MATHEMATICS UNIT PLANNER

Topic: Operations Revision

Year Level: 5

Key mathematical understandings

Mathematical problems (real-life stories) can be
solved by multiplication and division
computations.

Problems can be modeled with materials,

pictures or numbers (and operations).

Understanding numbers (place value) and

knowing basic number facts are essential skills
when using the operations (number sense)

We can use a variety of strategies when we

calculate to solve problems (mental, formal
algorithms, selecting operation)

There is a relationship between the operations

We can make estimations in order to check the
reasonableness of our calculations (mental
strategies).
We use calculations and the operations in many
other areas of maths.

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental,
written strategies and appropriate digital technologies
arrays
area
Italian lattice
partitioning
(ACMNA100)
Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)
Use equivalent number sentences involving multiplication and division to find unknown quantities (ACMNA121)
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems
(ACMNA291)

Dice, all types

Playing cards

Operation games (see resource folder)

Calculators

Use basic number facts to understand the

relationship between the four operations and
multiplication and division
Develop and use meaningful mental strategies to
calculate efficiently
Represent operations and word problems in different
ways (arrays, materials)
Select appropriate operations and methods to
calculate (mental or formal)
Make accurate and reasonable estimations.
Verbalize mental strategies and justify operation
selection.
Use formal algorithms, split, compensation, area and
lattice strategies for a range of questions.
Learning
strategies/ skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Date: 23/11-5/12

Level descriptions:

Key equipment / resources:

Week: 8

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra
Sub-strand(s): Number and place value

Key skills to develop and practise

Term: 4

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Key vocabulary
Addition
Subtraction
Multiplication
Division
Lattice model
Area model
Compensation model
Groups of
Remainder
Place value language

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

REFLECTION & MAKING

CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Pre Assessment

Session 1
Students will
explore using the
compensation
strategy for a
variety of
operations.

Session 2
Students will
explore using

Ask students what they

remember about the
compensation strategy.
Work through examples
verbalizing the steps and
the language.
Compensation Strategy is
changing the numbers to
create easier number to
work with, then
compensating for the
changes we made.
I do 6 x 31
We do 11 x 25, 7 x 68
You do 5 x 26

Students work though the

Mathletics page on
multiplication
compensation strategy.
Once finished, moves onto
the compensation game
with a partner. Students
verbalise their thinking to
their partner.

Students review what the

compensation strategy is
and how we use it on a

Group extended:
Works on Open task
working with division with

Representatives for both

groups share what they did
to the whole class.
Students share one
interesting thing they may
have done.

Enabling prompt
- What number can we
make simpler?
- What is the opposite
of.?

ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Using the pre assessment

test, ask students to
complete as much as
they can remember in the
25min.
Make sure students
understand that it is just
to show how much we
can remember. Make
note of the strategies that
students cannot
remember but do not
mark on sheets.
Anecdotal checklist on 3
focus students from 3
different levels.
Focus on whether
students are
understanding when and
how to use the strategy.

Extending prompt
- How many ways can
we use the strategy on
this question?
- Is this efficient?
Explain why you think
this?

Focus group: Working on

the floor whiteboards using
the compensation strategy
with addition and
subtraction, I do, we do,
you do. Student sharing
their thinking and finding
multiple different ways to
use the strategy.
Sticky notes, reflect on
what you have done today.
What did you do, did you

Enabling prompt
- What number can we

Assessment grid on 3
focus students from 3
different levels.

the
compensation
strategy for
multiplication
and division
problems.

multiplication question. A
student that worked on the
task the last session, to
share how they would
complete a question.

reminders.
Whole group:
Those who worked on the
floor last lesson will
complete the multiplication
task from mathlestics.

learn something new? Do

you feel more confident
with a strategy? Where you
challenged? Did you have
an interesting thought.

Students play I have, who

has game, giving all
students enough time to
think of an answer.
Students work together to
get the best time.

Students will use the new

strategy within a context
and play a number of
games (see collection).
Have different levelled
games and hand out to
students who need
challenging or practice.

make simpler?
What is the opposite
of.?

Focus on whether
students are
understanding when and
how to use the strategy.

Extending prompt
- How many ways can
we use the strategy on
this question?
- Is this efficient?
Explain why you think
this?

Focus group: Working on

the floor whiteboards using
the compensation strategy
with division, I do, we do,
you do. Student sharing
their thinking and finding
multiple different ways to
use the strategy.

Session 3
Students will
apply
strategies to
tasks.

Focus students will share

the strategy their learnt and
the mathematical thinking
they used during the game.
Students reflect on what
they practiced.

Enabling prompt:
-how could we work out
this question? Would it
help to write it out?
- Are there materials we
could use to work this out
and help our strategy?
Extending:
Can you make this game
harder? Can you make
your own?

Anecdotal notes during

lesson and reflection.
Making sure students are
using the right strategy for
the appropriate question.

Session 4
Students will
use the area
model

Students play I have, who

has game, giving all
students enough time to
think of an answer.
Students work together to
try and beat previous time.
Mini lesson with half the
class:
Students will recap the
area model. Why is it
called the area model?
length x width. Set up an
example and link the
measurement knowledge.
I do, we do, you do, of a
few examples, setting it out
and finding an answer.

Session 5
Students will
explore the
lattice
strategy for
multiplication

Have one round of I have,

who has
Split class into their
assigned groups and
explain tasks.

Group 1: students will

practice division skills and
make their own version of
the games from last
session. Students will
focus on what they need to
practice.

Focus students from both

groups will show what they
did something interesting
they found,

Group 2, who were in the

mini lesson:
Have 4 nine sided dice, roll
the dice and make an
question. E.g. 24 x 56
Use the area model to
solve.

Group 1: Will be working

on the floor using
whiteboards to practice the
lattice strategy.
Go through Lattice strategy
power point on the
interactive whiteboard.
Students then practice
using the spinner.
I do 2 digit by 2 digit
We do 3 by 3
You do 2 by 2 then 3 by 3
Group 2:
Will create their own game
using the find a fact outline.
Students may wish to use
the outline provided or
make their own.
The game MUST have at
least half division
questions. Students must
challenge themselves and
choose questions they
need to practice.
Once students have

Enabling prompt
- Imagine this was a
fence and we were
trying to find out the
area in the grass?
- Can we break it into
smaller areas?

Checklist for focus group

to be done with book
work that is taken up and
language used during
class.

Extending
-How might you set it up for
4x4 digits? Or 2 x 5 digits?

Games will be presented

from group 2 to the class
and children will give warm
and cool feedback.
Students in group 1 will
explain their strategy and
make connections with
how this strategy may be
used in the games
presented.

Enabling prompt:
- Could we use another
Strategy to check our
answers?
Extending prompt:

Games will be taken up to

look at how the Strategies
being used. Anecdotal
notes of both groups will
be taken during the class.

completed their game,

students can find a partner
and play the games. They
can swap games with other
students.
If finished playing 3 games,
students can complete
mathletics sheet.
Post Assessment

Hand out the pre

assessments with red
pens. Ask the students to
correct their own work
from the start of the unit.
This may include them
redoing questions, using
new strategies to check
old ones, or completing
questions they were not
confident completing the
first time.