Throughout 2019, we are endeavouring to further embed Michael Ymer’s approach to all Mathematics learning. We are following his scope and sequence, which encourages the integration of at least two of the three Mathematics strands per Maths session. This is achieved through contextualising concepts into real world stories such as shopping, building a garden bed or conducting a campaign to decide on lunchtime clubs.

In Term 2 your children will be learning the following:

**Penola: **

- Engage in everyday financial situations involving toy money to pay for goods
- Continue to count forwards and backwards, compare and order collections and objects up to 10 and beyond.
- Measure (informally) and compare length, mass and volume
- Engage in opportunities to develop ordinal counting
- Model addition by putting groups of objects together and counting the combined set
- Subitising of numbers to 5(automatically recognising how many in a collection quickly)
- Compare and order the duration of events using the everyday language of time
- Model division as sharing in natural situations
- Understand the role of zero as representing something
- Use the language of location descriptions, such as under, over, beside...
- Create patterns that will help connect pattern, shape and location.
- Answer yes/no questions to collect information
- Interpret simple data displays about yes/no questions

**Language: **

- Coins, notes, dollars cents, more, less, longer, shorter, heavier, lighter, taller, shorter, join, combined, add, makes, equals, morning, midday, noon, afternoon, night, evening, mid-morning, midnight, breakfast, lunch, tea, weekdays, weekends, week, next to, beside, in front of, behind, over and under

**Fitzroy:**

- Solve simple addition and subtraction problems using a range of efficient mental and written strategies
- Begin to develop strategies such as doubles, bridging tens and commutativity to mentally compute addition and subtraction problems
- Create and solve associated word problems and, interpret and represent in number sentences.
- Continue work from first term in place value extending number range to 1000 for able students
- Introduce and use the location language of clockwise and anti-clockwise while learning about clocks
- Interpret simple maps of familiar locations and identify the relative positions of key features
- Recognise, describe and order Australian coins according to their value
- Continue to investigate skip counting by 2s and 10s from non zero start point
- Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction
- Estimate length and capacity
- Develop a categorical survey question, collect data then represent it in a graph
- Read time to the hour and half hour on both an analogue and digital clock

**Language:**

- Currency, dollars, cents, gold, silver, notes, coins, preferred, popular, most, least, subtraction, difference, take away, inverse, opposite, pictograph, column graph, join, combine, add, sum, total, left over, clockwise, anticlockwise, left, right, forward, backward, beside, under, over, longer, shorter, empty, full, fullest, emptiest, repeated, addition

**Tenison Woods:**

- Describe, continue, create number patterns resulting from performing addition or subtraction
- Use equivalent number sentences involving addition and subtraction to find unknown quantities
- Investigate and create simple addition and subtraction function machines
- Mentally compute with addition and subtraction using place value and number properties
- Measure, order and compare objects using familiar metric units of length, mass and capacity
- Recall basic multiplication facts of 2s, 3s, 5s and 10s looking for patterns when counting
- Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents
- Conduct chance experiments, identify and describe possible outcomes and recognise variation in results
- Develop categorical question, collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies
- Interpret and compare data displays – make and use student generated data displays to see similarities and differences.
- Evaluate the effectiveness of different displays in illustrating data features including variability
- Continue to interpret timetables and calendars in relation to familiar school and local community events
- Compare angles and classify them as equal to, greater than or less than a right angle.
- Identify angles as measures of turn and compare angle sizes in everyday situations
- Identify and describe slides and turns found in the natural and built environment
- Tell time to the minute on both analogue and digital clocks
- Use am and pm notation and solve simple time problems, calculating the duration of time

**Language:**

Rule, repeating pattern, repeating chink, greater than, less than, equal to, column, tally, quarter past, quarter to, whole number, tenths, hundredths, tens of thousands, thousands, hundreds, tens, ones, addend, sum, difference, product, repetition, inverse operation, algorithm, right angle, degrees, preferred, popular, currency, change, dollars, cents, decimal

**MacKillop:**

- Identify and describe factors and multiples of whole numbers and use them to solve problems
- Investigate prime, composite, square and triangular numbers
- Solve simple problems involving the four operations using a range of strategies including digital technology
- Use efficient mental, written strategies and appropriate digital technologies
- Apply the distributive and commutative properties using arrays to model multiplication and explain calculation strategies
- Continue using rounding and making estimates for computations,
- Calculate the perimeter and area of rectangles using familiar metric units
- Explore the use of brackets and order of operations to write number sentences
- Use equivalent number sentences involving multiplication and division to find unknown quantities
- Investigate the effect of combinations of transformations on simple and composite shapes
- Create tessellations with simple shapes or simple composite shapes with and without the use of digital technologies
- Solve problems involving division by a one digit number, including those that result in a remainder
- Convert time units and 12 and 24 clock time systems
- List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions
- Find a simple fraction of a quantity where the result is a whole number
- Make connections between the division sign and the fraction sign to help students recognise that finding one third of a quantity is the same as dividing by 3
- Multiply decimals by whole numbers and perform division that result in terminating decimals
- Identifying and use the correct operations when converting metric units
- Conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results match the predictions with larger numbers of trials.

**Language:**

Probable, pie graph, decimal fraction, common fraction, division, remainder, seconds, minutes, hours, multiplication, sharing, transformation, flip, reflect, slide, translate, turn, rotate, tessellate, centimeter, metre, kilometre, millilitres, litres, kilolitres, grams, kilograms, tonne, prime, composite, divisibility, multiple, factor, factor tree, squared, cubed, BODMAS, likely, possible, impossible, percentage, equivalent, strategy, algorithm.

**Maths**** Games** **Night**, **May 8th**

Was an opportunity for parents/ guardians to experience games students play during their Maths sessions. The games encourage opportunities for students to develop their mental computational strategies. All you require are a deck of cards, dice, paper and pencil.

Click here to view the presentation. *Testimonies*

*On behalf of the parents, a big thank you to Pauline and the team for organising and hosting the Maths Games Night on Wednesday. It was very informative and a lot of fun! As parents, we don't always know what our kids are learning at school and how to support/extend their learning at home, so it was great to get some ideas of different ways to do this in Maths. Thank you to all the teachers for the time and effort that you put in, we really appreciate it :) *

*Devi *

*Thank you to the staff who helped put together the Maths Games night for parents. *

*I learnt so much from the information given, in a fun and friendly environment. *

*It opened my mind to other ways of having fun with the kids while helping them learn different mathematical equations. *

**NAPLAN online Numeracy test**

All year three and five students will partake in an online numeracy test. As it is online, students now have the option to have the question read to them. As such, we ask that all students participating bring their** headsets/earphones** to school.

**Michael Ymer** will be coming in **June 6th and 7th** to observe and give feedback to teachers. His expertise is valuable in developing the capacity of teachers to deliver learning experiences, which encourage greater student engagement and richer learning opportunities.