Maths Error Programme (Received a 43/50, DISTINCTION)

Kimberly Hall U3071645

Table of Contents Table of Contents .............................................................................................................................................................................................................................................. 2 Rationale .................................................................................................................................................................................................................................................................................. 3 Error Chart ............................................................................................................................................................................................................................................................................... 4 Sequence of Lesson Overviews (1-‐10) ............................................................................................................................................................................................................................ 6 Evaluation Sheet .................................................................................................................................................................................................................................................................. 16

Rationale This 2-‐week mathematics programme includes scaffolded sequential lessons in the area of measurement of length, volume and capacity. Purposely not using advanced mathematical language like: centimetre, kilometre, inches, gallons, quarts, etc. throughout all the lessons is due to the fact that they will be addressed in detail in future lessons, as this programme is based on informal measurement units. This programme covers aligning baselines, repeating units end to end, understanding that measuring lengths on a ruler starts with a zero mark, and that the lengths are counted, not the marks or spaces. This programme also covers the measurement of capacity and volume by estimating which container of sand is heavier, and by measuring the weight of objects via displacement. Similar lesson outcomes are held back to back and within lessons, activities are repeated, which ensures students have the opportunity to truly comprehend and grasp the learning intended before moving on to a new learning area. This process helps build enthusiasm and confidence in learners. This programme also has a strong focus on differentiation for different learning styles, disabilities, and mathematical abilities, and also includes cultural understanding and native language support. Including activities that involve movement and outdoor play is key in addressing certain differentiated needs in students like: kinaesthetic, visual and naturalistic learning, ADHD/ADD, and autism, etc. The use of estimation in length measurement is not only useful in mathematical knowledge but also is very beneficial to spatial learners. Adjusted speech, where the teacher changes speech patterns to increase student comprehension, is used throughout the sequence to scaffold at-‐risk students. This includes facing the students, paraphrasing often, clearly indicating most important ideas, limiting asides, etc. Interact with students while they engage in the experiences, encourage students to interact with each other, including asking and answering questions, and specifically plan to support students who need it and challenge those who are ready. Accelerated or individualized math: a system of having students work at different levels individually in one classroom. They progress by passing tests for each unit and move at their own pace. The use of mixed ability groups helps create cooperative learning opportunities for at-‐risk students, and ensures all students, regardless of differentiated needs, will be working on the same activity; the only differences there may be are the outcomes. This ensures respectful attention to all students’ needs, which challenges the student and supports their level of mastery. Students who are grouped with other students who share their particular interest, readiness level, or learning profile will benefit as their learning will be geared towards similar interests and therefore move further than with a group where no interests were held. For instance, grouping students who enjoy extended mathematical activities will move further together than if the students were spread out randomly in other groups.

Error Chart Year 2 Mathematics Pre-‐Test Results

AREAS Measurement – Length/Capacity/Counting Time – Analogue Clock Time – Months Time -‐

Duration

ERRORS

Did not consistently align objects correctly when comparing lengths.

When measuring capacities of objects the child did not completely fill the measuring cup each time.

Child miscounted frequently causing errors in the reporting of their measurements.

Child did not know how to record o’clock times on a picture of an analogue clock.

Child confused the hands of a clock i.e. short hand for minutes and long hand for hours.

Child could not accurately place the hands for half past a given hour.

Child knew the months of the year but did not know the months of the year in correct order.

Child omitted months when asked to name them.

Child could not match events to appropriate duration of month, week, day or hour.

Number of errors 13/24 10/24 5/24 11/24 9/24 14/24 6/24 3/24 6/24 1 Antoni 2 Brenda 3 Brigid 4 Cath 5 Chris 6 Christine 7 Henry 8 Jack 9 Jeannie* 10 Jessica* 11 Jodi 12 Joe 13 Johnny 14 Katie 15 Kieren 16 Leo 17 Lili 18 Megan 19 Melanie 20 Melissa* 21 Michael 22 Paul 23 Scott* 24 Tim [* Marks the students who showed no errors at all]

Concept Map Measurement – Length/Capacity/Counting Year 1-‐2 level

Sequence of Lesson Overviews (1-‐10) Lesson 1 Year 2 Learning Outcomes Mathematical Content ACMMG037 – Compare and order several shapes and objects based on length, using appropriate uniform informal units. (ACARA)

Students will make direct comparisons of length.

Strategies & Differentiation Mathematical Language

Warm-‐Up: Read “Goanna Jumps High” (Urangdangi State School, Uupababa series). Discuss how high the goanna jumped at different times and what unit of measurement they could use to measure these jumps. Compare those heights with the height of other things in the classroom and outside (door, desks, blackboard, trees, fence, etc). Also compare to body parts and movements. Ask students what unit(s) of measurement they used when comparing the jumps with other things, and ensure they understand why the same unit of measurement should be used for comparisons to be valid. Activity: “Am I taller or shorter?” – Students independently move around the classroom and identify three objects that are taller or shorter than them selves. They are to draw pictures with labels in the Math journals to record their findings. High achievers: Students are given a 10cm length of string and asked to find items that are longer, shorter, or the same length as their string. How many for each? Remembering to straighten a curved or bent length to check if the two are the same or not as well. At-‐Risk: Antoni, Brigid, Cath, Christine, Henry, Jack, Jodi, Kieren, Lili, Megan, Michael, Paul, Tim – are to start the activity in a small group with the instructor as she models the wrong way of measuring and asking the students what was wrong with how it was done; and then model the correct way and ask the same. Early Finishers Extension: What can you find in the classroom that is as long as your arm? Cool Down/ Review Activity: Ask for volunteers to present their findings in front of the class. Learning Styles & Disabilities: Kinaesthetic. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: Aboriginal story. Native language support via auditory or written content should be provided.

• Long • High • Tall • Short • Low • The same as

Resources Assessment & Evaluation • “Goanna Jumps High” Book • Classroom furniture • Math Journals & Lead pencils • Textas and coloured pencils

Evaluation Sheet & Math Journals: Interview students on the correct and the incorrect way to measure items for length. Math Journals should reveal the students were able to record which 3 items that were taller or shorter than them. Presentations will reveal that students can verify and interpret their results.

Lesson 2 Year 2 Learning Outcomes Mathematical Content ACMMG037 – Compare and order several shapes and objects based on length, using appropriate uniform informal units. (ACARA)

Students will establish a baseline by ensuring that ends are aligned for comparison.

Strategies & Differentiation Mathematical Language Warm-‐Up: “How far can you throw it?” – Take the class outside with a basket of beanbags and a set of cones. Create a starting throwing line with the cones and then 4 at a time, each student is to estimate where their beanbag will land and then toss a beanbag as far as they can. Then they are to pace from the throwing line up to where their beanbag fell while another 4 students count the paces as they walk. Repeat with the rest of the class. Activity: What are straws used for? Not everyone uses straws, but in our case we are going to use them to play a game. “Straws in order” – Take a sample set of straws from the students and ask for volunteers to explain why and how the straws are in order or not. Model the correct way to measure the lengths of straws against each other, by aligning the baselines together. Place the straws in the correct order. Students are then given a number of straws cut at different lengths and are to arrange them from shortest to longest. The students will decipher which end of the straw is the baseline and ensure the ends are aligned for comparison and find the matching ends together. Students should be able to explain why a length fits into a particular length ordering. High achievers: Can create their own game of “straws in order” to take home. At-‐Risk: Antoni, Brigid, Cath, Christine, Henry, Jack, Jodi, Kieren, Lili, Megan, Michael, Paul, Tim -‐ are to start the activity in a small group with the instructor as she models and jointly constructs the activity with them. Early Finishers Extension: Can create their own game of “Straws in order” to take home. Cool Down/ Review Activity: Ask for volunteers to summarise in their own words what was learned about measuring today. Learning Styles & Disabilities: Tactile. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: Acknowledging that not all people use straws. Native language support via auditory or written content should be provided.

• Longer • Higher • Taller than • Shorter • Lower than • The same as • Shortest • Longest • Baseline • Align • End to end

Resources Assessment & Evaluation • Beanbags • Cones • Large outdoor area or hall • Straws cut at different lengths • Straws • Scissors

Evaluation Sheet, Observations & Questioning: Observing the students playing the game should reveal if they are able to align the baselines properly. Questioning the students on how they’ve come to their final decision on straw order will reveal further knowledge.


Students choose and measure with informal units to compare quantities.


Warm-‐Up: “The Fearless Flying Fleas” Online game – Level: BOLD, Non-‐standard units. http://www.pearsonschool.com/live/images/custom/envisionmath_ca/games/flea11.html Circle time with students in front of smart board and ask volunteers to play the game (focus on at-‐risk students). Object of the game is to estimate and then measure items with non-‐standard units. Activity: “Choose my unit” – Students choose from a collection of different units the ones they will use to measure a line. The line can be drawn in chalk on the ground outside, or by placing a strip of narrow tape on the floor indoors. All units used for the measuring of the line should be identical units and should be placed end to end along the given line without overlapping or leaving gaps. The students record what was used and how the line was measured in their math journals using drawings, numbers and words. High achievers: “Alternatives” -‐ Are to measure items with 2 sets of informal units and record their findings in their math journal with drawings, numbers and words, and then compare the differences. At-‐Risk: Antoni, Brigid, Cath, Christine, Henry, Jack, Jodi, Kieren, Lili, Megan, Michael, Paul, Tim – are to start the activity in a small group with the instructor as she models and jointly constructs the activity with them. Early Finishers Extension: Can take turns playing “The Fearless Flying Fleas” Online Game at the Smartboard. Cool Down/ Review Activity: Students present their findings to the class. Learning Styles & Disabilities: Kinaesthetic, Tactile. Physically impaired students are to be paired up with a buddy and are to compare lengths using the palm of the hand if unable to use a measurement tool. Cultural Inclusion: Avoid the use of food products as units of measurement because in some cultures their use as a teaching resource is offensive. Native language support via auditory or written content should be provided.

• About half a unit • Almost • The same as • Equal to

Resources Assessment & Evaluation • Smart board • Collection of different units for measurement: straws, paddle sticks,

wooden blocks, pattern blocks, string, textas, rubbers, etc. (Multiple copies of each unit should be readily available)

• Chalk • Narrow tape • Math Journals & Lead pencils

Evaluation Sheet, Observations & Math Journals – Conduct random observations of the students’ learning while asking questions about their understanding and findings. Math Journals should reveal the students were able to record what items were used for measurement and how many were needed to match the length of given line. By visually viewing how the students are matching up their units will prove whether they have understood the concept or not.


Students will state or record that the length is the number and type of units used by first estimating and then measuring and recording.

Strategies & Differentiation Mathematical Language Warm Up: Play "The Telephone Game" or "Pass The Parcel" -‐ explain to class when done that it is important to avoid making mistakes when reporting a number, measurement, news, etc. mention how important getting the facts right must be with people in times or cultures that didn’t have modern writing or measuring tools (i.e: Indigenous Cultures).

Activity: “Let’s compare” -‐ Students are to estimate then measure the height or width of items in the classroom with one unit of measurement. "Which is higher, which is wider?" Students record the results in their math journals and pair share, and then share findings with class while explaining their estimation strategy.

High Achievers -‐ can continue with "What's the trick?"-‐ Create as many 10-‐unit lines as possible or time is up. Record the different arrangements and state which are the same or different in lengths.

At-‐Risk: Cath, Jack, Jodi, Kieren, Paul -‐ can start with the "What's the trick" activity on a smaller scale of 5 units on a piece of A3 paper, record and share their findings. Early Finishers Extension: Students can switch units and measure again, recording their findings as they go. Cool Down/ Review Activity: Pair/ Share, and then volunteers may share findings with the class while explaining their estimation strategy. Learning Styles & Disabilities: Kinaesthetic. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: Indigenous Cultures considered regarding the importance of recording information correctly. Native language support via auditory or written content should be provided.

• Volume • Capacity • Larger • Smaller • Biggest • Smallest • The same as • Wider • Higher • Lower • Thinner

Resources Assessment & Evaluation • Classroom furniture • String/Paddle Sticks/Straws • Scissors (for cutting string/straws if needed) • A3 Paper • Math Journals & Lead Pencils

Evaluation Sheet, Math Journals & Observations -‐ Conduct random observations of the students’ learning while asking questions about their understanding and findings. Math Journals and/or presentations should reveal the students were able to record their findings, and the explanation of their estimation strategy will prove they have understood the concept.


Students will guess and test measurements on objects using identical units for each length.

Strategies & Differentiation Mathematical Language Warm-‐Up: “Sticks” – An aboriginal inspired game. Begin with a short discussion on estimating distances. Discuss ways to measure without measuring instruments, and then introduce the concept of measuring with feet. Place six sticks on the ground, one after the other. Students will measure the distance between each stick, using their feet, and enter an estimate on a whiteboard. They are to then jump in between each stick and when they get to the last stick, the sixth, they are to jump as far as they can. This distance is to be measured and entered on their whiteboard. The student can then choose any stick, except the first one, and move it to where they landed. This activity is repeated for each student. All measurements will be different. Each student is then to estimate how many “feet” they jumped by measuring with their foot making sure their feet line up properly one after the other. Activity: “Measure with one unit” – Hold a discussion on how people in different cultures measure things: what systems are used, what tools or symbols are used to record their findings. Then students are to be separated into mixed ability groups and choose an informal unit for measuring of their choice and then measure, precisely by repeating one unit end to end, any piece of furniture in the classroom. They are to be reminded that all measurement techniques are to be consistent and precise, and that lengths are counted not marks or spaces. Students are to record their findings in their Math Journals. High achievers: Are to create a measurement word problem and write it in their math journals. At-‐Risk: Antoni, Brigid, Cath, Christine, Henry, Jack, Jodi, Kieren, Lili, Megan, Michael, Paul, Tim – are to be placed in groups of students with higher abilities than theirs to ensure cooperative learning. Early Finishers Extension: What units of measurement could you choose to measure the classroom? Which is the best measurement and why? Cool Down/ Review Activity: Ask students to volunteer to present their findings. Learning Styles & Disabilities: Kinaesthetic, Tactile. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: Aboriginal inspired warm-‐up game, use of natural element as a teaching tool. Native language support via auditory or written content should be provided.

• Sticks • How many does it take • Measurement • End to end • Aligned

Resources Assessment & Evaluation • Large outdoor area or hall • 6 sticks of approximate equal length • Mini Whiteboards & markers • Math Journals & Lead pencils

Evaluation Sheet, Observations & Questioning: Observations of students conducting measurements should reveal that they grasp the understanding of how to measure end to end precisely. Questioning the children at random should also reinforce this.


Students will learn how to create an informal unit ruler.


Warm-‐Up: “Arpie”-‐ iPad music application. https://itunes.apple.com/au/app/arpie/id570542456?mt=8 Circle time with students, access the iPad app and connect to the smart board. Ask for volunteers to touch the screen (focus on at-‐risk students). The object of the musical composition application is to place balls onto the screen, which create tones. Every time the ball hits the keys below it makes a sound, the higher the ball falls the slower the tones hit creating long pauses, and the shorter the ball falls, the tones hit faster and repeatedly. This activity is interesting because the length of the fall determines the tempo of the tones played. The combination of ball fall lengths can easily make a wide variety of musical sequences. Activity: Hold a class discussion on how people in different cultures measure things: what systems are used, what tools or symbols are used to record their findings. Explain that lengths, not marks or spaces, are counted to create a measurement. And that all measurements should be precise by repeating one unit over and over again. “Make a ruler” – Students are separated into mixed ability groups to make their own rulers based on an informal unit of their choice (paperclips, rubbers, foot, hand span, etc.). Students should align units end to end and mark the scale on the ruler and then design it as they wish. They will be collected for laminating when done. High achievers: Invite students to suggest regions on the walls that will be large enough to display their work. Ask: How could we find out if it is big enough? How many papers do you think will fit along the first row? How could we figure out how many will fit altogether in that area? What other ways could we work it out?

At-‐Risk: Antoni, Brigid, Cath, Christine, Henry, Jack, Jodi, Kieren, Lili, Megan, Michael, Paul, Tim – are to start the activity in a small group with the instructor as she models and jointly constructs the activity with them. Early Finishers Extension: Measure items in the room with your new ruler. Record your findings. Cool Down/ Review Activity: Pair and share findings. Then ask for volunteers to share their findings with the class. Learning Styles & Disabilities: Auditory, Tactile. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: Discussion on how other cultures use measurement of length. Native language support via auditory or written content should be provided.

• Length • Measure • Align • Ruler • Edge • Match up • Closest to

Resources Assessment & Evaluation • iPad • Smart board • Precut strips of A4 & A3 Paper • Textas and coloured pencils • Scissors • Informal units of measuring from previous lesson: straws, paddle sticks,

wooden blocks, pattern blocks, string, textas, rubbers, etc.

Evaluation Sheet & Observations: Observe that students are aligning and marking their units correctly, and are starting from point 0 when marking their ruler, and measuring.


Students will compare measurements on objects using new ruler by creating a class chart.

Strategies & Differentiation Mathematical Language Warm-‐Up: “Measure It!” Online Game – Level: Easy Centimetres http://www.funbrain.com/measure/ Circle time with students in front of smart board and ask volunteers to play the game (focus on at-‐risk students). Object of the game is to identify the correct centimetre length that corresponds with the red bar above the ruler. Activity: Explain how sticks were used for measuring in early cultures and times, and that that’s how a yard or metre stick came to be. Explicitly teach how to use a centimetre ruler and model the measuring of a few items. Then ask students to volunteer to measure other items of their choice in front of the class. Repeat many times until the act of measuring in centimetres is second nature. Then mind map key concepts in measuring on the whiteboard. Equally take all suggestions from students: Align from zero and start to measure on the first mark, hold it straight, the last mark closest to the edge of the item is the number used for the measuring. Add any other tips students may come up with. High achievers: Ask students to model how to measure in front of the class. At-‐Risk: Antoni, Brigid, Cath, Christine, Henry, Jack, Jodi, Kieren, Lili, Megan, Michael, Paul, Tim – Review how to measure many times, with deliberately slow directions. Early Finishers Extension: Convert your previous informal unit findings to centimetres. How do they differ? Cool Down/ Review Activity: Ask students to volunteer a key concept in measuring that they learned today. Review al key concepts of how to measure with a ruler with students. Learning Styles & Disabilities: Visual. Auditory. Physically impaired students are to be paired up with an LSA for inclusion. Cultural Inclusion: Discussion on the use of natural elements such as sticks used for measuring length. Native language support via auditory or written content should be provided.

• Centimetres • Measure • Align • Ruler • Edge • Match up • Closest to • Yard • Metre • Yard/ Metre stick

Resources Assessment & Evaluation • Smart board • White board & Marker • Items to measure for modelling: stapler, binder, marker, etc. • Ruler (with centimetres on it) • Math Journals & Lead Pencils (for extension)

Evaluation Sheet & Observations: Students participation of the key concepts of measuring should reveal that a general understanding of measurement of length is obtained. Observations of extended activities showcasing measurement knowledge and the application of strategies of measurement taking will provide evidence as well.

Lesson 8 Year 2 Learning Outcomes Mathematical Content ACMMG037 – Compare and order several shapes and objects based on volume and capacity using appropriate uniform informal units. (ACARA)

Students will learn how displacement of water can measure objects.

Strategies & Differentiation Mathematical Language Warm-‐Up: “Count Us In – Game 15” online game on capacity. http://www.abc.net.au/countusin/games/game15.htm Circle time with students in front of smart board and ask volunteers to play the game (focus on at-‐risk students). Object of the game is Activity: “Bathtub experiment” – fill a litre container with water to the top. This should be placed in a bin to collect displaced water. Ask students if they know how much the small item weighs (chose one). Ask the students if they know how to figure out how to weigh it without putting it on a scale. Proceed to demonstrate the process. Each step of the way explaining in great detail how what your doing is affecting the outcome. (i.e. Placing the stone in the litre container will displace it’s equal weight in water out of the container. This water that has fallen into the bin is to then be poured into a different container that has previously been weighed and recorded and then placed on a scale. The final weight will be the difference of the original container weight and the water placed in it. This is the weight of the stone. Repeat with several items until all students understand the process. Students are to separate into mixed ability groups and try it for themselves. Because of the water being used, it is important to avoid using the Maths Journals for this lesson as they may get wet, and students may get careless with the water also. High achievers: Capacity worksheet “Volume Capacity: Circle the Bottle with More or with Less Water”: Different Size Bottles in Problems http://edhelper.com/Capacity.htm At-‐Risk: Antoni, Cath, Chris, Jack, Jodi, Kieren, Leo, Megan, Michael, Paul -‐ are to start the activity in a small group with the instructor as she models and jointly constructs the activity with them. Early Finishers Extension: Provide students with a 1kg weight and then have them find objects in the class either lighter or heavier than it. Cool Down/ Review Activity: Have students volunteer to share their experiences in each of the activities to the rest of the class. Learning Styles & Disabilities: Kinaesthetic, Tactile. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: Use water sparingly because in some cultures the use of water as a teaching resource is offensive. Native language support via auditory or written content should be provided.

• Displacement • Scale • Balance • Heavier • Lighter • As light as • As heavy as • More than • About half • Half • Almost • Nearly full • Almost full • Approximately

Resources Assessment & Evaluation • Smart board • Water • Large bucket or bin • Small items (ball, stone, wooden block, bowl, pitcher, cup, etc.) • Capacity Worksheets

Evaluation Sheet, Observations & Questioning: Observations of the students participating in the water displacement activity should reveal an understanding of the displacement process, but only during a questioning process of what actions are needed in order to know the weight of an item and why this action works, will they truly reveal their knowledge.

Lesson 9 Year 2 Learning Outcomes Mathematical Content ACMMG037 – Compare and order several shapes and objects based on volume and capacity using appropriate uniform informal units. (ACARA)

Students will learn how to read volume and capacity in litres and millilitres in order to compare capacities.


Warm-‐Up: “Can You Fill It” Online Game http://pbskids.org/cyberchase/math-‐games/can-‐you-‐fill-‐it/ Circle time with students in front of smart board and ask volunteers to play the game (focus on at-‐risk students). Object of the game is to select the combination of pots that will fill the container full of water in the fewest amount of pours possible without overflowing. Activity: Discuss the gradations/calibrations on each container, and ask the students how might the scale be recorded? 500ml intervals? 100ml? 50 ml? Model pouring sand from a jug into one of the measuring containers and tapping it on a flat surface to ensure a flat surface of sand inside. Then ask them if they can guess how much is in there by reading the scale. Write suggestions on the board (showing the proper way of writing it: 500ml, 30ml, etc.), and see if without instruction they can figure it out by talking out loud and taking each other’s suggestions into consideration. If they are unable to, scaffold them into the right direction. “Reading volume and capacity” – The students are to break off into pairs, each pair with a jug of sand, a bin or tray to work in/on, and a measuring container. The students are to take turns pouring random amounts of sand into the container and then record their findings using precise millilitre numbers in their math journals. High achievers: How much sand would be needed to fill a bathtub? A swimming pool? At-‐Risk: Antoni, Cath, Chris, Jack, Jodi, Kieren, Leo, Megan, Michael, Paul – Are to draw or list items that relate to capacity. (milk containers, cups etc.) Early Finishers Extension: Capacity reading worksheet. http://www.schoolsnet.com/pls/hot_school/sn_primary.page_pls_show_on_iframe?x=16180339&p_href=/img/schoolsnet/primary/resources/numeracy/downloads/ma_capacity2.pdf&p_crumb_seq=6&p_crumb_label=Capacity%202 Cool Down/ Review Activity: When pairs are done recording 10 sets (each) of measurements in their Math Journals, they are to follow it with a closing reflection on their thoughts on the lesson for the day, including one key concept they learned about reading measurement for capacity. Learning Styles & Disabilities: Kinaesthetic, Tactile, and Intrapersonal. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: use of natural element as a teaching tool. Do not use water because in some cultures the use of water as a teaching resource is offensive. Native language support via auditory or written content should be provided.

• Measurement • Capacity • Volume • Scale • Gradation • Calibration • Millilitre • Litre • Pour

Resources Assessment & Evaluation • Smart board • White board & Marker • Bucket of Sand • Jugs • Trays • Measuring containers of different sizes (with minimum 3 litre scale) • Math Journals & Lead pencils • Textas & Coloured Pencils • Capacity Worksheets

Evaluation Sheet, Observations & Math Journal: Observations of the students during their activity will reveal their level of understanding of reading volume and capacity. Math Journals will also provide evidence that students understand how to write precise measurements and how to compare capacities using them.

Lesson 10 Year 2 Learning Outcomes Mathematical Content ACMMG037 – Compare and order several shapes and objects based on volume and capacity using appropriate informal units. (ACARA)

Students will estimate, compare and weigh capacities using a range of containers.

Strategies & Differentiation Mathematical Language Warm-‐Up: “Pour To Score” Online Game http://pbskids.org/cyberchase/math-‐games/pour-‐score/ Circle time with students in front of smart board and ask volunteers to play the game (focus on at-‐risk students). Object of the game is to create 1-‐8 quarts of water by pouring, emptying and refilling the large container into the smaller one. Make sure to address that quarts is a part of a different measurement system. Activity: “Capacity Line-‐up” – Students are to estimate and order from least capacity to most, five or six containers of different sizes and shapes filled with water; then to check their answers the students are to work in groups of their choosing, and weigh the containers to find a solution. There should be at least 3 sets available for students to investigate so that everyone can have a go at the same time. High achievers: What is the difference between quarts and litres? At-‐Risk: Antoni, Cath, Chris, Jack, Jodi, Kieren, Leo, Megan, Michael, Paul -‐ are to start the activity in a small group with the instructor as she models and jointly constructs the activity with them. Early Finishers Extension: Students can create a poem/song about units of capacity. Allow students to work in pairs if necessary. Cool Down/ Review Activity: When done, students are to present their findings to the class and explain how they arrived at it. Learning Styles & Disabilities: Kinaesthetic, Tactile. Physically impaired students are to be paired up with a buddy. Cultural Inclusion: use of natural element as a teaching tool. Do not use water because in some cultures the use of water as a teaching resource is offensive. Native language support via auditory or written content should be provided.

• Pour • Quart • Capacity • Almost as • Less than • More than • Heavier • Lighter • Volume • The same as • Wider • Higher • Lower • Thinner

Resources Assessment & Evaluation • Smart board • Sand • Containers of different shapes and sizes; plastic cup, liquid medicine

bottle, plastic jar, bucket, large bin, etc. (3 sets minimum) • 3 Scales minimum

Evaluation Sheet, Observations & Presentation: Conduct random observations of the students’ learning while asking questions about their understanding and findings. Students are to present their findings and explain how they arrived at it.

Evaluation Sheet Year 2 Mathematics Measurement Evaluation Sheet

AC Outcome ACMMG037 – Compare and order several shapes and objects based on length, volume and capacity using appropriate uniform informal units.

AREAS Measurement – Length & Counting

Measurement – Capacity

LESSONS

L1: makes direct comparisons of length

L2: ends are aligned for comparison by establishing a baseline

L3: measure with informal units to compare quantities.

L4: estimating, measuring and recording that the length is the number and what type of units were used

L5: guess and test measurements on objects using identical units for each length

L6: creates an informal unit ruler

L7: compare measurements on objects using new ruler

L8: understands how displacement of water can measure objects

L9: how to read volume and capacity in litres and millilitres in order to compare capacities.

L10: estimating, weighing, presenting findings and explain how they arrived at it.

EVALUATOR MJ O Q MJ I O MJ O O Q O O O Q MJ O O P 1 Antoni ✓ ✓ ✓ ✗ ✗ ✓ ✗ ✗ ✓ ✓ ✓ ✓ 2 Brenda ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 3 Brigid ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 4 Cath ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✗ ✓ 5 Chris 6 Christine 7 Henry 8 Jack 9 Jeannie 10 Jessica 11 Jodi 12 Joe 13 Johnny 14 Katie 15 Kieren 16 Leo 17 Lili 18 Megan 19 Melanie 20 Melissa 21 Michael 22 Paul 23 Scott 24 Tim [MJ – Math Journals, I – Interview, P – Presentation, O – Observation, Q -‐ Questioning]

Maths Error Programme (Received a 43/50, DISTINCTION)

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Transcript of Maths Error Programme (Received a 43/50, DISTINCTION)