imaths foundation teacher book ... - firefly education

Essential word list

Investigation

Take Ten

Relational terms same as, different, next to, big, little, small, large, more, less, long, short, top, bottom, around, between

Shapes, objects and their features circle, square, triangle, rectangle, diamond, star, flat, round, corner, straight, curved, side, flat, edge, pointy, ball, cone, box, face, surfaceAction words design, arrange, sort, join, fit together, collect, group, plan, lay out, match, overlap, move, stack, roll, create, print, paint, stamp, construct, slide

Art terms exhibition, gallery, display, painting, sculpture, model, collage, drawing, photograph, background, colour, texture, line, shape

Students become artists and designers as they create a variety of 2D or 3D artworks for the Take Ten art exhibition. Key numeracy and geometry concepts are practised as students arrange, print or join 10 objects in different and creative ways.

It’s iMaths Time CD tracksTrack 6: Ten green bottlesTrack 7: Ten in the bedTrack 20: What shapes do you see? Track 21: Thunder, lightning, wind and rain

Student Book linksThe following Topic pages can be used to introduce or consolidate the maths concepts in this Investigation.

NA25 Groups of 10 .............................................. page 33NA36 10 spot Humpty ........................................ page 45NA51 How many more? .......................................page 61NA52 Ten frames.................................................. page 62MG5 Triangles ....................................................... page 75MG6 Squares ......................................................... page 76MG7 Circles ........................................................... page 77MG8 Rectangles ................................................... page 78MG9 Little Miss Muffet shape search .............. page 79MG10 Match 2D shapes .................................... page 80

ISBN 978 1 74135 168 2 iMaths Foundation Teacher Book 77

iMTB_NF (No Code)_BOOK.indb 77 7/04/14 12:22 PM

Investigation 6 Take Ten

Investigation overviewBelow are the activities that occur within each step. Detailed explanations for each activity can be found on pages 81–87.

Resources Books: Once Upon a Picture by Sally Swain, The Art Book for Children (Phaidon Press)

ResourcesProps: see page 81 for detailed listiMaths CD: Thunder, lightning, wind and rain (Track 21)

ResourcesProps: camera, variety of shape-related concrete and craft materals, pre-cut 2D shapes, abstract art samples (eg The Cow by Theo van Doesburg)iMaths CD: What shapes do you see? (Track 20)

Resources Props: containers of various materials, such as counters, pop sticks, cut-out shapes and buttonsiMaths CD: Ten green bottles (Track 6); Ten in the bed (Track 7)

ResourcesProps: camera, variety of objects and art materials (see page 84 for detailed list), books, pictures and posters from previous discussions

Step 1. Art galleryÝÛÛN`YlÛakÛYjl�Û– discuss and learn about art and art galleries.

Collect a variety of suitable art materials.ÝÛÛ<d]e]flkÛg^ÛYjl – introduce and talk about the elements of

art: line, shape, size, colour and texture.

Step 2. Mystery artÝÛ<phdgjaf_Ûdaf] – explore line using whole-body movements.ÝÛÛ:j]Yl]Ûdaf]k – use a variety of concrete materials, paint and

sand drawings to create lines.ÝÛÛDqkl]jqÛdaf]Û\jYoaf_ – create pictures from a random set of

curved and straight lines.ÝÛÛ;jYoaf_ÛlgÛemka[Û– students create a storm picture as they

listen to a song.

Step 3. Abstract artÝÛÛ<phdgj]Û�;Ûk`Yh]k – brainstorm, search for, make and

discuss shapes.ÝÛÛ�;Ûk`Yh]ÛkgjlÛ– sort 2D shapes according to various

attributes.ÝÛÛ8ZkljY[lÛYjlÛ[gehgkalagf – students create a shape art

composition using 2D shapes.

Step 4. The art of tenÝÛÛK`afcaf_ÛYZgmlÛgmjÛYjl – discuss the theme and purpose of

the exhibition.ÝÛÛGYjlalagfaf_ÛlgÛ~� – students explore a variety of ways to

show 10 using concrete materials.ÝÛÛ8jlÛeYl]jaYdk – brainstorm a variety of materials that

students can use to create their composition.

Step 5. Let’s get creativeÝÛÛ@f\ana\mYdÛKYc]ÛK]fÛYjlogjc – students create their Take Ten

artworks.ÝÛÛJ`goÛYf\Ûl]ddÛYjlogjc – students present and explain their

Take Ten artwork features.ÝÛÛKYc]ÛK]fÛYjlÛ]p`aZalagf – showcase the Take Ten exhibition

for special guests.

78 iMaths Foundation Teacher Book ISBN 978 1 74135 168 2



Indoor activities:ÝÛ JlYehkÝÛ 9ggckÝÛ =jaf_]\ÛhdY[]eYlkÝÛ GYh]jÛ[gadkÝÛ DYr]kÝÛ :gfkljm[lagfÝÛ =]dlÛha[lmj]kÝÛ J`Yh]Ûba_kYokÝÛ It’s iMaths Time songs

Outdoor activitiesÝÛ :`YdcÛYjlÝÛ JYf\halÛhdYqÝÛ J`Yh]kÛ\a[]Û_Ye]ÝÛ JaegfÛJYqkÝÛ Igh]ÛgZklY[d]Û[gmjk]ÝÛ ?ghk[gl[`

Explore and play

Resources Books: Once Upon a Picture by Sally Swain, 10 Little Rubber Ducks by Eric Carle, Ten Little Fingers and 10 Little Toes by Mem Fox.BLMs: 6.1, 6.2, 6.3 and 6.4iMaths CD: Ten green bottles (Track 6); Ten in the bed (Track 7)

Black Line MastersBlack Line Masters can be downloaded from imathsonline.com.au.

BLM 6.1

Sammy SnakeColour and cut along the curved dotted line. Hang by the tail end.


ISBN 978 1 74135 175 0 iMaths Foundation Black Line Masters © Mary Serenc and Lena Ford 2011 Firefl y Education

BLM 6.1

BLM 6.2

The night skyColour in then cut along the curved dotted line. Hang by the tail end.



BLM 6.2

BLM 6.3

Mouse mazeDraw a path through the maze.



BLM 6.3

BLM 6.4

Find the treasureDraw a path through the maze.



BLM 6.4

Explore and play Black Line Masters




Content strand

Content descriptionInvestigation 6

references

Number and Algebra

Number and place valueÝÛÛ<klYZdak`Ûmf\]jklYf\af_Ûg^Ûl`]ÛdYf_mY_]ÛYf\Ûhjg[]kk]kÛg^Û[gmflaf_Û

by naming numbers in sequences, initially to and from 20, moving from any starting point. (ACMNA001)

ÝÛÛ:gff][lÛfmeZ]jÛfYe]k�Ûfme]jYdkÛYf\ÛimYflala]k�Ûaf[dm\af_Ûr]jg�Ûinitially up to 10 and then beyond. (ACMNA002)

ÝÛÛJmZalak]ÛkeYddÛ[gdd][lagfkÛg^ÛgZb][lk�Û(ACMNA003)

ÝÛÛ:gehYj]�Ûgj\]jÛYf\ÛeYc]Û[gjj]khgf\]f[]kÛZ]lo]]fÛ[gdd][lagfk�Ûinitially to 20, and explain reasoning. (ACMNA289)

Patterns and algebraÝÛÛJgjlÛYf\Û[dYkka^qÛ^YeadaYjÛgZb][lkÛYf\Û]phdYafÛl`]ÛZYkakÛ^gjÛl`]k]Û

classifications. Copy, continue and create patterns with objects and drawings. (ACMNA005)

Step 4 & 5

Step 4 & 5

Step 4 & 5Step 4 & 5

Step 3

Measurement and Geometry

ShapeÝÛÛJgjl�Û\]k[jaZ]ÛYf\ÛfYe]Û^YeadaYjÛlog¤\ae]fkagfYdÛk`Yh]kÛYf\Û

three-dimensional objects in the environment. (ACMMG009)

Step 1, 2, 3 & 5

Statistics and Probability

None in this Investigation.

Curriculum match for Investigation 6The grid below shows the content descriptions for each of the maths strands that are addressed in Investigation 6.

The Content strand descriptions © Australian Curriculum, Assessment and Reporting Authority 2012. This material is reproduced with the permission of ACARA.The extract is from the Australian Curriculum. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home




Step 1. Art galleryWhat is art?Students discuss and learn about art and art galleries. Collect a variety of suitable art materials.

Before starting, collect a variety of materials in enough numbers for students to use 10 of the same in their composition. Materials should be many and varied (see Fig 6.1).

A digital camera is also important, as it will be required to record any temporary creations, such as an arrangement of counters, blocks or sand moulds in the sand pit.

Discuss and identify prior knowledge and experiences of types of artwork, art galleries and exhibitions. If possible, arrange a visit to a local art gallery in your area, or invite guest artists to visit your school.

Elements of artIntroduce and talk about the elements of art: line, shape, size, colour and texture.

Read art books, such as Once Upon a Picture by Sally Swain and The Art Book for Children (Phaidon Press), and bring in examples of artwork – paintings, sculpture, collage, photo art, ceramics etc.

Use Edward De Bono’s Red Hat strategy to explore and identify the feelings we experience as we interact with art and its various elements, for example colour – soft blues are calming and peaceful.

You are invited to take part in the Take Ten art exhibition*. Take any 10 items that are the same in some way and either arrange them into a pattern or join them together to create something fantastic, new, and created uniquely by you!

* This Investigation shows how the number 10 can be investigated; however this can easily be modified. For example instead of Take Ten, you may choose to do Take Six or Take Twelve.

Let’s get started

Ý Pre-cut shapes – use a variety of materials, such as coloured paper, wrapping paper, newsprint, fabric and cellophane. Cut common shapes, such as triangles, rectangles, long strips, circles and diamonds. Vary size and colour.

ÝÛÛNatural materials – seeds, shells, leaves, beans, feathers

ÝÛ Recycled materials – bottle tops, buttons, tissue boxes, ceramic tiles, plastic lids

ÝÛÛCommercially produced materials – Multilink cubes, counters, pre-cut foam shapes, pattern blocks, plastic animals, stickers, stamps, small bean bags, animal stencils, magnetic shapes, beads

ÝÛÛHandmade – painting/drawing materials, handprints, modelling clay shapes, vegetable prints, clay

ÝÛ Food and related products – pasta shapes, bendy straws, pop sticks, patty cake cups

ÝÛ Computer art programs – Tux Paint, KidPix, MS Paint

ÝÛÛJoining materials – glue, sticky tape, string, pipe cleaners, masking tape, Blu-Tack

Focus questions

* What colours can you see?

* Why do you think the artist chose those colours?

* How do they make you feel?

* What shapes can you see?

* What lines can you see?

* How do you think it would feel if you touched it?

Fig 6.1 – Example art materials




Step 2. Mystery artExploring lineStudents explore line using whole-body movements.

Begin developing the awareness of line with whole-body movement activities. Ask students to make lines with their bodies. For example: a straight line, a curved line, a zigzag line, a bumpy line, a swirly line.

Create linesStudents use a variety of concrete materials, paint and sand to create lines.

Use straws, pop sticks, pipe cleaners, blocks, counters, string and streamers. Also try finger painting, drawing lines in sand, using chalk on cement and rolling modelling clay into lines.

Now, move to fine motor activities. Tell action stories that use lines and ask students to draw the story (see Fig 6.2). For example:

“Let’s take a line for a walk. Draw a jet flying in a straight line across the sky. Now, it dives straight down, flies back up and zigzags down low. Next, it does a loop. Trace over the line with your finger and re-tell the jet story to a friend.”

Mystery line drawingStudents create pictures from a random set of straight and curved lines.

Start by drawing a variety of straight and curved lines on a large sheet. Discuss which lines are straight and which lines are curved. Choose students to add more curved or straight lines so that eventually, you can see a picture emerge. The beauty of this activity is that it can turn into anything. No one knows what it will be until you start adding a few more lines.

Divide the class into pairs. Each student draws a few straight and curved lines on a sheet and passes it to their partner, who turns it into a picture (see Fig 6.3). Discuss the results.

Drawing to musicStudents create a storm picture as they listen to a song.

Play It’s iMaths Time CD, Track 21: Thunder, lightning, wind and rain. Have students listen and draw in the air their movements reflecting lines suggested in the song.

Provide students with large sheets of paper and a variety of drawing tools, such as crayons and pastels. Replay the song as students create their storm scene. Display these to start your class art gallery.

Fig 6.2 – Example jet line drawing

Fig 6.3 – Example mystery line drawing

Communicating and reflectingÝÛ;]k[jaZ]Ûl`]Ûdaf]kÛqgmÛmk]\ÛafÛqgmjÛ\jYoaf_�ÝÛN`YlÛ[gdgmjkÛ\a\ÛqgmÛ[`ggk]ÛYf\Ûo`q�




Step 3. Abstract artExplore 2D shapesBrainstorm, search for, make and discuss shapes.

Brainstorm and talk about shapes that students know, such as triangles, squares, rectangles and circles.

Describe each shape, talking about its features – sides, corners, and straight or curved lines. Students then have a go at making shapes in groups using their bodies. For example: have 4 students position themselves to make a square.

Play It’s iMaths Time CD, Track 20: What shapes do you see?

Do a shape search both in the classroom and outdoors.

Provide plenty of unstructured playtime, in which students can create and explore a variety of materials relating to shape, such as model construction kits, blocks, magnetic kits and folding geometric shapes. Also, use objects such as pipe cleaners, craft wire, straws, pop sticks and strips of paper to make various 2D shapes.

2D shape sortStudents sort 2D shapes according to various attributes.

Prepare cut-out paper 2D rectangles and squares in various colours and sizes. Place them on a large white sheet and ask students to help sort them by colour, size and shape.

Abstract art compositionStudents create a shape art composition using 2D shapes.

Show students how to arrange or organise all the shapes to produce an abstract composition that is interesting and pleasing to the eye. Paste it on to a white or coloured background sheet.

Explain that there are no rules when it comes to abstract art. Shapes may overlap. The resulting picture may not necessarily reflect real objects. It must be pleasing to the individual who creates it.

If possible, provide examples of art containing geometrical shapes, such as Theo van Doesburg’s The Cow (1917), to observe, describe and discuss.

Next, ask students to choose from buckets of pre-cut coloured 2D paper shapes of various sizes and have a go at creating their own abstract composition. Discuss the end results and add captions to each. These can be photographed for discussion and assessment purposes.

Suggested Student Book pagesMG5 Triangles (page 75)MG6ÛJimYj]kÛ(page 76)MG7 Circles (page 77)MG8 Rectangles (page 78)MG9 Little Miss Muffet Shape Search

(page 79)MG10 Match 2D shapes (page 80)

Focus questions

* What is the same about these shapes?

* What is different about these shapes?

Focus questions

* Tell us about your picture.

* What shapes did you use?

* How are they the same?

* How are they different?

* How many shapes did you use altogether?

* What makes your art interesting?

* What would happen if all of your shapes were exactly the same size, shape and colour?




Step 4. The art of ten

Explain to the class that they will be creating their own class exhibition displaying their works of art, which can be viewed by parents and special guests, such as the principal or other classes.

Ensure they understand that their artwork could take many forms, such as collages, photos and 3D models, but they must all have one common theme: Take Ten.

Play It’s iMaths Time CD, Track 6: Ten green bottles and Track 7: Ten in the bed.

Partitioning to 10Students explore a variety of ways to show 10 using concrete materials.

Organise sheets of paper and containers of concrete materials such as counters, pop sticks, cut-out shapes (eg hearts, flowers) and buttons.

Sit students in a circle and choose one to count out 10 hearts and scatter them on the piece of card.

There are lots of different ways to show 10. Choose students to arrange the 10 hearts in different ways. Write numbers to match groups as students talk about their arrangements (see Fig 6.4).

Please note: it is a good idea to reinforce the concept of conservation of number, for example 10 items, regardless of arrangement, will always total 10.

Follow up by giving pairs of students a variety of materials and sheets of paper to practice partitioning to 10. Take digital photos of different representations to talk about, label and display.

Art materialsBrainstorm a variety of materials that students can use to create their composition.

Use Edward De Bono’s Green Hat strategy to brainstorm a variety of uses for materials that students can use in creating their composition.

First, discuss and use everyday language to describe the properties of various objects, one at a time. Then, ask students for ideas for ways that the materials could be used as part of their artwork for the exhibition. Model some examples.

Fig 6.4 – Example Take Ten composition

Art materials

Suggested Student Book pagesNA25 Groups of 10 (page 33)NA36 10 spot Humpty (page 45)NA51 How many more? (page 61)NA52 Ten frames (page 62)

ÝÛÛMultilink cubes – snap together to create interesting shapes, animals, letters etc.

ÝÛÛBendy straws – glue them to make a picture using straight and curved lines.

ÝÛÛTux Paint – use a stamp tool to create a zigzag pattern.

ÝÛÛLeaves – can be used with paint to make leaf prints.

ÝÛ Coloured paper shapes – paste to sheets to make abstract art, shape pictures or mosaics.

ÝÛÛCardboard cylinders – can be used to stamp circle shapes.

ÝÛÛWooden blocks – can be stacked to make a pyramid.

ÝÛÛModelling clay – can be shaped with cookie cutters and arranged on coloured card.

ÝÛÛBeads – can be threaded on to string, glued to card, or pressed into modelling clay.

ÝÛÛPop sticks – glue them to make a picture using straight lines.

Thinking about our artStudents discuss the theme and purpose of the exhibition.

4 and 4 and 2 more make 10




Step 5. Let’s get creativeIndividual Take Ten artworkStudents create their Take Ten artworks.

It’s time for students to make their Take Ten artworks.

There are a number of ways to do this part of the Investigation. You may wish to experiment with a different medium each day, or set up a variety of stations and mediums around the room for students to explore.

Set up stations around the room for students to create their own works of art. Remind them to focus on arrangements using 10 objects. Ensure the digital camera is on hand to take photos of finished artwork where necessary.

Allow sufficient time to complete the task. You will require several sessions. Students should end up with a number of art creations in different mediums. Encourage them to experiment with different backgrounds, such as coloured or textured paper, paper plates, fabric, or newsprint.

Allow for student feedback and sharing as they go along. In particular, highlight clever ideas, creative use of 2D shapes and 3D objects, patterns, different ways of arranging and counting 10, and effective techniques for joining and gluing.

Set aside sufficient wall space and tables to display the completed designs. Ask students to help create captions/titles for their finished work.

Show and tell artworkStudents present and explain their Take Ten artwork features.

One at a time and over a number of sessions, students present and explain their finished artwork for the Take Ten exhibition. Students share features, such as attributes of the objects selected, use of 2D shapes and 3D objects, arrangements and patterns used, thought behind the composition and choice of background. Encourage the audience to give constructive feedback.

Example Take Ten artwork

Example Take Ten artwork




Step 5. Let’s get creative (cont.)Take Ten art exhibitionStudents showcase the Take Ten exhibition for special guests.

Highlight the main feature of the art exhibition – all art pieces are made up of an arrangement of 10 objects (equivalence). Point out the potential variety of arrangements possible in representing the number 10.

Invite special guests (parents, principal, other classes) to view their artwork and give feedback. You could use this opportunity to include other activities, such as writing special invitations, creating posters and asking students to act as guides for the exhibition.

Communicating and reflectingÝÛK]ddÛe]ÛYZgmlÛqgmjÛYjlogjc�ÝÛÛ?goÛ\a\ÛqgmÛ_jgmhÛqgmjÛ~�Ûlàf_k�Û¨]_ÛI used, 3, 3, 3, and

1 more to make 10.)ÝÛN`YlÛk`Yh]kÛ\gÛqgmÛk]]ÛafÛqgmjÛYjlogjc�ÝÛ8j]Ûl`]j]ÛkljYa_`lÛdaf]kÛafÛqgmjÛYjlogjc�ÛN`]j]�ÝÛ8j]Ûl`]j]Û[mjn]\Ûdaf]kÛafÛqgmjÛYjlogjc�ÛN`]j]�ÝÛÛN`YlÛlàf_kÛYj]Ûl`]ÛkYe]ÛYZgmlÛYddÛl`]ÛgZb][lkÛafÛqgmjÛ

ha][]Ûg^ÛYjl�ÝÛN`YlÛakÛ\a^^]j]fl�ÝÛN`YlÛ\gÛqgmÛdac]ÛZ]klÛYZgmlÛqgmjÛYjlogjc�

Making connectionsDiscuss the following questions to encourage students to apply what they have learned in this Investigation to other everyday situations.ÝÛÛN`YlÛlàf_kÛ\g]kÛYfÛYjlaklÛlàfcÛYZgmlÛYf\Ûmk]Ûo`]fÛ

l`]qÛ[j]Yl]Ûl`]ajÛYjlogjc�Û¨Caf]�Ûk`Yh]�Û[gdgmj�©

ÝÛÛN`YlÛlàf_kÛYjgmf\ÛmkÛ`Yn]Û_jgmhkÛg^Û~�ÛgjÛk`goÛl`]ÛfmeZ]jÛ~��Û¨Kg]kÛYf\Ûxf_]jk�Û:`Yff]dÛ~��Û[Yj\k�Ûsports games, domino tiles etc.)


iMTB_NF (No Code) - 03 Investigations 4-6.indd 86 7/04/14 2:24 PM


Indoor activities

Outdoor activities

Stamps – find a variety of 3D objects that can be painted and used as stamps. Use wooden or plastic blocks, cereal boxes or other packaging. Students paint each face and stamp it to discover the 2D shapes that make up the 3D object.

Books – Once Upon a Picture by Sally Swain, 10 Little Rubber Ducks by Eric Carle and Ten Little Fingers and Ten Little Toes by Mem Fox.

Fringed placemats – practise cutting straight lines by fringing an A4 coloured sheet. Decorate by pasting on a variety of 2D shapes.

Paper coils – using BLMs 6.1 and 6.2, students practise fine motor skills to cut around curved lines.

Mazes – using BLMs 6.3 and 6.4, students trace along a variety of maze shapes using straight, curved and zigzag lines.

Construction – create model robots, rockets, cars and houses using a variety of empty packaging, such as cereal boxes, tissue boxes etc. Paint and decorate.

Felt pictures – prepare 2D felt shapes in varying sizes for students to create felt pictures. Alternatively, there are many commercially available plastic or foam 2D shapes and puzzles.

Shape jigsaws – provide a variety of commercially available shape jigsaws.

Chalk art – draw wavy, straight and zigzag pathways on cement.

Sandpit play – use a variety of moulds, such as buckets, cylinders, plastic cups, and cake tins, to make 3D sculptures in the sand.

Shapes dice game – using chalk, draw a 4-square grid, large enough for the class to stand in. Draw a different shape in each space – square, triangle, circle and rectangle. Prepare a dice that shows pictures of a square, triangle, circle and rectangle. Mark the other two sides with a star sticker (which means they are safe). Students choose a space to stand in. Toss the dice. Students standing in the space of the shape rolled on the dice, are out. Students choose another space and so on until only one player is left.

Simon Says – play using the number 10 each time. For example: “Jump 10 times. Nod your head 10 times.”

Rope obstacle course – follow a rope course along the ground. Use straight, wavy, zigzag, and swirly lines.

Hopscotch – draw a variety of hopscotch grids using different shapes and numbers.

Explore and playStudents explore and consolidate concepts covered in this Investigation in fun and engaging ways. Remember to play the It’s iMaths Time CD for students to enjoy as they work through the activities.

Track 6: Ten green bottlesTrack 7: Ten in the bed

It’s iMaths Time CD songs



Investigation 6 Take TenInvestigation 6 Take Ten

Step Content strand and description Task and proficiency strandDemonstrates understanding

Working towards

understanding

Needs support

2 MG ShapeSort, describe and name familiar two-dimensional and three-dimensional objects in the environment. (ACMMG009)

Identifies and draws straight and curved lines.

Understanding


Identifies and names familiar 2D shapes in their environment.

Fluency

Sorts 2D shapes and can explain why they go together.

Reasoning


NA Number and place valueConnect number names, numerals and quantities, including zero, initially up to 10 and then beyond. (ACMNA002)

Creates a 2D abstract art design using paper shapes, and explains which shapes they used and how many.

Understanding, Reasoning

4 NA Number and place valueConnect number names, numerals and quantities, including zero, initially up to 10 and then beyond. (ACMNA002)

Arranges 10 objects in different ways and can describe the arrangements.

Understanding


NA Number and place valueConnect number names, numerals and quantities, including zero, initially up to 10 and then beyond. (ACMNA002)

Creates a number of Take Ten art compositions and can describe their features (describes arrangements, 2D shapes, 3D objects, lines, patterns, colours used).

Understanding, Reasoning

Investigation 6 checklist The checklist provides a snapshot of the student’s learning and development through this Investigation, and should be used in conjunction with other collected evidence for planning and reporting.Download this checklist from imathsonline.com.au and print one for each student.

The Content strand descriptions © Australian Curriculum, Assessment and Reporting Authority 2012. This material is reproduced with the permission of ACARA.



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