S3 Mathematics

Program
Week 2NUMBER

OUTCOME : ADDITION AND SUBTRACTION

MA3-5NA

KEY IDEAS : Select and apply efficient mental and written strategies and appropriate digital

technologies to solve problems involving addition and subtraction with whole numbers

LEARNING INTENTION : Students will learn how to:

solve addition and subtraction word problems involving whole numbers of any
size
RELATED CONTENT: use estimation to check the reasonableness of
answers to addition and subtraction calculations, eg 1438 + 129 is about
1440 + 130,
record the strategy used and use selected words to describe each step of
the solution process.
LESSON 1 Monday
TOWN TASK
Modelled
| Using single digit number cards, make a sum (eg. 3 + 7 = 10). Students come up with
another algorithm using 2 or 3 digit numbers (eg. 30+70=100 or 300+700=1000).
| Turn over 6 cards use jump/split strategy to solve.
Guided
| Draw a grid of 6 boxes and choose 4 different numbers from 1-9 and put one in
each box. Eg.
5
2
1

This gives 4 two-digit numbers (52 read along top row, 19 read along bottom row,
51 (read along left column) and 29 (read along right column). Use different strategies
to work out how to obtain the sum of all numbers (151) including the jump and split
strategy.
Independent
| Challenge students to find four different digits that give four two-digit numbers
which add to a total of 100.

(ACMNA123)

SUCCESS CRITERIA: Students are able to:
I can solve addition and subtraction word problems by selecting and
applying a mental and written strategies.
I can solve addition and subtraction problems
I can explain and justify how an answer was obtained
I can check my answers using an inverse operation

RESOURCES :
Whiteboards
Maths journals
Digit number cards

EVALUATION :

| Ask students: how many ways can you find of doing it?
| Allow children to work together on the problem in their pairs. They may use
whiteboards or paper in order to keep track of their calculations.
| Discuss any insights they have gained. Some pairs may have thought about the cells
in the grid which make up the units digits of the four numbers, others may have
concentrated on the cells which contribute to the tens digits. Encourage students to
explore possibilities.
Reflection
| Students may create a poster or write in their maths journals describing how they
came to their solution/s. Revise what they have learned and ensure students are
using correct mathematical terminology.
LESSON 2 Tuesday

TOWN TASK
Discussion
| Ask the whole class the question "Which is quicker, counting up to 30 in ones or
counting up to 300 in tens?" Give students the chance to think together before
discussing conclusions with the whole group. Encourage pupils to explain how they
decided upon their answer, as well as the reasons. Ask for volunteers to come up and
do the counting so you can test out the class's predictions.
| Ask about their results and the factors that affected the speed at which they
were able to count. Discuss the other considerations with students, such as being
very familiar with counting in some ways compared with others, as well as the number
of numbers to say the length of the number words will also be significant: it will take
longer to say 134 than 34.
Guided
| Two dice are RED and one is GREEN. Add up the numbers on the two RED dice and
then subtract the number on the GREEN.
So if one RED is 4 and the other RED is 5 and the GREEN is 3 we should add together
4 and 5 to make 9 and then subtract the 3 so that gives us a final answer of 6.
| You'll need to roll these dice many times and see what numbers you make each time
by doing the addition and subtraction.
In this game it would be good to find out:
what are the final answers by doing the addition and subtraction each time?
what are all the different possible numbers?
is there a good way of making sure you find them all?
how will you record what you've found out?
Reflection
| Students are to sit in a circle and share with the class how they got to their
answers. Revise what they have learned and ensure students are using correct
mathematical terminology.

RESOURCES :

EVALUATION :

Dice
Whiteboards

LESSON 3 Wednesday

RESOURCES :

TOWN TASK

Modelled
| Play Odd & Even dice game as a whole class. Students roll 2 dice if the total is
odd they subtract and even they add. Each starts at 50; get to 100 win or 0 they
lose.
Guided
| Students are to play the Odd & Even dice game in small groups.
EXT: Higher order groups can add a 3rd dice.

http://www.sheppardsoftware.com/
mathgames/fruitshoot/
fruitshoot_addition.htm
Dice
Worksheet
Whiteboards
Maths books

EVALUATION :

Independent
| Students are to complete the mixed addition and subtraction worksheet and glue
into their books.
Reflection
| In teams, students play fruit shoot with double digit numbers add & subtract
http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm

MEASUREMENT
OUTCOME : VOLUME & CAPACITY
MA3-11MG

LEARNING INTENTION : Students will learn how to:

identify 1 litre
recognise 1 litre in a variety of different shapes
recognise the need for a formal unit

KEY IDEAS : Choose appropriate units of measurement for volume and capacity (ACMMG108)
Convert between common metric units of capacity (ACMMG136)
Calculate the volumes of rectangular prisms (ACMMG160)

SUCCESS CRITERIA: Students are be able to:
I can identify 1 litre containers
I can identify the capacity of an item

LESSON 4 Thursday
TOWN TASK
Modelled
| As a class revise the difference between Volume and Capacity. Go to
http://www.teachers.ash.org.au/jeather/maths/dictionary.html and record definitions
into books.
| Show students a range of containers with labels that hold different amounts of
liquid discuss 1 litre and show a variety of 1 litre containers to students.
| Say: I have a container and I want to know what its capacity is. Capacity means how
much it will hold. Capacity is measured in litres or millilitres. Each container has a
different capacity. Look at the labels to find out how much each container can hold.
Students record list of containers and the capacity of each.
| Provide students with a list of cards with terms related to
capacity. See link for cards --- http://www.schools.nsw.edu.au/learning/7---
12assessments/naplan/teachstrategies/yr2014/img/nn_meas_voca_worksheet2_1.pdf
| In groups, students sort the terms into two columns.

Guided
| Give students a set of containers. Students estimate the capacity of each
container and record their estimates in a table. After estimating the capacity of each
container, students use the measuring jug to find the actual capacity of each
container and record it.
Independent
| Students are to complete worksheet - http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/
Reflection
| Students are to sit in a circle and share with the class what they have
learned. Ensure students are using correct mathematical terminology.

RESOURCES :
Various 1 litre containers
Water
Worksheet
Maths books

LESSON 5 Friday
TOWN TASK

RESOURCES :

EVALUATION :

Modelled
| Have Students seated in a circle. Display the witchs cauldron image.
Today we are going to be witchs and wizards and you will need to create a magic
potion.
Will you be a nice witch/wizard or an evil witch/wizard?
Have students share what sort of potion they may create. Some ideas are: Love
potions, invisibility potions, truth potions, flying potions, strength potions etc
The potion you create will need to be 600 millilitres. If it is under or over 600
millilitres it will explode!
You can use 6 ingredients in your potion. ONLY 6! What are some ingredients you
might use? Examples: blood, unicorn hair, frogs skins, toe nails etc
How many millilitres might each ingredient be if our potion is to be 600 millilitres?
Students are not to have any ingredient equalling 100 millilitres. If they do their
potion will not work and will explode.
Challenge students to think of other numbers they could use to reach 600.

See link

Guided
| Students will brainstorm 2 different ways to get to 600 millilitres. Share with the
class to make sure they equal 600.
They will then be given the measuring jug activity, where they are required to
Give their potion a name, write each ingredient down the bottom and
write how many millilitres each one is.
They will then put each ingredient into their jug and will colour it in.
Upon completion they will write a recipe for their potion. They will list
ingredients, method, what happens when the potion is taken and how it can be
reversed.
Reflection
| At the end of the session, discuss methods used to calculate how much potion they
had as they added the 2nd, 3rd, 4th, 5th and 6th ingredient.
| Link this to addition and subtraction as being the inverse of each other and model
how we can work out what is required by taking away what we have already added in.
Lesson link - http://www.australiancurriculumlessons.com.au/2013/08/18/magic-potionsmeasuring-volume-and-capacity-lesson-234/

Week 3 NUMBER

OUTCOME : MULTIPLICATION AND DIVISION

MA3-6NA

KEY IDEAS : Select and apply efficient mental and written strategies, and appropriate digital technologies, to
solve problems involving multiplication and division with whole number

LEARNING INTENTION : Students will learn how to:

solve multiplication and division word problems involving whole numbers of
any size
multiply whole numbers of up to four digits by one- and two-digit numbers
Solve problems involving division by a one-digit number, including those
that result in a remainder

SUCCESS CRITERIA: Students are able to:
solve multiplication and division word problems by selecting and applying
a mental and written strategies.
Use formal algorithms for division calculations eg 258/6 = 6 258
Explain and justify how an answer was obtained
Check their answer using an inverse operation

RELATED CONTENT: Use estimate solutions to problems and check to justify

solution
Use mental strategies to multiply and divide numbers by 10, 100, 1000 and their
multiples

LESSON 1 Monday

TOWN TASK
Modelled
| Recall multiplication facts of 2, 3, 5 and 10. Revise different number patterns
using Splat Square - http://www.oswego.org/ocsdweb/games/splatsquares/splatsq100.html Invite students to investigate multiples
Guided
| Demonstrate how to play the Array Game.
http://nzmaths.co.nz/resource/array-game
| The Array Game: Students play in pairs each has their own 1010 grid. Each
player rolls 2 6-side dice and colours in the area on the grid indicated by the dice.
For example, if a player rolls a 2 and a 3 they colour in any 23 rectangle. Students
write down their multiplication fact (23) inside the squares they have blocked.
Students play until one player cannot fit an array. The last student to make a full
array win.
| Students play the game again with the same rules, however this time students
write down the multiplication fact (e.g. 23) with the answer (6- total number of
squares coloured) inside the squares they have blocked.
Find Array Grid here http://www.australiancurriculumlessons.com.au/2014/04/09/recalling-multiplicationfacts-lesson-using-arrays-multiplication-years-234/
Independent
| Students are to complete the mixed multiplication and division worksheet and
glue into their books.
| Extend: Play the array game by putting a cost on each square to make it like a

RESOURCES :
Splat Square
Array grid

EVALUATION :

farmers land and see who purchases the most land.

Reflection
| Ask students: Who won in each team? Does placing your blocks horizontally or
vertically make a difference? Why/why not? Do you think arrays are a good way to
do multiplication? Why/why not?
LESSON 2 Tuesday

TOWN TASK
Modelled
| Show students animated video about
multiplication https://www.youtube.com/watch?v=lk4KIIcDr9E
| Explain rows and columns in arrays. Give students a problem, such as 34 and
model this problem on graph paper using counters. Emphasize this as 3 groups of
4, so you need three lines with four counters in each line. Also show how this is
repeated addition, such as 34 = 4+4+4.

RESOURCES :

EVALUATION :

Multiplication cards
Maths books
YouTube link
Graph paper

Guided & Independent

| Give students a range of problems to model on graph paper using counters.
After students have modelled the problem they write the problem in their
numeracy books along with repeated addition, such as 34 =/same as 4+4+4.
Support: Students work in the lower 2s and 3s time tables.
Extend: Students work in the upper 2s and 3s time tables.
Multiplication cards can be found here http://www.australiancurriculumlessons.com.au/2014/05/02/teaching-arrays-andadditive-thinking-a-multiplication-maths-lesson-plan/

Reflection
| Play http://www.primarygames.com/math/mathapocalypse/
LESSON 3 Wednesday

TOWN TASK
Modelled
| Introduce students to a rectangular array showing them where the rows and
columns are.
| Show students that 34 (3 rows of 4) is the same as 43 (4 rows of 3) by
rotating the rectangular array. Explain that both arrays show the product 12 as
well as the factors 3 and 4.
o Factors: The numbers that are multiplied together to get another
number.

RESOURCES :

EVALUATION :

Dice
Whiteboards
A3 paper
Maths books

o Product: The result of the multiplication.

| Ask students to identify other factors of 12 and demonstrate to them what the
arrays look like. E.g. 112, 62.
| Select another number and brainstorm the factors of that number. Invite
students to use these factors to draw different arrays for the selected number.
Guided
| In pairs students roll two dice and make multiple arrays using the total of the
two numbers rolled. Students draw the array, write on it the factors used as a
multiplication (e.g. 34), cut it out and glue it onto their A3 poster next to or
around the product it displays.
Reflection
| Students are asked if they notice any patterns within the arrays they have
created or between the numbers they have been using. Students should notice
that:
o Some numbers have only one array (prime numbers: a number that has
exactly 2 factors, 1 and itself).
o Other numbers have more than one array (composite numbers: a
number that has more than two factors).
o Some numbers form a square (square numbers: a number multiplied by
itself).
| Observe and discuss examples of prime, composite and square numbers on
students posters. Show students the composite number poster and primer
number poster to show these numbers (or display them on a hundreds chart).
http://www.australiancurriculumlessons.com.au/2013/05/31/multiplication-arrayslesson-year-34/

MEASUREMENT
OUTCOME :

TIME MA3-13MG

KEY IDEAS : Compare 12- and 24-hour time systems and convert between them
Interpret and use timetables

LEARNING INTENTION : Students will learn how to:

convert between 24-hour time and time given using am or pm notation
compare the local times in various time zones in Australia, including during
daylight saving
read, interpret and use timetables from real-life situations, including those
involving 24-hour time
LESSON 4 Thursday

TOWN TASK
Modelled
| As a class discuss the word meanings for time related words, eg am/pm,
Digital/Analogue, 12hr/24hr
| Go through Nearpod https://app.nearpod.com/?utm_source=landing&utm_medium=home_nearpod_C&utm
_campaign=new_website&utm_content=login&utm_term=botton#/command
Guided
| Discuss 24 hour time using Studyladder tutorial http://www.studyladder.com.au/learn/activity?id=13127
| Students are to match a 12hour time card with the correct 24 hour time card to
make a pair
Reflection
| Play http://www.bbc.co.uk/skillswise/game/ma25time-game-hours-vs-minutes as a
class/group.

SUCCESS CRITERIA: Students are be able to:
tell the time accurately using 24-hour time, eg '2330 is the same as
11:30 pm'
use bus, train, ferry and airline timetables and interpret the
information to solve unfamiliar problems using a variety of strategies

RESOURCES :

EVALUATION :

Studyladder
Nearpod
12 hour and 24 hour cards

LESSON 5 Friday

TOWN TASK

EVALUATION :

Guided
| Students are to match cards together in order to make a match .For example 24
hours = 1 day. 2 weeks = 1 fortnight etc.
Reflection
| Students can play Go Fish with the time cards help language development

RESOURCES :
Time cards

Modelled
| As a class discuss the word meanings for time related words, eg am/pm,
Digital/Analogue, 12hr/24hr
| Discuss how many minutes in an hour, hours in a day, days in a week/fortnight,
weeks in a year, days in a year etc.
See link http://www.australiancurriculumlessons.com.au/2014/04/27/learninghow-to-tell-time-a-maths-lesson-plan-for-years-234/

Week 4 NUMBER

OUTCOME : FRACTIONS & DECIMALS

MA3-7NA

KEY IDEAS : Solve problems involving addition and subtraction of fractions with the same or related
denominators
Recognise that the place value system can be extended beyond hundredths

LEARNING INTENTION : Students will learn how to:

add and subtract fractions, including mixed numerals, where one denominator is the
same as, or a multiple of, the other, eg 2/3+1 /6 or 23/8 3/4
solve word problems involving the addition and subtraction of fractions where one
denominator is the same as, or a multiple of, the other eg 'I ate1 /8 of a cake and my
friend ate1 /4 of the cake. What fraction of the cake remains?'

SUCCESS CRITERIA: Students are able to:
add and subtract fractions and use knowledge of equivalence
to simplify answers
convert an answer that is an improper fraction to a mixed
numeral
solve worded problems using their knowledge of fractions

RELATED CONTENT: recognise that improper fractions may sometimes make calculations
involving mixed numerals easier.
LESSON 1 Monday

TOWN TASK
See link for fractions lesson http://www.australiancurriculumlessons.com.au/2014/04/08/teaching-fractions-a-lesson-inunderstanding-the-whole-234/
LESSON 2 Tuesday

TOWN TASK

RESOURCES :

EVALUATION :

Playdough
Paddle pop sticks

RESOURCES :

EVALUATION :

Modelled
| Revise fractions using interactive site at http://www.kidsolr.com/math/fractions.html
| Ensure students understand equivalent fractions by using nearpod https://app.nearpod.com/?utm_source=landing&utm_medium=home_nearpod_C&utm_campaign
=new_website&utm_content=login&utm_term=botton#/market?view=npPreview&id=4c32d45a
b345101865e5b61b6c81f865-0&element=npp&ar=lb
Guided
| Complete some addition & subtraction fractions questions as a class (same denominators)
Choose appropriate worksheets for your students from Maths Aids
Independent
| Assist students in completing fractions worksheet independently.
Reflection
| Play http://www.fractionmonkeys.co.uk/activity/ equivalent fractions game or
http://www.mathplayground.com/Triplets/Triplets.html

LESSON 3 Wednesday

TOWN TASK
Modelled
| On an interactive whiteboard, bring up Plan a Park (Link will open in a new window.)
1. Play the game going through all the scenarios that it gives you and ask students to notice
what is happening on the right hand side (where it is displaying its percentage, decimal or
fraction.
2. If you have a class set of computers, get the kids to do it on them (its better if everyone
has a go).
3. Once finished, ask students if they could tell you equivalences for the following:
1/2 (50% or 0.50)
0.25 (25% or 25/100)
14% (0.14 or 14/100)
Guided
| Hand out a 100 grid to each child in the class (for extension, give the kids 2 or 4 grids to be
joined together)
| Tell the students that they are now going to become landscape architects and create their
own park that must include the following then set to work.
Playgrounds
Grass
Trees
Water
Sporting grounds
Something else
| Once students have created their park, ask them to now calculate the fraction of each part
of their park (playgrounds, water, etc) and write this in a table like the one below (see link http://www.australiancurriculumlessons.com.au/2013/04/04/fractions-decimals-andpercentages-lesson-plan-a-park/ )
Reflection
| Model to students so they know how to rule it up properly and fill it in correctly.
1. Once they have finished, ask them to find the equivalences for each of their spaces.
2. Once they have done that, ask them to add up each column and write the total at the
bottom.
3. Explain that if they have calculated their fractions, decimals and percentages properly the
columns should add up to 100/100, 1.0 and 100% respectively.
4. Discuss what their thoughts are now on fractions, decimals and percentages. Hopefully it
is a bit more clear that they are all linked and one of the same thing.

RESOURCES :
See link

EVALUATION :

MEASUREMENT
OUTCOME :

3D SPACE
MA3-14MG

KEY IDEAS : Compare, describe and name prisms and pyramids

Connect three-dimensional objects with their nets and other two-dimensional representations
Construct simple prisms and pyramids

LEARNING INTENTION : Students will learn how to:

identify, describe and compare the properties of prisms and pyramids
Construct simple prisms and pyramids

LESSON 4 Thursday
TOWN TASK
See link for lesson http://www.australiancurriculumlessons.com.au/2015/01/16/identifying-3dshapes-lesson-plan-for-years-34/

LESSON 5 Friday
TOWN TASK
Modelled
| Ask students to list the differences between 2D and 3D shapes, what does
3D stand for and mean? Introduce the 3 dimensions L, W and B
As a class complete classifying 2D 7 3D shapes
Guided
| Discuss ways we can identify different prisms and pyramids.
Independent
| Using the geometric shapes, students choose a shape, sketch and label it
into their books. Try different angles and views. Alternatively, students may
create shapes using plasticine.
Reflection
| Discuss as a whole class what has been learned about 3D shapes and their
attributes, ensuring students use correct mathematical language

SUCCESS CRITERIA: Students are be able to:
count and describe 3D shapes according to: number of faces, shape of
faces, number and type of identical faces, number of vertices and number
of edges.
create prisms and pyramids using a variety of materials, eg plasticine,
paper or cardboard nets, connecting cubes.

RESOURCES :

EVALUATION :

3D geometric shapes

RESOURCES :
Paper
Plasticine (optional)
3D geometric shapes

EVALUATION :