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You are on page 1of 5

Term: 1

Mathematics

Unit: 10

Outcomes:

selects and applies appropriate strategies for multiplication and division, and applies the order of operations to

calculations involving more than one operation MA3-6NA

describes and represents mathematical situations in a variety of ways using mathematical terminology and some

conventions MA3-1WM

selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking

investigations MA3-2WM

gives a valid reason for supporting one possible solution over another MA3-3WM

Content:

use mental strategies to multiply and divide numbers by 10, 100, 1000 and their multiples

solve word problems involving multiplication and division, eg 'A recipe requires 3 cups of flour for 10 people. How many

cups of flour are required for 40 people?'

use appropriate language to compare quantities, eg 'twice as much as', 'half as much as' (Communicating)

Key Ideas

Teaching and Learning

Resources Assessme

nt

Use and record a

range of mental

and written

strategies to divide

numbers with

three or more

digits by a onedigit operator,

including problems

that result in a

remainder

Ignition activities

Studyladder

Targeting

Maths 6

p.111

https://www.studyladder.com.au/teacher/resources/browse?

course=3§ion=34&outcome=7045

Shopping

brochures

Explicit Teaching

Revise divisor, dividend, quotient

PreAssess

Reg

n

Number Patterns

https://www.studyladder.com.au/teacher/resources/activity?

activity_id=4214

Students are given a table such as:

Post

Assess

They are asked to continue the pattern and describe the number pattern

created.

Language

Students should be

able to communicate

using the following

language: multiply,

multiplied by,

p roduct,

multiplication,

multiplication facts,

area, thousands,

hundreds, tens,

ones, double,

multiple, factor,

divide, divided by,

quotient, division,

halve, remainder,

fraction, decimal,

equals, strategy,

digit, estimate,

speed, per,

operations, order

of operations,

grouping symbols,

brackets, number

sentence, is the

same as.

Students are encouraged to create further number patterns and are given

access to a calculator. Further number patterns could include:

what happens if you multiply a number by a multiple of ten?

what happens if you divide a number by a multiple of ten?

can you devise a strategy for multiplying by a multiple of ten?

can you devise a strategy for dividing by a multiple of ten?

Select and use efficient mental and written strategies, and digital technologies, to

divide whole numbers of up to four digits by a one-digit divisor, including where

there is a remainder. Estimate solutions to problems and check to justify solutions

For example:

2)1336 4)3800 4)3100 5)2910 (without remainders)

6)2447

Differentiat

ion

Students collect supermarket brochures advertising weekly sales. Students investigate prices

(eg 4 ice-blocks for $2.95 or 6 ice-blocks for $3.95), in order to recommend the best buys.

Possible questions include:

can you explain the best buy? Why is it the best buy?

how did you work it out?

is there a better strategy you could use to work it out?

Variation: Students collect a variety of brochures and rate prices according to value for money.

Year 6

Term: 1

Mathematics

Unit: 10

Outcomes:

describes and represents mathematical situations in a variety of ways using mathematical terminology and some

conventions MA3-1WM

selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking

investigations MA3-2WM

gives a valid reason for supporting one possible solution over another MA3-3WM

Content: Newmans Analysis Steps for solving problems, Constructing a table, chart or graph strategy

Key Ideas

Ignition Activities

Interactive multi step problems

Resources

Imaths 6

p.134-135

Assessment

Pre-Assess

http://uk.ixl.com/math/year-6/multi-step-word-problems

Explicit Teaching

Draw a table strategy

Jigsaw Maths

7

p.9-10

https://www.teachervision.com/math/problemsolving/48897.html

The make a table, chart or graph strategy involves drawing a

table with rows and columns or a graph with vertical and

horizontal axes. Representing the information in a table or graph

may help see the answer more clearly.

Post Assess

Differentiation

Language

Model drawing a table for the following problem Jigsaw

Maths 7 p.9

Mosh visits the library every 4th day and Rainbow every 3rd day.

The last time they visited the library together was Friday 13 th.

Regn

What will be the day and date when the two meet at the library

again?

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