Year Two unit overview

School name

Unit title

Duration of unit

Our School

Investigating multiplication, fractions, mass and data collection

10 weeks

Identify curriculum
Content descriptions to be taught
Number and Algebra

Measurement and Geometry

Statistics and Probability

Number and place value

Group, partition and rearrange collections
up to 1000 in hundreds, tens and ones to
facilitate more efficient counting
(ACMNA028)

Using units of measurement

Data representation and

interpretation

Recognise and represent multiplication as

repeated addition, groups and arrays
(ACMNA031)

Recognise and represent division as

grouping into equal sets and solve simple
problems using these representations
(ACMNA032)
Fractions and decimals
Recognise and interpret common uses of
halves, quarters and eighths of shapes and
collections (ACMNA033)
Patterns and algebra Solve problems by
using number sentences for addition or
subtraction (ACMNA036)

Compare and order several

shapes and objects based on
length, area, volume and
capacity using appropriate
uniform informal units
(ACMMG037)
Compare masses of objects
using balance scales
(ACMMG038)

Identify a question of interest

based on one categorical variable.
Gather data relevant to the
question (ACMSP048)
Collect, check and classify data
(ACMSP049)
Create displays of data using lists,
table and picture graphs and
interpret them (ACMSP050)

General capabilities and

cross-curriculum priorities
Literacy

Develop the language of fractions

Numeracy

Apply concepts of equal portions

ICT capability
Use digital technologies to create
online and pictographic
representations and glossaries of
fractions
Critical and creative thinking

Use reasoning to explain how to

create fair shares
Personal and social capability
Develop the notion of a fair share
Aboriginal and Torres Strait
Islander histories and cultures

Demonstrate alternative ways of

knowing and sharing
Sustainability

Develop the notion of a fair share of

resources

Achievement standard
By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent
multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the
missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of
familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide
collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the
quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They
describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs
(ACARA, 2015).
Proficiencies
Opportunities to develop proficiencies include:
Understanding
identifying and describing the relationship between
multiplication and division

Fluency
using informal units iteratively to compare measurements

Problem Solving
formulating problems from authentic situations
making models
using number sentences that represent problem situations

Reasoning
comparing and contrasting related models of operations, and
creating and interpreting simple representations of data

Assessment
Describe the assessment

Assessment date

Pizza Party
This assessment is an investigation that students undertake to determine how many pizzas they will need to order for
their group.
Students use problem solving skills, critical and creative thinking to achieve the assignment criteria.
Students find out the two most popular pizza topping in the class
Students find out everyones favourite type of pizza and record this data using tally marks
Students must then create a picture graph to find the two most popular type of pizza in the class
Form groups of 4 and write the names of the two most popular pizzas in a table provided by LM.
Find out which type of pizza each person in the group wants to eat and record their names and fill in the table.
Colour the number of pieces for each person and write the fraction of pizza each person will eat
Students are asked how many pizzas they will need to order for their group
Students will work out what fraction of each pizza is left over
The group must reason and report using a pizza planner.

Weeks 5 6

Pet and Plant sitting

This assessment is an investigation that students will have to take on the role of a pet and plant sitter.
Students use problem solving skills, critical and creative thinking to achieve the assignment criteria.

Students will have to consider how much dog food is needed to feed their neighbours pet for eight days
Students will then have to work out which is heavier; dog biscuits or wet dog food
Work out how much water is needed each day to water the plants
Each day the student will need to fill a 4L watering can six times to water all the plants
Instead of using a watering can students have to use a 2L ice-cream container and work out how many times
they have to fill the ice cream container to water all of the plants. Students apply their knowledge of groups and
arrays here.
Students will have to report on this and reasoning in their answers through writing and drawing

Week 9-10

Assessment

Teaching and learning

Teaching strategies and learning experiences

Week 1: Groups and Arrays

Students will investigate ways of how to set out one digit multiplications in groups and arrays. Students will recognise and represent multiplication
as repeated addition, groups and arrays. Through group and partner work students will use concreate materials to show these representations.
Week 2: Division
Students will recognise and represent division as grouping into equal sets. Throughout the week students will write division facts for pictures and
participate in group and individual to solve simple problems using these representations.
Week 3: Fraction and symbols for fractions
Students will investigate common fractions by using different types of resources and concrete materials to become familiar with new terminology
such as thirds, quarters and eights of shapes and collections.
Week 4: Fraction as division
Students will learn that fractions can be used to show equal groups. Through collaborative activities students will develop language terminology
relating to fractions and match models and symbols for fractions together.

Week 5: Collecting data

Students will collect data in numerous ways and study ways of presenting data through picture graphs, tally graphs, pie graphs and bar graphs.
Students will be able to interpret and recognise different types of graphs using visual representations of collections.
Week 6: Assessment investigation Pizza Party

Teaching and learning

Teaching strategies and learning experiences

Week 1: Groups and Arrays

Students will investigate ways of how to set out one digit multiplications in groups and arrays. Students will recognise and represent multiplication
as repeated addition, groups and arrays. Through group and partner work students will use concreate materials to show these representations.
Week 2: Division
Students will recognise and represent division as grouping into equal sets. Throughout the week students will write division facts for pictures and
participate in group and individual to solve simple problems using these representations.
Week 3: Fraction and symbols for fractions
Students will investigate common fractions by using different types of resources and concrete materials to become familiar with new terminology
such as thirds, quarters and eights of shapes and collections.
Throughout the week students will be undertaking an investigation. Each students scenario will be that they are to imagine having a pizza party.
They have to find out the two most popular pizza toppings in their class and they have to work out how many pizzas they will need to order for
their group.
Week 7: finishing off investigation / litres
Students will complete their investigations this week.
Students will investigate litres. They will be able to understand that litres is a basic unit for measuring volume. Students will use everyday objects
to measure litres and decide how much each object holds.
Week 8: Comparing mass and kilograms
Students will learn how to compare mass and how to measure mass. Students will learn and understands the metric units of measure from grams
to tonnes. Estimation will be a major focus this week.

Week 9: Investigation for comparing mass/ kilograms

Students will have to take on the role of a pet and plant sitter. In this situation, the students will have to consider how much dog food is needed to
feed their neighbours pet for eight days and how much water will they need to water the pot plants. Instead of using a watering can they have to
use a 2L ice-cream container and work out how many times they have to fill the ice cream container to water all of the plants.

Teaching and learning

Teaching strategies and learning experiences

Week 1: Groups and Arrays

Students will investigate ways of how to set out one digit multiplications in groups and arrays. Students will recognise and represent multiplication
as repeated addition, groups and arrays. Through group and partner work students will use concreate materials to show these representations.
Week 2: Division
Students will recognise and represent division as grouping into equal sets. Throughout the week students will write division facts for pictures and
participate in group and individual to solve simple problems using these representations.
Week 3: Fraction and symbols for fractions
Students will investigate common fractions by using different types of resources and concrete materials to become familiar with new terminology
such as thirds, quarters and eights of shapes and collections.
Week 10: Finish off investigation / revision of terms work
Students will finish off their second investigations this week. Students will also undertake revision activities for the term. E.g. group work,
worksheets, using concrete materials and finishing off any unfinished work from the term.

Use feedback

Teaching and learning

Teaching strategies and learning experiences

Week 1: Groups and Arrays

Students will investigate ways of how to set out one digit multiplications in groups and arrays. Students will recognise and represent multiplication
as repeated addition, groups and arrays. Through group and partner work students will use concreate materials to show these representations.
Week 2: Division
Students will recognise and represent division as grouping into equal sets. Throughout the week students will write division facts for pictures and
participate in group and individual to solve simple problems using these representations.
Week 3: Fraction and symbols for fractions
Students will investigate common fractions by using different types of resources and concrete materials to become familiar with new terminology
such as thirds, quarters and eights of shapes and collections.
Ways to monitor learning
and assessment

Feedback to students

Reflection on the unit

plan

Four teachers met to collaboratively plan the teaching, learning and assessment to meet the needs for learners.
Conduct frequent observations as a whole class as well as individual monitoring.
Check for understanding during each lesson.
Provide plough back (Re-caps) on each lesson and new concept.
Ask privately, quick questions for individual students who may struggle e.g.How are you going? Do you
understand?
Create opportunities to discuss levels of achievements with other year two teachers
Mark and cross-mark at key points of the term to ensure marking consistency.
Provide feedback to students that are both informal and formal
Ask students at the end of each week the things that they have learnt
Allow students to submit drafts for their investigations in order to give them verbal a written feedback
Teachers provide multiple learning opportunities for students to experience mathematical concepts and practice
and improve upon these.

Reflect on and Identify what worked well during and at the end of the unit:
Activities that worked well and why?

Teaching and learning

Teaching strategies and learning experiences

Week 1: Groups and Arrays

Students will investigate ways of how to set out one digit multiplications in groups and arrays. Students will recognise and represent multiplication
as repeated addition, groups and arrays. Through group and partner work students will use concreate materials to show these representations.
Week 2: Division
Students will recognise and represent division as grouping into equal sets. Throughout the week students will write division facts for pictures and
participate in group and individual to solve simple problems using these representations.
Week 3: Fraction and symbols for fractions
Students will investigate common fractions by using different types of resources and concrete materials to become familiar with new terminology
such as thirds, quarters and eights of shapes and collections.

Activities that could be improved and how?

Assessment that worked well and why?
What did the learners enjoy?
What were some of the difficulties students experience when undertaking the unit?
What has been learned?
What aspects of the knowledge or skills might need revised?
What worked? What might need adjusting in the future?