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## 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 MEASUREMENT AND GEOMETRY STATISTICS & PROBABILITY TERM Whole Addition & Multiplication Fractions & Patterns Length Area Volume & Mass Time 3D 2D Angles Position Data Chance Number Subtraction & Division Decimals & Algebra Capacity K       1         2       3         4 Yr 1        1        2        3        4 Yr 2        1        2        3        4 Yr 3          1         2          3         4 Yr 4          1         2          3         4 Yr 5          1         2          3         4 Yr 6          1         2          3         4

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

8
STAGE: Year 6
STRAND:
TERM:
WEEK:
1
2
3
4
5
6
7
ES1
10
9
3
3
2
1
NUMBER AND ALGEBRA
S3
S2
S1
 SUBSTRAND: Whole Number 2 KEY CONSIDERATIONS OVERVIEW Background Information Investigate everyday situations that use integers; locate • recognise the location of negative whole numbers in OUTCOMES A student: › describes and represents mathematical situations in a and represent these numbers on a number line variety of ways using mathematical terminology and some relation to zero and place them on a number line conventions MA3-1WM • use the term 'integers' to describe positive and negative › selects and applies appropriate problem-solving strategies, Students could investigate further the properties of square whole numbers and zero including the use of digital technologies, in undertaking investigations MA3-2WM and triangular numbers, such as all square numbers have an odd number of factors, while all non-square numbers have • interpret integers in everyday contexts, eg temperature • investigate negative whole numbers and the number › gives a valid reason for supporting one possible solution an even number of factors; when two consecutive triangular patterns created when counting backwards on a calculator over another MA3 -3WM › orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA numbers are added together, the result is always a square number. - recognise that negative whole numbers can result from subtraction - ask 'What if' questions, eg 'What happens if we subtract a Learning Across The Curriculum Language larger number from a smaller number on a calculator?' Cross-curriculum priorities Students should be able to communicate using the following language: number line, whole number, zero, positive Identify and describe properties of prime, composite, square and triangular numbers  Aboriginal &Torres Strait Islander histories & cultures Asia & Australia’s engagement with Asia Sustainability number, negative number, integer, prime number, • determine whether a number is prime, composite or  composite number, factor, square number, triangular neither  number. - explain whether a whole number is prime, composite or General capabilities 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 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  Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability (adjective). 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 Other learning across the curriculum areas - explore square and triangular numbers using arrays, grid paper or digital technologies Civics & citizenship Difference & diversity Work & enterprise - recognise and explain the relationship between the way  each pattern of numbers is created and the name of the  number group 

Sharon Tooney

 CONTENT WEEK TEACHING, LEARNING and ASSESSMENT ADJUSTMENTS RESOURCES REG Investigate Whole Number Basics 1 Support: provide concrete Whiteboard and everyday situations that 1 Revise some basic whole number facts previously learnt. Have students solve the following problems: materials, adjust content to student level markers, paper and pencils use integers; 1. In the number 84869, which digit is in the hundreds place? locate and 2. In the number 9765, what is the value of the digit 7? represent these 3. Which number represents two million, four hundred thousand, fifty six? numbers on a 4. Write the following number in numerals: four million, six hundred fifty thousand, two number line hundred fifty six 5. Write the following numerals with words: 4,650,256 Identify and 6. 448 rounded to the nearest ten is describe 7. Round 6285 to the nearest hundred properties of 8. Add 864 + 35 + 144 + 9 ___________ prime, 9. composite, square and triangular numbers 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 Support: provide concrete Whiteboard and 2 Revise some basic whole number facts previously learnt. Have students solve the following problems: materials, adjust content to student level markers, paper and pencils 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 3 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: Support: provide concrete materials, adjust content to student level Whiteboard and markers, paper and pencils - 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 Support: allow students to Extension: A pattern was 4 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 6: 6, 24, 96, 384, 1536 What is the rule? ___________ complete the task in pairs so that they have someone to discuss patterns with. 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. Whiteboard and markers, paper and pencils rule. Rule 5: 3, 11, 19, 27, 35, 43, 51, 59 What is the rule? ___________ My pattern:

Sharon Tooney

6

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:

My pattern:

 Sam’s age 1 2 3 4 5 Michael’s age 2 3 4 5 6
 Hours Jenny 1 2 3 4 5 worked: Money Jenny 2 4 6 8 10 earned:
 Tyler’s lollies 1 2 3 4 5 Mich’s lollies 4 5 6 7 8

Outline to students that today they will start writing rules or equations from tables of values, using activities, such as:

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.

• - What pattern is being followed to turn the grey number into the white number?

• - What pattern is being followed to turn the grey number into the white number?

• 3. Michelle always had 3 more lollies than Tyler. See the table below:

• 1. Jenny earned \$2 for each hour she worked. See the table below:

• - How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.?

• - How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.?

• 2. Michael was one year older than Sam. See the table below:

How many lollies would Michelle have if Tyler had 6? How many lollies would Michelle have if Tyler had 10?

How much money would Jenny earn after 10 hours?

How much money would Jenny earn after 6 hours?

How old will Michael be when Sam is 10?

How old will Michael be when Sam is 6?

Writing Rules From Number Patterns

• - Finish the number sentence: hours

• - Finish the number sentence: Sam

• - The rule would be: Tyler

• - Explain the pattern:

• - Explain the pattern:

____________

___________

___________

= Michelle

Try these:

Try these:

= Michael

= money

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 n umber). Possible questions:

Counter Patterns

Support: provide concrete materials, adjust content to student level

Support: move the counters so that the first ones all align, then work from there:

Whiteboard and
markers, paper and
pencils
Whiteboard and
markers, paper and
pencils, counters

Sharon Tooney

7
 How many lines? 1 2 3 4 5 6 7 8 9 How many counters in the bottom line? 1 2 3 4 How many counters altogether? 1 3 6 10 How did we work out how many counters altogether?
• - 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?

• - If the shape had 12 lines, how would you work out how many counters were in the shape altogether?

• - How many counters are there in the bottom line of the triangle? Can you find a pattern?

one? Now how many in this one? How many more is this? Now let’s look at the third one. How many more is this than the second one? Now let’s 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.

• - The number of counters altogether in each of the patterns above is called a ‘triangular number’.

• - If you were going to draw a fifth line of counters for the shape, what would you draw?

• - Let’s look at the bottom line of counters in each of the triangles. How many are in this

• - What do you think this might mean? Why would they be called triangular numbers?

• - What shape do the counters form? So what do you think the next shape might be?

• - How many counters would be in the shape altogether? How do you know?

How many is this? How is this similar to the last shape that you made?

• - Write a number sentence to explain your pattern

Describe the patterns using words and numbers:

• - What patterns are there in the table?

Complete the following table:

Discuss:

Multiples and factors have to do with multiplying or dividing numbers. Looking at these examples, can you work out how the terms are used:

• 3. Using your explanation of ‘factors’, list all the factors of 20. How did you know what

• 1. What operation do you think we are using to find the factors of 12? Explain.

The factors of 100 are: 1 and 100, 2 and 50, 4 and 25, 5 and 20, and 10

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

• 2. Explain what you think ‘factors’ might be.

numbers were factors and which weren’t?

Subsets: Multiples and Factors

Factors:

Extension: Square numbers are similar to triangular numbers. Look at the following pattern s and work out what the seventh square number would be.

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

Whiteboard and
markers, paper and
pencils

Sharon Tooney

 4. What number are all of these factors for: 1 and 24, 2 and 12, 3 and 8, 4 and 6 has the following as Multiples: multiples: 36, 50 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… What number has the following as factors: 1, 2, 3, 4, 5, 6 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 Support: provide X tables so Whiteboard and 8 Prime numbers and composite numbers are defined by their factors. Explain to students students can understand the markers, paper and that their job is to examine the patterns below and determine what prime and composite numbers are. concepts without having to remembering the facts pencils Prime numbers: Use counters to create array Some prime numbers are 2, 3, 5, 7, 11, 19 models. The number or For each of these numbers, list all of their factors: rows and columns in an - What pattern do you notice? array relates to the factors 15 is not a prime number. List its factors and determine why it is not a prime number. for a number - How many distinct factors do prime numbers have? Composite numbers: Extension: Discuss the Some composite numbers are 4, 6, 8, 9, 10, 12 number 1 and the number For each of these numbers, list all of their factors: 2. What kind of numbers are - What pattern do you notice? they? 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. 9 Revision 10 Assessment
 ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

9
STAGE: Year 6
STRAND:
TERM:
WEEK:
1
2
3
4
6
7
8
ES1
10
5
1
3
3
2
NUMBER AND ALGEBRA
S3
S2
S1

Sharon Tooney

Sharon Tooney

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

Sharon Tooney

90

Sharon Tooney

# 5321

MATHEMATICS PROGRAM PROFORMA

8
STAGE: Year 6
STRAND:
TERM:
WEEK:
1
2
3
4
5
6
7
ES1
9
10
3
3
2
1
NUMBER AND ALGEBRA
S3
S2
S1
 SUBSTRAND: Multiplication and Division 2 KEY CONSIDERATIONS OVERVIEW OUTCOMES Background Information Select & apply efficient mental & written strategies, & • select & use efficient mental & written strategies, & digital A student: Students could extend their recall of number facts beyond appropriate digital technologies, to solve problems › describes and represents mathematical situations in a variety of ways using mathematical terminology and some the multiplication facts to 10 × 10 by also memorising multiples of numbers such as 11, 12, 15, 20 and 25, or by involving multiplication & division with whole numbers conventions MA3-1WM › selects and applies appropriate problem-solving strategies, utilising mental strategies, eg '14 × 6 is 10 sixes plus 4 sixes'. The simplest multiplication word problems relate to rates, eg tech, to multiply whole numbers up to 4 digits by 1 & 2 digit numbers including the use of digital technologies, in undertaking 'If four students earn \$3 each, how much do they have all • select & use efficient mental & written strategies, & digital investigations MA3-2WM together?' Another type of problem is related to ratio and tech, to divide whole numbers up to 4 digits by a 1 digit › gives a valid reason for supporting one possible solution uses language such as 'twice as many as' and 'six times as divisor, including where there is a remainder over another MA3 -3WM many as'. - estimate solutions to problems & check to justify solutions › selects and applies appropriate strategies for multiplicatio n An 'operation' is a mathematical process. The four basic • use mental strategies to multiply & divide numbers by 10, and division, and applies the order of operations to operations are addition, subtraction, multiplication and 100, 1000 & their multiples calculations involving more than one operation MA3-6NA division. Other operations include raising a number to a • solve word problems involving multiplication & division power and taking a root of a number. An 'operator' is a - use appropriate language to compare quantities Learning Across The Curriculum symbol that indicates the type of operation, eg +, –, × and ÷. - use a table/similar organiser to record methods to solve Cross-curriculum priorities Refer also to background information in Multiplication and Division 1. problems • recognise symbols used to record speed in kilometres per  Aboriginal &Torres Strait Islander histories & cultures Asia & Australia’s engagement with Asia Sustainability hour  Language • solve simple problems involving speed  Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, Explore the use of brackets & the order of operations to write number sentences General capabilities multiplication facts, area, thousands, hundreds, tens, ones, • use the term operations to describe collectively the  Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability double, multiple, factor, divide, divided by, quotient, division, processes of addition, subtraction, multiplication & division halve, remainder, fraction, decimal, equals, strategy, digit, • investigate & establish order of operations using real-life  estimate, speed, per, operations, order of operations, contexts     grouping symbols, brackets, number sentence, is the same as. When solving word problems, students should be - 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  encouraged to write a few key words on the left-hand side of performed 1st the equals sign to identify what is being found in each step of • recognise if more than 1 pair of grouping symbols are used, Other learning across the curriculum areas their working, eg 'cost of goldfish = …', 'cost of plants = …', 'total cost = …'. the operation within the innermost grouping symbols is performed 1st  Civics & citizenship Difference & diversity Work & enterprise 'Grouping symbols' is a collective term used to describe • perform calculations involving grouping symbols without  brackets [], parentheses () and braces {}. The term 'brackets' digital tech, eg  is often used in place of 'parentheses'. 5+(2x3)=5+6

Sharon Tooney

 Often in mathematics when grouping symbols have one level =11 of nesting, the inner pair is parentheses () and the outer pair (2+3)x(16-9)=5x7 is brackets [], eg 360÷[4x(20-11)]. =35 3+[20÷(9-5)]=3+[20÷4] =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 32÷2x4=16x4 =64 multiplication & division only, therefore work from left to right 32÷(2x4)=32÷8 =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

Sharon Tooney

4 + 5 + 15 ÷ 3 = 14
Third rule: 5 x 6 ÷ 2 x 3 = 45
Fourth rule: 6 – 3 + 4 – 5 = 2
The rule was:
operations?
The rule was:
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 =
x 7 x 2 ÷ 12 = 12 + 4 x 5 ÷ 2 – 11 =
Provide additional examples for students to complete.
6
Interpreting Equations With Operations
7
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.
Support: Use only two-step
processes
Whiteboard and
markers, paper and
pencils
Example set 1:
(9 + 1) x 2 = 20 AND 2 x (9 + 1) = 20
(9 - 3) x 5 = 30 AND 5 x (9 - 3) = 30
Example set 2:
What do you think that the rule is?
(Brackets)
2 x 5 + 1 = 11 AND 1 + 2 x 5 = 11
What do you think that the rule is?
(Operations)
Extension: What can go in
the boxes to make this
equation true? Write as
many possibilities as you
can find.
(9 -  ) x  = 15
10 ÷ 2 + 3 = 8 AND 3 + 10 ÷ 2 = 8
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
8
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.
Extension: Put brackets into
the following equation so
Whiteboard and
markers, paper and
pencils
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)=
1.2 + 4.3 + 2.1 x 1.7 = 12.08
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=
7. 8 ÷ (4 x 2)=
8. 8 ÷ 4 x 2=
9. 8 ÷ (4 – 2)=
10. 8 ÷ 4 – 2=
a. 28
b. 56
a. 1
b. 4
a. 1
b. 4
a. 6
b. 4
a. 2
b. 0

Sharon Tooney

11.
2 + 8 ÷ 4=
12. (2 + 8) ÷ 2=
13. 7 + 2 – 3 x 2=
14. 8 – 9 ÷ 3 + 5=
15. 9 ÷ 3 x 4 –
5 + 2=
a. 2.5
b. 4
a. 5
b. 6
a. 3
b. 12
a. 0
b. 10
a. 9
b. 5
16.
9 ÷ 3 x 4 (5 + 2)=
17. (5 – 2 + 3) ÷ (7 – 4)=
a. 9
b. 5
a. 0
b. 2
18. 5 – (2 + 4) ÷ (7 – 4)=
Describe what order you did things in to get the answers.
9
Solving Problems
Provide the following guide to the students for solving problems and discuss each step.
Step-by-step guide to solving problems
1.
2.
Decide what operation(s) to use.
Support: partner work with
questions, concrete
materials to recreate
problem
Whiteboard and
markers, paper and
pencils, problem
solving steps on
chart or IWB
3.
Write down the calculation(s) you are going to do. Use brackets if you need to.
4.
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.
What was my number?
10
Revision and Assessment

Sharon Tooney

 ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

9
STAGE: Year 6
STRAND:
TERM:
WEEK:
1
2
3
4
5
6
8
ES1
10
7
1
3
3
2
NUMBER AND ALGEBRA
S3
S2
S1

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 WEEK TEACHING, LEARNING and ASSESSMENT ADJUSTMENTS RESOURCES REG Compare Solve problems Find a simple Recognising Equivalent Fractions Support: individual fraction Fraction wall chart, fractions with related denominators and locate and represent them on a number line involving 4 Using a fraction wall: walls, individual support as required whiteboard and markers, paper and pencils, Fraction cards addition and recap equivalent fractions, record = = subtraction of Ask child students to continue the sequence, repeating with thirds, sixths and twelfths. fractions with the same or related denominators fraction of a - 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 ? quantity where the result is a Establish the need to change t o a common denominator. Discuss other examples such as whole number, comparing and , and etc. Repeat with other examples if appropriate. with/out the use of digital technologies Discuss other examples and encourage students to explain their reasoning. Show a fraction family such as: Add and = = - How can we work backwards to reduce to a family of fractions with smaller numbers? subtract Introduce harder examples e.g. where different factors are required and cancelling can decimals, be introduced. with/out the use - Can you continue the fraction family? of digital - What is happening to the numerator / denominator? technologies, Repeat with other fraction families. and use estimation and Improper Fractions and Mixed Numerals Support: individual fraction Whiteboard and 5 Write on the board. Pose the question: walls, individual support as markers, paper and rounding to check the - Can you think of a different way to write this fraction? required pencils reasonableness If necessary, sug gest writing a mixed number. Practise converting from mixed numbers to of answers improper fractions and back. Recognising Equivalence Between the Decimal and Fraction Forms Support: Provide Whiteboard and Multiply 6 Write the following fractions on the board: differentiated examples for markers, paper and

Sharon Tooney

 decimals by - Can you put these fractions in order? pupils to practise ordering pencils, Fraction whole numbers Discuss how it can be done, leading to converting to hundredths. fractions, decimals, then a and Decimal cards & perform - Would it have been easier it the numbers had already been written in hundredths or as mixture of both on a divisions by non- decimal fractions? number line. zero whole numbers where the results are terminating 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 children’s 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. decimals, - Can you place your cards in the correct place on the number line? with/out the use of digital Encourage students to justify why they choose a particular place on the number line. Draw student’s attention to the fact that some students will want to put two or more cards in the technologies same place. For example , and 0.75. Multiply and Write on the board: 0.5 = divide decimals 0.25 =  by powers of 10  = Make  = connections between 0.01 =  equivalent  = fractions, Discuss what goes in the boxes and have students complete. decimals and Decimal Notation Support/Extension: Some Whiteboard and percentages 7 Ask questions like: students might be limited to markers, paper and - When do we meet decimals in real life? one decimal place whilst pencils, conversion - What in this room would measure 0.5m, 0.08m, 15.7cm etc.? others can be introduced to charts - What in this room holds 0.27 litres? thousandths and associated 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. word problems. 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 ;

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. 10 Revision and Assessment
 ASSESSMENT OVERVIEW

Sharon Tooney

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Sharon Tooney

Sharon Tooney

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Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

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STAGE: Year 6
STRAND:
TERM:
WEEK:
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2
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5
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ES1
10
4
1
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MEASUREMENT AND GEOMETRY
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 SUBSTRAND: Mass 2 KEY CONSIDERATIONS OVERVIEW OUTCOMES Background Information Connect decimal representations to the metric system A student: One litre of water has a mass of one kilogram and a volume (ACMMG135) › 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 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 • 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 investigations MA3-2WM demonstrated using digital scales. • measure mass using scales and record using decimal › selects and uses the appropriate unit and device to Refer also to background information in Mass 1. notation of up to three decimal places, eg 0.875 kg mea sure the masses of objects, and converts between units Convert between common metric units of mass of mass MA3-12MG Language (ACMMG136) Learning Across The Curriculum Students should be able to communicate using the following • convert between kilograms and grams and between language: mass, measure, scales, tonne, kilogram, gram. kilograms and tonnes Cross-curriculum priorities Refer also to language in Mass 1.  explain and use the relationship between the size of a  Aboriginal &Torres Strait Islander histories & cultures Asia & Australia’s engagement with Asia Sustainability unit and the number of units needed to assist in  determining whether multiplication or division is  required when converting between units, eg 'More General capabilities 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)  Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability • 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     Other learning across the curriculum areas  Civics & citizenship Difference & diversity Work & enterprise  

Sharon Tooney

 CONTENT WEEK TEACHING, LEARNING and ASSESSMENT ADJUSTMENTS RESOURCES REG Connect decimal School Bags Full Extension: how many School bags, scales, representations 1 Students in groups of four or five find the average mass of their full school bags. This teacher’s bags or baskets calculators, pencils to the metric system measurement is used to calculate the mass of all bags in the class. Students predict the mass of all bags in the school. make a tonne? and paper How Many Kids to the Elephant? Support: individual support Bathroom scales, Convert between 2 Students find the mass of the average student in the class. Students estimate and then calculators, pencils common metric units of mass 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. as required, questioning techniques and paper