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WS02 - Clean our school

Mathematics, Year 3; Technologies: Digital Technologies, Years 3 and 4

By the end of Year 3, students order and represent natural numbers beyond 10 000. They partition, rearrange and regroup two- and three-digit numbers in different ways to assist in calculations. Students extend and use single-digit addition and related subtraction facts and apply additive strategies to model and solve problems involving two- and three-digit numbers. They use mathematical modelling to solve practical problems involving single-digit multiplication and division, recalling multiplication facts for twos, threes, fours, fives and tens, and using a range of strategies. Students represent unit fractions and their multiples in different ways. They make estimates and determine the reasonableness of financial and other calculations. Students find unknown values in number sentences involving addition and subtraction. They create algorithms to investigate numbers and explore simple patterns.

 

Students use familiar metric units when estimating, comparing and measuring the attributes of objects and events. They identify angles as measures of turn and compare them to right angles. Students estimate and compare measures of duration using formal units of time. They represent money values in different ways. Students make, compare and classify objects using key features. They interpret and create two-dimensional representations of familiar environments.

 

Students conduct guided statistical investigations involving categorical and discrete numerical data, and interpret their results in terms of the context. They record, represent and compare data they have collected. Students use practical activities, observation or experiment to identify and describe outcomes and the likelihood of everyday events explaining reasoning. They conduct repeated chance experiments and discuss variation in results.

Algebra

AC9M3A02

extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator

Space

AC9M3SP02

interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

Statistics

AC9M3ST01

acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets

Statistics

AC9M3ST02

create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context

Statistics

AC9M3ST03

conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest

Annotations

 x
1

Identifies the participants and describes the context of the statistical investigation.

 5 15 13 74
2

Represents collected data in tabular form using digital tools.

 16 20 10 40
3

Determines values in the total column, extending and applying knowledge of addition facts.

 22 28 37 60
4

Represents collected data in a picture graph.

 31.5 35 10 85
5

Represents data in a column graph, using digital tools.

 38 43 20 75
6

Interprets a two-dimensional representation of the school, locates and represents positions where the data was collected.

 44.75 55 1 50
7

Identifies the types of graphs used to represent their data.

 57 60 12 89
8

Analyses data and draws conclusions, using the different representations.

 61 67 24 85
9

Communicates findings in the context of the situation.

 68 71 30 80
10

Draws a conclusion making recommendations based on findings

 72 76 35 83
Transcript

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By the end of Year 4 students describe how people design products, services and environments to meet the needs of people, including sustainability. They process and represent data for different purposes, follow and describe simple algorithms involving branching and iteration, and implement them as visual programs. For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions. Students select design ideas against design criteria. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They communicate design ideas using models and drawings including annotations and symbols. Students plan and sequence steps and use technologies and techniques to safely produce designed solutions. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and its risks.

By the end of Year 4 students create simple digital solutions and use provided design criteria to check if solutions meet user needs. Students process and represent data for different purposes. They follow and describe simple algorithms involving branching and iteration and implement them as visual programs. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and recognise the risks.

Knowledge and understanding | Data representation

AC9TDI4K03

recognise different types of data and explore how the same data can be represented differently depending on the purpose

Processes and production skills | Collaborating and managing

AC9TDI4P06

use the core features of common digital tools to create, locate and communicate content, following agreed conventions

Processes and production skills | Collaborating and managing

AC9TDI4P07

use the core features of common digital tools to share content, plan tasks, and collaborate, following agreed behaviours, supported by trusted adults

Annotations

 x
1

Uses digital tools to create and share content about the data collected.

 5 15 13 74
2

Records and represents data collected in a spreadsheet, using digital tools.

 16 20 10 40
3

Uses the basic sum feature in a digital tool to determine column totals.

 22 28 37 60
4

Visualises the data, using a picture graph with icons to represent different types of rubbish collected.

 31.5 35 10 85
5

Uses digital tools to create a column graph, visualising the same data collected.

 38 43 20 75
6

Identifies the purpose of representing their data.

 57 60 1 50
Transcript

No audio