compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning

Sizing them Up | NRICH

AC9M2M04 Year 2 Measurement

recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour

(AC9M5SP02)

collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations

(AC9MFST01)

Strategies:

• Look for a pattern

• Make a table or chart

(AC9M3M06)

Website: https://nrich.maths.org/problems/strike-it-out?tab=teacher

Strategy: Look for a pattern

Students would be encouraged to use part-part-whole knowledge of tens to add and subtract up to 20.

Australian Curriculum: Year 1

AC9M1N04: Add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies.

AC9M3P02 -

conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation.

Strategy:

Draw / Act it out.

establish the formula for the area of a rectangle and use it to solve practical problems

Elaboration

investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter

Ordering different times by ordering analogue clock faces.

Strategies that can be used:

• draw it out: students draw the hands on the faces of the clocks.

• rule: students will follow the rule of telling time by reading the hands different positions to order the clocks.

• act it out: students act out something that they would at that time of day (at home or at school)based on what they read on the clock face.

• Logical reasoning: based on students preconceived knowledge on reading time to o'clock, quarter past, half past and quarter to, they can then reason what time they think the clocks might display depending where the minute hand is.

Curriculum link:

AC9M3M04

describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute

https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/mathematics/foundation-year_year-1_year-2_year-3_year-4_year-5_year-6/content-description?subject-identifier=MATMATY3&content-description-code=AC9M3M04&load-extra-subject=MATMATFY_MATMATY1_MATMATY2_MATMATY3_MATMATY4_MATMATY5_MATMATY6&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&achievement-standard=b9806917-600f-43ca-b497-58265e4112dc&side-by-side=1&strands-start-index=0&subjects-start-index=MATMATY1%2CMATMATY2%2CMATMATY3&view=quick

https://nrich.maths.org/problems/what-time

Students are required to systematically figure out how many mL of cordial from a 750mL bottle is to be distributed between an established number of 15 glasses.

This activity is built upon an authentic scenario (having a drink of cordial) and aligns best with the Year 7 Maths curriculum. (AC9M7N09)

https://nrich.maths.org/problems/orange-drink

If too complex for the students, the foundations of the exercise are found in http://nrich.maths.org/problems/blackcurrantiest, which looks at proportions.

(AC9M4ST02)

• Visual

• Act it out

• Looking for a pattern

Year 1

recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit

(AC9M1A02)

(AC9M5N05)