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# Year 6

Term: 1

Mathematics
Unit: 10

## Substrand: Multiplication and Division

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

Targeting
Maths 6
p.111

course=3&section=34&outcome=7045
Shopping
brochures
Explicit Teaching
Revise divisor, dividend, quotient

PreAssess

Reg
n

Number Patterns
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:

## Possible questions 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?

## 3 and 4 digit division

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

## Value for Money

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

## Working Mathematically- Problem Solving

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

## Teaching and Learning

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?