Pauline Knowles

Term 3 will see a number of exciting Mathematics learning opportunities.
Foundation and Year One

  • Count using number sequences to and from 100 by ones from any starting point.
  • Skip count by twos, fives and tens starting from zero.
  • Count collections to 100 by partitioning numbers using place value.
  • Record data by choosing simple questions and gathering responses.
  • Represent data with objects and drawings where one object or drawing represents one data value.
  • Describe the information on a data sheet.
  • Connect the days of the week with familiar events. (Prep)
  • Compare and order the duration of events using the everyday language of time.  (Prep)
  • Describe duration using months, weeks, days and hour. (Y1)
  • Tell time to the half-hour. (Y1)             
  • Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts.
Year Two
  • Represent multiplication problems using an array.
  • Describe an array.
  • Use an array to find related multiplication facts.
  • Identify the number of items in a group.
  • Name a group given a certain amount of items.
  • Show and explain what happens when I multiply a number by zero.
  • Show and explain what happens when I multiply a number by one.
  • Explain an array as row with a quantity in each.
  • Understand that a grid can be used to represent an array in rows and columns.
  • Create an array that is a rectangle.
  • Count in groups.
Year Three and Four
  • Read and compare time on an analogue and digital clock.
  • Identify and use the language associated with time, for e.g. quarter to, half past, o’clock,  etc.
  • Construct timelines using equal spacing of intervals.
  • Identify and order events in chronological order on timelines.
  • Convert between 12 and 24 hour time.
  • Understand the concept of elapsed time.
  • Calculate elapsed time when given the starting and ending time.
  • Create translations, rotations and reflections of a variety of shapes.
  • Understand that a shape appears unchanged after a transformation.
  • Recognise that the position of a shape does not affect its properties, for e.g. a square, no matter its orientation, remains a square.
  • Collect, organise and represent a variety of different data sets.
  • Interpret a variety of data sets.
  • Count on and backwards in groups.
  • Create multiplication and division number patterns.
Year Five and Six
  • Create simple financial plans
  • Construct budgets for a household
  • Investigate and calculate discounts of 10%, 25% and 50% on sale items with and without technologies.
  • Estimate, measure and compare angles using degrees
  • Construct angles using a protractor
  • investigate , with and without technologies, angles on a straight line, angles at a point and vertical opposite angles. Use results to find unknown angles
  • Interrupt and use timetables
  • Connect volume and capacity and their units of measurement
  • Calculate the area and perimeter of triangles.
  • Explore different shaped prisms and the total surface area they represent.   
  • Explore the use of brackets and order of operations to write a number sentences
Australian Mathematics Competition
On August 9th, we will have 26 students from years 3-6, participate in the Australian Mathematics Competition. The competition is designed by the Australian Mathematics Trust. Our inaugural participation was through invitation, which was based on PAT M results.

Algebraic Thinking Collective
The Junior school have been involved with the Algebraic Thinking Collective, a project whose objective is to develop teacher capacity and improve student growth. In Term 1, all P-2 students undertook the PASA assessment tool, a one-on-one interview, to develop some baseline data on our students and their use of algebraic thinking. Throughout the year, some of the interview questions were revisited so as to better inform planning and implementation of learning sequences. This Term the students will undergo post-testing to gather data on student growth.

Michael Ymer
Michael will make his final visit for 2018 in week two. He will observe a number of teachers to see how teachers have synthesised and are applying the valuable professional learning he has developed within all of our teachers. Michael will work with the teachers again in a planning capacity in January 2019.