Maths Unit Plan

Madeleine Hahnel (110233848)
Mathematics Education 2
Unit Planner for Learning in Mathematics and Science
Learner context
Topic Focus:
Number and Algebra, in particular number and place value is an integral part of most mathematical concepts
(Australian Curriculum, Assessment & Reporting Authority (ACARA) 2017). Place value and number is vital for students
to understand as it is used in real-life situations involving big numbers. Students should recognise how to read,
represent and order numbers in their environments (ACARA 2017). This topic is appropriate for year 3 students to learn
how to model, represent, and order large numbers through grouping and visual manipulatives, encouraging students to
make connections between their actions and the displayed results within the number system (Reys 2012).
Level of schooling: Year 3
School and class context:

The year 3 class is made up of 15 students, 8 girls and 7 boys whom are from a small school of 180 students. The well
performing school classifies most of the class at a year 3 standard. Students current understandings about number and
place value involve being able to recognise, model, represent and order numbers to at least 1,000, group and rearrange
numbers in hundreds, tens and ones, and count and order small collections of Australian money according to their value
(ACARA 2017). Most students have a sound understanding, with only a couple needing extra support.
The class has one student who has autism who struggles to communicate with others and show work without the use of
manipulatives. This student has a School Service officer (SSO) to support his learning everyday during mathematics. This
student understands the basic numbers and can model some numbers using the base 10 blocks up to 1,000. This
student is behind the year 3 standard, still learning to recognise the place value of numbers.
What is the learning focus?

Concept(s): These are the big ideas to be developed Thinking and Working Mathematically: These are the
processes of problem solving, reasoning and communicating
The big ideas involve number and place value,  Problem-solving – This unit involves modelling authentic
targeting how to recognise, model, represent, and situations through manipulatives such as base 10 blocks to
order numbers up to 10,000. Understanding what explore representations, and using number properties to
these concepts involve is important for students to continue number patterns such as ordering and identifying
understand as they are big part of completing place value.
mathematics.
 Reasoning – Reasoning is seen through the use of number
Being aware of the significant concepts enables properties and creating results of place value displays.
students to apply their number and place value skills Reasoning is evident through comparing the unit’s value
in situations, and encourages them to think deeply and where it sits on a number line. Reasoning ensures
about how to make sense of numbers and the students understand why mathematical concepts occur and
position of a number and its value (Reys 2012). the influence they have on situations.
Students should be informed so they can develop
their skills, formation and interpretation of numbers  Fluency – This unit involves recalling number facts, using
as it will become a natural development in familiar characteristics to order and compare numbers, and
mathematics as they progress their number sense communicating why numbers are put in certain positions.
(Reys 2012). Being able to communicate what students think and do
mathematically is vital to show that they have a deep
understanding about number and place value.
©Planning for learning in mathematics and science, 2019 Modified AMR from B.O.P.
Dispositions: These are the attitudinal aspects of learning
Confidence – This unit focuses on building student’s confidence in working with number and place value as it is a vital
mathematical concept that is often needed in other concepts. This unit focuses on smaller aspects of place value and
number and continues to push students to develop their knowledge. Gaining confidence in this area of mathematics is
essential for students to move beyond a year 3 mathematical understanding.
Resilience – Resilience will be evident throughout this unit with students needing to have strength to keep trying and
attempting different number sequences, to obtain a sound understanding of what depicts number and place value. In
this unit difficulties will arise through the use of big numbers. Students will need to be resilient by breaking numbers
down and understanding the value of a number compared to others.
How will the students engage with this learning? (Provide here an outline of five sequential learning experience using any of the given
structures from the Maths/Science learning cycle or the 5Es model)
Prior Knowledge/Engagement Learning Experiences - Finding out about the learner:

The prior knowledge experience will begin with the teacher introducing the concept of number and place value to
students. The teacher will state that the task is to gain an understanding of what students already know about
number and place value learnt in previous years.
Students will undertake the prior knowledge activity independently, which requires all students to spread out across
the classroom, so students can’t see any of their peer’s work. Students will receive a place value chart (appendix 1)
and a set amount of base 10 blocks each – 2-hundred thousands, 10-thousands, 10-hundreds, 10-tens, 10-ones. The
teacher will read out, as well as write the number on the board for students to create using base 10 blocks on the
place value chart. Students will have time to represent the number on the place value chart until all students are
done. The teacher will walk around the classroom looking at all students models and marking against the students
name if they have made the correct representation of the number called out (appendix 2). This will continue until all
numbers have been modelled by all students. The autistic student will work with his SSO who will have a simplified
version of the activity (appendix 3). The SSO will support, prompt, and reiterated base 10 blocks value throughout the
task.
To finish of the lesson, the class will come together on the floor, with each student stating one thing they know about
number and place value or one thing they found challenging in the prior knowledge activity. After each student has
spoken, the teacher will open the discussion to anyone to add any additional comments about what they found and
know about number and place value.
Exploratory /Explore Learning Experiences – Exploring the idea:

Explicit teaching (I do)
The teacher will introduce the concept place value, explaining that the position of a digit represents its value, for
example, the 3 in $32 names ‘three tens’ or ‘thrity’ and has a different mathematical meaning from the 3 in $23,
which names ‘three ones’ (Reys 2012). The teacher will perform multiple examples using different numbers on the
board. The teacher will also explain and recap students on trading in place value. The teacher will teach students that
once 10 in any place has occurred it should be traded for 1 in the column to the left through examples using base 10
blocks on a place value chart (Reys 2012).
Guided teaching (we do)

Together as a class the teacher will introduce the place value activity. The activity involves rolling four 8-sided dice
where each number needs to be written down in the order of die rolled on the sheet provided (appendix 4). Students
are to represent the thousands, hundreds, tens and ones using manipulatives on the place value chart (appendix 1).
After modelling, students are to write and expand the notation equation. Repeat to explore and represent a variety
of numbers up to 10,000. The teacher will complete the task a number of times on the smartboard to ensure
students understand the activity. Students will participate in the teaching, receiving roles such as rolling the dice,
writing the numbers on the board, saying the number, modelling it using base 10 blocks, and expanding it. Students
will all perform roles when completing the activity as a class, to gain a better understanding of the activity.
Independent work (You do)
Students will complete the activity above independently to extend on their knowledge of making and representing
place value. Students will be given the sheet with an example on the top of the page for students to refer back to.
The teacher will walk around and help students or can set up on a particular table where students can go to break it
down together.
The autistic student will perform the same activity; however, he has the option to use a six-sided die to make simple
numbers or use less dice. He will be supported by the SSO who will help identify numbers.

The teacher will recap on the last lesson about place value and then introduce the learning experience of ordering
numbers to at least 10,000. The teacher will explain that ordering can be arranged using different scales. The teacher
will provide some real-life examples of ordering such as money ($5, $10, $20, $50, $100) or shoe size (5, 6, 7, 8, 9, 10,
11, 12) that students should be familiar with.

Together on the smartboard the teacher will have a page with a number line and numbers ranging from 1 to 10,000
(appendix 5). The students will all have the opportunity to move a number onto the number line. If a student needs
help, they can ask a peer for support and guidance. The teacher may get students to complete this task a few times
together to ensure students are getting the idea of ordering numbers. This activity progresses on from the place
value activity above through understanding the value of a number to know where it needs to be placed compared to
other numbers.

Students will attempt all three sheets that focus on ordering numbers from 1 to 10,000 (appendix 6,7,8). Students
can use manipulative such as base 10 blocks to help order numbers if they choose or number lines. The teacher will
walk around and help students who are finding it challenging. If there are a few students struggling, the teacher can
set up on a particular table where they will break it down together.
The autistic student has the option to complete an easier sheet that has smaller numbers to order (appendix 9). The
SSO can write the numbers on cut up pieces of paper so the student can move the numbers in order physically.

The teacher will recap on the last lesson about ordering numbers, and reinforce place value through a YouTube video
(appendix 10). Students will watch this clip that is made into a song capturing the important aspects of number and
place value.

The teacher will introduce a place value bingo game that will be played as a class. Students will receive one of the
three game boards (appendix 11,13,14) that best suits their learning ability and some counters. The boards range
from easier base 10 representations with smaller numbers to more complex base ten representations and bigger
numbers. The autistic student will roll one big die and call out the number, which will be on the sheet and students
are to calculate the base 10 blocks and put a counter on the answer. Students should aim to get five in a row.

Students will complete whole number level 1 game (appendix 14) on their laptops where students will continue to
explore place value through a memory type game. Students will receive worded questions where they have to pick
the answer out of the options provided. Students will be asked a series of questions involving numbers on a number
line, on an abacus, ten block representations, and many more involving numbers up to 10,000. There are multiple
levels that look at numbers up to 10,000 which students will complete individually. Manipulatives can be used to help
students when problem solving. This activity follows on from the lessons above through applying knowledge they
have learnt about place value and ordering numbers. The teacher will answer any questions students may need help
with.
The autistic student will complete the game alongside his SSO who will explain and simplify the worded questions.
The student has the option to look at numbers below 1,000 if the other questions are too difficult.
Discussion and consolidation of language /Explain Learning Experience(s) – Getting the idea:
Students will create a poster that outlines the key concepts of number and place value. Students will work in pairs to
present written information, models and pictures of the key aspects they have learnt. This activity encourages
students to reflect on the previous lessons by explaining and showing what they have learnt about the concepts. The
teacher will choose the pairs so they are of even ability to ensure both students are contributing their ideas. The
teacher will walk around and scaffold students learning when required, prompting students to think back to the
previous lessons.
The autistic student will work with his SSO who will help break down the key concepts. The student has the option of
presenting the key ideas using manipulatives such as base 10 blocks, number lines, etc.
Elaboration / Extend Learning Experiences –Practicing the idea and applying the idea deeper and/or wider:
NB This section would include several lessons in a unit of work that extends over a couple of weeks
Students are to plan a holiday around Australia which they will record how many kilometres they travel, visiting as
many places as they wish. Students must return to the same location they started their journey at. Students will need
to state where they go by recording it on a map of Australia (appendix 15), keep tally of how many kilometres they
have travelled using google maps to find the distances, which they will then document on paper (appendix 16), and
show their working using manipulative on a place value chart (appendix 1). Students can use a calculator to
determine the kilometres travelled if they need. The final number of kilometres travelled must be displayed
handwritten, represented using manipulatives, and expanded which has been explored in the activities throughout
the unit plan. Students will also have to present the map and tally of kilometres travelled to the teacher.
Students will complete this extension task over 6 – 8 lessons depending on student progress. Students should be able
to present their holiday showing a deep understanding of the key aspects of number and place value. Students will
need to show that they can recognise, model, represent and order numbers up to 10,000 through the kilometres
travelled. The teacher will watch and scaffold students for the duration of this extended task, taking questions and
encouraging students to look at their previous work if requiring help as it is an assessment piece.
The autistic student will complete the same activity with support from his SSO. The student will point to somewhere
on the map and the SSO will tell him a place near there. The SSO will help type in the distance on google maps for the
student to then record the distance travelled. The student can make a smaller trip to enable him to still work with
place value but using smaller numbers.
After views /Evaluation Learning Experiences –Reflecting on students’ learning of the idea:
NB This section can include formative approaches implemented in the above learning experiences OR provide a specific
opportunity for students to review and reflect on their learning to date in this unit.
Students will swap their holiday with a peer who will assess their trip. Students will be looking at the map, googling
the places they went and calculating the distances travelled to see whether they received the same answer. Students
will also look at their representation to observe whether they could model it correctly along with being able to
expand the number. Students will tick the simple checklist (appendix 18) if they believe it was completed, along with
one positive and one improvement. Peers will communicate back their thoughts with their peers. After all students
have complete their feedback they teacher will collect it to observe what comments were made.
To conclude the unit plan students will present their holidays through a gallery walk which students will set up in
order of numbers, forming a number line. Students will walk around and look at each other’s work, reflecting on
what they have learnt and building discussions about number and place value.
Differentiation /How will you extend and enable students?
The differentiation within this unit is the support of manipulatives to allow hands on problem solving which enables
students to extend on number and place values aspects. Differentiation is also used in most activities through the use
of more simple sheets or altered instructions of the activity, to ensure students are capable of the task while building
on their number and place value knowledge. The differentiation for the autistic student is making lessons simpler
through less objects, using manipulatives, easier instructions, and lower numbers which have all been addressed in
the lessons prior. Differentiation is vital to address to ensure all students can perform the concept despite slight
alterations in their learning.
How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? Who leads the assessment?
Concept(s): FORMATIVE ASSESSMENT
Students will be assessed on the key concepts The formative assessment will be assessed by the teacher who
within number and place value and their will give a satisfactory or unsatisfactory grade which will be
understanding of the significance of what they marked on a checklist (appendix 17). This assessment will be
involve. My lessons will achieve this through undertaken throughout the unit in specific lessons.
incorporating many number and place value
resources and activities that reflect the The exploratory stage will assess if students understood how
achievement standards. to order numbers up to 10,00 on a number line. While the
explain stage will assess whether students can create a poster
Year 3 achievement standards: displaying key concepts through a variety of written and visual
 Student should be able to recognise, components. Students must include a minimum of 3 key
model, represent and order numbers to at concepts on the poster (EG: the position of a digit represents
least 10,000 (ACARA 2017). its value, ordering, trading, etc).
 Student must be able to place four-digit SUMMATIVE ASSESSMENT

numbers on a number line using an Summative assessment will occur in the elaboration and
appropriate scale (ACARA 2017). evaluation stages, assessing student’s holidays they create.
The holiday will summarise what students have learnt over
 Students must be able to count to and the course of the unit about number and place value.
from 10,000 (ACARA 2017).
The summative assessment will be assessed by both students
Thinking and Working Mathematically/ Scientifically,
and the teacher. The students will have smaller contribution
processes: to the final grade, however the students will lead the
 Problem-solving – The assessment task assessment when marking a peer’s work (appendix 18). The
involves students needing to model their teacher will assess the final piece at the end of the unit using a
holiday through manipulatives such as base 10 rubric (appendix 19). This assessment task will target all 3
blocks to show a representation of how many achievement standards and will finalise the unit, displaying
kilometres travelled. Students also need to what students have learnt.
order and identifying the place in which their
holiday sits based on their final number of
kilometres.
 Reasoning – Students need to reason how

they got their final number through creating a
tally of results of how far travelled. Students
need to reason the certain spot they sit on the
number line.
 Fluency – Students need to be explicit in where

they travel and how far between places it is in
kilometres.
How will you record your assessments?
Assessments vary in how they are recorded depending on whether it is formative or summative. Formative
assessment is recorded using a checklist where the teacher will state whether the students work was of a
satisfactory or unsatisfactory level. Summative assessment is recorded by a rubric, needing to meet the criteria
standards stated, in which a score and grade based on their holiday will be given.
Providing feedback
When assessing student work, feedback will be provided starting with a positive of what was done well and then
moving on to some constructive criticism that could be improved for next time. The feedback will allow students to
understand what they are doing well and what goals they need to set to develop their number and place value skills.
Links with the Australian Curriculum

Strand: Number and Algebra Sub- Strand: Number and Place Value
Descriptor: Achievement Standards: Proficiencies (for Mathematics) specific to this sequence
‘Recognise, model, By the end of Year 3,  Understanding - includes connecting number
represent and order students can count to and representations with number sequences, using
numbers to at least from 10 000 (ACARA 2017). appropriate language to communicate numbers,
10,000 (ACMNA052)’ and combining numbers flexibly (ACARA 2017).
(ACARA 2017).
 Fluency - includes recalling number facts and
Elaboration: ‘placing four- using familiar units to order and compare
digit numbers on a number numbers (ACARA 2017).
line using an appropriate
scale’ (ACARA 2017).  problem-solving - includes formulating and
modelling authentic situations using
manipulatives and using number properties to
The unit plan focuses on continue number patterns (ACARA 2017).
this content descriptor
through incorporating  Reasoning - includes the use of number
activities and tools that properties and creating results of place value, and
reflect number and place comparing the unit’s value and where it sits on a
number line (ACARA 2017).
value. The activities in the
unit enable students to gain
knowledge and an insight in
to these mathematic
concepts.
Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
The teacher resources used throughout this unit plan have structured and identified number and place value. These
resources have enriched teacher knowledge to allow the most important aspects to be covered throughout the
duration of this unit, as well as ensuring the teacher understands the key ideas. Resources that were used include the
Australian curriculum which provided an outline of what needed to be addressed and what outcomes should be
targeted and achieved by the end of year 3, providing explicit knowledge of what needs to be put in the plan. Another
teacher resource was ‘Helping children learn mathematics’ textbook which introduced and explained key concepts, how
they can be taught, what students should already know, and how to alter learning experiences to make them easier or
harder. Online resources were another teacher resource used throughout this unit, gaining teaching ideas, worksheets,
games, and background information, all of which were quick and easily accessible. The online resources came from
varying websites all being of support to this unit plan. The teaching resources helped to develop background
information on student understanding, and provided activities that can be used to develop students learning about
number and place value.
Student Resources (resources that you will need to gather/prepare to engage students with the learning)
Resources that will need to be collected for students to engage in learning involve:
 6-sided dice – small and big
 8-sided dice
 iPads
 Base 10 blocks
 Pop sticks
 Rubber bands
 Worksheets
 Number line
 Place value chart
 Counters
 Poster paper
 Calculators
Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
Please note that not every preservice teacher/ educator will have the opportunity to use this planner during placement.
To consider:
Which aspects were
most effective?
Which aspects were
challenging? Why?
Were real world
connections made to
the students’ lives?
Were the skills
integrated into other
learning areas?
Could the learning be
shared with others?
References:
Anderton, R 2013, Place value hundreds and thousands freebie! Roll it! Make it! Expand it!, Teachers Pay Teachers,
Viewed 10 April 2019, <https://www.teacherspayteachers.com/Product/Place-Value-Hundreds-and-Thousands-Freebie-
Roll-it-Make-it-Expand-it-852130>.
Australian Curriculum Assessment and Reporting Authority 2017, Mathematics, Australian Curriculum, viewed 10 April
2019, <https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/>.
Math Hero 2019, Units, tens, hundreds, thousands place value charts, Teachers Pay Teachers, viewed 10 April 2019,
<https://www.teacherspayteachers.com/Product/Units-Tens-Hundreds-Thousands-Place-Value-Charts-2390929>.
Math Salamanders Limited 2010, Math worksheets 3rd grade ordering number to 10,000, Math Salamanders, Viewed 10
April 2019, <https://www.math-salamanders.com/math-worksheets-3rd-grade.html>.
McSeveny, A 2011, Whole numbers level 4: numbers to 1000, Maths builder, viewed 10 April 2019,
<http://worksheets.mathsbuilder.com.au/games/selector/Whole_Numbers/3/>.
Numberlock 2016, Place value song for kids - Ones, Tens, and Hundreds - 1st Grade, 2nd Grade, 3rd Grade, video,
YouTube, 12 December, viewed 10 April 2019, < https://www.youtube.com/watch?v=a4FXl4zb3E4>.
Orange Smile 2002, Maps of Australia, Orange Smile Tours, viewed 12 April 2019,
<http://www.orangesmile.com/travelguide/australia/country-maps.htm>.
Reys, RE 2012, Helping children learn mathematics, 1st edn, John Wiley and Son Australia, Milton, Qld.
This reading mama 2018, No prep place value games: roll & cover, Pinterest, viewed 10 April 2019,
<https://www.pinterest.com.au/pin/246712885823127069/>.
Appendices
Appendix 1
Place value chart used in most stages.
Appendix 2
Number and Place value checklist used in the prior knowledge stage.
Ask students if they can represent the numbers below using base ten blocks. Tick if they get it correct
40 11 155 500 867 8 402 980 70 1052
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Appendix 3
Number and Place value checklist used in the prior knowledge stage (autistic student).
Ask student if they can represent the numbers below using base ten blocks. Tick if they get it correct
5 11 100 500 14 8 450 900 70 1000
Student 1
Appendix 4
Place value worksheet used in the exploratory stage.
Appendix 5
Ordering numbers on the whiteboard used in the exploratory stage.
500
10,000 4500
1 90
10,000 5
25 1075
1000
2000 7689 9500
300
9999
Appendix 6
Ordering numbers worksheet used in the exploratory stage.
Appendix 7
Appendix 8
Appendix 9
Ordering numbers worksheet (autistic student) used in the exploratory stage.
Appendix 10
Place value YouTube song used in the exploratory stage.
Appendix 11
Bingo board (easy) used in the exploratory stage.
Appendix 12
Bingo board (moderate) used in the exploratory stage.
Appendix 13
Bingo board (difficult) used in the exploratory stage.
Appendix 14
Whole number level 1 game used in the exploratory stage.
Appendix 15
Map of Australia used in the elaboration stage.
Appendix 16
Student tally of kilometres travelled used in the elaboration stage.
Holiday planning
Place Travelled Distance (KM) Running total (KM)
Starting place:
Finishing place:
Appendix 17
Formative assessment checklist
Students assessment
S = Satisfactory
US = Unsatisfactory
Can order numbers on a number line up to Can create a poster displaying key
10,000 concepts of number and place value
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Appendix 18
Peer assessment checklist
Student name: Peer assessor:

YES NO
Started and ended at the same place
Showed the route travelled on the map
The distance recorded was correct with your
calculations
They represented the final number using base
10 blocks and the place value chart correctly
Could expand the number correctly
Positive:

Improvement:

Appendix 19
Rubric for summative assessment
Satisfactory (1) Good (3) Excellent (5)
Holiday route on Students have presented a very Students have presented a Students have presented a
the map simple holiday route under direct holiday route that is sound holiday route that is easy
1,000 kilometres. The student around 1,000 kilometres. The to follow which involves 1,000
has started and finished in the student has started and finished plus kilometres. The student has
same location. in the same location. started and finished in the same
location.
The distances of the Students have recorded the Students have recorded the Students have recorded the
holiday are distances of the holiday distances of the holiday distances of the holiday
recorded explicitly and have explicitly and have explicitly and correctly
miscalculated lots of the miscalculated a few of the calculated the kilometres
kilometres travelled. kilometres travelled. travelled. All points are accurate
Representation of Students have represented the Students have represented the Students have represented the
the final number of final number of kilometres using final number of kilometres using final number of kilometres using
kilometres travelled base 10 blocks on a place value base 10 blocks on a place value base 10 blocks on a place value
using base 10 chart showing they have a chart showing they have a good chart showing they have a
blocks satisfactory knowledge of knowledge of representing sound knowledge of
representing numbers up to numbers up to 10,000. representing numbers up to
10,000. 10,000.
Expanded equation Students have shown that they Students have shown that they Students have shown that they
of the final number have some understanding of understand how to expand clearly understand how to
how to expand numbers up to numbers up to 10,000. expand numbers up to 10,000.
10,000.
Placed holiday Students work is placed almost Students work is placed Students work is placed
correctly on the correctly on the number line, correctly on the number line. correctly on the number line.
number line in the out by one or two. Students Students can state 2 reasons Students can state 3 reasons
gallery walk can state 1 reason why they are why they are placed in that why they are placed in that
placed in that particular spot on particular spot on the number particular spot on the number
the number line up to 10,000. line up to 10,000. line up to 10,000.
Presentation Students have shown a Students have shown a good Students have shown a detailed
satisfactory holiday that has a and effective holiday that has a and effective holiday that has a
clear presentation. Students great presentation. Students clear and explicit presentation.
have attached most of the have attached the map, Students have attached the
expected criteria but missing representation of the final map, representation of the final
one part. number, an expanded equation, number, an expanded equation,
record of kilometres travelled record of kilometres travelled
and to what places. and to what places.
Peer review Students peer thought they Students peer thought they Students peer thought they
covered all areas to a covered all areas to a high covered all areas to a very high
satisfactory standard. standard. standard.
SCORE: / 35
GRADE:
COMMENTS:

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Madeleine Hahnel (110233848)

Level of schooling: Year 3

School and class context:

What is the learning focus?

Prior Knowledge/Engagement Learning Experiences - Finding out about the learner:

Exploratory /Explore Learning Experiences – Exploring the idea:

Guided teaching (we do)

Exploratory /Explore Learning Experiences – Exploring the idea:

Guided teaching (we do)

Independent work (You do)

Exploratory /Explore Learning Experiences – Exploring the idea:

Guided teaching (we do)

Independent work (You do)

 Student must be able to place four-digit SUMMATIVE ASSESSMENT

 Reasoning – Students need to reason how

 Fluency – Students need to be explicit in where

Links with the Australian Curriculum

40 11 155 500 867 8 402 980 70 1052

5 11 100 500 14 8 450 900 70 1000

Place Travelled Distance (KM) Running total (KM)

Student name: Peer assessor:

Satisfactory (1) Good (3) Excellent (5)

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