">place value **, round to, ones, tens, hundreds, thousands, tens of thousands, expanded notation. |||| object, two-dimensional shape (2D shape), three-dimensional object (3D object), cone, cube, cylinder, prism, pyramid, sphere, top view, front view, side view, isometric grid paper, isometric drawing, depth, <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">surface, flat surface, curved surface, face, edge, vertex (vertices), **<span style="font-family: Helvetica,sans-serif;">net **. ||
 * **Content** |||| -record numbers of up to four/five digits using place value
 * **Warm up** || Buzz off – forwards/backwards 10s, 100s || Reading 3 – 5 dig
 * **Main concept** |||| Expanded notation and partitioning |||| 3D objects can be made from a variety of nets ||
 * **Modelled** || Standard and non-standard partitioning
 * **Independent** || How many 10s

Model with MAB, explain results || Problem: “The Bank of Mathematics has run out of $1,000 notes. You want to withdraw $2,315 in $1, $10, and $100 notes. How many one-hundred-dollar notes do you get?” Examples: Word stories and recording for: $2,601 $3,190 $1,555 $1,209 $2,001 $1,222 $2,081 “Tickets to a concert cost $100 each. How many tickets can you buy if you have $3,215?” Find and record the number of hundreds in: $1,608 $2,897 $2,782 $3,519 $3,091 $4,000 Find and record the number of hundreds in: 3 459, 8 012, 9 090 6 088, 3 280, 5 823, 7 721, 2 083 Find and record the number of hundreds in: 13 409, 28 002, 78 370, 12 088, 45 290, 82 356, 21 344 ... Find the number of tens in: 3 709, 8 002, 8 579, 5 208, 4 829 82 333, 12 897, 30 897, 89 000, 50 890 Variation: How many thousands in a five digit number? || Deconstruct variety packaging to reveal nets. How many different nets can there be for one object?

Space and Geometry CD || Construct object from nets || **WALT** **WILF** ||  ||   ||   ||   || + 1000s in 5/6 dig || Non- standard partitioning ||  ||   || **Register** ||  ||   ||   ||   ||
 * **Assessment**
 * **Differentiation** || -Tens in 2/3 dig
 * **Reflection** ||  ||   ||   ||   ||
 * **Problem solving** ||  ||   ||   ||   ||
 * **Evaluation/**

Term 2..................................................................................................................................
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">T 2 W 8 ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday ** |||| **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ** ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Outcomes ** |||||| ** MA2-7NA represents, models and compares commonly used fractions and decimals **

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM checks the accuracy of a statement and explains the reasoning used |||||| MA2-12MG measures, records, compares and estimates the masses of objects using kilograms and grams

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM checks the accuracy of a statement and explains the reasoning used || half, quarter, eighth, third, fifth, one-third, one-fifth, fraction, denominator, numerator, mixed numeral, whole number, fractional part, number line, sixth, tenth, hundredth, one-sixth, one-tenth, one hundredth, is equal to, equivalent fractions, decimal, decimal point, digit, place value, round to, decimal places, dollars, cents. |||||| mass, **more than**, **less than**, about the same as, pan balance, (level) balance, measure, estimate, **kilogram** <span style="font-family: Arial,sans-serif; font-size: 10pt;">, scales || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Warm up ** ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Counting by halves and quarters on numberline ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Counting by thirds, fifths and eights on numberline |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Counting by thirds, fifths and eights on numberline || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Recording mass accurately ||  || Can I find ½ of of 16 (8/16) of 8 (4/8) of 4 (2/4) Repeat this for ¼ Discuss the relationship between 2/4 and 1/2. Varation: could also be used with 15 counters to show thirds and fifths.
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Vocab ** |||||| whole, part, equal parts,
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Revision Q **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Concept ** |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Equivalent fractions can have different denominators || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Problem solving Mrs Narayan || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Associating gram measurements with familiar objects ||||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Modelled ** ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Modelling different ways of representing ½ ||   |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Use of digital scales
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Independent ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Roll a fraction with dice, draw in book using grid squares. How many ways can you show it? || As a whole class demonstrate equivalent fractions using 16 counters, Pose the questions

Repeat with thirds and sixths ||  |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Find and sort object with a mass of 1kg || Find objects in the classroom, school, playground and home that have a mass of approximately 1g, 5g, 10g, 100g, 500g, 1kg. Record results in a table. Associating gram measurements with familiar objects. || "Is 3/10 bigger than 1/5?", "is 3/5 smaller than 4/10?" <span style="font-family: Arial,sans-serif; font-size: 10pt;">- halves and quarters of linear and area ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mixed ability grouping ||||   || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WALT **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Differentiation ** |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">+
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Assessment **

**<span style="font-family: Arial,sans-serif; font-size: 8pt;">WILF **

**<span style="font-family: Arial,sans-serif; font-size: 8pt;">WIM ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Show equal parts of a whole and explain the numerator and denominator

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Diagrams match the denom/num <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explanations using ‘whole, part, num, denom

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Fractions are in everyday life and are a building block for higher maths || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Recognise the link between halves and quarters and thirds and sixths

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Explanations of links using ‘equal parts’, ‘denominator’, ‘half’ and ‘quarter’ ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use understanding of 1kg to make comparisons

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Using an understanding of 1kg to make comparisons with other masses

<span style="font-family: Arial,sans-serif; font-size: 10pt;">To be able measure and record mass, and to understand the parts of 1kg |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Measure the mass of objects using grams

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Accurate use of scales and sorting of object into correct weight categories

<span style="font-family: Arial,sans-serif; font-size: 10pt;">To understand units smaller than 1kg and associate gram measurements with common objects ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Resources ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 10pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] ||  ||   |||||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Balances, purchased items weighing 1 kg, classroom objects, recording sheets. || How many different ways can you show the fraction xx ? ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> How is mass measured? <span style="font-family: Arial,sans-serif; font-size: 10pt;">What can we buy by the kilogram? <span style="font-family: Arial,sans-serif; font-size: 10pt;">What materials or objects are measured in kilograms? |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;"> How did you estimate? Which objects were difficult to estimate? <span style="font-family: Arial,sans-serif; font-size: 10pt;">How could you explain a mass of 1 kilogram to a friend? <span style="font-family: Arial,sans-serif; font-size: 10pt;">Why is it that I could have more apple in a kilogram of apples, than I would <span style="font-family: Arial,sans-serif; font-size: 10pt;">have rockmelons in a kilogram of rockmelons? <span style="font-family: Arial,sans-serif; font-size: 10pt;">How many of these books do you estimate would have a mass of <span style="font-family: Arial,sans-serif; font-size: 10pt;">1 kilogram? || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Register ** ||  ||   ||   ||   ||||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Reflection ** || Using 8 connected unifix cubes can you split it into halves, quarters and eighths.
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Evaluation/ **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">T 2 W 7 ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday ** ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Outcomes ** |||||| MA2-7NA represents, models and compares commonly used fractions and decimals

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM checks the accuracy of a statement and explains the reasoning used |||| MA2-12MG measures, records, compares and estimates the masses of objects using kilograms and grams

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM checks the accuracy of a statement and explains the reasoning used || half, quarter, eighth, third, fifth, one-third, one-fifth, fraction, denominator, numerator, mixed numeral, whole number, fractional part, number line, sixth, tenth, hundredth, one-sixth, one-tenth, one hundredth, is equal to, equivalent fractions, decimal, decimal point, digit, place value, round to, decimal places, dollars, cents. |||| mass, more than, less than, about the same as, pan balance, (level) balance, measure, estimate, kilogram, scales || Warm up || Counting by halves and quarters on numberline || Counting by halves and quarters on numberline ||  || Counting by thirds, fifths and eights on numberline || Counting by thirds, fifths and eights on numberline || – to describe equal parts of a whole – to describe equal parts of a collection of objects – to denote numbers eg is midway between 0 and 1 on the number line – as operators related to division || Problem solving Mrs Narayan || Using the kilogram as a unit of measure Developing an understanding of 1kg || Objects with a mass of 1kg can be different shapes and sizes || Placing fractions on numberline Between 0 and 1. Discuss denominator as representative of parts of a whole. Numerator is number of parts selected. || Intro denominators of 3 and 5 Placing fractions on numberline. Between 0 and 1. Link between denoms of 2, 4, 8 and 3,6 and 5, 10 ||  |||| Hefting to make comparisons between mass. Using balance to make comparisons between mass. || -estimate how many objects needed to make 1 kg, confirm on scales. - locate and record objects that are lighter or heavier than 1 kg. Heft first, confirm with balance. || "Is 3/10 bigger than 1/5?", "is 3/5 smaller than 4/10?" - halves and quarters of linear and area ||  || Mixed ability grouping ||   || WALT
 * Vocab |||||| whole, part, equal parts,
 * Revision Q
 * Concept |||| Fractions are used in different ways:
 * Modelled || Denominators of 2, 4, 8
 * Independent || Roll a fraction with dice, draw in book using grid squares. How many ways can you show it? || Modelling link between fractions by cutting denoms of 2 and 3 into smaller equivalent parts ||  |||| Use equal arm balances to find objects equal to 1 kg
 * Differentiation |||| +
 * Assessment

WILF

WIM || Show equal parts of a whole and explain the numerator and denominator

Diagrams match the denom/num Explanations using ‘whole, part, num, denom

Fractions are in everyday life and are a building block for higher maths || Recognise the link between halves and quarters and thirds and sixths

Explanations of links using ‘equal parts’, ‘denominator’, ‘half’ and ‘quarter’ ||  || Recognise the mass of 1kg

Using an understanding of 1kg to make comparisons with other masses

To be able measure and record mass, and to understand the parts of 1kg || Use understanding of 1kg to make comparisons

Accurate comparisons with a 1 kg mass ||
 * Resources || []

[]

[] ||  ||   |||| Balances, purchased items weighing 1 kg, classroom objects, recording sheets. || How many different ways can you show the fraction xx ? ||  ||   || How is mass measured? What can we buy by the kilogram? What materials or objects are measured in kilograms? || How did you estimate? Which objects were difficult to estimate? How could you explain a mass of 1 kilogram to a friend? Why is it that I could have more apple in a kilogram of apples, than I would have rockmelons in a kilogram of rockmelons? How many of these books do you estimate would have a mass of 1 kilogram? || Register ||  ||   ||   ||   ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">product, multiple, factor, halve, remainder |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">capacity, container, **litre**, volume, **layers**, **cubic centimetre**, measure, estimate. <span style="font-family: Arial,sans-serif; font-size: 10pt;">The abbreviation cm <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3 <span style="font-family: Arial,sans-serif; font-size: 10pt;">is read as 'cubic centimetre(s)' and not 'centimetres cubed'. **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Warm up ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analogue time revision/skip count || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analogue time revision/skip count || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Problem solving <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mrs Narayan || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Length/Area revision || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Length/Area revision || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Base of packed contain is an array- link to multiplication || The teacher poses the problem: ‘Imagine you had the job of designing a chocolate box. There are to be 48 chocolates in the box. The box can be one or two layers high. How many ways could you arrange the chocolates in the box?’ Students draw or make models of their solutions and discuss these in terms of multiplication and division facts.
 * Reflection || Using 8 connected unifix cubes can you split it into halves, quarters and eighths.
 * Evaluation/
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">T 2 W 5 + 6 ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday **  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Outcomes ** |||||| * ** MA2-6NA uses mental and informal written strategies for multiplication and division **
 * o MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
 * o MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
 * o MA2-3WM checks the accuracy of a statement and explains the reasoning used |||| * ** MA2-11MG measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres ** ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Vocab ** |||||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">group, row, column, horizontal, vertical, array, multiply, multiplied by, multiplication, multiplication facts, double, shared between, divide, divided by, division, equals, strategy, digit
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Capacity refers to the amount a container can hold **<span style="font-family: Arial,sans-serif; font-size: 10pt;">, whereas **volume refers to the amount of space an object or substance (including liquids) occupies**. For example, we refer to the capacity of a dam (the amount of water it can hold) and the volume of water in the dam, which is usually less than the capacity of the dam. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Revision Q **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Concept ** |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Multiplication and division are inverse operations ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Modelled ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Discuss arrays- rows and columns, links to multiplication and division || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Discuss arrays- rows and columns, links to multiplication and division ||   |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Packing objects in orderly way to obtain correct count.
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Independent ** || ** Colour an array ** Provide the students with grid paper and two dice. Tell the students that one die will represent the number of rows and the other die will represent the number of columns. Have each student roll the two dice and then colour in the corresponding number of squares on the grid paper to form an array. The student then cuts and pastes the arrays onto paper and records the number of columns, the number of rows and the total number of squares. Discuss strategies for determining the total. Students may record the information as a multiplication and division number sentence. Allow the students to share and compare their finished work. || ** Chocolate Boxes **

Times tables Connect 4 (sts know how to play) ||  |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">See PDF below “Teaching Measurement Stage 2” pg 90 and 91 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Packing various rectangular containers with blocks and centicubes

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;"> || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- Centicubes or multilinks ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ introduce cm3 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- use larger linking cubes and skip counting || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WALT ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WILF ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WIM ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make connections between multiplication and division
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Differentiation ** |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">+/- Dice available in a range of numbers eg 6, 10, 12-sided
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Assessment **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Use an array to model a multiplication question and explain the link to division

<span style="font-family: Arial,sans-serif; font-size: 10pt;">To be able to understand what x & / mean and apply to more complex maths ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">pack small containers with cubic-centimetre blocks and describe packing in terms of <span style="font-family: Arial,sans-serif; font-size: 10pt;">layers, eg 2 layers of 10 cubic-centimetre blocks

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Use correct language and different strategies to explain the number of cubes the container holds.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Efficient packing || <span style="font-family: Arial,sans-serif; font-size: 10pt;">construct three-dimensional objects using cubic-centimetre blocks and count the blocks to determine the volumes of the objects

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Accurate find volume of a prism by counting layers || <span style="font-family: Arial,sans-serif; font-size: 10pt;">100s charts and coloured cubes (in maths tray) ||  |||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">Boxes, centicubes, linking cubes, MAB, maths books || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Register ** || Volume implemented by C. Wollmering. ||  ||   ||   ||   || MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM checks the accuracy of a statement and explains the reasoning used || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Warm up ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Counting by 10s || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Counting by 100s ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Counting forward/back by 5s || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> How many more/less than 100 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">in a 4 × 4 grid <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students link and add three numbers vertically or horizontally. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Possible questions include: <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find links that have a total of more than 50? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find links that have a total of less than 50? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> how many links can you find that have a total that is a multiple of 10? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> what is the smallest/largest total you can find? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find ten even/odd totals? <span style="font-family: Arial,sans-serif; font-size: 10pt;">Estimating Addition of Three-Digit Numbers || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Pairs of students record an addition number sentence. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Within allotted time, students create as many equivalent number sentences as they can. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Check results with calculator to confirm. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- There cannot be any consecutive numbers
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Resources ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Pencils, maths books, dice || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths books, rulers, centicubes, multilink cubes
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Reflection ** ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Evaluation/ **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">T 2 W 3 + 4 ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday **  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Outcomes ** |||||| ** MA2-5NA uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit **
 * MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas |||| MA2-13MG reads and records time in one-minute intervals and converts between hours, minutes and seconds
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Vocab ** |||||| plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal to, is the same as, number sentence, empty number line, strategy, digit, estimate, round to, |||| time, clock, analog, digital, hour hand, minute hand, second hand, revolution, numeral, hour, minute, second, o'clock, (minutes) past, (minutes) to, calendar, date, timetable, timeline, time, midday, noon, midnight, am (notation), pm (notation). ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Revision Q **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Concept ** ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Modelled ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mental and written strategies for adding 2 digit numbers. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mental and written strategies for adding 2 digit numbers. ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Independent ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students record sixteen different numbers between 1 and 50

<span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> what strategy did you use in solving the addition or subtraction problems? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find a quicker way to add/subtract? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you explain to a friend what you did? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> how can you show that your answer is correct? || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mrs Narayan: Word problems

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Week 4 Program disrupted due to NAPLAN || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Week 3- grade Minute to Win it <span style="font-family: Arial,sans-serif; font-size: 10pt;">Year 3 group activities to support understanding of one minute/60 secs and use of variety of timers

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Week 4 Program disrupted due to NAPLAN || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Week 3 and 4 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Understanding the parts of an analogue clock face. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Past/to, five minute increments, ¼, ½ and hour <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students work together in self determined groups to discover the workings of the cock face. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- Concrete materials, 1 dig numbers || <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ 3 or 4 digit <span style="font-family: Arial,sans-serif; font-size: 10pt;">- Concrete materials, 1 dig numbers ||  ||   ||   || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WALT ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WILF ** ||   ||   ||   ||   ||   || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Register ** || high reliance on algorithm format as mental add/subt, but answers fast and accurate. Sts trialling jump and split strategies. Need more work on vocab to enable explicit discussion of strategies. Understanding of expanded notation needs to be applied more in add/subt
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Differentiation ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ 3 or 4 digit
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Assessment **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Resources ** ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Reflection ** ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Evaluation/ **

Inconsistencies between observational assessment and formal assessment re time on analogue clock. Most have hour and half hour, more confusion around 1/4. ||  ||   ||   ||   ||

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM checks the accuracy of a statement and explains the reasoning used || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Revision Q ** || Make smallest odd/even numbers
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">T 2 W 2 ** ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday **  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Outcomes ** |||||| ** MA2-5NA uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit **
 * MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas |||| MA2-13MG reads and records time in one-minute intervals and converts between hours, minutes and seconds
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Vocab ** |||||| plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal to, is the same as, number sentence, empty number line, strategy, digit, estimate, round to, |||| time, clock, analog, digital, hour hand, minute hand, second hand, revolution, numeral, hour, minute, second, o'clock, (minutes) past, (minutes) to, calendar, date, timetable, timeline, time, midday, noon, midnight, am (notation), pm (notation). ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt; line-height: 1.5;">Warm up **

What strategies can we use for adding 2 dig numbers? || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Counting by 10s off decade

<span style="font-family: Arial,sans-serif; font-size: 10pt;">What does the equals sign mean? ||  || What can happen inside of one minute? How many times can you...? || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> How many more/less than 100 || <span style="font-family: Calibri,sans-serif;">hands on an analog clock, including: ü <span style="background-color: #ffffff; font-family: Calibri,sans-serif; line-height: 1.5;">the number of seconds it takes for the <span style="background-color: #ffffff; font-family: Calibri,sans-serif; line-height: 1.5;"> second hand to complete one revolution ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">in a 4 × 4 grid <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students link and add three numbers vertically or horizontally. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Possible questions include: <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find links that have a total of more than 50? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find links that have a total of less than 50? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> how many links can you find that have a total that is a multiple of 10? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> what is the smallest/largest total you can find? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find ten even/odd totals? || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Pairs of students record an addition number sentence. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Within allotted time, students create as many equivalent number sentences as they can. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Check results with calculator to confirm. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- There cannot be any consecutive numbers
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Concept ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Strategies for addition || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> strategies for addition || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> strategies for addition || <span style="font-family: Calibri,sans-serif;">recognise the coordinated movements of the
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Modelled ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mental and written strategies for adding 2 digit numbers. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mental and written strategies for adding 2 digit numbers. ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Independent ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students record sixteen different numbers between 1 and 50

<span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> what strategy did you use in solving the addition or subtraction problems? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you find a quicker way to add/subtract? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> can you explain to a friend what you did? <span style="font-family: 'Segoe UI Symbol',sans-serif; font-size: 10pt;">❚ <span style="font-family: Arial,sans-serif; font-size: 10pt;"> how can you show that your answer is correct? || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mrs Narayan: Word problems || Minute to Win It

Year 3 2 hrs session rotating groups using timers, stopwatches analogue clocks and analogue watches to monitor the length of one minute and the number of events that take place in one minute || Patterns on a clock divide into quarters find patterns in numbers link to fractions || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- Concrete materials, 1 dig numbers || <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ 3 or 4 digit <span style="font-family: Arial,sans-serif; font-size: 10pt;">- Concrete materials, 1 dig numbers ||  ||   ||   || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WALT ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WILF ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Correctly add two or more numbers using written and mental strategies <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Accurate calculations and explanations of strategies || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Correctly add two or more numbers using written and mental strategies
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Differentiation ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ 3 or 4 digit
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Assessment **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">-Accurate calculations and explanations of strategies ||  || WALT recognise the length of one minute/60sec. Learning to use timing devices. Learning to estimate number of events possible/probable within one minute/60sec. Movement of second hand on clock. ||  || || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> whiteboards ||   ||   ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">What strategies were the most helpful? || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Explain the strategies you used? <span style="font-family: Arial,sans-serif; font-size: 10pt;">What strategies didn't work? ||  || Now that you know the length of one minute, are your estimates more accurate? ||  ||  **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Register **  ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Resources ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> maths books, whiteboards
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Reflection ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> How did you being working on the problem?
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Evaluation/ **


 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">T 2 W 1 ** ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Monday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tuesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wednesday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Thursday **  ||  **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Friday **  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Outcomes ** |||||| ** MA2-4NA applies place value to order, read and represent numbers of up to five digits **

MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM checks the accuracy of a statement and explains the reasoning used |||| ** MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs ** MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM checks the accuracy of a statement and explains the reasoning used || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Warm up ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Counting by 10s || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Counting by 100s || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Value vs Place value || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Counting forward/back by 5s || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> How many more/less than 100 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Place value columns || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Modelling with MAB <span style="font-family: Arial,sans-serif; font-size: 10pt;">Breaking down numbers || <span style="font-family: Arial,sans-serif; font-size: 10pt;">MAB models of breaking down a number into non-standard form eg 354 = 35 tens 4 ones || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Survey class, record with tally <span style="font-family: Arial,sans-serif; font-size: 10pt;">Discuss results. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Jointly construct graph. || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Revise graphs, discuss data. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Discuss need for survey collections || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Order by ascending/descending.
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Vocab ** |||||| largest number, smallest number, number before, number after, more than, greater than, less than, largest number, smallest number, ascending order, descending order, digit, zero, ones, groups of ten, tens, groups of one hundred, hundreds, groups of one thousand, thousands, place value, round to, expanded notation |||| information, data, collect, category, display, symbol, list, table, column graph, picture graph, vertical columns, horizontal bars, equal spacing, title, key, vertical axis, horizontal axis, axes, spreadsheet. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Revision Q **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Concept ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Reading, writing and ordering 3, 4,5 dig numbers || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Expanded notation || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Non-standard forms to 100 || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Data collection and presentation || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Data collection and presentation ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Modelled ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Grouping numbers to read
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Independent ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Sts investigate 3, 4 or 5 dig number on own whiteboard with partners.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths tips || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Investigate, model and record numbers in expanded notation using MAB || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Generate numbers with dice, model with MAB || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Sts roll dice 30 times and record totals with tally marks. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Create graph. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Discuss results. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Generate own survey and graph data || <span style="font-family: Arial,sans-serif; font-size: 10pt;">+5 and 6 dig || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- 2 and 3 digit numbers <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ 5 and 6 digit numbers || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- 2 and 3 digit numbers <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ 5 and 6 digit numbers, word prob || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Paired/grouped for support <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ create word problems from data || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Paired/grouped for support <span style="font-family: Arial,sans-serif; font-size: 10pt;">+ intro many to one correspondence || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WALT ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">WILF ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Read, write and order numbers <span style="font-family: Arial,sans-serif; font-size: 10pt;">Can use place value to explain the value of a number || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain parts of a number using place value <span style="font-family: Arial,sans-serif; font-size: 10pt;">Name the place value of each numeral in a number || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Use place value to explain how many 10s in a # ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Whiteboards <span style="font-family: Arial,sans-serif; font-size: 10pt;">dice || <span style="font-family: Arial,sans-serif; font-size: 10pt;">MABs <span style="font-family: Arial,sans-serif; font-size: 10pt;">Whiteboards <span style="font-family: Arial,sans-serif; font-size: 10pt;">dice || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Graph paper <span style="font-family: Arial,sans-serif; font-size: 10pt;">whiteboards || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Graph paper <span style="font-family: Arial,sans-serif; font-size: 10pt;">whiteboards || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Register ** || Good solid understandings of place value in large numbers. Expanded notation us frequently used and explained. ||  ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Differentiation ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- 2 and 3 dig
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Assessment **
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Resources ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Whiteboards || <span style="font-family: Arial,sans-serif; font-size: 10pt;">MABs
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Reflection ** ||   ||   ||   ||   ||   ||
 * **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Evaluation/ **