Early level 3 plan (term 2)

Planning notes
This plan is a starting point for planning a mathematics and statistics teaching programme for a term. The resources listed cover about 50% of your teaching time. Further resources need to be added to meet the specific learning needs of your class, to support your local curriculum and to provide sufficient teaching for a full term.
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Level Three
Geometry and Measurement
Units of Work
In this unit students learn to use the multiplication formula to find the area of a rectangle. Using proportional reasoning students explore what happens to the area when the length and/or height of a rectangle is doubled.
  • Use multiplication to calculate the area of a rectangle.
  • Measure the length of a side using a ruler.
  • Use proportional reasoning to find the area of a rectangle.
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Level Three
Number and Algebra
Units of Work

This unit introduces the fact that fractions come from equi-partitioning of one whole. So the size of a given length can only be determined with reference to one. When the size of the referent whole varies then so does the name given to a given length.

  • Name the fraction for a given Cuisenaire rod with reference to one (whole).
  • Find the one (whole) when given a Cuisenaire rod and its fraction name.
  • Create a number line showing fractions related to a given one (whole).
  • Identify equivalent fractions
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Level Three
Statistics
Units of Work
This unit provides a way of looking at multivariate data from a group of individuals. Data cards hold several pieces of information about individuals, and by sorting and organising a set of data cards, things can be found out about the group. This unit uses secondary data (data collected by others)...
  • Recognise what the variables are in a secondary data set.
  • Sort the given data into categories.
  • Answer investigative questions by sorting, organising and arranging data.
  • Make sensible statements about the data with supporting evidence.
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Level Three
Number and Algebra
Units of Work
The unit investigates patterns made using matches and tiles. The relation between the number of the term of a pattern and the number of matches that that term has, is explored with a view to finding a general rule that can be expressed in several ways.
  • Predict the next term of a spatial pattern.
  • Find a rule to give the number of matches in a given term of the pattern.
  • Find the member of the pattern that has a given number of matches.
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Level Two
Level Three
Number and Algebra
Units of Work
This unit builds upon the students’ experiences of making, naming and recognising common fractions using different physical representations. Its purpose is to develop understanding of fractions of sets, and the formal language and symbols associated with simple fractions and their representations.
  • Read and write words and symbols for fractions.
  • Introduce the terms ‘unit fraction’ and ‘proper fraction’, numerator and denominator.
  • Make and understand different ways to represent 1 (whole).  
  • Use regional representations to find fractions of sets.
  • Solve problems that involve finding the...
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