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Mathematics Weekly Planner - Year 6

Term 4 Week 9 Date 28/10/2016


Learning BIG IDEA: Number and Algebra
Intention Strand: Patterns & Algebra
Elaboration: Explore the use of brackets and order of operations to write number sentences (VCMNA220)

Outcomes: Understand and describe correct order of mathematical operation rules used to solve a variety of number
sentences.
Describe rules used in sequences
SC:

Understand and apply BIDMAS in order to complete number sentences involving multiple operations

Generate number sentences using range of different operations

Explain solution processes with reference to BIDMAS to justify answers

Language Order of operations, BIDMAS, multiplication, division, brackets, indices, powers, subtraction, division,
: number sentence

Tool time/Mini Lesson/Whole Class Independent Activities: Workshops Share Time


Focus

Monday SCHOOL ATHLETICS DAY

Tuesday WALT: Use order of operations to solve WALT: Use order of operations to Students who have Students
basic number sentences solve basic number sentences difficulty understanding solutions
mini lesson will be pulled justifying
Who remembers learning about order Students will complete the number aside for additional help processes using
of operations? sentences below showing workings Bidmas rules
If I have a number sentence like so.. and write a sentence underneath Teacher will work
6+3x4 about how they solved through basic number
Ask students to solve this in their EG: Brackets first, then sentences
books multiplication
Ask student to share their answer
Did anyone else get a different (20 5) x 10 =
answer? 6 x (2 + 5) 9 =
Why might we get different answers (100 12 x 3) 4 =
for the same question? 4x8x22=
200 4 5 =
Order I solve in will change my answer (10 7) x 52 x 6 =
there is a correct way! 52 + (7 + 9) 4 =

https://www.youtube.com/watch? Teacher will check in with students


v=dAgfnK528RA as they complete these
Stop at 2:01
Extension Activities
Recap briefly on video
What are order of operations and why Add brackets to make the equation
do we need them? true
4 + 6 x 9 38 = 52
A set of rules which tell us the order to 17 + 3 + 5 x 4 = 16 7 + 8 x 5
complete an equation
Complete the following trail with 3
Who remembers the acronym we use different numbers
for these rules? BIDMAS
1. Multiply by 2
Teacher writes acronym on the board 2. Add 8
and discusses each letter 3. Subtract 10
4. Add 5
BIDMAS = acronym used to remember 5. Subtract 8
the order of operations 6. Add 5
7. Divide by 2
Brackets: complete anything in
What did you discover?
brackets first
Indices: powers Do you know why?
What are powers? What do they
represent? *Throughout time teacher will have
There are a way of writing repeated students share answers and discuss
multiplication solution methods

2
EG: 4 = 4x4

43 = 4x4x4

DM: division and multiplication.


AS: addition and subtraction.

Brackets
Used to group numbers together
Any operations inside these groups
must be completed first

10 x (4 + 5)
Which part should we complete first?
10x9 = 90

Indices
3x 52
3 x 25
= 75

Multiplication & Division


These are tied for importance so if
both appear in an equation the rule is
to work from left to right
40 4 x 5 =
10 x 5 = 50

Would my answer be different if I


worked from right to left?

40 20 = 2
Addition & Subtraction
Also tied for importance, left to right
rule
4+67+3
10 7 = 3
3+3=6

Recap order of operations by solving


2
5 (3+2) + 5
5 x 6 + 5x5
5 x 6 + 25
35 + 25 = 60

Wednesda WALT: Solve number sentences using Students complete the following Students who Students
y BIDMAS both with and without number sentences demonstrated some solutions
technological support difficulty are to work on justifying
36 9 x 4 + 6 = 22 the floor with teacher processes using
Teacher demonstrated how answers (32 4) x 5 x (10 + 22) = Bidmas rules
vary using different calculation 100 + (7 x 4) 18 = Alysha
systems 92 52 + 2 x 0 = Sienna
Present the problem 100 (5 x 2 x 3) = Luke
320 (4 x 5) x 10 + 22 =
3x2 + 12 3
Solve as a class Harder Sentences
72 x (83 + 79) 14 =
To check teacher asks student to use a
(134 + 255) x 12 182 13 =
normal calculator
Who thinks they know why there is a Choose one of the following:
miscalculation?
Ask different student to solve using By adding one pair of brackets make
phone Phones gives right answer as many different answers to this as
Why might this be? you can
3+4x862
Most calculators arent programmed
for Bidmas By adding one pair of brackets make
as many different answers as you
If calculator doesnt know about can
Bidmas, how do you think it solved the 40 + 30 x 20 10 x 5
equation?
EG: 3x2 + 12 3 Using two pairs of brackets make as
many different answers as you can
6 + 12 3
4+5x862+3
18 3 = 6
Extension
Brackets Choose 4 numbers between 1-12.
(5-3) + (6x2) Make as many different equations
How do I know which to complete first? as you can using these numbers
and solve them
We work from left to right. So long as
we ensure we do what is inside the
brackets before anything not inside
brackets

Indices
2
( 3 x 4) + 6
Where should I begin?
We simplify indices first (to complete
brackets first we need to complete
operations inside it)
(3x3 x 4) + 6
(9 x 4) + 6
36 + 6 = 42
Multiplication & Division
4+5x862
There are 4 operations happening
here, what are they?
Who can tell me what I would do first
in this number sentence?
How do we know this?
Solve this part
What next?

Addition & Subtraction


12 + 4 3 + 8
Where would I begin to solve? Why?

Thursday No Maths
Tuesday WALT: Apply order of operations to Small group Students
perform calculations involving mixed Solve these number sentences Olivia solutions
operations Alysha justifying
Add brackets to make each equation processes using
Sienna
BIDMAS written on whiteboard true Bidmas rules
Dante
28 + 16 x 2 4 2 = 58
77 11 + 19 x 3 = 64 Nick
Demonstrate square root?
https://www.khanacademy.org/math/pr 14 x 4 36 6 + 4 x 25 = 150
e-algebra/pre-algebra-exponents-
radicals/pre-algebra-square- a) 16 8 + 8 x 4 = 17 + 3 +
roots/v/understanding-square-roots
5x4
b) 4 x 7 9 + 15 = 6 + 3 x 8 +
What happens if I have division and
4
multiplication in a sum and
c) 10 + 10 x 10 = 6 + 20 x 5 +
multiplication is first? Do I skip and go
4
over to division?
Same with addition and subtraction
Solve these number sentences
4 x (16 4) + (16 4) =
So we are going to work through this
to demonstrate our knowledge of
CHALLENGE:
BIDMAS and practice using long
Choose one of these 3 activities.
multiplication and division
Once you have completed one
select a second activity
Demonstrate long multiplication
Solve a number sentence like the final
Activity 1
extension activity
Complete the following trail with 3
different numbers
(167 + 243) x 12 182 24 =
1. Multiply by 2
2. Add 8
Addition
3. Subtract 10
4. Add 5
167 + 243
5. Subtract 8
How do we do long multiplication? 6. Add 5
7. Divide by 2

Multiplication What did you discover?


Do you know why?
410 x 12 182 24
Activity 2
Long Division By adding one pair of brackets make
https://www.khanacademy.org/math/ar as many different answers as you
ithmetic-home/multiply-divide/mult- can
digit-div-2/v/division-2 40 + 30 x 20 10 x 5

Why is long division useful? Using two pairs of brackets make as


It allows us to divide all kinds of many different answers as you can
numbers, including those that are 4+5x862+3
really big
Activity 3
Create 5 number sentences, each
4920 182 24 with the answer 100. Use addition,
subtraction, division and
multiplication. Indicate with
Substraction brackets which operations need to
205 182 be done first.

Solution 80 (15 x 3) + (13 x 5) = 100


23

Wednesda Recap BIDMAS Struggling students can Students share


y Students begin game complete activity in their high
Today we are going to use our die to pairs as a team scores. Which
form number sentences and then Check in with students to share pins were
solve these equations some solution processes easiest to
knock over?
Teacher asks a student to roll the dice Share who has knocked over the
4 times and will write these numbers most amount of pins
up on the board

Teacher asks students to each create


an equation in their books using these
4 numbers and various BIDMAS
operations (do not have to use them
all but always aim for at least 2)

Teacher calls 3 students to write their


equations on whiteboard one by one
(ensuring all are different)

Students will solve these equations as


a whole class

Instruct students on how to play the


game. Aim is to knock over the most
pins

INSTRUCTIONS: Roll dice 4 times, write


down each number. Using all 4
numbers and BIDMAS operations,
create an equation with an answer
that is one of the numbers of your
bowling pins

AIM: Try to knock over all the pins


Workbooks should be as follows

Frame 1: The numbers I rolled..


(Include workings)
Next to this draw pins as follows

At the bottom record the number of


pins knocked over.
At the end of the game add pins
knocked in each frame to find your
total