> sut!` bjbj\\ [L>>
xxxxxxx8<$Y|XXXXXXX$Zh\XxXxxXUUU^xxXUXUU3JDxxNPbD^wK&WX0YKf]K]LN]xN UXX^Y$xxxxxxAssessment Task Plan
Year 4 Mathematics Time MeUnit Overview
Using real events to collect data is a meaningful learning experience for students. In this unit, students participate in a range of physical activities. Using stopwatches, watches and clocks they time their performance in order to collect data in a table and make predictions. This information is organised into graphs, used to investigate their physical performance and then compared with their predictions. Students will then make inferences based on the data to explain how performance levels change over time and why variations might occur.
Curriculum intentWays of working
Make predictions based on experience in similar situations.
Identify and use mental and written computations, estimations, representations and technologies to generate solutions and check for reasonableness of solutions.
Make statements, predictions, inferences and decisions based on mathematical interpretations.
Knowledge and understanding
Time can be estimated, measured and ordered, using standard units of measure
Analogue and digital clocks can be used to read time to the nearest minute
Data can be collected to support or adjust predictions
Data collected from experiments or observations can be organised in tables and graphs and used to respond to questions about the likelihood of possible outcomes of events
Collected data can be used to justify statements and predictions
Sets of data contain expected or unexpected variation, and this may mean that additional data are needed
Assessable elements
Knowledge and understanding
Thinking and reasoning
Communication
ReflectingWhat deep understandings are desired?
The desired result is for learners to understand that:
Time is a standard unit that can be used to compare achievements in physical capacity
Tables show ways in which data can be organised
Data can be used to predict different results
Results can be expected or unexpected and need to be explained using data
What essential questions will guide the inquiry?
How many star jumps, skip, hoop lifts, or laps do I predict I can do in one minute?
How can I record this information on a table? What labels do I need for the columns/ rows?
How can I create a graph using this information?
How many star jumps, skip, hoop lifts, or laps do I predict I can I do in 3 minutes/ 5 minutes/ 10 minutes?
Were my predictions correct? Why or why not?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:
Time is measured in minutes
Stopwatches, analogue or digital watches display time
Data can be recorded in tables
Data recorded in tables can be displayed as a graph
Data in tables and graphs can be used to predict and make inferences
Students will be able to
Accurately measure time in minutes using a stopwatch or other watch/ clock
Record the number of physical repetitions of an action in a table
Convert the data in a table to a graph
Make predictions and inferences from the data table and graph
Explain why the data is the same/different to their predictions
Assessment What evidence of student understanding is needed?
Accurately measure time periods of 1 minute, 3 minutes, 5 minutes, 10 minutes
Use a stopwatch, digital or analogue clock to read time
Record data and display information in tables and graphs
Make reasonable predictions and inferences
Explain reasoning and thinking related to the expected or unexpected variations in the patterns of the data
Assessment task outline
Students use stopwatches, digital or analogue watches to time each other while they complete a series of physical activities. Students predict their skill level for a one minute time period, complete the activity and record their results using a table format. Graphs are created from the data using technology or hand drawn formats.
Students then use the information they have acquired and presented to predict their skill over longer time periods of three, five or ten minutes. Students will be required to provide reasoning and explanation for their thinking in making these predictions, and drawing inferences from the data they collect and display.
Literacy demands: Low
Numeracy demands: Graphs and tables in real world contexts. Are one minute intervals an appropriate unit? Which other units of time are some sports measured in? What type of graphic representation is best for this situation?
Explicit teaching required
Using stopwatches to calculate set periods of time in minutes
Making predictions using known data
Using computations to make predictions
Using information from tables and graphs to make statements and inferences
Drawing tables and labelling columns and rows
Drawing graphs, choosing appropriate graphs
(/1>?@A5 U k b
c
d
e
f
g
x
y
z
Ƚ|dYD)hxD?5B*CJOJQJ\^JaJphIfh<
hNCJ aJ /h<
hN5B*CJ OJQJ\^JaJ phIf)hxD?5B*CJ OJQJ\^JaJ phIfhEVhEVh:'hoB*CJaJphh:hVPCJaJh:h:'CJaJh:hoCJaJhxD?CJaJh<
hN6/h<
h<
6B*CJ OJQJ\^JaJ phIfhTh<
hT~hN01?l\$#&P#$/Ifgd0qkd$$IflD%]&
t
6P#0]&644
la$#&P#$/Ifgd<
$#&P#$/IfgdT?@Ac
e
{{k$#&P#$/Ifgd:'$$#&P#$/Ifa$gdxD?qkd$$Ifl%]&
t
6P#0]&644
lae
f
g
y
yy$#&P#$/7$8$H$Ifgd0qkdH$$Ifl%]&
t
6P#0]&644
lay
z
hiymmmmm]O
$7$8$H$Ifgd0$#&P#$/Ifgd0$$Ifa$gd<
$#&P#$/7$8$H$Ifgd0qkd$$Ifl>%]&
t
6P#0]&644
la
01\|>
^
9:QR`akƱ{{p{{{eZRZRZRZh:CJaJh:h@iCJaJh7hNCJaJh<
h<
CJaJh<
CJaJh<
hQsCJaJh<
hkCJaJ/h0hN5B*CJOJQJ\^JaJphIf)hxD?5B*CJOJQJ\^JaJphIfh0hEVCJaJh:hZ~CJaJh:hQsCJaJ/h:hN5B*CJOJQJ\^JaJphIf1|^
9:QR`al$#&P#$/7$8$H$Ifgd@i
$7$8$H$Ifgd@i$#&P#$/7$8$H$Ifgd0 $IfgdN
&F
L$If^`Lgd<
klm
,0P}~#+,56LMQTUVy|ĹڛzozozdzYzozYzYzh:hCaCJaJh:h:CJaJh:h{>CJaJh:hZ~CJaJh:hMr7CJaJh<
h<
CJaJh:hg~CJaJh:hjCJaJh:CJaJh:h@iCJaJh:h! CJaJh:hQsCJaJ/h:hN5B*CJOJQJ\^JaJphIfh0hN5\h7"lm P~r]P:::
&F
0$If`0gd:
$IfgdQs$#&P#$/7$8$H$Ifgd0kd$$Ifl0%x
t
6P#0]&644
lap~MErs $Ifgd<
&F
0$If`0gd:x$7$8$H$Ifgd<
&F
0$If`0gd<
#$DEJLqrst'G[{ɾԾ߾zqziiiiahZ~CJaJh:CJaJh:5CJaJh:hN5CJaJ/h<
hN5B*CJOJQJ\^JaJphIfh0hN5\hWh<
CJaJh<
hg~CJaJh:hg~CJaJh:hMr7CJaJh:hZ~CJaJh:hCaCJaJh:h{>CJaJh:h:CJaJ&st({dR33
&F
0$A/&#$/If`0gdxD?$A/&#$/IfgdxD?$A/&#$/7$8$H$IfgdxD?kd9$$Ifl%]&
t
6P#
0]&644
lap
yt:(G{%g
&F
0$A/&#$/If`0gdxD?$A/&#$/IfgdxD?
&F
0$A/&#$/If`0gdxD?%Gg
MW_`{78<?Kևևևևއ|qqh:hCJaJh7hNCJaJh:hCaCJaJ/h<
hN5B*CJOJQJ\^JaJphIf)hxD?5B*CJOJQJ\^JaJphIfhNhEVCJaJh:hjCJaJh:CJaJh:hZ~CJaJh:hN5CJaJh:h:CJaJ*
M7rQQQQQ!
&F
L$A/&#$/If^`LgdxD?$A/&#$/7$8$H$IfgdxD?vkd$$Ifl\((
t
6A/0(644
laytxD?KLw`KK$$A/&#$/Ifa$gdxD?$A/&#$/7$8$H$IfgdxD?vkd$$Ifl\((
t
6A/0(644
laytxD?$A/&#$/IfgdxD?KLM_`bctvDEFGb̾~pXD91h:CJaJh:hjCJaJ'hsRnhsRn5B*CJ\^JaJphIf/hxD?hsRn5B*CJOJQJ\^JaJphIfh:hsRnCJ\^JaJ)hxD?5B*CJOJQJ\^JaJphIf/h<
hsRn5B*CJOJQJ\^JaJphIf$h<
h7B*CJ\^JaJphIfh<
h<
CJ\^JaJh<
CJ\^JaJ/h<
hN5B*CJOJQJ\^JaJphIfhNhZ~h7CJ^JaJLMcEFrrr$A/&#$/7$8$H$IfgdxD?vkd$$Iflt\((
t
6A/0(644
laytxD?FGb6drSSSSSS
&F
0$A/&#$/If`0gdxD?$A/&#$/7$8$H$IfgdxD?vkd$$Ifl\((
t
6A/0(644
laytxD?6DdphN|jhN|UhhNh0hEVCJaJh:CJaJh:hB#CJaJwrrrrrrrrrrrgdNvkdQ$$Ifl\((
t
6A/0(644
laytxD?$A/&#$/IfgdxD?
gdNgdNX`XgdNgdNY&P1h0:pN] A!"#7$7%P0$$If!vh5]&#v]&:VlD
t
6P#0]&65]&/$$If!vh5]&#v]&:Vl
t
6P#0]&65]&//$$If!vh5]&#v]&:Vl
t
6P#0]&65]&/$$If!vh5]&#v]&:Vl>
t
6P#0]&65]&/
$$If!vh5x5#vx#v:Vl
t
6P#0]&65x5p$$If!vh5]&#v]&:Vl
t
6P#
0]&65]&p
yt:$$If!vh5(#v(:Vl
t
6A/0(65(ytxD?$$If!vh5(#v(:Vl
t
6A/0(65(ytxD?$$If!vh5(#v(:Vlt
t
6A/0(65(ytxD?$$If!vh5(#v(:Vl
t
6A/0(65(ytxD?$$If!vh5(#v(:Vl
t
6A/0(65(ytxD?H@HNNormal CJOJQJ_HaJmH sH tH R@RN Heading 1$<@&5CJ KH \^JaJ T@TN Heading 2$<@&56CJ\]^JaJN@NN Heading 3$<@&5CJ\^JaJDADDefault Paragraph FontRi@RTable Normal4
l4a(k(No ListjjN
Table Grid7:V04@4NHeader
9r 4 @4:Footer
9r L01?@Acefgyzhi1|^ 9:QR`alm P~ME r s t (
G
{
%g
M
7
KLMcEFGb6d00 0 0 0 000 0 00 0 00000000 0 0 0 0 0 00 00000000 0 00
0
0
0@00 0 0 0 0 00 0 00 0 0 0 0 000
0
0
0
0
00 0 0 0 0 0 0 00 0 0000 0 000 0 0 0 0 0 0 0 00 0 00000000000000000000000000(00000000000000000000000000@000@000@000@00000(
kK"?e
y
l~s(
LF !#$%8@0(
B
S ?v|c@Afg00{{]^tvv|vd2nNa
btFw?_au`"m3X37b7Mr78Z>8D9I96:UK:fq:;\;j*;<5&<+<3={>`>'?0?xD?iR?k?W@H@aA|fAtBnCEDizD.F5F=FnFNGH?HSNHuPHI",Ij9JfKKsKMLo'LA\L_L"iLpMNGENaZNmqNOVOtO>PBuP5GQMR?STlUVe2WHWENW|XY3!YHZ)YZeZ*[h[6:]8^?^^~^
a a"aCaDDaRa]aR+bT-b@b.BcTc [cbdud*Yeoefo2fUflf}0gyg9 h'hYhkh|ikii@i
k kkm&k:k
lc,lll$momsRnoCooo*Uo3bop0pq`eq} rYr[rQsZsq#s6tet
#tXt=uvwfDwAKw*x\xtxyXy
z7zTUz){:{={Y{O^{|{2|}c}g~u~uI~Z~UPXQ|3/NTc~9KyQFq#Iy2v|cy;8)^kkSAZ0T95vej&rUJd@9?~"HT
/JOsw|0>s#~
]k/*0AQkznpjqu)&5U`t$8AB(t9PTkX7D
0JgjW[d9 #JjrRk"o@PTirh@rT`vt=yp%WK1B^euJ?UwZ|
AW>L}du92_bdLq
J#PU,XJeR+M'xAnn .0d2n*Y2#is'7{}=tMsxG
qu1H<[:'2M
XwXj FMQTLd!a#!Ild::a;b3nA:Yl/F(RM!u8/&A\lKGV_Wzx<
*
O9'r4V"/IN|hw|7|@SRBp4$`lu>Y0wdJfFj! JQfl!3>?]p7EV-WlXi2d:{@c"TBI[0b`2VPXF!FKs 44\MY_{T~UGQmBxl+01?@efyz lms t
LMFG@
vv4.vv\(@UnknownGz Times New Roman5Symbol3&z ArialI MetaBoldLF-Roman?5 z Courier New;Wingdings"1hzbfbf " "74d2qHX ?3bo2Assessment Task Plantmgla0Windows XP Corporate SOE 3.9L
Oh+'0
<H
T`hpxAssessment Task Plantmgla0Normal Windows XP Corporate SOE 3.93Microsoft Office Word@^в@4ySYD@bD՜.+,0hp
Education Queensland" dAssessment Task PlanTitle
!"#$%&()*+,-.0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]_`abcdeghijklmpRoot Entry FP1bDrData
'1Table/]WordDocument[LSummaryInformation(^DocumentSummaryInformation8fCompObjq
FMicrosoft Office Word Document
MSWordDocWord.Document.89qRoot Entry F́x@Data
'1Table/]WordDocument[L
!"#$%&()*+,-.0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]_`abcdewv SummaryInformation(^DocumentSummaryInformation8CompObjq
FMicrosoft Office Word Document
MSWordDocWord.Document.89q՜.+,D՜.+,Thp
Education Queensland" dAssessment Task PlanTitle4 $,