Oxford Maths Plus Eval Pack AC

Maths Plus Australian Curriculum

Help students build their skills, develop understanding and make connections over time

TION EVALUA PACK

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Practise, master, assess MATHS PLUS AT A GLANCE

TEACHING AND LEARNING APPROACH

TEACHER RESOURCES

Spiralling, also known as ‘spacing’

Teacher Books

Supports practice and consolidation

Teacher Dashboard, which provides online access to a wealth of resources and support material for Foundation to Year 6, including:

HOW? Students explore and revisit mathematical concepts over time, building their skills, developing understanding and making connections.

Teaching resources interactive teaching tools to introduce concepts blackline masters and investigations

WHAT SORT OF ACTIVITIES ARE INCLUDED?

lesson plans and learning support

learning, practice and consolidation activities

potential difficulties video tutorials

problem-solving tasks

Planning and assessment material

extra support and extension activities

curricula and planning documents

mentals and homework activities

assessment tests and diagnostic term reviews

LEARNING OUTCOME

dictionary of mathematical terms

The spiralling approach helps students develop robust recall of information, consolidating learning and increasing their mathematical fluency.

answers

STUDENT RESOURCES Student Books Student Dashboards Assessment Books Mentals and Homework Books

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CURRICULUM ALIGNMENT The series is fully aligned with the Australian Curriculum: Mathematics – Number and Algebra, Measurement and Geometry, and Statistics and Probability.

What does Maths Plus look like in the classroom?

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2

Plan and implement teaching

Practise

Use the Teacher Dashboard or Teacher Book to access lesson plans and learning support, including explicit references to the Student Books.

The Student Books and Student Dashboards provide multiple problem-solving opportunities for the students to explore and practise mathematical concepts.

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3

Assess the results

Master

Use the post-tests to measure student growth and report on competency and understanding.

The Mentals and Homework Books allow students to practise their skills, consolidate understanding and increase fluency.

Challenge and extend Advanced Primary Maths is an accelerated program of mathematics that can be used in conjunction with Math Plus.

It engages and extends students in Years 3 to 6, and supports the effective teaching of mathematics through problem solving and openended learning in real-world contexts.

See pages 22–25.

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STEP 1

Plan and implement teaching

RESOURCES Teacher Book and Teacher Dashboard

Refer to the Maths Plus Teacher Book for curriculum links, direct instruction and links to the Teacher Dashboard, Mentals and Homework Books and Advanced Primary Maths.

Use the Maths Plus Teacher Dashboard to access a wealth of additional teaching and learning resources such as interactive teaching tools, videos, blackline masters, investigations, answers and more!

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Teacher Book Teachi ng n the Ma otes from ths Plu s3 Teach er Boo k

Links to corresponding Maths Plus resources for every unit

unit

Student Book

2

Subtraction

SB

APM numbers and related M&Hfor single-digit

Page 6

APMLesson focus

M&H

Use mental strategies when subtracting

Getting started

APM

M&H

Direct instruction

Revise the method for using a number line to subtract. Write 15 − 6 on the board and choose a student to stand on number 15 on a large number line drawn in chalk on the floor. As the student moves back to show subtracting 6 on that number line, the other students count back 6, until the student on the number line reaches 9. Write ‘= 9’ next to 15 − 6. Repeat this for other subtractions.

Refer to the Teacher Dashboard for resources such as the digital teaching object ‘Mental subtraction strategies’, which can be used to introduce different subtraction strategies, and the Potential Difficulties video ‘Subtraction written strategies’.

Page 6

Link to Teacher Dashboard

Learning activities

Reflection

Tell students a subtraction problem (for example, 17 minus 8) and ask them to solve it. Make time for as many students as possible to share the mental strategy they used.

AF

1 Show students how they can use their rulers as number lines. Give them some subtractions to work out and choose some students to demonstrate their method.

2 Brainstorm all the words the class can think of related to subtraction. List these on the board or a chart.

Discuss these words and their meanings. Ask students to create a problem situation using each of the words.

Discuss and solve each of the suggested problem situations. Decide whether subtraction was the best operation to use each time.

3 In pairs, students can play a subtraction game. Both students start with 30. In turn, they toss a dice and subtract the number thrown from 30. Play continues, with students continuing to subtract until one student reaches zero. That student is the winner. Allow students to use their ruler as a number line if they wish.

4 Give out MAB materials. Ask students to use the longs and small cubes to model various numbers and then subtract 10 by taking away one long. They should say what the answer is (for example, 17 − 10 = 7).

R

Learning activities

subtraction facts to develop increasingly efficient mental strategies for computation (Fluency) [CCT] [N]

Page 4

SB

• a large number line (0–20) drawn in chalk on the floor • rulers • dice • MAB materials

D

Advanced Primary Maths

SB

Materials

ACMNA055 Recall addition facts

T

Mentals and Homework Book

Australian Curriculum

Support activities

Advanced Primary Maths

Ask students to share their tips for remembering subtraction Link to facts. facts, such as linking subtraction with known addition

Advanced ➜ Can students solve simple subtraction Primary situations? Maths Assessment

➜ Which students require the support of MAB materials or number lines to solve the situations? ➜ Can students associate various words with subtraction and create subtraction problems that involve those words? ➜ The Assessment Book is best used for end-of-year assessment; however, appropriate questions from page 6 can be used to find out any facts that students are having difficulty with and target these with further activities.

➜ Work with students to model subtraction with a number line. Encourage students to draw an arc on the number line to represent each number that is subtracted (for example, 15 − 7 = 8).

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1

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17

Extension activities ➜ Students write subtraction problems using the various words for subtraction. ➜ Ask students to write an explanation about how to use MAB materials in the subtraction of larger numbers.

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TeacherBook Book Teacher Term p lan the Ma ner from ths Teache Plus 3 r Book *

Term planners TERM 1 SUGGESTED PLANNER WEEK UNIT

PAGES

Number & Algebra

Measurement & Geometry Identify prisms and cylinders.

Match 3D objects with their names.

Measure items using centimetres.

Draw lines to exact centimetres.

1

2–5

2

2

6–9

Subtraction facts to 20.

Missing numbers in subtractions.

Model odd and even numbers.

Find patterns in odd and even numbers.

Draw lines of symmetry on shapes.

Complete drawings of symmetrical shapes.

Compare informal areas.

Make like areas.

Compare area units.

3

3

10–13

Count on or back for addition or subtraction.

Addition and subtraction as inverse operations.

Describe the position of objects.

Follow directions to place items in a grid.

4

4

14–17

Subtraction facts from addition.

Write and solve word problems and number sentences.

Use mental strategies and arrays to multiply by 2.

Identify faces, edges and corners of pyramids.

Describe a pyramid.

Measure and estimate the length of leaves and objects in centimetres.

5

5

18–21

Extend addition facts.

Complete addition grids to find addition patterns.

Model and write three-digit numbers.

Order three-digit numbers.

Identify vertical and horizontal lines.

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6

22–25

Expand three-digit numbers.

Use > or < to compare numbers.

Use mental strategies to multiply by 5.

Use a grid to locate and give positions.

8

9

10

Use tally marks to record survey results.

Interpret a column graph.

AF

Interpret column graphs.

Construct a column graph.

D R

7

Statistics & Probability

T

1

Addition facts to 9 + 9.

Find a pattern in an addition grid.

Add single-digit numbers with materials.

Use arrays for skip counting patterns.

Skip count to find a total.

Skip count to complete patterns.

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26–29

Write and solve division number sentences.

Use the ‘jump’ strategy to solve addition of two-digit numbers.

Expand numbers to 5000.

Capacity using informal units.

Choose appropriate measuring units.

8

30–33

Extend subtraction facts.

Introduce numerator and denominator.

Identify and model unit fractions of shapes and collections.

Match sets of faces to 3D objects.

Develop strategies to calculate area.

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34–37

Use the split strategy to add twodigit numbers.

Solve problems using the split strategy.

Learn to trade in a two-digit algorithm.

Identify quarter to and quarter past on a clock face.

Add hands to illustrate various times.

38–39

Interpret and construct picture graphs.

Diagnostic review 1

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Teacher Book

Austra li Curric an u lum crossreferen ce chart f rom th e Maths P Teache lus 3 r Book *

Australian Curriculum 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 1010

Units Units

11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525 2626 2727 2828 2929 3030 3131 3232 3333 3434 3535

NUMBER NUMBERAND ANDALGEBRA ALGEBRA

NUMBER NUMBERAND ANDALGEBRA ALGEBRA

Number Number and and place place value value

Number Number and and place place value value

Investigate Investigate the the conditions conditions required required forfor a number a number toto bebe odd odd oror even even and and identify identify odd odd and and even even numbers numbers (ACMNA051) (ACMNA051) Recognise, Recognise, model, model, represent represent and and order order numbers numbers toto atat least least 1010 000 000 (ACMNA052) (ACMNA052) Apply Apply place place value value toto partition, partition, rearrange rearrange and and regroup regroup numbers numbers toto atat least least 1010 000 000 toto assist assist calculations calculations and and solve solve problems problems (ACMNA053) (ACMNA053) Recognise Recognise and and explain explain the the connection connection between between addition addition and and subtraction subtraction (ACMNA054) (ACMNA054) Recall Recall addition addition facts facts forfor single-digit single-digit numbers numbers and and related related subtraction subtraction facts facts toto develop develop increasingly increasingly efficient efficient mental mental strategies strategies forfor computation computation (ACMNA055) (ACMNA055) Recall Recall multiplication multiplication facts facts ofof two, two, three, three, five five and and ten ten and and related related division division facts facts (ACMNA056) (ACMNA056) Represent Represent and and solve solve problems problems involving involving multiplication multiplication using using efficient efficient mental mental and and written written strategies strategies and and appropriate appropriate digital digital technologies technologies (ACMNA057) (ACMNA057) Fractions Fractions and and decimals decimals

Fractions Fractions and and decimals decimals 1 11 11 11 1

Money Money and and financial financial mathematics mathematics

Represent Represent money money values values inin multiple multiple ways ways and and count count the the change change required required forfor simple simple transactions transactions toto the the nearest nearest five five cents cents (ACMNA059) (ACMNA059)

Use Use a function a function machine machine and and the the inverse inverse machine machine asas a model a model toto apply apply mathematical mathematical rules rules toto numbers numbers oror shapes shapes (ACMNA139) (ACMNA139)

MEASUREMENT MEASUREMENTAND ANDGEOMETRY GEOMETRY

Using Using units units ofof measurement measurement

MEASUREMENT MEASUREMENTAND ANDGEOMETRY GEOMETRY

Using Using units units ofof measurement measurement

R

Tell Tell time time toto the the minute minute and and investigate investigate the the relationship relationship between between units units ofof time time (ACMMG062) (ACMMG062)

Shape Shape

Make Make models models ofof three-dimensional three-dimensional objects objects and and describe describe key key features features (ACMMG063) (ACMMG063) Location Location and and transformation transformation

R

Measure, Measure, order order and and compare compare objects objects using using familiar familiar metric metric units units ofof length, length, mass mass and and capacity capacity (ACMMG061) (ACMMG061)

Shape Shape

AF

Patterns Patterns and and algebra algebra

AF

Patterns Patterns and and algebra algebra

Describe, Describe, continue, continue, and and create create number number patterns patterns resulting resulting from from performing performing addition addition oror subtraction subtraction (ACMNA060) (ACMNA060)

T

Money Money and and financial financial mathematics mathematics

T

Model Model and and represent represent unit unit fractions fractions including including2 ,24, ,43, ,35, and and their their multiples multiples toto aa 5 complete complete whole whole (ACMNA058) (ACMNA058)

D

D

Location Location and and transformation transformation

Create Create and and interpret interpret simple simple grid grid maps maps toto show show position position and and pathways pathways (ACMMG065) (ACMMG065) Identify Identify symmetry symmetry inin the the environment environment (ACMMG066) (ACMMG066) Geometric Geometric reasoning reasoning

Geometric Geometric reasoning reasoning

Identify Identify angles angles asas measures measures ofof turn turn and and compare compare angle angle sizes sizes inin everyday everyday situations situations (ACMMG064) (ACMMG064)

STATISTICS STATISTICSAND ANDPROBABILITY PROBABILITY

STATISTICS STATISTICSAND ANDPROBABILITY PROBABILITY

Chance Chance

Chance Chance

Conduct Conduct chance chance experiments, experiments, identify identify and and describe describe possible possible outcomes outcomes and and recognise recognise variation variation inin results results (ACMSP067) (ACMSP067) Data Data representation representation and and interpretation interpretation

Data Data representation representation and and interpretation interpretation Identify Identify questions questions oror issues issues forfor categorical categorical variables. variables.

Identify Identify data data sources sources and and plan plan methods methods ofof data data collection collection and and recording recording (ACMSP068) (ACMSP068) Collect Collect data, data, organise organise into into categories categories and and create create displays displays using using lists, lists, tables, tables, picture picture graphs graphs and and simple simple column column graphs, graphs, with with and and without without the the use use ofof digital digital technologies technologies (ACMSP069) (ACMSP069) Interpret Interpret and and compare compare data data displays displays (ACMSP070) (ACMSP070)

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*Materials marked DRAFT are part of the new edition Teacher Books and not yet available on the Teacher Dashboard 7

Teacher Dashboard Teach ing no tes and re source s from th e Math s Plus 3 Teache r Dashb oard

Start your lesson by navigating to a page on the Lessons tab

Projectable Student Book pages for whole-class and small-group teaching

Resources are available at the top of each page

Interactive teaching tool for whole-class learning

Downloadable Teacher Notes

Potential Difficulties video tutorial

unit

2

Subtraction

SB

APM numbers and related M&Hfor single-digit

Page 6

SB

• a large number line (0–20) drawn in chalk on the floor • rulers • dice • MAB materials

APMLesson focus

M&H

Use mental strategies when subtracting

Getting started

APM

M&H

Materials

ACMNA055 Recall addition facts

subtraction facts to develop increasingly efficient mental strategies for computation (Fluency) [CCT] [N]

Page 4

SB

Australian Curriculum

Revise the method for using a number line to subtract. Write 15 − 6 on the board and choose a student to stand on number 15 on a large number line drawn in chalk on the floor. As the student moves back to show subtracting 6 on that number line, the other students count back 6, until the student on the number line reaches 9. Write ‘= 9’ next to 15 − 6. Repeat this for other subtractions.

Refer to the Teacher Dashboard for resources such as the digital teaching object ‘Mental subtraction strategies’, which can be used to introduce different subtraction strategies, and the Potential Difficulties video ‘Subtraction written strategies’.

Page 6

Learning activities

Reflection

1 Show students how they can use their rulers as number lines. Give them some subtractions to work out and choose some students to demonstrate their method.

2 Brainstorm all the words the class can think of related to subtraction. List these on the board or a chart.

Discuss these words and their meanings. Ask students to create a problem situation using each of the words.

Discuss and solve each of the suggested problem situations. Decide whether subtraction was the best operation to use each time.

3 In pairs, students can play a subtraction game. Both students start with 30. In turn, they toss a dice and subtract the number thrown from 30. Play continues, with students continuing to subtract until one student reaches zero. That student is the winner. Allow students to use their ruler as a number line if they wish.

4 Give out MAB materials. Ask students to use the longs and small cubes to model various numbers and then subtract 10 by taking away one long. They should say what the answer is (for example, 17 − 10 = 7).

Learning activities

Tell students a subtraction problem (for example, 17 minus 8) and ask them to solve it. Make time for as many students as possible to share the mental strategy they used.

Advanced Primary Maths Ask students to share their tips for remembering subtraction facts, such as linking subtraction with known addition facts.

Assessment ➜ Can students solve simple subtraction situations? ➜ Which students require the support of MAB materials or number lines to solve the situations? ➜ Can students associate various words with subtraction and create subtraction problems that involve those words? ➜ The Assessment Book is best used for end-of-year assessment; however, appropriate questions from page 6 can be used to find out any facts that students are having difficulty with and target these with further activities.

Support activities ➜ Work with students to model subtraction with a number line. Encourage students to draw an arc on the number line to represent each number that is subtracted (for example, 15 − 7 = 8).

0

1

2

3

4

5

6

7

8

Support activities

➜ Students take a handful of counters a find out if there is an odd or even num ➜ Ask students to write even and odd n how they know which are odd and w

9 10 11 12 13 14 15 16 17

Extension activities

Extension activities

➜ Ask students to investigate what happ — two even numbers are added — two odd numbers are added — an odd and an even number are a

➜ Students write subtraction problems using the various words for subtraction. ➜ Ask students to write an explanation about how to use MAB materials in the subtraction of larger numbers.

6

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1 Divide the class into two teams, the O Evens. Choose a student from each t other with their right fist closed. On th they flick out any number of fingers th sum of their fingers is odd, the Odds is even, the Evens score a point. Con student has had a turn.

2 Two teams of students line up in pairs the Odds and the other is the Evens. dice for the first pair. If the number on the student from the Odds remains st other student sits down. Repeat for th students. Continue down the teams in team with the most students standing 3 Give each student a numeral card and take that number of counters. Ask the the number on their card is odd or ev counters.

Group students according to whet is odd or even and ask them to hold for others to see. Ask: What do you n the numbers that are even? (Even num 4, 6 and 8.) Is number 23 an odd num number? How do you know?

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Teacher Dashboard Potent ial Diffi cu video tutoria lties l fo subtrac tion fro r m the Ma t h s P lu Teache s3 r Dash board

tive Interac ol for ng to teachi on from ti subtrac s Plus 3 th the Ma ashboard rD Teache

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Teacher Dashboard Teach learnin ing and g re from th sources e Math s Plus 3 Teache r Dashb oard

Access all teaching and learning resources for Year 3 on the Resources tab

Interactive teaching tool for whole-class learning

Potential Difficulties video tutorial

10

Post-tests

Teacher Dashboard Planni ng assess and ment resour ces fro m the Ma Teache ths Plus 3 r Dash board

Access all planning and assessment material for Year 3 on the Planning & Assessment tab

Curriculum links

Find a Topic chart

Planners

Downloadable and printable Blackline masters

Assessment and diagnostic review resources

Answers and dictionary

Investigations

11

Invest ig from th ation page e Math sP Teache r Dash lus 3 board

Blackl ine from th master e Math s Plus 3 Teache r Dashb oard

12

Find a topic

NUMBER AND ALGEBRA

page

Number and place values Odd and even numbers Place value to 5000 Counting forwards and backwards Place value to 10 000 Rounding numbers

7 20, 22, 28, 61 44 78, 128 56

Addition and subtraction Addition facts Subtraction Addition and subtraction strategies

2 6 10, 18, 19, 27, 30, 34, 48, 52, 56, 64, 68, 98, 117 Connecting addition and subtraction 11, 14, 40 Adding 2- and 3-digit numbers 35, 83, 90, 107, 132, 141 Subtracting 2- and 3-digit numbers 52, 86, 94, 124, 136 Problems 83, 125

Multiplication and division Strategies 3, 49, 57, 72, 82, 91, 110, 111, 117 Facts 15, 23, 49, 57, 65, 69, 72, 79, 111, 116, 117 Multiplication 15, 23, 49, 69, 120, 144

Find from a topic pa Division 26, 57, 69, 82, 91, 137 the T120, Problems 15, 23, 49, 57, 69, 116, ea137ch Maths ge P er D Fractions and decimals ashb lus 3 Thirds 45 o ard* Halves, quarters and eighths 53, 87 Fifths and tenths 99 page

Unit fractions Equivalent fractions Fractions on a number line Hundredths Decimals

31, 103 121 138 133 140

Money and financial mathematics Representing values Australian notes and coins Patterns and algebra Addition/subtraction patterns Number patterns Missing terms Function machines Equivalent number sentences

60, 84 95

19, 30 41, 73, 102, 126 73, 106 129 145

MEASUREMENT AND GEOMETRY Units of measurement Length

Centimetres The metre Decimal notation

5, 17, 71, 134 43 147

Volume and capacity

Informal units Litres Millilitres

29, 89 55, 135 105, 135

Mass

Kilograms Grams

67, 119 143

Area

Informal units Square centimetres Grid overlays

9 33, 75 75

Time Quarter to/quarter past Time in minutes

37 63, 101

Digital time Duration am and pm notation Timetables

93 109 122 131

Shape Features of 3D objects Modelling objects/nets Pyramids Triangles Rhombus and trapezium Vertical and horizontal lines Turn, slide or flip

4, 32, 88, 108 58, 108, 130 16 46, 74 104 21 104

Dic from tionary p ag th Teac e Maths e her D Plus 3 ashb oard *

Location and transformation Symmetry 8, 50, 80, 118, 142 Describing position 12, 62, 70, 92, 112 Interpreting maps 24, 70, 92, 112, 139 Grid references 24, 62, 139 Drawing a plan 146

Dictionary

Geometric reasoning Angles

42, 54, 74, 80, 85, 96, 118 abacus

ascending order An arrangement of numbers from smallest to largest.

An instrument used for calculating.

STATISTICS AND PROBABILITY Chance Possible outcomes Variation

51, 81, 113, 123, 127 51, 81, 100, 134

Data representation and interpretation Collecting data 13, 59, 66, 97, 134 Data displays 13, 59, 66, 81, 97, 100, 127 Column graphs 13, 25, 66, 100, Thou 127 Picture graphs 36, 47 angle Data variations 51, 66, acute 81, 97, 100, 134

256, 291, 307, 452

Hund

Tens

Ones

5 + 4 + 6 = 15 4 + 6 + 5 = 15 6 + 5 + 4 = 15

An angle less than 90°.

v

A series of numbers can be multiplied in any order without changing the result.

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associative property A series of numbers can be added in any order without changing the result.

2/5/19 12:43 pm addition (+) The operation that finds the sum or total.

am (ante meridiem) The morning. Any time from midnight to noon, e.g. 7:30 am is 7:30 in the morning. analogue clock A clock face with numbers 1 to 12, and two hands.

angle The amount of turn between two arms around a common endpoint (the vertex).

5 × 4 × 3 = 60 4 × 3 × 5 = 60 3 × 5 × 4 = 60 axis of symmetry An imaginary line that divides a shape exactly in half. If a shape is folded along this line, both sides will match.

base The bottom line of a 2D shape. base The bottom face of a 3D object.

arm amount of turn

vertex

arm

area The surface covered by any 2D shape. Area can be measured in cm2, m2, hectares and km2.

base For example: • pyramids have one base

base

3 cm 2 cm

For example: • prisms have two bases.

base

base

Area = 6 cm2

array An arrangement of objects or symbols into rows and columns.

capacity The amount a container can hold.

Capacity can be measured in millilitres (mL), litres (L) and kilolitres (kL).

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Baked

Beans

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STEP 2

Practise

RESOURCES Student Books and Student Dashboards

The Maths Plus Student Books and Student Dashboards offer opportunities for spiralled learning and practice, and for students to develop and consolidate skills in understanding, fluency, reasoning and problem solving.

They include: yy four diagnostic term reviews (Years 1–6) to assess concepts and skills yy contextual support and examples yy dictionary (Years 2–6) yy answers (Years 2–6) 14

Student Book Student activity pages are colour-coded and cover the three Australian Curriculum: Mathematics content strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

Activit yp the Ma age from Studen ths Plus 3 t Bo 6: Colu ok for Unit mn gra phs unit

REASONING CCT L

6

Column graphs Proficiency strands and general capabilities are included on every page

16 Farmer Brown surveyed his animals to see if any were missing.

Number of animals

Construct a column graph to represent the farm animals.

17 Categories

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Farmer Brown’s animals

Dogs

Cats Horses Cows Sheep Hens Animals

a Which animals do you think are Farmer Brown’s pets?

Clear and easy-to-read page design

b Which animals do you think are being bred to sell?

Oxford University Press

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Softball

Cricket

e Do as many children play netball as children who swim and play cricket combined?

Swimming

d How many children play the two most popular sports?

Netball

c How many more children play football than tennis?

16 14 12 10 8 6 4 2 0

Tennis

b How many more children play netball than cricket?

Number of children

a What sports have the same popularity?

Football

Favourite sports

18 Interpret the column graph.

Sports 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 (ACMSP069)

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Student Book unit

25 1

a

Patterns and non-patterns

First write the rule, then complete the pattern up to 8 numbers, then state what the tenth number in each pattern would be.

Rule

2

4

6

8

c

10

What would be the tenth term? _____ b

Activit yp the Ma age from th Studen s Plus 3 t Book for Unit 2N 5L UNDERSTANDING, FLUENCY : and no Patterns n-patte rns

Rule

3

6

9

4

8

What would be the tenth term? _____

Rule

6

12 18 24 30

What would be the tenth term? _____

2 Add 6 to this group of numbers.

+

6

16

26

36

46

56

66

12 16 20

What would be the tenth term? _____ d

12 15

Rule

76

My pattern is take away 5.

55, 50, 45 ...

86

Fresh and engaging illustrations

6 What did you learn?

3 Subtract 6 from this group of numbers.

−

19

29

39

49

59

69

79

89

99

6 What did you learn?

4 Tick the box for the patterns and put a cross for the non-patterns.

a

3

12 15 20

f

91 87 83 79 75 71

b

35 45 55 60 75 80

g

1

c

1

h

300 400 500 700 600

d

14 17 20 23 26 29

i

135 140 155 165 170

e

10 17 22 30 38 44

j

342 344 348 354 350

102

6

4

9

8

12 15 20

Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)

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Australian Curriculum: Mathematics content descriptions are included on every page.

16

2

4

8

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Student Book

Diagn ost review ic term from th e Maths Plus 3 Studen t Book

Diagnostic review 4 PART 7 Draw congruent copies of these shapes.

PART 10 a

b

Which colour is most likely to be spun?

Green

Is it more likely that blue will be spun than red?

Yellow Blue

Red

PART 11

PART 8

Bus Timetable

Draw lines of symmetry on these regular 2D shapes.

Beach St

Bay Rd

Lake St

School

9:30

9:38

9:45

9:56

How many minutes long are these trips? a

From Beach St to Lake St

b

From Bay Rd to the school

c

From Beach St to the school

d

From Lake St to the school

PART 12 PART 9 Draw a line to match each 3D object to its net.

Record each length measurement as a decimal. a

1 m 25 cm =

.

m

b

2 m 37 cm =

.

m

c

6 m 49 cm =

.

m

PART 13 Answer the questions.

triangular prism Oxford University Press

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cube

rectangular prism

a

How many millilitres in 1 litre?

b

How many centimetres in 1 metre?

c

How many grams in 1 kilogram?

d

How many minutes in 1 hour?

e

How many millilitres in 2 litre?

1

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STEP 3

Master

RESOURCES Mentals and Homework Books

The Maths Plus Mentals and Homework Books (Years 1–6) provide opportunities to practise and develop skills and strategies.

The Mentals and Homework Books: yy provide essential revision and consolidation activities yy directly correspond to the concepts and units of work presented in the Student Books yy link all activities to the three Australian Curriculum: Mathematics strands.

18

Activit y pa the Ma ge from th 3 Men s Plus tals an d Home work B ook

19

STEP 4

Assess the results

RESOURCES Assessment Books

The Maths Plus Assessment Books provide teachers with an easily administered, yet comprehensive, post-assessment tool. They: yy provide opportunities for teachers to measure student growth yy include short post-tests for each topic yy include a simple marking system that enables easy conversion to percentages.

20

Each Assessment Book page is a snapshot of work that addresses a specific content description from the Australian Curriculum.

Post-t est from th e Maths P lu s3 Assess ment B ook

21

EXTENSION

Challenge and extend

RESOURCES Advanced Primary Maths

Advanced Primary Maths is the only advanced mathematics program written specifically for Australian students. It engages and extends students in Years 3 to 6 in line with the Australian Curriculum.

22

Use the curriculum cross-reference charts, Term Planners and Find a Topic pages to prepare your lessons.

Austra lian Curric ulum crossreferen chart f rom Ad ce vanc Primar y Math ed s3

lanner Term p nced dva from A s3 y Math Primar

age opic p t a d n Fi d dvance from A s3 y Math r a im r P

23

Advanced Primary Maths Use the Diagnostic Reviews and Answers to assess students’ understandings of concepts covered.

Diagn os page fr tic Review om Primar

rs Answe om page fr d

ce Advan s3 y Math Primar

24

Advan c y Math ed s3

Advanced Primary Maths UNIT

23

Activit y from A page dvance d Primar y Unit 23 Maths 3 : Num pattern ber s

Number patterns

6 Complete each pattern then write a rule for it. a

8

12

16

20

b

7

10

13

16

c

18

22

26

30

d

30

35

40

45

7 Add 6 to this sequence of numbers. +

6

16

26

36

46

56

66

76

86

89

99

My pattern is take away 5.

55, 50, 45, …

6 What did you learn about this number sequence?

8 Subtract 6 from this sequence of numbers. −

19

29

39

49

59

69

79

6

Students can use the Super Problem Solving pages, with Open-ended Challengers and Weekly Testers, to consolidate and extend their learning.

What did you learn about this number sequence?

9 Complete the pattern up to 8 numbers, then state what the tenth number or term would be.

2

a

4

6

8

10

c

What would be the tenth number?

3

b

6

9

12

15

14

18

22

26

30

What would be the tenth term?

d

What would be the tenth number?

16

22

28

34

40

What would be the tenth term?

SUPER QUESTION 10 Complete the number patterns. a

16

32

64

Super problem solving b

512

256

UNIT

23

128 11 Answer the number sentences. Always do the work in the brackets first.

104

a (3 + 7) × 2 = Describe, continue and create number patterns resulting from performing addition and subtraction (ACMNA060) b 2 × (5 – 3) = c 2+3×5= d 4 × (20 – 10) = e (13 – 7) × 5 =

Super Questions for exploring concepts at a higher level

f g h i j

(20 – 6) ÷ 2 = (20 – 13) × 4 = (40 – 20) ÷ 4 = 20 × 2 – 6 = 9 × 5 – 27 =

k l m n o

5×4+3×6= 6 × 5 + 20 ÷ 5 = 2 × 7 + 26 ÷ 13 = 6 × 6 – 15 ÷ 3 = 10 × 5 – 16 ÷ 4 =

12 Solve the problems. a

Weekly Testers

Taylor scored 58 runs and 38 runs in his first test match.

What was his total score?

b

5 pizzas cost Mr Brown $35.

How much did each pizza cost if they were all the same price?

WEEKLY TESTER 13 Ken and Barby each made a prism. Barby finished her prism and proudly displayed it. Ken was a bit of a slow worker and only finished the first layer of his prism. a b

If Ken’s prism were to have the same number of blocks as Barby’s, how many more layers would it need?

Design and sketch another prism that is made of 24 cubes.

Barby’s model

Ken’s model

Open-ended Challenger questions with multiple solutions

OPEN-ENDED CHALLENGER 14 Rebecca paid $15 for her group to enter the zoo. How many children and adults could have been in Rebecca’s group if children cost $1.50 and adults $6? Show some examples.

Super Pro Solvin blem g from A page dvance d Primar y Math s 3 Unit 23

Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

105

25

Explore the Full Suite Student Book & Assessment Book

STUDENT BOOK

F

ASSESSMENT BOOK

F

AUSTRALIAN CURRICULUM

AUSTRALIAN CURRICULUM

Harry O’Brien Greg Purcell

Harry O’Brien Greg Purcell

Name:

Class Name:

2

2

9780190027148

STUDENT BOOK

2

ASSESSMENT BOOK

9780190027155

2

3

STUDENT BOOK

AUSTRALIAN CURRICULUM

AUSTRALIAN CURRICULUM

AUSTRALIAN CURRICULUM

Harry O’Brien Greg Purcell

Harry O’Brien Greg Purcell

Harry O’Brien Greg Purcell

1L 750 mL 500 mL 250 mL Name:

Class Name:

2

2

9780190027179

9780190027186

9780190027193

ASSESSMENT BOOK

6

AUSTRALIAN CURRICULUM N W

E

Harry O’Brien Greg Purcell

S

Name:

Class Name:

2

9780190027209

26

2

9780190027162

Explore the Full Suite Teacher Books

9780190319106

9780190319113

9780190319120

9780190319137

5

TEACHER BOOK

AUSTRALIAN CURRICULUM Pat Lilburn Harry O’Brien Greg Purcell

$20.50

2

9780190319144

9780190319151

9780190319168

Mentals and Homework Books

MENTALS AND HOMEWORK BOOK

2

AUSTRALIAN CURRICULUM Harry O’Brien Greg Purcell

2

9780190322731

9780190322748

9780190322755

9780190322762

9780190322779

9780190322786

Advanced Primary Maths

9780190310714

9780190310721

9780190310738

9780190310745

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Maths Plus AC Evaluation Pack 052021