Oz-e-maths Supplementary Materials for Connecting Maths Concepts Years F-5

Top-ups and Swap-outs for Currency and Measurement - Year 2
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Teaching resources

Teaching Guide
Student Workbook
Board display
Overview
Top-ups and Swap-outs for Currency and Measurement – Year 2 is a Mathematics unit for Year 2 students. It works in cooperation with Connecting Maths Concepts (CMC) to ensure that delivery of CMC aligns with Australian Curriculum gap requirements. It aligns to the Australian Curriculum:
  • Measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end (AC9M1M02).
  • Describe the duration and sequence of events using years, months, weeks, days and hours (AC9M1M03).
  • Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028).
  • Group, partition, rearrange and rename numbers up to 1,000 according to their place value and into other number groupings (AC9M2N02).
  • Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown (AC9M2A01).
  • Count and order small collections of Australian coins and notes according to their value (ACMNA034).
Learning Objectives
In Lesson 3 (CMC Level C: Lesson 31-40), students learn to:
  • know that two-digit numbers are comprised of tens and ones
  • use pictorial MABs to demonstrate that three-digit numbers are comprised of hundreds, tens, and ones/units
  • show that three-digit numbers are comprised of hundreds, tens, and ones/units
  • demonstrate three-digit numbers are comprised of hundreds, tens, and ones/units.

In Lesson 4 (CMC Level C: Lesson 51-60), students learn to:
  • describe skip counting and the pattern of counting by 2s
  • use counting by 2s to count a collection of objects
  • represent skip counting by 2s on a number line, identifying the missing number
  • describe the 2s skip counting pattern beyond 100
  • describe the pattern of skip counting by 5s
  • use skip counting by 5s to represent the pattern
  • use skip counting by 10s to represent the pattern and identify the missing number.

In lesson 5 (CMC Level C: Lessons 91-100), students learn to:
  • describe the effect of a one-step slide
  • identify a one-step slide
  • describe the effect of a flip
  • identify a flip or slide
  • investigate the effect of flips by moving and drawing shapes
  • demonstrate the effect of slides and flips by drawing irregular shapes.

In Lesson 6 (CMC Level C: Lesson 101-110), students learn to:
  • identify and describe half and quarter turns
  • demonstrate a half turn and quarter turn to create a pattern.

In the Swap-Outs, students learn to:
  • identify and count Australian coins
  • apply ruler skills to measure length
  • use a ruler to count backwards
  • to solve comparison word problems.
Success Criteria
Top-Ups
  • Identify and describe flip and slide.
  • Identify and describe half and quarter turns to create a pattern.
  • Use skip counting by 2s, 5s and 10s to count a collection of objects and create patterns.
  • Understand two-digit and three-digit numbers place value.
Swap-Outs
  • Identify and count Australian coins.
  • Apply ruler skills to measure length and count backwards.
  • To solve comparison word problems.
Assessment

Mastery Tests

  • Mastery Tests are given at the end of every 10 lessons, designed to be taught over a two-week cycle. Mastery Tests allow teachers to monitor student understanding of the concepts taught in previous lessons and identify where reteaching is needed. 
  • The Teaching Guide contains the Mastery Test script. Mastery Tests are delivered using a presentation script, board displays and a handout for students. The Teaching Guide also contains the Answer Key.


Cumulative Tests

  • There are two Cumulative Tests for Swap-Outs that are completed after lesson 60 and lesson 120. The Cumulative Tests are in the Teaching Guide. 
  • Teachers copy the assessment and distribute to students at testing time.

Lesson Objectives

Success Criteria

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