Unit 33–1
Student page 97
Outcomes
Indicators
N3.3, N3.1a, S3.3
The student is able to: • use multiple copies of figures to create patterns based on systematic movements of the shape and informally describe the movement used.
Skills • describing • identifying positional change
• Base 10 MAB • calculator • ruler • pencil • large square card
Number (N3.1a, N3.3)
• Students choose and use a repertoire of mental, paper and calculator strategies, meeting needed levels of accuracy and judging the reasonableness of results.
Main Activity (S3.3)
Notes
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• Use a large square of card, plastic or other rigid material with a mark or pattern in one corner; e.g. . • Place the square on a flat vertical surface where all students are able to see it. • Slide the square to the left—ask what positional change has the square made. • Slide up, down and to the left each time asking for a description of the positional change. • Start again; this time rotate the square clockwise through 90° (1/4 turn).The term clockwise may need explaining as many students are unfamiliar with analog clocks today. • Ask students to explain what positional change the square has made. • Repeat this through three more 90° clockwise turns; each time asking for a description of the movement of the square. • Students should note that the fourth rotation brings the square back to the starting position. Its change from its original position now is none. • Do the same with a series of random rotations of 90°, 180°, 270° and 360° both clockwise and anticlockwise, eliciting an explanation from the students each time.
What to do
• positional change • shape • flip • pattern • reflect • square • slide • directions • turn • rotate • vertical • forward • backward • clockwise • anticlockwise
r o e t s Bo r e p ok u S
• The focus for this unit is the completion of a number sentences showing the commutative property of addition.
Warm up
Language
ew i ev Pr
Teac he r
Memory Masters (N3.3)
Resources
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• Students complete Exercises 3 and 4.
Challenge
• Students are to think of 20 ways that will give an answer of 30. • Allow time for the problem to be solved. • Share the answers from the class—classify them into addition, subtraction, multiplication or division operations.
For a relevant assessment activity refer to RIC-0030 Maths Assessment – Level 3 pages 24 – 25. • 150 • New Wave Maths Book D – Teachers Guide
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