WEEKLY ROUTINE
Sharon Tooney
K6 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
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 MA31WM 
• use the term 'integers' to describe positive and negative 

› selects and applies appropriate problemsolving strategies, 
Students could investigate further the properties of square 
whole numbers and zero 

including the use of digital technologies, in undertaking investigations MA32WM 
and triangular numbers, such as all square numbers have an odd number of factors, while all nonsquare 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 MA34NA 
numbers are added together, the result is always a square number. 


Learning Across The Curriculum 
Language 
larger number from a smaller number on a calculator?' 

Crosscurriculum 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. 


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' 





• model square and triangular numbers and record each number group in numerical and diagrammatic form 




Other learning across the curriculum areas 


Civics & citizenship Difference & diversity Work & enterprise 



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 





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
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:
Sharon Tooney
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
Sharon Tooney

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 











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
SUBSTRAND: Addition and Subtraction 2 
KEY CONSIDERATIONS 
OVERVIEW 

OUTCOMES 
Background Information 
Select and apply efficient mental and written strategies and 

A student: 
Refer to background information in Addition and Subtraction 
appropriate digital technologies to solve problems involving 

› describes and represents mathematical situations in a variety of ways using mathematical terminology and some 
1. 
addition and subtraction with whole numbers • solve addition and subtraction word problems involving 

conventions MA31WM › selects and applies appropriate problemsolving strategies, including the use of digital technologies, in undertaking investigations MA32WM › gives a valid reason for supporting one possible solution 
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. 
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?' 

over another MA33WM 
When solving word problems, students should be 
 select and apply appropriate mental and written strategies, 

› selects and applies appropriate strategies for addition and 
encouraged to write a few key words on the lefthand side of 
with and without the use of digital technologies, to solve 

subtraction with counting numbers of any size MA3 5NA 
the equals sign to identify what is being found in each step of 
unfamiliar problems 

Learning Across The Curriculum 
their working, eg 'amount to pay = …', 'change = …'. 
 explain how an answer was obtained for an addition or 

Crosscurriculum priorities 
Refer also to language in Addition and Subtraction 1. 
subtraction problem and justify the selected calculation method 

Aboriginal &Torres Strait Islander histories & cultures Asia & Australia’s engagement with Asia Sustainability 
 reflect on their chosen method of solution for a problem,  give reasons why a calculator was useful when solving a 


considering whether it can be improved problem 

General capabilities 
• record the strategy used to solve addition and subtraction 


Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability 
word problems 

 use selected words to describe each step of the solution process 











Other learning across the curriculum areas 


Civics & citizenship Difference & diversity Work & enterprise 




Sharon Tooney
CONTENT 
WEEK 
TEACHING, LEARNING and ASSESSMENT 
ADJUSTMENTS 
RESOURCES 
REG 

Select and apply 
Missing Addends 1 
Adjust the difficulty of the 
whiteboards and 

efficient mental 
1 
Write the following problems on the board for students to solve. Before beginning, discuss 
sums based on ability level 
markers, paper and 

and written 
with the students all of the possible strategies they could use to solve addition problems. 
pencils 

strategies and 
List these with examples of each as a reference point. 

appropriate 
1. 
70 + 
+ 20 = 1520 
2. 421 + 147 + 
= 661 

digital 
3. 
+ 110 + 339 = 451 
4. 25 + 
+ 747 = 1586 

__________ 

technologies to 
5. 
771 + 
+ 43 = 1166 
6. 441 + 1 + 
= 470 

solve problems 
7. 
894 + 
+ 826 = 1725 
8. __________ 
+ 262 + 81 = 984 

involving 
9. 
941 + 339 + 
= 1334 
10. 623 + 83 + 
= 1456 

addition and 
11. 
= 1137 __________ 
12. __________ 
+ 498 + 253 = 763 

subtraction with 
13. 
+ 126 + 351 = 535 
14. 711 + 505 + 
= 1293 

__________ 

whole numbers 
15. 
989 + 
+ 930 = 1981 
+ 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: 





Missing Addends 2 
Adjust the difficulty of the 
whiteboards and 

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. 
sums based on ability level 
markers, paper and pencils 

Write the following examples on the board: 

1. 
15 + 31 + 
+ 49 + 2600 = 2819 
+ 91 + 86 + 151 + 2000 = 

2337 

3. 
6 + 10 + 68 + 
+ 2900 = 3146 
+ 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. 

whiteboards and 

3 
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. 
Adjust the difficulty of the sums based on ability level 
markers, paper and pencils 



 4705 = 4532 


= 29963 
4. __________ 
 10967 = 196 


= 9959 
6. 17563  
= 6592 
Sharon Tooney
8. 27144  = 16011 

__________ 

10. 11545  = 3030  2107 = 1600 

= 5557 

Cover them Up! 
Support: provide calculators 
Game board, game 

4 
This is a game for two players. Instructions: 
for students struggling with 
card, counters 

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: 
mental calculations 







the boxes then you can cover up the man / monkey standing on it by placing a counter over 

it. 



supposed to wear clothes anyway!) 

See attached number cards and game board. 

Variations: 



which make any number on the playing board. 



two cards which make up that number. 

Deal or No Deal 
Support/Extension: instead 
IWB, calculators, 

5 
This activity is designed to encourage students to use mental subtraction strategies to quickly and accurately determine the answer to subtraction algorithms. 
of using an IWB uses sets of differentiated cards and 
whiteboard and markers, paper and 

Using an IWB, the teacher provides an algorithm in a red box and an answer in a blue box: 
pencils 

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. 
place students in ability groups to play, with students rotating roles as the host to display cards. 

Variation: 


Students could play the same game using addition algorithms. 

10 
Revision and Assessment 
Sharon Tooney
ASSESSMENT OVERVIEW 
Sharon Tooney
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 
56 
2200 

84 
2500 
671 

850 
13 
8652 

1080 
673 
1492 

308 
90 
10 

15 
5613 
1806 

309 
309 
11 

22 
130 
8 
Sharon Tooney
3713 
1004 
230 

2334 
3344 
6012 

3000 
514 
519 

3102 
745 
32 

24 
567 
0 
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA
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 MA31WM › selects and applies appropriate problemsolving 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 MA32WM 
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'. 


› 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 MA36NA 
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 


Learning Across The Curriculum 
symbol that indicates the type of operation, eg +, –, × and ÷. 


Crosscurriculum 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 reallife 


estimate, speed, per, operations, order of operations, 
contexts 




grouping symbols, brackets, number sentence, is the same as. When solving word problems, students should be 
• 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 lefthand 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(169)=5x7 

is brackets [], eg 360÷[4x(2011)]. 
=35 

3+[20÷(95)]=3+[20÷4] 

=3+5 

=8 

• apply the order of operations to perform calculations involving mixed operations & grouping symbols, without digital tech, eg 

32+24=344 

=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
CONTENT 
WEEK 
TEACHING, LEARNING and ASSESSMENT 
ADJUSTMENTS 
RESOURCES 
REG 

Select & apply Explore the use of 
Using Related Facts 
Support: provide concrete 
Whiteboard and 

efficient mental 
5 
Write the following facts on the board. 
materials and/or calculators 
markers, paper and 

& written 

and multiplication tables 
pencils 

strategies, & 

charts as a reference 

appropriate 
× 32 = 128 

digital 
8 × 32 = 

technologies, to 
× 32 = 512 

solve problems 


involving 
Explain that you were doubling each time. Ask the students to discuss in pairs how they 

multiplication & division with whole numbers brackets & the order of 
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 twodigit 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:


operations to write number sentences 
• 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 
Support: Use only twostep 
Whiteboard and 

6 
Discuss with students, their understanding of the order of operations as discussed last 
processes 
markers, paper and 

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: 
Extension: How many different equations can you 
pencils, calculators 

First rule: 
4 x 5 x (9 + 3) = 240 
The rule was: 
write that make 12 and use 

Second rule: 4 + 5 + 3 x 6 = 27 
at least three different 
Sharon Tooney
Sharon Tooney
Sharon Tooney
ASSESSMENT OVERVIEW 
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA
SUBSTRAND: Fractions and Decimals 2 
KEY CONSIDERATIONS 
OVERVIEW 

Background Information 
Compare fractions with related denominators and locate and represent 

OUTCOMES A student: › describes and represents mathematical situations in a variety of ways using mathematical terminology and some 
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, 
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


conventions MA31WM 
• compare & order simple fractions with related denominators using 

› selects and applies appropriate problemsolving strategies, including the use of digital technologies, in undertaking investigations MA32WM › gives a valid reason for supporting one possible solution over another MA3 3WM 
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 whole number parts separately from the fractional parts can lead to 
strategies such as diagrams, the number line, or equivalent fractions • find equivalent fractions by redividing 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 

› compares, orders and calculates with fractions, decimals 
difficulties, particularly where the subtraction of the 


and percentages MA37NA 
fractional parts results in a negative value, eg in the 
• write fractions in their 'simplest form' by dividing the numerator & the 

Learning Across The Curriculum 
denominator by a common factor 

calculation of 2 
 1 
 
results in a negative value. 


Crosscurriculum priorities 
, 

Language 



Aboriginal &Torres Strait Islander histories & cultures Asia & Australia’s engagement with Asia 
time 


Students should be able to communicate using the following 

Sustainability General capabilities 
language: whole, equal parts, half, quarter, eighth, third, sixth, twelfth, fifth, tenth, hundredth, thousandth, fraction, numerator, denominator, mixed numeral, whole number, 
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



Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability 
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, 
involving mixed numerals easier 


sale price. 
• solve word problems involving the addition & subtraction of fractions 

where 1 denominator is the same as, or a multiple of, the other 

The decimal 1.12 is read as 'one point one two' and not 'one 
• multiply simple fractions by whole numbers using repeated addition, leading to a rule 

point twelve'. 
Find a simple fraction of a quantity where the result is a whole number, 

Other learning across the curriculum areas 
The word 'cent' is derived from the Latin word centum, meaning 'one hundred'. 'Percent' means 'out of one hundred' 
with/out the use of digital technologies (ACMNA127) • calculate unit fractions of collections, with/out the use of digital tech 

Civics & citizenship Difference & diversity Work & enterprise 
or 'hundredths'. A 'terminating' decimal has a finite number of decimal 



places, eg 3.25 (2 decimal places), 18.421 (3 decimal places). 
• calculate a simple fraction of a collection/quantity, with/ out the use of digital technologies 




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 



• 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 



• solve word problems involving the addition & subtraction of decimals, with/out the use of digital tech, including those involving money 





Multiply decimals by whole numbers & perform divisions by nonzero whole numbers where the results are terminating decimals, with/out the 

use of digital technologies (ACMNA129) • use mental strategies to multiply simple decimals by singledigit 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 1digit 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 



Make connections between equivalent fractions, decimals and percentages 

(ACMNA131) 

• recognise that the symbol % means 'percent' • represent common percentages as fractions & decimals 





• represent simple fractions as decimals & as percentages 



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 



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 
, , 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: 


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 
= =

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 


of digital 


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 

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 

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 

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, 


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 


by powers of 10 


Make 


connections 

between 


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 


one decimal place whilst 
pencils, conversion 


others can be introduced to 
charts 


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: 



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
Sharon Tooney
Sharon Tooney
0.5 
0.2 
0.3 
0.07 
0.1 

0.75 
0.03 

0.6 
0.4 
Sharon Tooney
MATHEMATICS PROGRAM PROFORMA
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 MA31WM › selects and applies appropriate problemsolving 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 wholenumber 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 MA32WM 
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 MA312MG 
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 

Crosscurriculum 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 

