Maths Program Proforma Yr 6 T2

MATHS PROGRAM : STAGE THREE YEAR SIX
WEEKLY ROUTINE Monday Tuesday Wednesday Thursday Friday
Whole Number 2 Terms 1-4
Number & Algebra Terms 1-4: Addition and Subtraction 2 Terms 1-4 : Multiplication & Division 2 Terms 1 & 3: Patterns and Algebra 2 Terms 2 & 4: Fractions and Decimals 2
Statistics & Probability Terms 1 & 3: Data 2 Terms 2 & 4: Chance 2
Measurement & Geometry Term 1: Length 2 / Time 2/ 2D 2 / Position 2 Term 2: Mass 2 / 3D 2 / Angles 2 Term 3: Volume and Capacity 2 / Time 2 / 2D 2 / Position 2 Term 4: Area 2 / 3D2 / Angles 2
Sharon Tooney
K-6 MATHEMATICS SCOPE AND SEQUENCE

NUMBER AND ALGEBRA
Whole Number Addition & Subtraction Multiplication & Division Fractions & Decimals Patterns & Algebra Length Area
MEASUREMENT AND GEOMETRY

Volume & Capacity Mass Time 3D 2D Angles Position
STATISTICS & PROBABILITY

Data Chance
TERM 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA STAGE: Year 6 S2 ES1 S1 STRAND: S3 NUMBER AND ALGEBRA KEY CONSIDERATIONS
Background Information
TERM: 2 1
WEEK: 1 2
10
SUBSTRAND: Whole Number 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA
OVERVIEW
Investigate everyday situations that use integers; locate and represent these numbers on a number line recognise the location of negative whole numbers in relation to zero and place them on a number line use the term 'integers' to describe positive and negative whole numbers and zero interpret integers in everyday contexts, eg temperature investigate negative whole numbers and the number patterns created when counting backwards on a calculator - recognise that negative whole numbers can result from subtraction - ask 'What if' questions, eg 'What happens if we subtract a larger number from a smaller number on a calculator?' Identify and describe properties of prime, composite, square and triangular numbers determine whether a number is prime, composite or neither - explain whether a whole number is prime, composite or neither by finding the number of factors, eg '13 has two factors (1 and 13) and therefore is prime', '21 has more than two factors (1, 3, 7, 21) and therefore is composite', '1 is neither prime nor composite as it has only one factor, itself' - explain why a prime number, when modelled as an array, can have only one row model square and triangular numbers and record each number group in numerical and diagrammatic form - explain how square and triangular numbers are created - explore square and triangular numbers using arrays, grid paper or digital technologies - recognise and explain the relationship between the way each pattern of numbers is created and the name of the number group
Students could investigate further the properties of square and triangular numbers, such as all square numbers have an odd number of factors, while all non-square numbers have an even number of factors; when two consecutive triangular numbers are added together, the result is always a square number. Language Students should be able to communicate using the following language: number line, whole number, zero, positive number, negative number, integer, prime number, composite number, factor, square number, triangular number. Words such as 'square' have more than one grammatical use in mathematics, eg draw a square (noun), square three (verb), square numbers (adjective) and square metres (adjective).
Learning Across The Curriculum

Cross-curriculum priorities
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Investigate everyday situations that use integers; locate and represent these numbers on a number line Identify and describe properties of prime, composite, square and triangular numbers
WEEK
TEACHING, LEARNING and ASSESSMENT

Whole Number Basics 1 Revise some basic whole number facts previously learnt. Have students solve the following problems: 1. In the number 84869, which digit is in the hundreds place? 2. In the number 9765, what is the value of the digit 7? 3. Which number represents two million, four hundred thousand, fifty six? 4. Write the following number in numerals: four million, six hundred fifty thousand, two hundred fifty six 5. Write the following numerals with words: 4,650,256 6. 448 rounded to the nearest ten is 7. Round 6285 to the nearest hundred 8. Add 864 + 35 + 144 + 9 ___________ 9.
ADJUSTMENTS
Support: provide concrete materials, adjust content to student level
RESOURCES
Whiteboard and markers, paper and pencils
REG
10. When subtracting 25 from 104, the answer is? Have students in small groups create a rap/rhyme/jingle for a given multiplication table. Have each group perform for the rest of the class. Discuss whether they think that the performances would enhance or not enhance their ability to remember the given table. Students should justify their answer with reasons. Whole Number Basics 2 Revise some basic whole number facts previously learnt. Have students solve the following problems: 1. 2. What is the product of 36 and 488? 3.
4. What is the product of 36 and 488? 5. How many times 25 goes into 2275 (Hint: divide 2275 by 25) 6. 7. Mark sells ice cream for a living on Monday through Friday. This week, he sold ice cream for 245, 180, 200, 95, and 150 dollars. Mark spent 450 dollars to make those ice cream What is Mark's profit? 8. A small train can hold 85 passengers. How many trains are needed to carry 1700
Sharon Tooney
passengers 9. A car travelled 420 miles in 4 hours. Do you think the driver should have gotten a speed ticket? 10. Which division gives the biggest remainder? A division of 56 by 9 or a division of 157 by 3? Play a couple of rounds of Zap or Buzz Off to get students counting in basic number patterns. Identify a Rule For Number Patterns Play a couple of rounds of Zap or Buzz Off to get students counting in basic number patterns. For the number patterns below work out what operation is being used to generate the next term (e.g. add 4 each time, multiply by two each time). Write a sentence beneath each pattern to describe the pattern. Pattern 1: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 Pattern 2: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 Pattern 3: 18, 16, 14, 12, 10, 8, 6, 4, 2, 0 Pattern 4: 2, 4, 8, 16, 32, 64 Pattern 5: 24, 12, 6, 3 Pattern 6: 6, 11, 16, 21, 26, 31, 36, 41 Pattern 7: 32, 29, 26, 23, 20, 17, 14, 11, 8 Pattern 8: 2, 6, 18, 54, 162 Pattern 9: 270, 90, 30, 10 Pattern 10: 52, 47, 42, 37, 32, 27, 22 Descriptions by students should include: - How did I work out what the operation was? - How did I work out what the rule was? Create a Number Pattern Based on a Rule Revise the rules identified for different patterns last lesson. Explain to students that for the following situations their job is to create a number pattern based on the rule stated. They should create three different patterns for each rule. Note: Some starting numbers are not practical to use. Allow students to change their starting numbers if they have chosen ones that are too difficult, but make sure that they account for these changes in a justification. Rule 1: Add 4 Rule 2: Subtract 2 Rule 3: Multiply by 2 Rule 4: Divide by two Work out what the rule is in the situations below and create your own pattern using this rule. Rule 5: 3, 11, 19, 27, 35, 43, 51, 59 What is the rule? ___________ My pattern: Rule 6: 6, 24, 96, 384, 1536 What is the rule? ___________
Support: allow students to complete the task in pairs so that they have someone to discuss patterns with. Extension: A pattern was made using the following rule: subtract 3. If the last number in the pattern was 14, what were the previous 3 numbers? What would the next 2 numbers be? Explain.
Sharon Tooney
My pattern: Rule 7: 6400, 1600, 400, 100, 25 What is the rule? ___________ My pattern: Rule 8: 59, 53, 47, 41, 35, 29, 23 What is the rule? ___________ My pattern: Writing Rules From Number Patterns Revise the format that patterns have been presented in previous lessons. Explain to students that they may also find number patterns within tables of data, for example. Outline to students that today they will start writing rules or equations from tables of values, using activities, such as: 1. Jenny earned $2 for each hour she worked. See the table below:
Hours Jenny worked: Money Jenny earned: 1 2 2 4 3 6 4 8 5 10
- What pattern is being followed to turn the grey number into the white number? - How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.? - Finish the number sentence: hours ___________ = money - Explain the pattern: Try these: How much money would Jenny earn after 6 hours? How much money would Jenny earn after 10 hours? 2. Michael was one year older than Sam. See the table below:
Sams age Michaels age 1 2 2 3 3 4 4 5 5 6
- What pattern is being followed to turn the grey number into the white number? - How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.? - Finish the number sentence: Sam ____________ = Michael - Explain the pattern: Try these: How old will Michael be when Sam is 6? How old will Michael be when Sam is 10? 3. Michelle always had 3 more lollies than Tyler. See the table below:
Tylers lollies Michs lollies 1 4 2 5 3
4 7
5 8
- The rule would be: Tyler ___________ = Michelle How many lollies would Michelle have if Tyler had 6? How many lollies would Michelle have if Tyler had 10? Counter Patterns This activity focuses on the patterns of adding another line of counters using triangular numbers. Help students to focus on what is being added each time and to represent this in a table or as a number sentence (e.g. 1 + 2 + 3 for a 3 line number). Possible questions:
Support: move the counters so that the first ones all align, then work from there:
Whiteboard and markers, paper and pencils, counters
Sharon Tooney
- What shape do the counters form? So what do you think the next shape might be? - How many counters are there in the bottom line of the triangle? Can you find a pattern? - Where are the counters placed (in the gaps and on the ends)? So if we were going to add another line of counters on the bottom here, where do you think the counters should go? How many is this? How is this similar to the last shape that you made? - Lets look at the bottom line of counters in each of the triangles. How many are in this one? Now how many in this one? How many more is this? Now lets look at the third one. How many more is this than the second one? Now lets look at the fourth one. How many more is this than the third one? How much are we adding? Make the pattern below, then work out what the pattern is and answer the questions.
Extension: Square numbers are similar to triangular numbers. Look at the following patterns and work out what the seventh square number would be.
Describe the patterns using words and numbers: - If you were going to draw a fifth line of counters for the shape, what would you draw? - How many counters would be in the shape altogether? How do you know? Complete the following table:
How many lines? How many counters in the bottom line? How many counters altogether? How did we work out how many counters altogether? 1 1 2 2 3 3 4 4 5 6 7 8 9
10
- What patterns are there in the table? - If the shape had 12 lines, how would you work out how many counters were in the shape altogether? - Write a number sentence to explain your pattern Discuss: - The number of counters altogether in each of the patterns above is called a triangular number. - What do you think this might mean? Why would they be called triangular numbers? Subsets: Multiples and Factors Multiples and factors have to do with multiplying or dividing numbers. Looking at these examples, can you work out how the terms are used: Factors: The factors of 12 are: 1 and 12, 2 and 6, 3 and 4 The factors of 10 are: 1 and 10, 2 and 5 The factors of 100 are: 1 and 100, 2 and 50, 4 and 25, 5 and 20, and 10 1. What operation do you think we are using to find the factors of 12? Explain. 2. Explain what you think factors might be. 3. Using your explanation of factors, list all the factors of 20. How did you know what numbers were factors and which werent?
Support: provide X tables so students can understand the concepts without having to remembering the facts Use counters to create array models. The number or rows and columns in an array relates to the factors for a number Extension: What number
Sharon Tooney
9 10 ASSESSMENT OVERVIEW
4. What number are all of these factors for: 1 and 24, 2 and 12, 3 and 8, 4 and 6 Multiples: The multiples of 5 include: 5, 10, 15, 20, 25, 30 The multiples of 7 include: 7, 14, 21, 28, 35 The multiples of 16 include: 16, 32, 48, 64 1. What operation do you think we are using to find multiples? Explain. 2. Explain what you think multiples might be. 3. Using your explanation of multiples, list 10 multiples of 4: 4. List 10 multiples of 8: 5. List 10 multiples of 7: Ask students to explain what multiples and factors are. Give some of your own examples. Prime and Composite Numbers Prime numbers and composite numbers are defined by their factors. Explain to students that their job is to examine the patterns below and determine what prime and composite numbers are. Prime numbers: Some prime numbers are 2, 3, 5, 7, 11, 19 For each of these numbers, list all of their factors: - What pattern do you notice? 15 is not a prime number. List its factors and determine why it is not a prime number. - How many distinct factors do prime numbers have? Composite numbers: Some composite numbers are 4, 6, 8, 9, 10, 12 For each of these numbers, list all of their factors: - What pattern do you notice? 23 is not a composite number. List its factors and determine why it is not a composite number. - How many distinct factors do composite numbers have? Ask students to explain what composite and prime numbers are. Give some of your own examples. Revision Assessment
has the following as multiples: 36, 50 What number has the following as factors: 1, 2, 3, 4, 5, 6
Support: provide X tables so students can understand the concepts without having to remembering the facts Use counters to create array models. The number or rows and columns in an array relates to the factors for a number Extension: Discuss the number 1 and the number 2. What kind of numbers are they?
Sharon Tooney
Background Information Refer to background information in Addition and Subtraction 1. Language Students should be able to communicate using the following language: plus, sum, add, addition, increase, minus, the difference between, subtract, subtraction, decrease, equals, is equal to, operation, digit. When solving word problems, students should be encouraged to write a few key words on the left-hand side of the equals sign to identify what is being found in each step of their working, eg 'amount to pay = ', 'change = '. Refer also to language in Addition and Subtraction 1.
TERM: 1 2
WEEK: 1 2
10
SUBSTRAND: Addition and Subtraction 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM selects and applies appropriate strategies for addition and subtraction with counting numbers of any size MA3-5NA
OVERVIEW
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving addition and subtraction with whole numbers solve addition and subtraction word problems involving whole numbers of any size, including problems that require more than one operation, eg 'I have saved $40 000 to buy a new car. The basic model costs $36 118 and I add tinted windows for $860 and Bluetooth connectivity for $1376. How much money will I have left over?' - select and apply appropriate mental and written strategies, with and without the use of digital technologies, to solve unfamiliar problems - explain how an answer was obtained for an addition or subtraction problem and justify the selected calculation method - reflect on their chosen method of solution for a problem, considering whether it can be improved - give reasons why a calculator was useful when solving a problem record the strategy used to solve addition and subtraction word problems - use selected words to describe each step of the solution process

Sharon Tooney
CONTENT
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving addition and subtraction with whole numbers
WEEK

Missing Addends 1 Write the following problems on the board for students to solve. Before beginning, discuss with the students all of the possible strategies they could use to solve addition problems. List these with examples of each as a reference point. 1. 70 + __________ + 20 = 1520 2. 421 + 147 + __________ = 661 3. __________ + 110 + 339 = 451 4. 25 + __________ + 747 = 1586 5. 771 + __________ + 43 = 1166 6. 441 + 1 + __________ = 470 7. 894 + __________ + 826 = 1725 8. __________ + 262 + 81 = 984 9. 941 + 339 + __________ = 1334 10. 623 + 83 + __________ = 1456 11. 607 + 431 + __________ = 1137 12. __________ + 498 + 253 = 763 13. __________ + 126 + 351 = 535 14. 711 + 505 + __________ = 1293 15. 989 + __________ + 930 = 1981 16. __________ + 137 + 19 = 359 When students have completed the problems and answers have been checked. Invite students to explain which strategy they used for solving the problems. Ask them: - Do you think that was the best strategy? Why/why not? - What alternate strategy could you have used? Missing Addends 2 Using the strategy list from the previous lesson, have students draw one out of a hat. Tell them that the strategy they have chosen, is the only strategy they can employ. Write the following examples on the board: 1. 15 + 31 + __________ + 49 + 2600 = 2819 2. __________ + 91 + 86 + 151 + 2000 = 2337 3. 6 + 10 + 68 + __________ + 2900 = 3146 4. __________ + 800 + 80 + 147 + 11 = 1043 5. __________ + 76 + 39 + 111 + 300 = 531 6. 168 + 49 + __________ + 1500 = 1768 Invite students to explain what their strategy was and whether they felt it was effective. They should be encouraged to explain their answer giving reasons why or why not and offering an alternative strategy they would have preferred to use if give the option. Working in pairs have students create 5 addends each for their partner to solve. Check and discuss answers with each other. Missing Minuend or Subtrahend Problems Discuss with the students the types of strategies that can be used to solve subtraction problems. Discuss the similarities and differences between these strategies and the previous strategies identified for solving addition problems. Have students complete the following examples and explain the strategy they employed, giving reasons why. 1. __________ - 24519 = 4570 2. __________ - 4705 = 4532 3. 44780 - __________ = 29963 4. __________ - 10967 = 196 5. 36106 - __________ = 9959 6. 17563 - __________ = 6592
ADJUSTMENTS
Adjust the difficulty of the sums based on ability level
RESOURCES
whiteboards and markers, paper and pencils
REG
Sharon Tooney
7. __________ - 36116 = 9185 8. 27144 - __________ = 16011 9. __________ - 1416 = 8577 10. 11545 - __________ = 3030 11. 15634 - __________ = 5557 12. __________ - 2107 = 1600 Check and discuss answers and strategies employed. Cover them Up! This is a game for two players. Instructions: The men and monkeys on the game board have all entered a beauty contest. However, the men have forgotten to put their clothes on! The monkeys are very embarrassed, so it is your children's job to cover the men up with counters: - Turn all of the cards upside down - Players take it in turn to pick up two cards. - Add the amount on the cards together. If the answer is the same as a number on one of the boxes then you can cover up the man / monkey standing on it by placing a counter over it. - The winner is the first to cover up ten men (not monkeys, because monkeys are not supposed to wear clothes anyway!) See attached number cards and game board. Variations: - All of the cards are placed face upwards and each player has 30 seconds to pick two cards which make any number on the playing board. - Cover all of the men with counters. Remove one counter at a time and find the correct two cards which make up that number. Deal or No Deal This activity is designed to encourage students to use mental subtraction strategies to quickly and accurately determine the answer to subtraction algorithms. Using an IWB, the teacher provides an algorithm in a red box and an answer in a blue box:
Support: provide calculators for students struggling with mental calculations
Game board, game card, counters
If the blue box contains the correct answer, students call out deal if it is incorrect then they call out No deal. If No deal is called, a student is selected to provide the correct answer. A calculator could be provided for this task to ensure quick and accurate answers, so that the game can keep flowing. Variation: Students could play the same game using addition algorithms. Revision and Assessment
Support/Extension: instead of using an IWB uses sets of differentiated cards and place students in ability groups to play, with students rotating roles as the host to display cards.
IWB, calculators, whiteboard and markers, paper and pencils
10
Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
1056
2284
3171
1000
863
9732
2165
398
25
7419
618
33
138
8391
7426
1234
5678
9012
1029
3847
56
567
2468
9753
The men and monkeys on the game board have all entered a beauty contest. However, the men have forgotten to put their clothes on! The monkeys are very embarrassed, so it is your children's job to cover the men up with counters: Turn all of the cards upside down Players take it in turn to pick up two cards. Add the amount on the cards together. If the answer is the same as a number on one of the boxes then you can cover up the man / monkey standing on it by placing a counter over it. The winner is the first to cover up ten men (not monkeys, because monkeys are not supposed to wear clothes anyway!)
Sharon Tooney
1000 84 850 1080 308 15 309 22

Sharon Tooney
56 2500 13 673 90 5613 309 130
2200 671 8652 1492 10 1806 11 8
8301 3713 2334 3000 3102 24 1234 4432

Sharon Tooney
90 1004 3344 514 745 567 1234
3713 230 6012 519 32 0 5321
Background Information Students could extend their recall of number facts beyond the multiplication facts to 10 10 by also memorising multiples of numbers such as 11, 12, 15, 20 and 25, or by utilising mental strategies, eg '14 6 is 10 sixes plus 4 sixes'. The simplest multiplication word problems relate to rates, eg 'If four students earn $3 each, how much do they have all together?' Another type of problem is related to ratio and uses language such as 'twice as many as' and 'six times as many as'. An 'operation' is a mathematical process. The four basic operations are addition, subtraction, multiplication and division. Other operations include raising a number to a power and taking a root of a number. An 'operator' is a symbol that indicates the type of operation, eg +, , and . Refer also to background information in Multiplication and Division 1. Language Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, area, thousands, hundreds, tens, ones, double, multiple, factor, divide, divided by, quotient, division, halve, remainder, fraction, decimal, equals, strategy, digit, estimate, speed, per, operations, order of operations, grouping symbols, brackets, number sentence, is the same as. When solving word problems, students should be encouraged to write a few key words on the left-hand side of the equals sign to identify what is being found in each step of their working, eg 'cost of goldfish = ', 'cost of plants = ', 'total cost = '. 'Grouping symbols' is a collective term used to describe brackets [], parentheses () and braces {}. The term 'brackets' is often used in place of 'parentheses'.
TERM: 1 2
WEEK: 1 2
10
SUBSTRAND: Multiplication and Division 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation MA3-6NA
OVERVIEW
Select & apply efficient mental & written strategies, & appropriate digital technologies, to solve problems involving multiplication & division with whole numbers select & use efficient mental & written strategies, & digital tech, to multiply whole numbers up to 4 digits by 1 & 2 digit numbers select & use efficient mental & written strategies, & digital tech, to divide whole numbers up to 4 digits by a 1 digit divisor, including where there is a remainder - estimate solutions to problems & check to justify solutions use mental strategies to multiply & divide numbers by 10, 100, 1000 & their multiples solve word problems involving multiplication & division - use appropriate language to compare quantities - use a table/similar organiser to record methods to solve problems recognise symbols used to record speed in kilometres per hour solve simple problems involving speed Explore the use of brackets & the order of operations to write number sentences use the term operations to describe collectively the processes of addition, subtraction, multiplication & division investigate & establish order of operations using real-life contexts - write number sentences to represent real-life situations recognise that the grouping symbols () and [] are used in number sentences to indicate operations that must be performed 1st recognise if more than 1 pair of grouping symbols are used, the operation within the innermost grouping symbols is performed 1st perform calculations involving grouping symbols without digital tech, eg 5+(2x3)=5+6

Sharon Tooney
Often in mathematics when grouping symbols have one level of nesting, the inner pair is parentheses () and the outer pair is brackets [], eg 360[4x(20-11)].
=11 (2+3)x(16-9)=5x7 =35 3+[20(9-5)]=3+[204] =3+5 =8 apply the order of operations to perform calculations involving mixed operations & grouping symbols, without digital tech, eg 32+2-4=34-4 =30 addition & subtraction only, therefore work from left to right 322x4=16x4 =64 multiplication & division only, therefore work from left to right 32(2x4)=328 =4 perform operation in grouping symbols first (32+2)x4=34x4 =136 perform operation in grouping symbols first 32+2x4=32+8 =40 perform multiplication before addition - investigate whether different digital tech apply order of operations recognise when grouping symbols are not necessary, eg 32 + (2 4) has the same answer as 32 + 2 4
Sharon Tooney
CONTENT
Select & apply efficient mental & written strategies, & appropriate digital technologies, to solve problems involving multiplication & division with whole numbers Explore the use of brackets & the order of operations to write number sentences
WEEK

Using Related Facts Write the following facts on the board. 1 32 = 32 2 32 = 64 32 = 128 8 32 = 32 = 512 - What are the missing numbers? Explain that you were doubling each time. Ask the students to discuss in pairs how they could find the other numbers in the 32 times table without carrying out any further multiplication. Draw out that they could add the multiples together to work out other facts, such as finding 6 32 by adding the answers to 2 32 and 4 32 together. Give the students another two-digit number e.g. 26 and ask them to work out all its multiples up to 16 using the same strategy, then to fill in the gaps by combining facts. Check that their answers are correct and ask: - For which of these multiples could you use a more efficient strategy? (e.g. 10, 5, 9, 11.) Now demonstrate how you could use the multiples of 32 to generate other multiples of 32 by identifying and multiplying factors. Discuss 18 32, listing the factors of 18. Explain that 18 32 could be found by multiplying the answer to 9 32 by 2 or by multiplying the answer to 6 32 by 3. Explain that here you are using the factors of 18 to help multiplication by 18. Record on the board to show this: 18 32 = 2 9 32 = 3 6 32 Set the students the task of finding 18 26 using a table in their books. Discuss the answers with the class and ask how they would use this factor method to find 80 26, 24 26. Get students to work through these on the board. Give the students another number e.g. 43 and ask them to generate the multiplication table and then use the factor method to work out other multiples of this number e.g. 56 43, 25 43, 120 43, 54 43. Draw the class together to look for a variety of methods e.g. for 25 43 students might use 5 5 43 or halved 5 10 43 or halved and halved again 100 43. Provide additional examples for students to complete. Order of Operation Discuss with students, their understanding of the order of operations as discussed last term. Students use their understanding of the order of operations to solve the following equations. They may use a calculator if they choose, but they will need to determine the order of operations before calculating. Work through the examples below to get started: First rule: 4 x 5 x (9 + 3) = 240 The rule was: Second rule: 4 + 5 + 3 x 6 = 27
ADJUSTMENTS
Support: provide concrete materials and/or calculators and multiplication tables charts as a reference
RESOURCES
REG
Support: Use only twostep processes Extension: How many different equations can you write that make 12 and use at least three different
Whiteboard and markers, paper and pencils, calculators
Sharon Tooney
4 + 5 + 15 3 = 14 The rule was: Third rule: 5 x 6 2 x 3 = 45 The rule was: Fourth rule: 6 3 + 4 5 = 2 The rule was: 1. Which one of the following orders of operations is correct? Circle it. Brackets, addition and subtraction, multiplication and division Multiplication and division, brackets, addition and subtraction Brackets, multiplication and division, addition and subtraction Addition and subtraction, brackets, multiplication and division Brackets, multiplication, division, addition, subtraction 2. Calculate the solutions for the following problems. You may use a calculator. 7 x 9 + (3 + 7) = 12 2 x 5 = 4 + 3 2 x 3 = 12 + 14 2 = (5 3) x 5 + 9 = 19 5 x (7 4) = 12 x (3 + 2) 10 = 7 4 + 7 3 1 = 6 x 7 x 2 12 = 12 + 4 x 5 2 11 = Provide additional examples for students to complete. Interpreting Equations With Operations Explain to students that In previous activities they have learned about order convention in equations. Explain that they are to use that to help them to evaluate the following situations and decide on some rules about which operation to perform first. Example set 1: (9 + 1) x 2 = 20 AND 2 x (9 + 1) = 20 What do you think that the rule is? (9 - 3) x 5 = 30 AND 5 x (9 - 3) = 30 (Brackets) Example set 2: 2 x 5 + 1 = 11 AND 1 + 2 x 5 = 11 What do you think that the rule is? 10 2 + 3 = 8 AND 3 + 10 2 = 8 (Operations) Questions: 1. Write the following words in the order that you perform them in an equation: Multiplication and Division Brackets Addition and Subtraction 2. Is multiplication performed before division? Explain: 3. Is addition performed before subtraction? Explain: 4. When are the brackets completed? Provide additional examples for students to complete. Applying Order of Operations Use what you have learned in the previous activities about order of convention to solve the following equations. Select the answer that is correct. You may use a calculator. 1. 7 + 3 x 5= 2. 12 2 x 6= 3. 9 3 + 4 x 5= 4. 16 8 2= 5. 8 x (3 + 4)= a. 50 b. 22 a. 0 b. 60 a. 35 b. 23 a. 12 b. 4 a. 28 b. 56 6. (8 x 3) + 4= a. 28 b. 56 7. 8 (4 x 2)= a. 1 b. 4 8. 8 4 x 2= a. 1 b. 4 9. 8 (4 2)= a. 6 b. 4 10. 8 4 2= a. 2 b. 0
operations?
Support: Use only twostep processes Extension: What can go in the boxes to make this equation true? Write as many possibilities as you can find. (9 - ) x = 15
Extension: Put brackets into the following equation so that the answer is 10.88: 1.2 + 4.3 + 2.1 x 1.7 = 12.08
Sharon Tooney
11. 2 + 8 4= 5 + 2= a. 2.5 b. 4
12. (2 + 8) 2= a. 5 b. 6
13. 7 + 2 3 x 2= a. 3 b. 12
14. 8 9 3 + 5= 15. 9 3 x 4 a. 0 b. 10 a. 9 b. 5
10 Sharon Tooney
16. 9 3 x 4 (5 + 2)= 17. (5 2 + 3) (7 4)= 18. 5 (2 + 4) (7 4)= a. 9 b. 5 a. 0 b. 2 Write your answer: Describe what order you did things in to get the answers. Solving Problems Provide the following guide to the students for solving problems and discuss each step. Step-by-step guide to solving problems 1. Read the question. Underline key words that help you solve the problem. 2. Decide what operation(s) to use. 3. Write down the calculation(s) you are going to do. Use brackets if you need to. 4. Work out the approximate answer. 5. Decide how you will work out the calculation: mental, pencil and paper or calculator. 6. Do the calculation and interpret the answer. 7. Include any units such as kg, cm, $, pencils, tables. 8. Check that the answer makes sense. Remember: if you are stuck, try to: Describe the problem in your own words to a partner. Talk through what you have done so far. Break the problem up into smaller steps. Try it with simpler or fewer numbers. Draw something to help you such as a picture, a table or number line. Make a guess, see if it works, and if not try to improve it. Problem solving problem examples: 1. There is space in the multi-storey car park for 17 rows of 30 cars on each of 4 floors. How many cars on each of the 4 floors? 2. 196 children and 15 adults went on a school trip. Coaches seat 57 people. How many coaches were needed? 3. 960 marbles are put into 16 bags. There is the same number of marbles in each bag. How many marbles are there in 3 of these bags? 4. In a dance there are 3 boys and 2 girls in every line. 42 boys take part in the dance. How many girls take part? 5. I think of a number, add 3.7 and multiply by 5. The answer is 22.5. What was my number? Revision and Assessment
Support: partner work with a peer tutor, adjusted questions, concrete materials to recreate problem
Whiteboard and markers, paper and pencils, problem solving steps on chart or IWB
ASSESSMENT OVERVIEW
Sharon Tooney
Background Information In Stage 3 Fractions and Decimals, students study fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100. A unit fraction is any proper fraction in which the numerator is 1, eg , , , , ........... The process of writing a fraction in its 'simplest form' involves reducing the fraction to its lowest equivalent form. In Stage 4, this is referred to as 'simplifying' a fraction. When subtracting mixed numerals, working with the wholenumber parts separately from the fractional parts can lead to difficulties, particularly where the subtraction of the fractional parts results in a negative value, eg in the calculation of 2 - 1 , - results in a negative value. Language Students should be able to communicate using the following language: whole, equal parts, half, quarter, eighth, third, sixth, twelfth, fifth, tenth, hundredth, thousandth, fraction, numerator, denominator, mixed numeral, whole number, number line, proper fraction, improper fraction, is equal to, equivalent, ascending order, descending order, simplest form, decimal, decimal point, digit, round to, decimal places, dollars, cents, best buy, percent, percentage, discount, sale price. The decimal 1.12 is read as 'one point one two' and not 'one point twelve'. The word 'cent' is derived from the Latin word centum, meaning 'one hundred'. 'Percent' means 'out of one hundred' or 'hundredths'. A 'terminating' decimal has a finite number of decimal places, eg 3.25 (2 decimal places), 18.421 (3 decimal places).
TERM: 1 2
WEEK: 1 2
10
SUBSTRAND: Fractions and Decimals 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM compares, orders and calculates with fractions, decimals and percentages MA3-7NA
OVERVIEW
Compare fractions with related denominators and locate and represent them on a number line (ACMNA125) model, compare & represent fractions with denominator of 2, 3, 4, 5, 6, 8, 10, 12 and 100 of a whole object, a whole shape & a collection of objects compare the relative size of fractions drawn on the same diagram compare & order simple fractions with related denominators using strategies such as diagrams, the number line, or equivalent fractions find equivalent fractions by re-dividing the whole, using diagrams & number lines record equivalent fractions using diagrams & numerals develop mental strategies for generating equivalent fractions, such as multiplying or dividing the numerator & the denominator by the same number explain or demonstrate why 2 fractions are or are not equivalent write fractions in their 'simplest form' by dividing the numerator & the denominator by a common factor recognise that a fraction in its simplest form represents the same value as the original fraction apply knowledge of equivalent fractions to convert between units of time Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126) add & subtract fractions, including mixed numerals, where 1 denominator is the same as, or a multiple of, the other convert an answer that is an improper fraction to a mixed numeral use knowledge of equivalence to simplify answers when adding & subtracting fractions recognise that improper fractions may sometimes make calculations involving mixed numerals easier solve word problems involving the addition & subtraction of fractions where 1 denominator is the same as, or a multiple of, the other multiply simple fractions by whole numbers using repeated addition, leading to a rule Find a simple fraction of a quantity where the result is a whole number, with/out the use of digital technologies (ACMNA127) calculate unit fractions of collections, with/out the use of digital tech describe the connection between finding a unit fraction of a collection & the operation of division calculate a simple fraction of a collection/quantity, with/ out the use of digital technologies explain how unit fractions can be used in the calculation of simple fractions of collections/quantities solve word problems involving a fraction of a collection/ quantity Add and subtract decimals, with/out the use of digital technologies, and

Sharon Tooney
use estimation and rounding to check the reasonableness of answers (ACMNA128) add & subtract decimals with the same number of decimal places, with/out the use of digital tech add & subtract decimals with a different number of decimal places, with/out the use of digital tech relate decimals to fractions to aid mental strategies round a number of up to 3 decimal places to the nearest whole number use estimation & rounding to check the reasonableness of answers when adding & subtracting decimals describe situations where the estimation of calculations with decimals may be useful solve word problems involving the addition & subtraction of decimals, with/out the use of digital tech, including those involving money use selected words to describe each step of the solution process interpret a calculator display in the context of the problem Multiply decimals by whole numbers & perform divisions by non-zero whole numbers where the results are terminating decimals, with/out the use of digital technologies (ACMNA129) use mental strategies to multiply simple decimals by single-digit numbers multiply decimals of up to 3 decimal places by whole numbers of up to 2 digits, with/out the use of digital tech divide decimals by a 1-digit whole number where the result is a terminating decimal solve word problems involving the multiplication & division of decimals, including those involving money Multiply and divide decimals by powers of 10 (ACMNA130) recognise the number patterns formed when decimals are multiplied & divided by 10, 100 & 1000 multiply & divide decimals by 10, 100 & 1000 use a calculator to explore the effect of multiplying & dividing decimals by multiples of 10 Make connections between equivalent fractions, decimals and percentages (ACMNA131) recognise that the symbol % means 'percent' represent common percentages as fractions & decimals recognise fractions, decimals & percentages as different representations of the same value recall commonly used equivalent percentages, decimals & fractions represent simple fractions as decimals & as percentages interpret & explain the use of fractions, decimals & percentages in everyday contexts represent decimals as fractions & percentages equate 10% to , 25% to & 50% to calculate common percentages (10%, 25%, 50%) of quantities, with/out the use of digital tech choose the most appropriate equivalent form of a percentage to aid calculation use mental strategies to estimate discounts of 10%, 25% & 50% calculate the sale price of an item after a discount of 10%, 25% & 50%, with/out the use of digital tech, recording the strategy & result
Sharon Tooney
CONTENT
Compare fractions with related denominators and locate and represent them on a number line Solve problems involving addition and subtraction of fractions with the same or related denominators Find a simple fraction of a quantity where the result is a whole number, with/out the use of digital technologies Add and subtract decimals, with/out the use of digital technologies, and use estimation and rounding to check the reasonableness of answers Multiply
WEEK

Recognising Equivalent Fractions Using a fraction wall:
ADJUSTMENTS
Support: individual fraction walls, individual support as required
RESOURCES
Fraction wall chart, whiteboard and markers, paper and pencils, Fraction cards
REG
recap equivalent fractions, record = = Ask child students to continue the sequence, repeating with thirds, sixths and twelfths. - Can you write four more fractions equivalent to half? Repeat with , , Revise the meanings of numerator and denominator. Reduce a fraction to its simplest form by cancelling common factors in the numerator and denominator. Using the Fraction Cards attached, order fractions by converting them to fractions with a common denominator and position them on a number line. Lead on to questions such as: - How do you know that is more than ? Establish the need to change to a common denominator. Discuss other examples such as comparing and , and etc. Repeat with other examples if appropriate. Discuss other examples and encourage students to explain their reasoning. Show a fraction family such as: = = - How can we work backwards to reduce to a family of fractions with smaller numbers? Introduce harder examples e.g. where different factors are required and cancelling can be introduced. - Can you continue the fraction family? - What is happening to the numerator / denominator? Repeat with other fraction families. Improper Fractions and Mixed Numerals Write on the board. Pose the question: - Can you think of a different way to write this fraction? If necessary, suggest writing a mixed number. Practise converting from mixed numbers to improper fractions and back. Recognising Equivalence Between the Decimal and Fraction Forms Write the following fractions on the board:
Support: individual fraction walls, individual support as required
Support: Provide differentiated examples for
Whiteboard and markers, paper and
Sharon Tooney
decimals by whole numbers & perform divisions by nonzero whole numbers where the results are terminating decimals, with/out the use of digital technologies Multiply and divide decimals by powers of 10 Make connections between equivalent fractions, decimals and percentages
- Can you put these fractions in order? Discuss how it can be done, leading to converting to hundredths. - Would it have been easier it the numbers had already been written in hundredths or as decimal fractions? Discuss how they can be converted to decimal form (i.e. 0.3, 0.25, 0.08, 0.8) and use the discussion to assess childrens previous knowledge of decimal notation in hundredths. Repeat with other examples. Draw a number line on the board. Give out the Fraction and Decimal cards attached. - Can you place your cards in the correct place on the number line? Encourage students to justify why they choose a particular place on the number line. Draw students attention to the fact that some students will want to put two or more cards in the and 0.75. same place. For example , Write on the board: 0.5 = 0.25 = = = 0.01 = = Discuss what goes in the boxes and have students complete. Decimal Notation Ask questions like: - When do we meet decimals in real life? - What in this room would measure 0.5m, 0.08m, 15.7cm etc.? - What in this room holds 0.27 litres? Explore metric units and the relationship between them. Students should be encouraged to convert larger metric units to smaller and convert halves, quarters, tenths and hundredths to larger units. e.g. kg = grams 3.5m = cm 1.25 km = metres 2 litres = ml 500 ml = litres 6000 cm = m 100 mm = cm Write on the board and discuss: - If the running track is 500m how many laps are needed to run 2.5km? Establish that conversion to the same unit of measurement is necessary to solve the problem ;
pupils to practise ordering fractions, decimals, then a mixture of both on a number line.
pencils, Fraction and Decimal cards
Support/Extension: Some students might be limited to one decimal place whilst others can be introduced to thousandths and associated word problems.
Whiteboard and markers, paper and pencils, conversion charts
Sharon Tooney
- There are 2.54cm to 1 inch. 1 yard is 36 inches. About how many centimetres are there in a yard? Provide additional examples for students to work through independently. Revision and Assessment
10 ASSESSMENT OVERVIEW
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Fraction Cards
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Fraction and Decimal Cards
Sharon Tooney
0.5 0.25 0.07 0.3

0.007
0.2 0.01 0.75 0.03 0.13 0.8

0.013
0.1 0.4
0.6
0.99
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA STAGE: Year 6 S2 ES1 S1 SUBSTRAND: Mass 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass MA3-12MG
STRAND: S3 MEASUREMENT AND GEOMETRY KEY CONSIDERATIONS
TERM: 1 2
WEEK: 1 2
10
OVERVIEW
Connect decimal representations to the metric system (ACMMG135) recognise the equivalence of whole-number and decimal representations of measurements of mass, eg 3 kg 250 g is the same as 3.25 kg interpret decimal notation for masses, eg 2.08 kg is the same as 2 kilograms and 80 grams measure mass using scales and record using decimal notation of up to three decimal places, eg 0.875 kg Convert between common metric units of mass (ACMMG136) convert between kilograms and grams and between kilograms and tonnes explain and use the relationship between the size of a unit and the number of units needed to assist in determining whether multiplication or division is required when converting between units, eg 'More grams than kilograms will be needed to measure the same mass, and so to convert from kilograms to grams, I need to multiply' (Communicating, Reasoning) solve problems involving different units of mass, eg find the total mass of three items weighing 50 g, 750 g and 2.5 kg relate the mass of one litre of water to one kilogram
Background Information One litre of water has a mass of one kilogram and a volume of 1000 cubic centimetres. While the relationship between volume and capacity is constant for all substances, the same volumes of substances other than water may have different masses, eg 1 litre of oil is lighter than 1 litre of water, which in turn is lighter than 1 litre of honey. This can be demonstrated using digital scales. Refer also to background information in Mass 1. Language Students should be able to communicate using the following language: mass, measure, scales, tonne, kilogram, gram. Refer also to language in Mass 1.

Sharon Tooney
CONTENT
Connect decimal representations to the metric system Convert between common metric units of mass
WEEK

School Bags Full Students in groups of four or five find the average mass of their full school bags. This measurement is used to calculate the mass of all bags in the class. Students predict the mass of all bags in the school. How Many Kids to the Elephant? Students find the mass of the average student in the class. Students estimate and then calculate, how many students would have the same mass as an elephant (average 4 tonne). Note: students should not be required to publically reveal their weight. Provision should be made for them to weigh themselves and record on a piece of paper and hand this to the teacher to use for final calculation. Largest? Students work in pairs or small groups to investigate: Were dinosaurs the largest living creatures ever? Students research the question and order the animals that they have studied, from heaviest to lightest. Calculate the difference in mass between the heaviest and lightest animals in the list. Cars Students use car handbooks or brochures to find the mass of a small car. Collect information from the local bus company to find the mass of full and empty buses. Estimate and then calculate how many small cars have the equivalent mass of a full bus. Cool! Use ice cube trays, find how many ice cubes would be needed to make a tonne of ice.
ADJUSTMENTS
Extension: how many teachers bags or baskets make a tonne? Support: individual support as required, questioning techniques
RESOURCES
School bags, scales, calculators, pencils and paper Bathroom scales, calculators, pencils and paper
REG
Support: peer tutor grouping strategies
Access to research material, pencils and paper
Support: individual support as required
Towering Tins Students calculate the height of a tower of items where the tower has a total mass of 1 tonne. Examples of items may include: drink cans (full or empty), books, bricks, an average Stage 3 student. Follow That Jellybean Students investigate the length of a line of jellybeans, if 0.5t of jellybeans were placed end to end. How long would the line be?
Car brochures, local bus company, calculators, paper and pencils Ice cube trays, litre measures, calculators, paper and pencils Kitchen or bathroom scales, calculators, paper and pencils
9 Sharon Tooney
Tonnes of Tables Students work in pairs or small groups to find the mass of all of the desks in the school. Variation: Students nominate objects or materials to measure. A Wet Week Students calculate the mass of rainwater that would fall on a football field in a wet week.
Support: peer tutor grouping strategies
Kitchen scales, jellybeans, rulers or tape measures, calculators, paper and pencils Bathroom scales, calculators, paper and pencils Rain gauge, weather reports, calculators,
Extension: students compare the mass of water
Either, measure rainfall, or select reports of rainfall from the newspaper or television weather reports. Calculate by finding the volume of water on the football field and then converting to units of mass. Revision and Assessment
on a football field to a netball court.
tape measures or trundle wheels, pencils and paper
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA STAGE: Year 6 S2 ES1 S1 SUBSTRAND: Angles 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM measures and constructs angles, and applies angle relationships to find unknown angles MA3-16MG
TERM: 1 2
WEEK: 1 2
10
OVERVIEW
Investigate, with and without the use of digital technologies, angles on a straight line, angles at a point, and vertically opposite angles; use the results to find unknown angles (ACMMG141) identify and name angle types formed by the intersection of straight lines, including right angles, 'angles on a straight line', 'angles at a point' that form an angle of revolution, and 'vertically opposite angles' recognise right angles, angles on a straight line, and angles of revolution embedded in diagrams (Reasoning) identify the vertex and arms of angles formed by intersecting lines (Communicating) recognise vertically opposite angles in different orientations and embedded in diagrams (Reasoning) investigate, with and without the use of digital technologies, adjacent angles that form a right angle and establish that they add to 90 investigate, with and without the use of digital technologies, adjacent angles on a straight line and establish that they form a straight angle and add to 180 investigate, with and without the use of digital technologies, angles at a point and establish that they form an angle of revolution and add to 360 use the results established for adjacent angles that form right angles, straight angles and angles of revolution to find the size of unknown angles in diagrams explain how the size of an unknown angle in a diagram was calculated (Communicating, Reasoning) investigate, with and without the use of digital technologies, vertically opposite angles and establish that they are equal in size use the equality of vertically opposite angles to find the size of unknown angles in diagrams
Background Information Students should be encouraged to give reasons when finding unknown angles. Language Students should be able to communicate using the following language: angle, right angle, straight angle, angles on a straight line, angle of revolution, angles at a point, vertically opposite angles. A pair of adjacent angles has a common vertex and a common arm.

Sharon Tooney
CONTENT
Investigate, with and without the use of digital technologies, angles on a straight line, angles at a point, and vertically opposite angles; use the results to find unknown angles
WEEK

Revise Angles What is an Angle? Angles are a measure of turn. Follow these simple rules for angles: Angles are measured in degrees. The sign for degrees is . One whole turn is 360. a is an example of a whole turn. One quarter turn is 90 or a right angle. b is an example of a quarter turn. One half turn is 180 or a straight line. c is an example of a half turn.
ADJUSTMENTS
Support: Individual support as required, particularly with manipulation of protractors
RESOURCES
Computers, angles reference posters or equivalent on IWB, whiteboard and markers, paper and pencils, protractors, Angles Revision BLM
REG
Types of angles a) An angle less than 90 is acute. b) An angle between 90 and 180 is obtuse. c) An angle greater than 180 is reflex.
Vertically opposite angles The two angles marked in this diagram are called vertically opposite angles and are equal to each other.
Using a protractor: Angles are measured using a protractor. You can guess the rough size of an angle by looking to see if it's acute or obtuse, but you'll need a protractor for a precise measurement. Here's how to use a protractor to measure an angle: - Line up the protractor so the 'cross hair' is exactly on the angle. - Line up one of the lines with the 0 line on the protractor. - See which numbers the angle comes between. If it is between 30 and 40, the angle must be thirty something degrees. - Count the small degrees up from 30. In this example, the angle is 35.
http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html
Sharon Tooney
Perpendicular and parallel lines: - Parallel lines are always the same distance apart, like a in the example. - Perpendicular lines cross at right angles to each other, like b in the example.
Complete attached worksheet Angles Revision. Determining Angles By Degrees Provide students with a list of measurements in degrees and have them determine if the angle described is acute, obtuse, right or straight. Examples may include: 1) 90 Right 2) 88 Acute3) 180 Straight4) 155 Obtuse5) 6 Acute 6) 172 Obtuse7) 45 Acute8) 171 Obtuse 9) 160 Obtuse10) 95 Obtuse 11) 33 Acute 12) 90 Righ13) 120 Obtu 14) 36 Acute 15) 5 Acute 16) 180 Strai 17) 48 Acu 18) 55 Acute 19) 146 Obtuse20) 114 Obt Students should be encouraged to draw each angle with a protractor. Determining the Size of Angles Provide students with a variety of angles in which they must use the given measurements to determine the total degrees of the angle or the amount of degrees needed to give the total degrees of a given angle. Examples may include: - Determine the value of 'A'.
Support: Individual support as required, particularly with manipulation of protractors
Whiteboard and markers, paper and pencils, protractors, rulers
Support: Individual support as required, calculators to complete addition and subtraction of angle values
Examples should include; right angles, acute angles, obtuse angles, straight angles, reflex angles, angles of revolution and vertically opposite angles. Angles In Construction Provide students with laminated copies of the attached iconic buildings from around the world (2 sets of each should be enough for a large class). Each building has a series of naturally occurring angles found in the buildings construction highlighted for the students. Each of these angles needs to be measured with a protractor and the results recorded in the students workbooks. Students should work in pairs and swap their picture with another pair when complete. Students could be encouraged to estimate the size of the angle prior to measure.
Support: Individual support as required, particularly with manipulation of protractors, per tutor strategies in grouping
Iconic Building BLM, protractors, pencils and paper
Sharon Tooney
When a set number of pictures have been completed by each pair, discuss results as a class. Discussion should include the accuracy of the students measurements, the effectiveness of their estimation skills and the names of the types of angles measured. Revision and Assessment
Sharon Tooney
ANGLES REVISION Estimate the size of each angle in the triangle and write down what kind of angle it is (right, acute, obtuse). When you have done that, measure each angle carefully using your protractor. Write down what kind of triangle it is too.
My estimation A: __________ B: __________ C: __________
Measurement A: __________ B: __________ C: __________
Names of angles A: ____________________ B: ____________________ C: ____________________
Measurement A: __________ B: __________ C: __________
Measurement A: __________ B: __________ C: __________
Sharon Tooney
e f
Measure the angles indicated in red. Record the name of the building and the measurements for each angle in your book.
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b c
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a b
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b d
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c e
d f
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b c d
e f
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d c
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA STAGE: Year 6 S2 ES1 S1 SUBSTRAND: 3D 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views MA3-14MG
TERM: 1 2
WEEK: 2 1
10
OVERVIEW
Construct simple prisms and pyramids (ACMMG140) create prisms and pyramids using a variety of materials, eg plasticine, paper or cardboard nets, connecting cubes construct as many rectangular prisms as possible using a given number of connecting cubes (Problem Solving) create skeletal models of prisms and pyramids, eg using toothpicks and modelling clay or straws and tape connect the edges of prisms and pyramids with the construction of their skeletal models (Problem Solving) construct three-dimensional models of prisms and pyramids and sketch the front, side and top views describe to another student how to construct or draw a three-dimensional object (Communicating) construct three-dimensional models of prisms and pyramids, given drawings of different views
Background information In Stage 3, students are continuing to develop their skills of visual imagery, including the ability to perceive and hold an appropriate mental image of an object or arrangement, and to predict the orientation or shape of an object that has been moved or altered. Refer also to background information in Three-Dimensional Space 1. Language Students should be able to communicate using the following language: object, shape, three dimensional object (3D object), prism, cube, pyramid, base, uniform cross-section, face, edge, vertex (vertices), top view, front view, side view, net.

Sharon Tooney
CONTENT
Construct simple prisms and pyramids
WEEK

Properties of 3D Shapes Show the class a closed cardboard box, an empty container such as a cereal box. - If this box was opened out into a single piece of cardboard, what would it look like? Give the students centimetre squared paper and ask them to sketch the single piece of cardboard to give the shape but not to scale, only a small diagram is needed. Remind them this single piece of cardboard is called the net of the shape it can be folded into the shape exactly. Agree the net is something like the shape below:
ADJUSTMENTS
Support: individual support as required, particularly sketching nets
RESOURCES
Cardboard box, whiteboard and markers, paper and pencils, centimetre square paper, rulers
REG
Explain that the box is called a rectangular prism and you want the students to work on cubes now. Discuss the differences between cubes and rectangular prisms, reminding them that all the faces of a cube are identical squares. - What is the net of a closed cube with dimensions 3cm by 3cm by 3cm? Give students time to sketch a net on the squared paper. Collect one correct net from the students and discuss why this works. Sketch the shape below on the board: - Could this be the net of a cube? Agree that it cannot be and if necessary demonstrate using a strip of six squares. Ask students to continue to find nets for the 3cm cube on the cm squared paper. Collect answers, discuss which are correct and why. Establish there is more than one answer and compare different nets for the cube. Remind children of the names and features of prisms and pyramids. Explain that the cube and rectangular prism are both prisms, and the name given to any pyramid refers to the shape of the base, e.g. square-based pyramid. Hold up a square-based pyramid. - How many faces has it got? - What shapes are they? Ask students what pyramids would be formed by the following nets:
Visualising 3D Shapes From Drawings Display the diagram below on IWB and/or provide to students as a BLM. Explain that the diagrams shows four views of the same object which is made up of cubes. Discuss the shape.
Support: ensure concrete models of each shape are available for students to manipulate
IWB, whiteboard and markers, interlocking cubes, dot paper, paper
Sharon Tooney
and pencils, rulers
- How many cubes were used to make the shape? - Can you make the shape? Establish that six cubes were used and get the students to make the shape using interlocking cubes, working in pairs or small groups. Ask students to hold their shape up in the same position as shown by the bottom left view. Get the students to rotate their shapes through quarter turns to show each of the four views, working anti-clockwise. In pairs, ask students to use five of their six cubes to make a shape of their own. Using a shape made from six cubes show the students how to draw a view of the shape on dot paper. Emphasise starting with the front edge and working away from this to build up the cubes that make the shape. Give students a sheet of dot paper and with ruler and pencil get them to draw a view of their own shapes. Pairs swap their drawings and make the shapes represented by the other pairs. Discuss the 3D drawings and any difficulties the students had. Display the diagram below for the students:
- How many cubes were used to make this shape? - Are there any cubes we cannot see? Encourage students to speculate about the number of cubes and decide that the greatest number of cubes could be more than 14. - What is the least number of cubes we could use to make this shape? Give students time to make the shape. Conclude that 10 cubes is the least number. Display the diagram of two views of the shape, below for the students:
- How many cubes now? (Establish there are 12 cubes needed, get children to make the shape.) - How many more cubes are needed to make a rectangular prism? (Establish that six extra cubes are needed and the rectangular prism is 2 by 3 by 3 cubes, a total of 18 cubes.)
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Relationship Between 2D and 3D Shapes The relationships between two-dimensional representations of three-dimensional objects can be explored using interlocking cubes. Teachers provide students with different views of a building, and students must use the blocks to build the solid and sketch the threedimensional view. Consider this example:
Support: ensure concrete models of each shape are available for students to manipulate.
IWB, whiteboard and markers, interlocking cubes, dot paper, paper and pencils, rulers
The solid that will produce these views would look like this:
Students should be encourage to create an answer key by drawing a top view, and indicating the number of blocks in each vertical stack. The answer key for the example above would look like this:
Students can make their own challenge cards with answer keys on the back and several views on the front. Teachers should encourage students to make conjectures when working with twodimensional representations of three-dimensional figures. Variations: - Students can be given the solid and asked to sketch the views. - Students can be limited in the number of views they are given. - Students can be given the isometric drawing and asked to provide sketches of the front, side, top, and rear views. Problem Solving Using Isometric Drawings Provide students with a variety of isometric drawings of 3D shapes and pose a problem solving question for them regarding the given shape. Examples could include:
Support: encourage students to create a concrete model of isometric drawings using interlocking cubes
Isometric drawings of 3D shapes, whiteboard and markers, interlocking cubes, dot paper, paper and pencils
Have students create 3D images on isometric paper, after creating them with interlocking cubes and have the pose a question for their partner to solve, for example: - How many cubes would make up the rear view of this shape? Encourage students to check their answer using the 3D model created and to comment on their answer.
Sharon Tooney
Constructing Pyramids Discuss with students that pyramids can have bases of any number of sides the simplest have equilateral triangles on all four surfaces, but pyramids can be made with any regular polygon as a base, for example, square pyramids are made of triangular sides, but have square bases. Give students nets of triangular and square-based pyramids, and ask students to construct the paper pyramids. Next, place some straws or matches on each groups desk and ask if they can, using string or sticky tape, make the same pyramids out of these materials, using their paper model as a guide. Have students share what they did to make their pyramids and discuss how they overcame problems along the way. Constructing Prisms As for the previous lesson, discuss with students the properties of prisms. Provide the students with a net of a cube and a net of a rectangular prism to construct out of paper. Before providing students with straws and/or matches, discuss with the students what they learnt from constructing pyramids out of these materials and how this knowledge could be applied to constructing prisms. Groups construct cubes and rectangular prisms, using their paper model as a guide. Discuss with students what they did to construct their models and what prior knowledge was and was not helpful in the process this time around. Revision and Assessment
Support: Move around and support groups while they work. Extension: Students create a pyramid of their own choice with only a picture as a guide.
Triangular and square based pyramid nets, sticky tape, string, straws, matchsticks, paper and pencils
Support: Move around and support groups while they work. Extension: Students create a pyramid of their own choice with only a picture as a guide.
Cube and rectangular prism nets, sticky tape, string, straws, matchsticks, paper and pencils
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA STAGE: Year 6 S2 ES1 S1 SUBSTRAND: Chance 2

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes MA3-19SP
STRAND: S3 STATISTICS AND PROBABILITY KEY CONSIDERATIONS
TERM: 1 2
WEEK: 2 1
10
OVERVIEW
Compare observed frequencies across experiments with expected frequencies (ACMSP146) use the term 'frequency' to describe the number of times a particular outcome occurs in a chance experiment distinguish between the frequency of an outcome & the probability of an outcome in a chance experiment compare the expected frequencies of outcomes of chance experiments with observed frequencies, including where the outcomes are not equally likely recognise that some random generators have outcomes that are not equally likely & discuss the effect on expected outcomes discuss the 'fairness' of simple games involving chance explain why observed frequencies of outcomes in chance experiments may differ from expected frequencies Describe probabilities using fractions, decimals and percentages (ACMSP144) list the outcomes for chance experiments where the outcomes are not equally likely to occur & assign probabilities to the outcomes using fractions use knowledge of equivalent fractions, decimals & percentages to assign probabilities to the likelihood of outcomes use probabilities in real-life contexts design a spinner or label a die so that a particular outcome is more likely than another & discuss the probabilities of the outcomes Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies assign expected probabilities to outcomes in chance experiments with random generators, including digital simulators, & compare the expected probabilities with the observed probabilities after both small & large numbers of trials determine & discuss the differences between the expected probabilities & the observed probabilities after both small & large numbers of trials explain what happens to the observed probabilities as the number of trials increases use samples to make predictions about a larger population from which the sample comes discuss whether a prediction about a larger population, from which a sample comes, would be the same if a different sample were used
Background Information Random generators include coins, dice, spinners and digital simulators. As the number of trials in a chance experiment increases, the observed probabilities should become closer in value to the expected probabilities. Refer also to background information in Chance 1. Language Students should be able to communicate using the following language: chance, event, likelihood, equally likely, experiment, outcome, expected outcomes, random, fair, trials, probability, expected probability, observed probability, frequency, expected frequency, observed frequency. The term 'frequency' is used in this sub-strand to describe the number of times a particular outcome occurs in a chance experiment. In Stage 4, students will also use 'frequency' to describe the number of times a particular data value occurs in a data set.

Sharon Tooney
CONTENT
Compare observed frequencies across experiments with expected frequencies Describe probabilities using fractions, decimals and percentages Describe probabilities using fractions, decimals and percentages
WEEK

Nearly The Nine OClock News Ask students what they think may be on the news tonight and to write down four things which you think could be on the news tonight. Draw a probability line on the board, labeled impossible, unlikely, even, likely, certain. Ask students to mark where each of their four news items would fall on the line of probability. Invite individual students to share their ideas on the board. Discuss the placement of events using the correct language: - Which event is more likely? - How much more likely? Draw out the need for more precision in the line of probability. Redraw the line of probability with 10 divisions marked on it. Once again invite students to place their news items on the board against the scale. Introduce the convention that impossible events have a probability of 0 and certain events have a probability of 1. Mark each point on the line as 0, 0.1, 0.2,.0.9, 1. Students then assign a value of 0, 0.1, 0.2,.0.9, 1 to each of their news items. Discuss how current events in the news could be pasted against the appropriate place on the line and create a class display. Evens and Odds This is a simple game, where you throw a dice which controls the position of a counter on a 3 x 3 board.
ADJUSTMENTS
Support: questioning techniques
RESOURCES
REG
Extension: analyse the same game on a 4x4, 5x5, ...... board.
Game board, counters, dice, whiteboard and markers, paper and pencils
4 Sharon Tooney
How to play: - Place your counter at the START square. Throw a dice. - If an EVEN number is thrown, move your counter one square upwards. - If an ODD number is thrown, move your counter one square left. - If your counter moves off any side of the board, you are out of the game! - If your counter reaches the FINISH square, you win! Have students play the game a number of times. Ask: - Did you win? How many times? - How many odds and how many evens do you need to get to win? - What is the probability of winning? Experimental Probability Provide each student with a net of CUBOCTAHEDRON (see attached). It consists of 6 squares and 8 triangles. Have students construct the solid from the net. As the students if this object was thrown, what would be the probability of it landing on:
Support: assistance in constructing solid, questioning techniques
Cuboctahedron BLM, whiteboard and markers, paper and pencils
- one of its square faces? - one of its triangular faces? Have students throw the solid (a given number of times) and estimate these probabilities. - How close are they to their original estimates? Discuss Horse Racing This game works by having the students take turns in selecting horses (numbers 2-12) on the game board (see attached) and then rolling the dice. Once the dice are rolled, add the score together and the total is the number of the horse that moves one space. The winning horse is the horse that reaches the bottom square the fastest. Once the students have some data: - Ask them to call out how many times each horse won and collate into a class tally/table. - Ask them why they think a particular horse went quite well and why others did not. - Ask them how we, can prove why some numbers have a better chance and probability than others. Have the students write down the numbers from 2-12 down the side of their page. Ask them to record the possibilities of reaching each number (e.g. 4 can be made with a 1 & 3, as well as a 2 & 2) When finished ask the students to add up all of the chances that can occur (36). Then ask them to record each number as a fraction (e.g. 3 has 2/36 chances). Ask students how we convert a fraction to a decimal (if they are not sure, draw a square and halve it and explain that you had 1 thing and divided it into 2 parts (1/2)). Now do the same on a calculator (1 2 = 0.5) Explain that it is the same with all fractions and that we can work out the decimal chance for number 3 by doing 2 36 (0.055) Now make the link between the hundredths part of the decimal being the percentage (per parts, cent out of 100). For 0.055 that means it will be 6% (with rounding). Therefore the number 3 has a 6% chance of being rolled in this game. Workshop with students and allow them to continue investigating the percentage chance for the other numbers. Once students have completed the task: - Ask them to add up the total percentages and see what they equal. Why might there be a variance if the whole is equal to 100% ? - Ask the students to add up the total of all the decimal numbers. What does it equal? How is 1.0 and 100% the same? - Finally ask the students to write a short response to Is this game fair? Revision and Assessment Support: questioning techniques, peer tutoring grouping strategies Game board, dice, counters, paper and pencils
10
Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
CUBOCTAHEDRON NET
Sharon Tooney
Horse Racing
6 5 4 3 2
7 8 9
Probability
10 11 12
Sharon Tooney

Maths Program Proforma Yr 6 T2

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Maths Program Proforma Yr 6 T2

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MATHS PROGRAM : STAGE THREE YEAR SIX

WEEKLY ROUTINE Monday Tuesday Wednesday Thursday Friday

Whole Number 2 Terms 1-4

Statistics & Probability Terms 1 & 3: Data 2 Terms 2 & 4: Chance 2

K-6 MATHEMATICS SCOPE AND SEQUENCE

MEASUREMENT AND GEOMETRY

STATISTICS & PROBABILITY

SUBSTRAND: Whole Number 2

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Support: provide concrete materials, adjust content to student level

Whiteboard and markers, paper and pencils

Support: provide concrete materials, adjust content to student level

Whiteboard and markers, paper and pencils

Whiteboard and markers, paper and pencils

Support: provide concrete materials, adjust content to student level

Whiteboard and markers, paper and pencils

Whiteboard and markers, paper and pencils, counters

Whiteboard and markers, paper and pencils

Whiteboard and markers, paper and pencils

SUBSTRAND: Addition and Subtraction 2

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Adjust the difficulty of the sums based on ability level

whiteboards and markers, paper and pencils

Adjust the difficulty of the sums based on ability level

whiteboards and markers, paper and pencils

Support: provide calculators for students struggling with mental calculations

Game board, game card, counters

IWB, calculators, whiteboard and markers, paper and pencils

1000 84 850 1080 308 15 309 22

56 2500 13 673 90 5613 309 130

2200 671 8652 1492 10 1806 11 8

8301 3713 2334 3000 3102 24 1234 4432

90 1004 3344 514 745 567 1234

3713 230 6012 519 32 0 5321

SUBSTRAND: Multiplication and Division 2

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Whiteboard and markers, paper and pencils, calculators

Whiteboard and markers, paper and pencils

Whiteboard and markers, paper and pencils

SUBSTRAND: Fractions and Decimals 2

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Support: individual fraction walls, individual support as required

Whiteboard and markers, paper and pencils

Support: Provide differentiated examples for

Whiteboard and markers, paper and

pencils, Fraction and Decimal cards

Whiteboard and markers, paper and pencils, conversion charts

Fraction and Decimal Cards

0.5 0.25 0.07 0.3

0.2 0.01 0.75 0.03 0.13 0.8

MATHEMATICS PROGRAM PROFORMA STAGE: Year 6 S2 ES1 S1 SUBSTRAND: Mass 2

STRAND: S3 MEASUREMENT AND GEOMETRY KEY CONSIDERATIONS

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Support: peer tutor grouping strategies

Access to research material, pencils and paper

Support: individual support as required

Support: individual support as required

Support: individual support as required

My estimation A: B: C: __

Measurement A: B: C: __

Names of angles A: B: C:

My estimation A: B: C: __

Measurement A: B: C: __

Names of angles A: B: C:

My estimation A: B: C: __

Measurement A: B: C: __

Names of angles A: B: C: