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LESSON PLANS: AUSTRALIA
Contents
Year 1 Year 5
Number 01 Number and Algebra: 35
Repeating Patterns
Patterns 03
Measurement and Geometry: 37
Measurement and Geometry 05
Measuring Length
Measurement and Geometry: 39
Year 2 24 Hour Time
Number 07
Statistics and Probability: 41
Patterns 09 Introduction to Probability
3D Objects 11
Data 13 Year 6
Multiplication 15 Patterns and Algebra: 43
Patterns
Year 4
Number and Place Value: 23
Number Properties
Number and Algebra 25
Number and Algebra: 27
Number and Place Value
Number and Algebra: 29
Using Pattern Blocks to Teach Fractions
Measurement and Geometry: 31
Symmetry
Measurement and Geometry: 33
Area
LESSON PLANS: AUSTRALIA
Year 1: Number
45 MINS
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ASSESSMENTS
Introduction to Lesson 10 MINS Observation
Participation
Teacher Background: Reviewing completed Lady Bug Crawl
student worksheet.
Play video from Lady Bug Crawl, located in
Mathletics Teacher Console > eBooks.
This will initiate the thought process based on a visual for ACCOMMODATIONS/
computational learning. Pause during the questions asked in the video.
MODIFICATIONS
Concept search number line for
Ask students for further extension: addition.
Why was it more useful to move 2 lady bugs than just 1? Students who are having difficulty
could be given smaller numbers or
Why was the total of 14 the same in both of your number
asked to find fewer combinations.
sentences?
Manipulatives
Could you have predicted that? How would the number sentences
have been alike and different if 6 lady bugs had crawled from the
right to the left?
EXTENSION OF LEARNING
Problem Solving game
Curriculum activities
Live Mathletics Level 12
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LESSON PLANS: AUSTRALIA
Year 1: Number
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Display Lady Bug Crawl interactive on interactive whiteboard. Have the students show/share LADY BUG CRAWL
the number sentences they created.
Prompt questions:
- How many lady bugs are on each leaf at the start?
- At the end?
- How did the two numbers you started with change?
- Why couldnt both numbers increase?
Number
- Why couldnt both decrease?
love learning with
Reinforcement: Have the students complete curriculum activities in the Student Console. Go to Addition and
Subtraction.
Suggested activities are:
- Adding to Ten
- Adding to make 5 and 10
- All about Ten
- Adding to 10 Word Problems
Extra-time activity/cross-curriculum activity: Have the students create as many of their own problems using
construction paper with bugs or animals as the visual.
45 MINS
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LESSON PLANS: AUSTRALIA
Year 1: Patterns
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Centres
Background for teacherYou can add more centres to the ones indicated below. For the eBook centre, please review
which pages you would like the students to complete. Depending on how much work students can get done with
each centre, centre rotation can be about every 10 minutes. Groups will vary depending on class size.
45-50 MINS
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LESSON PLANS: AUSTRALIA
Year 1: Measurement and Geometry
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Rainforest Maths
On your interactive whiteboard, click on the Demonstrations tab within the Mathletics Teacher Console. Click on the
Rainforest Maths icon. Click on Year 1 and start off with the Length game.
The game will display bugs and how long they are using various objects. Display the first picture and have the
students guess how many paper clips long the bug is. Students can write down their answers on paper. Have a
student come up and drag the paper clips to find the answers. Discuss what their answers were and how they
determined that number and what strategies they used.
You can carry on with other bugs by clicking on the More bug at the bottom right corner. This activity can be
continued as a teacher-led activity, or students can work in pairs on computers to complete it.
Extra-time activity/cross-curriculum activity: Pick an object in the schoolit could be something in the hallway,
schoolyard, or principals office. Have the students decide on a measurement tool such as counters, snap cubes,
or paper clips. Discuss with students some strategies for choosing the correct measurement tool for the item they
want to measure. For example, if they want to measure a canteen window, would they use counters, pencils or their
hands? Have the student predict the length and then confirm it. Students can record this in their maths journals.
45 MINS
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LESSON PLANS: AUSTRALIA
Year 2: Number
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eBook: 3 Ribbons
Display the 3 Ribbons eBook on the interactive whiteboard. Within the eBook, click on the interactive on the far
right. Click on the See Question tab. Discuss some strategies students can use to solve the problem. Teachers
can access Problem Solving strategies under eBooks, Problem Solving tab on the far right. Once you click on the
Problem Solving tab, there will be three books to choose from. For year 2, click on the Level 1 Problem Solving
booklet.
The strategies discussed in the Problem Solving eBook are; Read, plan, work and check, Draw a diagram, Look for
patterns, Act it out, Trial and error, Make a list, Estimation, Work backwards, and Open ended. Discuss strategies with
students and allow them to work in groups/pairs to solve the problem.
45 MINS
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EXTENSION OF LEARNING
Problem solving games
Curriculum activities
Explore Rainforest Maths
Live Mathletics
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LESSON PLANS: AUSTRALIA
Year 2: Patterns
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Discover: Hand out Problem Solving worksheet from eBooks. This is located in
Teacher Console > eBooks > Problem Solving > Level 1.
The worksheet is located under Open-ended worksheet 6. This worksheet will allow students to solve a problem based
on the scale being balanced/equal. Have students record their answers. Open class discussion about answers and
strategies.
Extension questions:
- What if we wanted to make the scale unbalanced or unequal?
- What if we doubled the pile of books? What pile of books can be added to
balance it now?
- Can you create this problem only using numbers?
- What would that look like?
- What symbols can we use while solving this problem?
Ask students to flip the page over and create their own problem using pictures. The
answer can be either equal or unequal.
Explore: MathleticsStudents can explore within Mathletics. They should focus on Rainforest Maths, Years 2 and 3,
Algebra; Concept Search, Problem Solving and Balance.
Reinforcement: eBooksStudents are to complete the pre-selected pages. Teacher can place manipulatives to help
support various learning styles. Recommended pages: Year 2/Patterns and Relationships, pages 1825 and
Year 3/Patterns and Relationships, pages 13-18.
Extra-time activity/cross-curriculum activity: Students can create their own balance scale. This is created with a
hanger, placing a cup attached to string on each end of the hanger. Students can compare various objects in the
classroom and record what is equal and unequal. They should record their number sentences using the correct
symbols.
45 MINS
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Year 2: 3D Objects
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45-50 MINS
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LESSON PLANS: AUSTRALIA
Year 2: Data
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Centres
Background for teacherYou can add more centres to the ones indicated below. For the eBook centre, please review
which pages you would like the students to complete. Depending on how much work students can get done with
each centre, centre rotation can be about every 10 minutes. Groups will vary depending on class size.
o Centre 2: eBookspage 1416 in the Year 1 Chance and Data student booklet.
Student can work in pairs or complete individually.
Extra-time activity/cross-curriculum activity: Collect Mathletics certificate data. Have the students collect the
Mathletics certificates they earned. Brainstorm as a class, the best way to display this data in the classroom.
Students can create their own pictures of the certificates they earned and place them on the classroom chart. This
chart can be updated throughout the year!
45 MINS
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LESSON PLANS: AUSTRALIA
Year 2: Multiplication
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On the interactive whiteboard bring up the Build a Number interactive for the class by going to Teacher Console
> eBooks > Year 3 > Build a Number and clicking on the interactive on the far right. The interactive will display the
base ten blocks on the left side; double click on each one and it will be added to the center of the screen. Have the
students come up and share some of the solutions they found, along with a strategy they used to solve this problem.
As each group comes up and shares, click the store button, which will store the solutions on the right side. After all
the groups have shared, review all the solutions.
45 MINS
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EXTENSION OF LEARNING
Problem solving from the student
Mathletics centre
Curriculum activities
Explore Rainforest Maths (Year
3, Patterns and Algebra) within
Mathletics
Students can play Live Mathletics.
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LESSON PLANS: AUSTRALIA
Year 3: Patterns
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Centres
Background for teacherYou can add more centres to the ones indicated below. For the eBook centre, please review
which pages you would like the students to complete. Depending on how much work students can get done with
each centre, you can rotate about every 10 minutes. Groups will vary depending on class size.
Extra-time activity/cross-curriculum activity: Things That GrowStudents create artwork of things that grow.
Students can paint or use construction paper to display this artwork. They are to create a few stages of the thing, to
show how its growing. For example, a student can display the first stage of a flower growing without petals, the next
image with 3 petals, the next image with 6 petals and so forth.
45 MINS
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EXTENSION OF LEARNING
Curriculum activities
Explore more in Concept Search and
Rainforest Maths
Live Mathletics
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LESSON PLANS: AUSTRALIA
Year 3: 3D Objects
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Rainforest Maths
Investigate: Rainforest MathsStudents are to investigate further within Rainforest Maths. Have students work
with partners.
Teachers can encourage students to record their information in the maths journals.
Direct them to click on Rainforest Maths > Grade 3 > 3D shapes.
There are several options for them to explore. Students can review 3-D shapes first by clicking on the 3D and
About icons on the left side and then carrying on with the other areas.
After students have had time to explore, have them share the information they found with the class.
Apply: eBooksHave students complete the student pages within the eBooks >
Year 3 > Space and Shape. Recommended pages are 1424.
45-50 MINS
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If teachers have not introduced the term Data, the concept can be ACCOMMODATIONS/
reviewed within the Demonstrations tab from the Teacher Console. MODIFICATIONS
Ask students: Create mixed ability groups and
What are some ways we can display data? assign students with certain roles.
How can we collect the data? Provide students with certain
What are some types of graphs? resources to limit research.
The graphs the students are going to research are tally marks, charts, Provide visual models of the graphs
lists, bar graphs, and line plots. Have the students fill out a KWL chart and questions.
before they start.
EXTENSION OF LEARNING
eBooks for Year 3 Chance and Data
pages 1021.
Curriculum activities
Explore Rainforest Maths, Year 3:
graphs.
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LESSON PLANS: AUSTRALIA
Year 3: Data
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Research
Background for teacherThe first part of the lesson will introduce the graphs/charts that students will research. In
the second part of the lesson, students will collect and create a chart based on the types researched.
Before starting the lesson: Discuss ways students can display their research, such as posters, journals, pictures. For
this project teachers can implement requirements for students: for example, they need to define all the charts, must
have pictures, indicate what data is best represented in each chart. Students can work in pairs or groups.
o For the research, students can explore within Mathletics Student Console.
Encourage students to research in the Mathletics Student Console under Concept
Search and Animated Maths Dictionary.
o In the second part of the lesson, students collect data and represent that data in
one of the charts they researched. They must create a question about Mathletics.
For example What is your favorite parts of Mathletics? What is your favorite item
to buy with credits? What countries have you played against in Live Mathletics?
What Times Table Toons video do you like the most? What types of certificates
have you earned?
o Show and share after all charts and data are completed.
Extra-time activity/cross-curriculum activity: Provide each group of students with a bag or M&Ms or Skittles. Have
the students sort and display their data in the graph they think would work best.
Ask students to devise some questions about the data, then swap the questions with their peers. For example, how
many more red ones were there than green ones.
45 MINS
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LESSON PLANS: AUSTRALIA
Year 4: Number and Place Value
Number Properties
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45 MINS
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LESSON PLANS: AUSTRALIA
Year 4: Number and Algebra
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45 MINS
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LESSON PLANS: AUSTRALIA
Year 4: Number and Algebra
Number and Place Value
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Teacher Background:
Students should have created their own place value charts prior to this lesson, or they should be given a handout of a
place value sheet.
45 MINS
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LESSON PLANS: AUSTRALIA
Year 4: Number and Algebra
Using Pattern Blocks to Teach Fractions
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45-55 MINS
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LESSON PLANS: AUSTRALIA
Year 4: Measurement and Geometry
Symmetry
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Centres
Teachers can add more centres to the ones indicated below: for example, the main resource used in the classroom.
For the eBook centre, please review which pages you would like the students to complete. Depending on how
much work students can get done with each centre, rotation can occur about every 10 minutes. Groups will vary
depending on class size.
o Centre 1: Symmetry FoldingGo to eBooks > Year 4 > Space, Shape and Position and print out page 8. Students
should have two copies of this page. For question 1, students need to cut out the shapes and fold in half as many
times as they can. They can then draw as many lines of symmetry as the shape has on their second copy of that
page.
Ask students: Can we fold the shape any way we want? Why do we have to fold it in half? How do you know this
is a line of symmetry? What makes it symmetrical? If there is time, have students complete the symmetrical
challenges on page 9 of the same eBook.
o Centre 2: Maths Journals/Word Wall CreationHave students log in to their student consoles and look up
symmetry, parallel, perpendicular, 3D object, vertices, edges, transformation, tessellation, rotation, etc. in Concept
Search and Animated Maths Dictionary. If using journals, students should write down their own definition of the
word, an example, and a picture. If journals are not used in your classroom, students can generate a word wall of
specific terms and concepts that will be covered during this unit. Each group can be responsible for 13 words to
look up on Mathletics, and find a definition, example, and picture to add to the word wall. Students can write these
on blank pieces of paper or index cards and add them to the bulletin board. Note: If laptops are not available for
all students, have groups explore these concepts on the interactive whiteboard using the teacher login.
o Centre 3: Rainforest Maths/ActivitiesStudents should log in to their Student Console and work in Rainforest
Maths for review and practice. Have students work on Year 3 for review, and then try Year 4: 2D shapes. On
the left-hand side, there are different sections they can try. Once they feel comfortable, students should begin
completing curriculum activities in Shape and Space.
Suggested activities: Are you Ready, Symmetry or Not?, and Symmetry. This will give you a good understanding of
where students are currently at and allow students to practice what has been introduced today.
Students should find objects in the classroom that have lines of symmetry.
Have them trace with their hands where the line of symmetry could be.
Challenge students by asking them: Can you find an item that has more than 1 line of symmetry? What shape could it
be? Can you find an irregular polygon? Do you think this shape/object will have a line of symmetry? Where can you find
symmetry on your body? Is it perfect symmetry?
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ASSESSMENTS
Collect and assess Claim Your Path
Introduction to Lesson 10 MINS group handouts.
Check Results section for curriculum
activity marks
Teacher Background:
Log in to ACCOMMODATIONS/
Teacher Console > Demonstrations > Concept Search. MODIFICATIONS
Ability/levelled groups.
Type Area into your Search bar.
Encourage students to use the
Ask students: Something Easier or Something
When would we need to measure area? Harder options when completing
How could you measure the area of the classroom? curriculum activities.
What units of measurement would work best?
Estimate the area of your desk. EXTENSION OF LEARNING
What unit of measurement did you use?
Have students draw a room with its
Students should determine a definition of area in their maths dimensions. Students should include
journals or add to a Maths Word Wall. pictures, rugs, windows and other
objects where the perimeter and area
can be determined.
Rainforest Maths: additional area
and perimeter practice. Encourage
students to try a year level above or
below based on their ability.
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LESSON PLANS: AUSTRALIA
Year 4: Measurement and Geometry
Area
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AreaSquare Centimetres
Hand out grid paper to students. Students can use their pencils to shade in irregular polygons or use blocks to fill
in the shape. Use page 16 of the Length, Perimeter and Area eBook. Display the questions on the board and have
students create as many different shapes as they can with the proposed area.
Prompt students by asking: How many different polygons can have an area of 8 square centimetres? What if
all sides had to be equal in length? Can you make an irregular polygon? How could we determine the area and
perimeter of one of your polygons?
45 MINS
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EXTENSION OF LEARNING
Curriculum activities
Year 5 eBook Patterning and
Algebra, Patterns and functions
additional pages.
Rainforest Maths Year 5: Number
Sequences for extra practice.
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LESSON PLANS: AUSTRALIA
Year 5: Number and Algebra
Repeating Patterns
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45 MINS
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ASSESSMENTS
Observations
Introduction to Lesson 10 MINS Participation
Curriculum activity marks (found in
Teacher Background: Results)
Log in to your Have students initial their sticky notes
Teacher Console > Demonstrations > Concept Search. for assessment.
Type Length into the Search bar. Review perimeter and area with
ACCOMMODATIONS/
students. Search different units of measurement in Concept Search MODIFICATIONS
and Animated Maths Dictionary.
Ability groups
Ask students:
Encourage students to use the
When it is appropriate to use specific units of measurements.
Something Easier and Something
When would we use centimetres as our unit of measurement?
Harder sections of curriculum
When would it be appropriate to use metres?
activities.
Have students estimate different lengths in the classroom.
Allow students to work in a year level
Ask students: above or below in Rainforest Maths.
How did you know what unit of measurement to use?
Was your estimation close to the actual length/height?
Why or why not? EXTENSION OF LEARNING
Record information on a KWL chart.
Problem Solving
NOTE: Teachers should show students a variety of manipulatives Use scales for measurement in
they can use during the measurement unit. Scales, rulers, metre science.
sticks, links, tape measures, measuring cups, pedometers, etc.). Design a recipe with students. Use
Have students brainstorm real-life examples of when you would use different types of measurement within
these measurement tools. the recipe. Ask students to convert
measurements where necessary.
eBook: Year 5, Length, Perimeter and
Area, Units of length
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LESSON PLANS: AUSTRALIA
Year 5: Measurement and Geometry
Measuring Length
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Cross-Curriculum Activity: Students can measure and record their height and their body parts
during phys. ed time. They can measure different objects and physical activities (i.e., distance
jumped, length of the gymnasium, length of strides when walking, etc.).
50 MINS
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ASSESSMENTS
Introduction to Lesson 10 MINS Observations
Collaborative/group work
Teacher Background: Collect and assess time wheel.
Students should be familiar with reading and using a 12-hour clock
prior to this lesson. ACCOMMODATIONS/
Display on interactive whiteboard the word Time. Have students MODIFICATIONS
write down all of their ideas about time on chart paper. They can Allow students to make their own
draw pictures or write words and numbers to represent what time clocks with both 24-hour and 12-hour
means to them. time intervals. Students can use this
Prompt students: as a maths manipulative.
How do we measure time? Encourage students to click on
What types of time are there? Something Easier and Something
When/Where do we use time? Harder within the Mathletics
Discuss a variety of answers. Introduce 24-hour time and curriculum activities.
when we generally measure time using the 24-hour clock.
EXTENSION OF LEARNING
Log in to the
Teacher Console > Demonstrations > Concept Search. Measure time in phys. ed and record
with a stop watch. Students can
Type Time into the Search bar. Display on the interactive
then determine total elapsed time to
whiteboard the 12-hour clock and review with students. Then click
complete an activity.
on the 24-hour clock and explain how to convert the time.
Year 4 and 5 time sections in
Ask students questions like, Rainforest Maths for extra practice
What type of activity would you do at 18:00?
What types of activities would you not do at 23:00?
What could be done between 9:00 and 13:00?
How much time has elapsed?
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LESSON PLANS: AUSTRALIA
Year 5: Measurement and Geometry
24 Hour Time
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45 MINS
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EXTENSION OF LEARNING
Curriculum activities
During Science, have students
determine the outcomes of an
experiment.
Have students create tree diagrams
during language arts.
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LESSON PLANS: AUSTRALIA
Year 5: Statistics and Probability
Introduction to Probability
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Problem Solving
To begin having students think about possible outcomes, start with a combinations problem solving game. Go to
Demonstrations > Problem Solving > Combinations > l-scream Lady game.
Students should take turns coming up to the interactive whiteboard and determining a possible combination. At the end,
ask students: How many different combinations are there? If all the ice cream cones were in a freezer and I pulled one
out, what would be my chances of having one with chocolate? mango? How would we represent this as a fraction? How
else could we organise this data? Am I more likely to get an ice cream with chocolate or strawberry?
You can also try the Monkey Matters game under Data in Problem Solving. This will introduce students to a tree
diagram and how to record possible outcomes using this method.
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LESSON PLANS: AUSTRALIA
Year 6: Patterns and Algebra
Patterns
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45 MINS
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ASSESSMENTS
Introduction to Lesson 10 MINS Have students use self and peer
assessment for the Hand it over
Teacher Background: activity.
Log in to Mathletics
ACCOMMODATIONS/
Teacher Console > Demonstrations > Concept Search. MODIFICATIONS
Search Protractor in the Search bar. Have students interact with the Have students work with levelled
protractor to measure angles. Ask students to draw a shape that has groups or partners.
this type of angle included in it. Use this activity as a rotation.
Have students use their arms for the sides of the angle. 1st station: Measuring angles on the
interactive whiteboard.
Ask students, 2nd Station: Hand it overactivity in
- Can you make a 90 angle with your arms? eBooks
- Can you construct an angle greater than 90? 3rd Station: Constructing polygons
- What happened to your arms?
- What do we call and angle that is larger than 90?
- What about when it is less? EXTENSION OF LEARNING
- How do we properly measure an angle?
Have students complete the paper-
folding activity in the Grade 6 eBook
Geometry, Lines and Angles, question 1.
Grade curriculum activities: Shape and
Space-Angles: Classifying Angles, What
Type of Angle? Labelling Angles and
Measuring Angles.
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LESSON PLANS: AUSTRALIA
Year 6: Measurement and Geometry
Angles
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Constructing Polygons
Search polygons in Concept Search. In Mathletics Teacher Console > Demonstrations >
Concept Search click Concept Search again. Type polygon into Search bar.
Review what makes a shape a polygon. Discuss what types of angles are present in
different polygons. Review acute, obtuse, straight and right angles again.
Ask students:
- What polygon could you draw with one 90 angle?
- What polygon could you draw with one acute angle?
- What polygon could you draw with two different types of angles?
Students can draw these independently, in small groups, or collaboratively on the
interactive whiteboard.
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ASSESSMENTS
Group work
Introduction to Lesson 10 MINS Oral presentation
Review graphs
Teacher Background:
Students should have prior knowledge of graphing from year 5. ACCOMMODATIONS/
Conducting surveys, recording data in line graphs should have been
MODIFICATIONS
taught prior to this lesson. This lessons main focus is understanding, Create ability or levelled groups.
interpreting data, and drawing conclusions from graphs. Data disaster problem could be done
individually and assessed.
To introduce how to properly read and interpret data from a line Give students the option to submit
graph, show students the video Introducing Distant Time Graphs. their work or do an oral presentation.
Log in to your Have students watch the video
Teacher Console > Toolkit. together at the beginning of class.
Type line graphs into your Search bar. Click Presentations tab on the Allow students to formulate questions.
left side. Choose Introducing Distant Time Graphs. This video will Lead your lesson by following their
introduce students to a line graph and how to set up a vertical and inquiries.
horizontal axis with a proper scale. Pause during the video to discuss
what is being shown on the line graph. Ask students, Why do we use EXTENSION OF LEARNING
this scale for time? Is there another range we could use? Where is
the highest point on the graph? Why do you think they chose this Mathletics Year 6 eBook: Data
measurement? Tell a story about how this data could have been Representation, Collecting and
collected. analyzing data, p.30, or Types of
graphs 3, p.12
NOTE: There are a variety of other videos related to interpreting Assign curriculum activities
graphs, scatter plots, and other areas of data management you can Rainforest Maths, Grade 6. Data, line
explore with your students. graph
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LESSON PLANS: AUSTRALIA
Year 6: Statistics and Probability
Creating, Understanding and Interpreting Line Graphs
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