TERM/WEEKS: Term 3 Weeks 6-10 YEAR LEVEL: Year LEARNING AREA/TOPIC: Mathematics - Number

6
FORWARD PLANNING DOCUMENT
AUSTRALIAN CURRICULUM – MATHEMATICS
Learner Diversity: Students have been put in level of ability groups for maths number, in my class I have the advanced learners therefore for learner diversity there needs to be challenging activities as some
students are faster than others, and understand the rules quickly
General Capabilities:

Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural Understanding

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

AUSTRALIAN CURRICULUM TEACHING & LEARNING

WEEK/ SPECIFIC LESSON ASSESSMENT KEY
LINKS EXPERIENCES RESOURCES
LESSON OBJECTIVE (what & how) QUESTIONS
N&A M&G S&P (include learner diversity)
Prof
 Students will Work Samples and Learning intention: We are going to convert fractions to decimals. Cards of simple

Fluency
Understanding
be able to: marking – Teacher will Introduction: What is the smallest fractions such as 1/2,
read over students’ 1. Teacher will have a list of simple fractions written on the board and fraction? 1/3, 1/4, 1/5, 1/6, 1/8,
Identify the work and working out. students are to order the fractions from smallest to largest. What is the largest 1/10 and 1/100.
fractions that Teacher will check 2. Students will have to state the equivalent decimal to the fraction fraction? Maths number books.
match to the students’ answers and and give reasons. Order the fractions Maths is fun website
equivalent record correct answers 3. Teacher will state the learning intention and expectations. – this from smallest to and ICE-EM
decimals. in the checklist. was not emphasised well, students were not showing any working largest mathematics book with
Teacher will write a Lesson Steps: How can you write examples on how to
Use a method small comment on 1. Teacher will model a few methods on conversion of fractions to this fraction as a demonstrate methods
of their students’ work and decimals and recommend which method to use depending on the decimal? and questions to
choosing to what they can improve fraction. What is the complete:
convert proper, on for next lesson. 2. Method one: divide the top number by the bottom number and use equivalent decimal https://
mixed or long division to solve. to this fraction? www.mathsisfun.com/
worded Observation – When 3. Method two: find a number you can multiply by the bottom of the What can you converting-fractions-
fractions to the teacher is fraction to make it 10, or 100, or 1000, or a 1 followed by 0s. multiply the bottom decimals.html
decimals and observing students’ Multiply both top and bottom by that number then write down the number by to make https://
Week 6 show their participation and top number, putting the decimal point in the correct spot it 100? www.mathsisfun.com/
Lesson 1 working. contributions to the 4. Method three: know the equivalent decimals to simple fractions What is ninety- worksheets/
lesson, activities and e.g. ¼ is 0.25 or 1/8 is 0.125, and multiply the decimal by the seven one- decimals.php
Tuesday ACMNA
Match a class discussions, the numerator. hundredths as a
131
27/8/2019 decimal to a teacher will record 5. Method four: identifying the fraction through place value to find the fraction and PowerPoint with all the
fraction on a notes and opinions in a decimal and using a number line for assistance. decimal? methods and
Period 4 number-line checklist. 6. Students are to convert 10 proper fractions to decimals using any What is 1/8 as a questions for the
Did not have method of their choosing. decimal? students to write in
time for this Checklist – The 7. Students are to convert 10 mixed fractions to decimals using any What method did their books and
activity. checklist will record all method of their choosing. you prefer to use complete.
students’ work and 8. Match the decimals to the equivalent fractions on a number line. and why? Whiteboard and
participation, and the 9. Make flashcards of the 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/100 How many tenths in markers.
work samples will be fractions to decimals to take home for revision and practice. – the decimal and how Laptop and projector.
marked against the students did not have time for this activity many hundredths in Palm cards.
checklist standards Conclusion: the decimal? Matching decimals to
that link back to the 1. Class vote on which method suits them by a showing of hands. the Fraction number
objectives. 2. Students swap books and as a class go through the expectations, line activity sheet.
answers and how they got the answers. Copy of Page 204
Extension: Students are to convert 10 fractions (in words) to decimals from ICE-EM maths
using any method of their choosing or complete page 204 from ICE- books.
EM mathematics – converting fractions to decimals and vice versa. –
only 5 students got to this stage
No set time this lesson – which meant students were talking a lot and
not getting their work done or efficiently. 
 Students will Work Samples and Learning intention: We are going to convert fractions to percentages. What is the Set of cards of

Fluency
Understanding
be able to: marking – Teacher will Expectations: Show working out, show each step, simplify your equivalent decimal fractions and matching
read over students’ answers and worded questions = worded answers to this fraction? decimals and fractions
Match the work and working out. Introduction: for each pair.
fraction with the Teacher will check 1. In pairs, students will receive a set of cards of fractions and How do you know
equivalent students’ answers and decimals. that this decimal is PowerPoint with all the
decimal and record the correct 2. Students are to sort the cards and match the fraction to the correct equivalent to this methods and
fraction. answers in the decimal and fraction. fraction? questions for the
checklist. Teacher will 3. First pair to sort their cards wins house points. students to write in
Use a method write a small comment 4. Teacher will state the learning intention and expectations. – Which method do their books and
of their on students’ work and students enjoyed this activity you prefer to use complete.
choosing to what they can improve Lesson Steps: when converting Whiteboard and
convert proper, on for next lesson. 1. Teacher will model a few of the methods on conversion of fractions fractions to markers.
mixed or to percentages and recommend which method to use depending percentages? Laptop and projector.
worded Observation – When on the fraction. – emphasised the importance of working out and Flashcards from the
fractions to the teacher is showing how I got to each answer What are the previous lesson.
percentages observing students’ 2. Method one: divide the top number by the bottom number and use expectations? Matching percentages
and show their participation and long division to solve, then multiply the number by 100 by moving to Fraction number
workings. contributions to the the decimal point 2 places to the right. Can you convert line activity sheet.
lesson, activities and 3. Method two: multiply the top by 100 first then divide by the bottom percentages to
Match the class discussions, the number. fractions? ICE_EM mathematics
Week 6 percentage to a teacher will record 4. Method three: find a number you can multiply the bottom of the How? book questions page
fraction on a notes and opinions in a fraction by to get 100, multiply both top and bottom of the fraction 238-239. On
Lesson 2
number-line. checklist. by that number and then write down just the top number with the What is 1/8 as a PowerPoint
Thursday ‘%’ sign. percentage?
ACMNA
Use a method Checklist – The 5. Teacher will model how to convert proper and mixed fractions to https://
29/8/2019 131
of their checklist will record all percentages and how to convert back to fractions. Which question did www.mathsisfun.com/
Period 3 choosing to students’ work and 6. Ask students how to convert percentages to fractions and how you struggle with the converting-fractions-
convert proper, participation, and the they would solve it – remind students to simplify. most? percents.html
mixed or work samples will be 7. Teacher will have problems on the board for the students to solve
worded marked against the from the ICE-EM mathematics book page 238-239. Problems will Maths number books.
fractions to checklist standards range from numerical problems to worded problems. – students
decimals and that link back to the are to answer the first 9 questions for the lesson and then an Fractions, decimals
percentages objectives. activity sheet where their convert fractions into decimals then and percent puzzle.
and show their percentages and fill in missing numbers. Extension is finishing the
working. Sorting activity – last 7 worded questions, which only 2 students got up to
students’ participation, 8. Match the percentages to the equivalent fractions on a number
and photographic line. – no time and change of plans
evidence of their work. 9. On the fraction and decimal flash cards add the percentages on
the same side of the decimals. -– no time and change of plans
Conclusion:
1. Class vote of which method suits them by a showing of hands.
2. Students swap books and as a class go through the expectations,
answers and how they got their answers.
3. Conclusion was writing a goal on which expectation they need to
improve on for the next lesson as that was what I was marking
them on
Extension:
Students will arrange 24 triangles in an attempt to solve a hexagonal
puzzle. Triangular puzzle pieces match when students find an
equivalent fraction, decimal and/or percent.
 Students will Work Samples – Learning intention: Converting fractions to decimals and How many https://

Fluency
Understanding
be able to: Teacher will read over percentages. – this lesson was calcncelled due to excursion on Friday, equivalent fractions www.mathsisfun.com/
students work and however the lesson content was taught during the previous lesson. and decimals can decimal-fraction-
Write as many working out. Teacher Introduction: you think of for this percentage.html
equivalent will check students 1. In pairs, students will be given 3 different percentages and percentage?
fractions and answers and record students are to list as many equivalent fractions and decimals Whiteboard and
decimals to correct answers in the that fraction might have. How many markers.
match the checklist. Teacher will 2. Students will have 2 minutes for each percentage problem. equivalent fractions
percentages write a small comment 3. Students who can write the most equivalent fractions and and decimals did Three percentages.
written on the on students work and decimals win house points. you have for this
board. what they can improve 4. Teacher will state the learning intention and expectations. fraction? Laptop and projector.
on for next lesson. Lesson Steps: What were they?
Use a method 1. Teacher and students will recap what methods they can use to PowerPoint of all the
of their Observation – When convert fractions to decimals and percentages by completing 10 Do we agree? methods learnt so far.
choosing to the teacher is questions where they convert fractions to a denominator of 100,
convert proper, observing students’ decimals and percentages. What methods can Fill in the missing
mixed or participation and 2. Students will have 10 minutes to complete this worksheet in order we use to convert fraction, decimal or
worded contributions to the to move onto the next activity sheet. fractions to decimals percentage activity
fractions to lesson, activities and 3. Students who finish early work on any other uncompleted work. or percentages? sheet.
decimals and class discussions, the 4. Teacher will explain the next activity.
Week 6 percentages teacher will record 5. Students will be separated into groups of 3 and will receive a Can you convert Escape room
and show their notes and opinions in a level one package and a recording sheet. percentages to fractions, decimals &
Lesson 3 working. checklist. 6. Students are to solve the level one package of fractions, decimals or percentages packages
Friday ACMNA decimals, and percentages, and figure out the code before they fractions? How? for each team
131 Work Checklist – The receive the next level package. (teacherspayteachers)
30/8.2019 collaboratively checklist will record all 7. Students are to complete three packages on fractions, decimals This question is
Period 2 in groups when students’ work and and percentages to find the codes. incorrect; what can Maths number books.
solving for the participation, and the 8. Teacher will check the code for each level before the students you do to fix it?
conversion of work samples will be move onto the next package.
fractions, marked against the 9. Once they figure out all three level coded, record their answers Which question did
decimals and checklist standards on the recording sheet. you struggle with the
percentages that link back to the 10. Students will go onto a laptop to type in their answers into a most?
problems in the objectives. program to receive the completion code, or the teacher will give
escape room the completion code to the students. What is the
activity. 11. Each team to get the completion code will receive a house point. completion code?
Conclusion:
1. Students will reflect on how they feel about converting fractions to
decimals and percentages.
2. Students will write in their journals what they enjoyed from the
lesson, what they found difficult and what they would like to
improve on.
3. Go through the answers to the 10 questions together.
Extension:
Finish any work that is not completed, or students will arrange 24
triangles in an attempt to solve a hexagonal puzzle. Triangular puzzle
pieces match when students find an equivalent fraction, decimal and/or
percent on the 100-grid resource sheet art activity from number and
algebra group page 137-138.
 Students will Work Samples – Learning intention: Learning to find a fraction of an amount / number. What is the Set of cards of

Problem-solving
Understanding
be able to: Teacher will read over Introduction: equivalent decimal fractions and matching
students’ work and 1. To recap what was learnt from last lesson, students will receive a and percentage to decimals and
Match the working out. Teacher quiz slip this fraction? percentages for each
fraction with the will check students’ 2. Students are to solve the 5 problems on the quiz slip relating to Are they correct? pair.
equivalent answers and record conversions of fractions, decimals and percentages How do you know?
decimal and correct answers in the 3. Each question will state how many marks students must achieve – PowerPoint with all the
percentage. checklist. Teacher will those marks relate to the expectations Where do we need methods and
write a small comment 4. Teacher will mark these while students are finishing their work to find a fraction of questions for the
Use a method on students’ work and 5. Teacher will state the learning intention and expectations. an amount in the students to write in
of their what they can improve Lesson Steps: real world? their books and
choosing to find on for next lesson. 1. Teacher will model a few of the methods on finding a fraction of an complete.
a fraction of an amount / number and recommend which method to use depending What method do you
amount and Observation – When on the question. prefer to use? Whiteboard and
show their the teacher is 2. Teacher will have the methods on a PowerPoint and will model two markers.
Week 7 working. observing students’ examples for each method. Where did you go
participation and 3. Method one: Divide the whole number by the denominator. wrong in this Laptop and projector.
Lesson 4 Solve a fraction contributions to the 4. Method two: Divide the whole number by the denominator and question? What can
Monday ACMNA of an amount to lesson, activities and then multiply the number by the numerator. you do to fix your ICE-ME maths book
127 determine the class discussions, the 5. Method three: We can use the multiplication sign ‘x’ instead of the mistake? pages 179 – 180.
02/9/2019 path in the teacher will record word ‘of’ and change the whole number into a fraction. Did we meet the
Period 1 maze. notes and opinions in a 6. Students will complete 3 questions with sub questions on finding a expectations? Worded problems from
checklist. fraction of an amount. - ICE-ME maths book pages 179 – 180 twinkl.
7. Students who have finished can complete a fractions of amounts
Checklist – The maze and find a path from beginning to end. Fractions of amounts
checklist will record all Conclusion: maze page 103 in
students’ work and 1. Students swap books and as a class go through the expectations, number and algebra
participation, and the answers and how they got the answers. book.
work samples will be Extension: Students are challenged to find the percentages and
marked against the decimals of a whole number, using the conversions from fractions, to Fractions decimals
checklist standards decimals and percentages. Students will be given problems to solve and percentages
that link back to the and a fractions-decimal-percentage maze to solve. maze page 145.
objectives.

Sorting activity –
students’ participation,
and photographic
evidence of their work.
 Students will Work Samples – Learning intention: Finding a fraction of an amount of money / Which partner had Laminated set of cards

Problem-solving
Understanding
be able to: Teacher will read over quantity. the most pairs of of fractions of amounts
students’ work and Introduction: cards? and answers.
Correctly match working out. Teacher 1. To recap what was learnt from last lesson, the teacher will go over
the fraction of will check students’ the methods from finding a fraction of the amount and just focus on Are they correct? PowerPoint with all the
amount cards to answers and record methods one and two How do you know? methods and
the answers. correct answers in the 2. The teacher will have two examples for each method questions for the
checklist. Teacher will Lesson Steps: What were the students to write in
Choose the write a small comment 3. Teacher will state that the methods can help you in finding a methods we learnt their books and
correct method on students’ work and fraction of an amount of money. from the previous complete.
to find a fraction what they can improve 4. Teacher will show these methods again and model one more lesson?
of an amount of on for next lesson. method on finding a fraction of money and recommend which Whiteboard and
money and method to use depending on the question. How can we find a markers.
show their Observation – When 5. Teacher will have the methods on a PowerPoint and will model two fraction of an
working. the teacher is examples for each method. amount of money? Laptop and projector.
observing students’ 6. Method four: finding fractions of a quantity, sometimes the quantity
Week 7 Identify whose participation and needs to be changed into a more suitable form, e.g. a small Can we find a ‘Top that fraction’
Lesson 5 card is worth contributions to the quantity might need to be changed to a larger number ($4 to percentage of an cards from number
more by solving lesson, activities and 400cents). amount / quantity? and algebra book
Tuesday ACMNA
a fraction of an class discussions, the 7. Students will complete 3 questions with sub questions on finding a How? page 102.
127
03/9/2019 amount of teacher will record fraction of an amount/money. - ICE-ME maths book pages 179 –
money. notes and opinions in a 180 Which partner had Tarsia jigsaw puzzle of
Period 4 checklist. 8. Students will receive an activity sheet where students have to find the most cards? finding a fraction of a
the discount percentage from a full price and work out the sale Who won? quantity, page 104.
Checklist – The price.
checklist will record all Conclusion: How did you figure
students’ work and 1. Students swap books and as a class go through the expectations, out the cards so
participation, and the answers and how they got the answers. quickly?
work samples will be Extension: Students will have the option of finding fractions of money
marked against the through worded problems or attempt the Tarsia jigsaw puzzle on What method did
checklist standards fractions of money. you use?
that link back to the
objectives.

Mix and match

activity – students’
participation, and
photographic evidence
of their work.
 Students will Work Samples – Learning intention: We are going to revise everything we have learnt What simple Kahoot quiz with 10-15

Fluency
Problem-solving
Understanding
be able to: Teacher will read over about fractions, to get ready for the test. (Worded problems revision mistakes did we questions about
students’ work and lesson). keep making? adding and subtracting
Add and working out. Teacher This lesson was scratched due to final areas being taught before the fractions, converting
subtract proper, will check students’ test the next day – so going through finding the sale price after Did you read the fractions to decimals
improper or answers and record discount being applied and multiplying and dividing fractions question carefully? and percentages and
mixed fractions the correct answers in This lesson was combined teaching with Mr Pearce and was a quick fractions of amounts.
with like and the checklist. Teacher lesson. Who has the most
unlike fractions. will write a small I taught how to find the sale price, went through two examples and got points? PowerPoint of all the
comment on students’ students to practice one by themselves and tell me what to do. methods the students
Convert work and what they Introduction: What do you think have learnt.
fractions to can improve on for 1. To recap everything we have learnt over the past few lessons, you could work on?
decimals and next lesson. students will perform a Kahoot quiz in pairs. Revision package per
percentages. 2. The Kahoot quiz will be about adding and subtracting fractions Which question did student on everything
Observation – When (improper and mixed), converting fractions to decimals and you find difficult? the students have
Solve a fraction the teacher is percentages and finding fractions of amounts and quantities. learnt.
of a whole observing students’ 3. Student who has the most points in the quiz will receive house Have you shown
Week 7 number or an participation and points. your working? Whiteboard and
amount of contributions to the 4. Teacher will state the learning intention and expectations. markers.
Lesson 6 ACMNA money. lesson, activities and Lesson Steps: What do you think
Thursday 127 class discussions, the 1. Students will recap the expectations they have learnt from the past you need to work Laptop and projector.
ACMNA Show which teacher will record few lessons. on?
05/9/2019 131 method they notes and opinions in a 2. Teacher will explain to students that they will be revising for the Maths number books.
Period 3 chose to solve checklist. test tomorrow and will cover everything we have learnt so far.
the problem 3. The teacher will hand out a revision pack for the students that has Worded problems
and show each Checklist – The problems on adding and subtracting fractions with like and unlike activity sheet.
step of their checklist will record all denominators, converting fractions to decimals and percentages,
workings. students’ work and and finding fractions of amounts and quantities.
participation, and the 4. The teacher will go through the revision pack with students, so
work samples will be they know how to answer the questions – the resources and
marked against the worksheets will come from the number and algebra teaching book.
checklist standards 5. Students will spend this time practicing questions for their test.
that link back to the 6. Students who have finished their revision packs can finish any
objectives. unfinished work from previous lessons or extension activities.
Conclusion:
Kahoot quiz – 1. The teacher and the students will go through the answers to their
checking students’ revision pack.
understanding and that 2. Class discussion on what each student needs to work on and
they are ready for the improve for the test and where they would like some support.
test Extension: Completing any of the other extension activities or solving
a mixture of worded problems, where students have to think which
method they have to use to solve the problems.
Week 7
Fluency
Problem-solving
Understanding

ACMNA
Lesson 7 126
Friday ACMNA
FRACTION ASSESSMENT
127
06/9/2019 ACMNA
Period 2 131
 Students will Work Samples – Note: Friday Time-table Can you order Cards of integers from

Understanding
Fluency
be able to: Teacher will read over Learning intentions: identifying integers on a number line. yourselves without -20 to 20 laminated.
students’ work and Introduction: talking?
Identify integers working out. Teacher 1. When the students walk into the classroom, the teacher will give PowerPoint explaining
on a number will check students’ each student a card with an integer on it. Is the number line what an integer is and
line. answers and record 2. Teacher will ask the students to make a human number line and correct? where you can use it.
correct answers in the order themselves without talking.
Identify integers checklist. Teacher will 3. Ask the students to check that the number line looks correct and Are the integers in Maths number book.
from a mixture write a small comment give reason why they are correct. the correct spot? Whiteboard and
of numbers. on students’ work and 4. Class discussion on the position of the numbers in the number How do you know? markers.
what they can improve line. Laptop and projector.
Identify the new on for their next 5. Teacher will jumble a few numbers around and ask why they are What is an integer? PowerPoint with
integer from lesson. now not in the correct position and ask students to work the activities on it.
moving left or numbers into the correct position. Is this number an
right on the Observation – When Lesson Steps: integer? Activity one:
number line the teacher is 1. Teacher will state the learning intention and expectations for the Laminated activity
from the observing students’ lesson. Why is this number sheet with 10
previous participation and 2. Teacher will explain what integers are and what integers look like not an integer? problems on
integer. contributions to the on a number line. identifying integers on
Week 8 lesson, activities and 3. Class brainstorm on where we see and use integers to describe Where do we use a number line.
Identify how class discussions, the things, such as temperatures (thermometers), elevator floors, integers in real life? Activity two:
Lesson 8 ACMNA many steps teacher will record cartesian planes, etc. Laminated activity
Tuesday 123 from the first notes and opinions in a 4. Students will perform a group rotation on 4 activities they need to Where is this integer sheet with 5-10
ACMNN integer to the checklist. complete. on a number line? problems on listing
09/9/2019 A124 next integer. 5. Teacher will go through each activity; each activity will be on a integers that are
Period 1 Checklist – The PowerPoint. If you move three between two integers.
checklist will record all 6. Activity one: students have to identify integers on a number line. spots to the right or Activity three:
students’ work and 7. Activity two: List the integers that are between two integers left from this integer, Laminated activity
participation, and the (problems will be worded); list integers that are smaller than the what integer will you sheet with 10
work samples will be integer and that are larger than another integer. land on? problems on finding an
marked against the 8. Activity three: students will be given an integer to find on a number integer on a number
checklist standards line and will have to move a certain number left or right to find the How many steps is it line and will have to
that link back to the next integer. from this integer to move a certain
objectives. 9. Activity four: students will be given a number line, asked to find two this integer? number left or right to
integers and find how many steps are in between those numbers. find the next integer.
10. Students will have 10-15 questions to complete for each activity Activity four:
and are to record their answers in maths books. Laminated activity
11. Students will have 5-10 minutes on each station. sheet with 10
Conclusion: problems on finding
1. Teacher and students discuss which activity was harder and two integers and
easier. finding how many
2. Teacher and students go through the answers together and steps are in between
students explain their answers. those numbers.
Extension: Students will start creating clues for their ‘guess the
integer’ for three mystery integers, and their clues will keep being
added to and modified after each lesson.
 Students will Work Samples – Learning intention: We are going to compare and identify larger or Where is this integer Whiteboard and

Understanding
Fluency
be able to: Teacher will read over smaller integers and order the integers from smallest to largest. on a number line? markers (board
students’ work and Introduction: divided into two parts).
Identify the working out. Teacher 1. Teacher will go through the number line with the students and Is this an integer? Maths number books.
smallest and will check students’ explain how integers work and their values Cut out number lines
largest integer. answers and record 2. Students will give some examples of when they see integers in If you move three for each student
correct answers in the real life (such as an elevator and thermometer) spots to the right or PowerPoint with
Order integers checklist. Teacher will 3. Teacher will go through the activity sheet the students did last left from this integer, activities on i.t
from smallest to write a small comment lesson and clear some misunderstandings what integer will you Activity one:
largest and on students’ work and Lesson Steps: land on? Laminated activity
largest to what they can improve 1. Teacher will state the learning intention and expectations for the sheet with 5-10
smallest. on for next lesson. lesson. How many steps is it problems on
2. Students will recap what we have learnt from the last lesson. from this integer to identifying the smallest
List the correct Observation – When 3. Students will perform 5 more group rotations, similar to the this integer? and largest integer.
integers that the teacher is previous lesson. Activity two:
are between observing students’ 4. Teacher will go through each activity; each activity will be on a Locate this integer Laminated activity
Week 8 two integers. participation and PowerPoint on a number line. sheet with 5-10
Lesson 9 contributions to the 5. Activity one: identify which is the smallest integer and largest problems on ordering
ACMNA
lesson, activities and integer Which integer is the fractions from smallest
Thursday 123
class discussions, the 6. Activity two: Ordering integers from smallest to largest and largest smallest? Why? to largest and largest
ACMNN
10/9/2019 teacher will record to smallest to smallest
A124
notes and opinions in a 7. Activity three: students will be given an integer to find on a number Which integer is the Activity three:
Period 2 checklist. line and will have to move a certain number left or right to find the largest? Why? Laminated activity
next integer. sheet with 10
Checklist – The 8. Activity four: Students will complete an activity sheet of marking Are these integers problems on finding an
checklist will record all integers on a number line and ordering them and then compare ordered from integer on a number
students’ work and integers using the symbols >, < and = smallest to line and will have to
participation, and the 9. Students will have 5-10 questions to complete for each activity and largest/largest to move a certain
work samples will be are to record their answers in their maths books. smallest? number left or right to
marked against the 10. Students will have 5-10 minutes on each station. find the next integer.
checklist standards Conclusion: What are the Activity four:
that link back to the 1. Teacher and students discuss which activity was more difficult and integers between An activity sheet of
objectives. easier. this integer and this marking integers on a
2. Teacher and students go through the answers together and integer? number line and
students explain their answers. ordering them and
Extension: Students will continue creating clues for their ‘guess the then compare integers
integer’ for three mystery integers, and their clues will keep being using the symbols >, <
added to and modified after each lesson. and =

Week 8
Friday ORIENTATION DAY ALL DAY – NO LESSON
13/9/2019
 Students will Work Samples – Learning intention: We are going to learn to add Integers together. Laminated cards of

Reasoning
Fluency
be able to: Teacher will read over Introduction: What is an integer? integers from -20 to
students’ work and 1. The teacher will go through the activity sheet the students 20.
Show on a working out. Teacher completed in the previous lesson and go through the mistakes the What is 5 more than
number line will check students’ students made this integer? Whiteboard and
how to add two answers and record 2. Students made easy mistakes by not reading the questions markers.
integers correct answers in the carefully What is 5 less than
together. checklist. Teacher will 3. Teacher will draw a number-line on the board this integer? Demonstration
write a small comment 4. The teacher will ask some questions that relate to a given number examples.
Apply the rules on students’ work and more or less than an integer and calculate what the answer would How would you add
when adding what they can improve be. these integers? Maths number books.
two integers on for the next lesson. 5. Teacher would ask how you would add to integers.
together. 6. Teacher will state the learning intention and expectations. What are the rules Different coloured
Observation – When Lesson Steps: for adding integers? pens
Show their the teacher is 1. Teacher will model how to add integers using the class number https://
working when observing students’ line. Can you show how www.mathsisfun.com/
adding two participation and 2. Teacher will write the addition rules on the board for students to you added these positive-negative-
integers contributions to the copy and write in their maths number books using the number integers on a integers.html
together. lesson, activities and line number line?
class discussions, the Maths problems from
teacher will record What happens to the maths is fun website
notes and opinions in a sign if you are https://
checklist. adding a negative www.mathsisfun.com/
number to this worksheets/print.php?
Week 9 Checklist – The number? w=71600
checklist will record all
Lesson 10 ACMNA students’ work and What clues can you Harder problems
Monday 123 participation, and the add to your mystery https://
ACMNN work samples will be . number? www.mathsisfun.com/
16/9/2019 A124 marked against the  Adding two positive integers = to the right worksheets/print.php?
checklist standards  Adding a positive and a negative = to the left w=125204
Period 1
that link back to the  Adding a negative and a positive = to the right
objectives.  Adding a negative and a negative = to the left Worded problems
 Adding two positives = addition sign stays the same https://www.tesd.net/
 Adding positive and negative number or two negative cms/lib/PA01001259/
numbers = addition changes to subtraction Centricity/Domain/
3. Teacher will model how to add integers on the board, how to set 496/Math-7/Unit
up the equation and how to solve it step by step. %202%20-
4. Students will receive 10-20 problems to solve in their maths %20Integers/3%20-
books to practice. – riddle activity sheet %20Adding
5. Students who have finished can try solving double digit integer %20Integers%20Word
problems (10-20 questions). – riddle activity sheet %20Problems.pdf
6. Students will have an integer number line printed and stuck in
their book for them to use if needed. Riddle activity sheet
Conclusion: from
1. Teacher and students will go through the rules of adding integers. teacherspayteachers
2. Teacher and students will go through answers to the problems
and will discuss the solutions using the number line for
assistance.
3. Discuss what the students found difficult.
Extension: Students will solve worded problems on adding integers.
In the problems there will be break down questions to answer, to help
solve the main question.
 Students will Work Samples – Learning intention: We are going to learn to subtract Integers and What is an integer? https://

Reasoning
Fluency
be able to: Teacher will read over find the difference. www.mathsisfun.com/
students’ work and Introduction: Who can show me positive-negative-
Show on a working out. Teacher 1. Teacher and students will recap what they learnt in the previous how to add these integers.html
number line will check students’ lesson. numbers on the
how to subtract answers and record 2. Students will go through the rules for adding numbers. class number line? Laminated cards of
two integers. correct answers in the 3. Students will demonstrate how they add numbers on a number integers from -20 to
checklist. Teacher will line using the method the teacher taught. Is she correct, why? 20.
Apply the rules write a small comment 4. Teacher will state the learning intention and expectations for the
when on students’ work and lesson. What are the rules Whiteboard and
subtracting two what they can improve Lesson Steps: for adding integers? markers.
integers and on for next lesson. 1. Teacher will model how to subtract integers using the class
find the number line. – using the maths is fun technique and methods How would you Demonstration
difference. Observation – When 2. Teacher will write the subtraction rules on the board for students subtract these examples.
the teacher is to copy and write in their maths number books using the number integers?
Show their observing students’ line Maths number books.
Week 9
working when participation and  Two like signs become a positive sign, (+)+  +, -(-)  - Can you show how
Lesson 11 ACMNA subtracting two contributions to the  Two unlike signs become a negative sign, (-)+  -, +(-)  - you subtracted Different coloured
123 integers. lesson, activities and  + + = +, a friend of a friend is my friend these integers on a pens.
Tuesday
ACMNN class discussions, the  + - = -, a friend of an enemy is my enemy number line?
17/9/2019 A124 teacher will record  - + = -, an enemy of a friend is my enemy Maths problems from
notes and opinions in a  - - = +, an enemy of an enemy is my friend What happens to the maths is fun website
Period 4
checklist. 3. Teacher will model on the board how to subtract integers, how to sign if you subtract a https://
set up the equation and how to solve it step by step. negative number www.mathsisfun.com/
Checklist – The 4. Students will receive 10-20 problems to solve in their maths from this number? worksheets/print.php?
checklist will record all books to practice – riddle activity sheet w=108989
students’ work and 5. Students who have finished can try solving double digit integer What clues can you
participation, and the problems (10-20 questions). - riddle activity sheet add to your mystery Harder problems
work samples will be Conclusion: number? https://
marked against the 1. Teacher and students will go through the rules for subtracting www.mathsisfun.com/
checklist standards integers. worksheets/print.php?
that link back to the 2. Teacher and students will go through question 1, 2, 7, 8 & 9 on w=45089
objectives. maths is fun website and get students to show what they would
do to solve the answers Integers puzzle.
Extension: Students will complete a puzzle by solving addition and
subtraction problems and students will continue creating clues for their Riddle activity sheet
‘guess the integer’ for three mystery integers, and their clues will keep from
adding and modifying after each lesson. teacherspayteachers
 Students will Work Samples – Learning intention: We are learning to multiply and divide Integers Who guessed their Maths number books

Reasoning
Fluency
be able to: Teacher will read over and find the correct total. partners number?
students’ work and Introduction: Whiteboard and
Apply the rules working out. Teacher 1. Students will walk in sit at their desks Who didn’t use a markers
when multiply will check students’ 2. Students will tell the teacher the rules to adding and subtracting number line?
two integers to answers and record integers Cards of integers from
find the total correct answers in the 3. The teacher will have seven problems of adding and subtracting What is my mystery -20 to 20 laminated
checklist. Teacher will integers on the white board number?
Apply the rules write a small comment 4. The problems will range from adding and subtracting 3 or 4 Demonstration
when dividing on students’ work and integers in one question How did you work it examples
two integers. what they can improve 5. Students will write the questions in their books and solve them in out?
on for next lesson. 5 minutes Maths is fun website
Show their 6. As a class go through the answers together and get students to What are the rules https://
working when Observation – When tell the teacher how to solve the problems. to adding and www.mathsisfun.com/
multiplying two the teacher is Lesson Steps: subtracting multiplying-
integers observing students’ 1. Teacher will state the learning intention and expectations for the integers? negatives.html
together and participation and lesson.
dividing two contributions to the 2. Teacher will model how to multiply integers using the class How would you Maths problems
integers lesson, activities and number line. multiply these https://
Week 9 class discussions, the 3. Teacher will write the multiplication rules on the board for integers? www.mathsisfun.com/
Lesson 12 teacher will record students to copy and write in their maths number books using the worksheets/print.php?
ACMNA notes and opinions in a number line. Can you show how w=140755
Thursday 123 checklist. you multiplied these
 Multiplying two positives makes a positive.
ACMNN integers on a Riddle activity sheet
19/9/2019  Multiplying two negatives makes a positive.
A124 Checklist – The number line? from
 Multiplying a negative and a positive makes a negative.
Period 3 checklist will record all  Multiplying a positive and a negative makes a negative. teacherspayteachers
students’ work and 4. Teacher will model on the board how to multiply and divide What happens to the
participation, and the integers, how to set up the equation and how to solve it step by sign if you multiply
work samples will be step. two negative
marked against the 5. Students will receive another riddle activity sheet, where students numbers?
checklist standards will solve multiplication and division integer problems
that link back to the 6. Students who have finished can finish their other riddle sheets What rules do you
objectives. from previous lessons. find difficult?
Conclusion:
1. Teacher and students will go through the rules of multiplying
integers.
2. Teacher and students will go through answers to the problems
and will discuss the solutions using the number line for
assistance.
3. Discuss what students found difficult.
Enabler: The 5 students who struggled from the previous lesson will
go outside with Mr. Pearce, for him to go over how to add and subtract
integers and fix their misconceptions.
Extension: Students will complete a maze by solving integer
multiplication problems
 Students will Work Samples – Learning intention: We are learning to divide Integers. What is 5 x 3? Maths number books

Reasoning
Fluency
be able to: Teacher will read over Introduction:
students’ work and 1. This game was played at the end of the lesson. Students play What is 5 x -3? Whiteboard and
Show on a working out. Teacher ‘shoot the sheriff’ with their times tables. markers
number line will check students’ 2. Two students will be back to back and walk three steps forward. Who is the Sheriff?
how to divide answers and record 3. Teacher will ask a multiplication problem. Cards of integers from
two integers. correct answers in the 4. First student to turn around say the answer and point their fingers What are the rules -20 to 20 laminated
checklist. Teacher will to the other player wins and becomes Sheriff. to multiply integers?
Apply the rules write a small comment 5. The losing player walks back to the end of the line to wait their Demonstration
when dividing on students’ work and turn to try to beat the sheriff again. What is the examples
two integers. what they can improve 6. Aim is to beat the sheriff and become the sheriff. relationship between
on for next lesson. 7. Teacher will make some problems with negative integers to see if multiplying and PowerPoint on dividing
Show their students are switched on. dividing? integers and questions
working when Observation – When Lesson Steps: for students (questions
dividing two the teacher is 1. Teacher will state the learning intention and expectations for the Are the rules the from online) to solve in
integers. observing students’ lesson. same? their books
participation and 2. Students will recap the rules for multiplication – using class
Week 9 contributions to the number line How would you Riddles and maze
lesson, activities and 3. Teacher will model how to divide integers using the class number divide these puzzles from
Lesson 13 ACMNA class discussions, the line – see if the students can identify that the rules are the same. integers? teacherspayteachers
Friday 123 teacher will record 4. Teacher will write the division rules on the board for students to
ACMNN notes and opinions in a copy and write in their maths number books using the number Can you show how Worded problem
20/9/2019 A124 checklist. line you divided these activity sheet on
Period 2  Dividing two positives makes a positive. integers on a multiplying and
Checklist – The  Dividing two negatives makes a positive. number line? dividing integers.
checklist will record all  Dividing a negative and a positive makes a negative.
students’ work and  Dividing a positive and a negative makes a negative. What happens to the
participation, and the 5. Teacher will model on the board how to subtract integers how to sign if you divide two ‘
work samples will be set up the equation and how to solve it step by step. negative numbers?
marked against the 6. Students will finish off their multiplication and division riddle
checklist standards activity sheet What rules do you
that link back to the Conclusion: find difficult?
objectives. 1. Teacher and students will go through the rules of multiplying
integers. What was the
2. Teacher and students will go through answers to the problems answer to the
and will discuss the solutions using the number line for riddle?
assistance.
3. Discuss what students found difficult.
Extension: Students will solve worded problems on multiplying and
dividing integers and students have to answer with a worded sentence.
Students have to solve equations where they sub in a number for the
letter (Nicole and Ally)
 Students will Work Samples – Lesson got cancelled due to lack of time and testing on What are the rules Placemats for each

Reasoning
Fluency
be able to: Teacher will read over Wednesday for adding integers? group.
students’ work and Learning intention: We are learning to solve integer word problems
State all the working out. Teacher that involve all operations. What are the rules Maths number books.
rules for each will check students’ Introduction: for subtracting
operation with answers and record 1. Students will be given a placemat activity sheet in their table integers? Whiteboard and
integers and correct answers in the groups; the placemat activity sheet will be split into 4 areas. markers.
provide checklist. Teacher will 2. These 4 areas are: addition, subtraction, multiplication and What are the rules
examples. write a small comment division. for multiplying Coloured pens.
on students’ work and 3. In the middle of the activity sheet the students write integer rules integers?
Identify which what they can improve and explain what an integer is. Revision pack for each
operation rule on for next lesson. 4. Students are to work together to write the rules for each area and What are the rules student on adding,
to use when give an example. for dividing integers? subtracting, multiplying
solving an Observation – When 5. Students can use colours to help explain the rules. and dividing integers
equation the teacher is 6. These placemats will be displayed around the classroom. What is an integer? (equations and
problem. observing students’ 7. Students will leave their placemat on their desks and students will worded problems).
participation and walk around the classroom to look at everyone else’s placemat. Can you give me an
Identify which contributions to the 8. Students can add anything to their placemat they have forgotten. example? Puzzles on solving
operation rule lesson, activities and Lesson Steps: integers from
ACMNA to use when class discussions, the 1. Teacher will explain the learning intention and expectations for How did you solve teacherspayteachers
Week 10
123 solving a teacher will record the lesson. this worded
Period 1 ACMNN worded notes and opinions in a 2. Teacher will explain to students that they will be practicing solving problem? Unfinished work.
A124 problem. checklist. integer problems using all four operations: adding, subtracting,
multiplying and dividing. How would you Answers for revision
Checklist – The 3. The teacher will hand out a practice pack on adding, subtracting, represent this in the pack.
checklist will record all multiplying and dividing integers; problems will range from problem?
students’ work and equations to many worded problems.
participation, and the 4. The teacher will go through the revision pack with students, so How would you set it
work samples will be they know how to answer the questions. up?
marked against the 5. Students will spend this time practicing questions, so they feel
checklist standards comfortable for the test next week. Do you still need to
that link back to the 6. Students who have finished their revision packs can finish any use a number line to
objectives unfinished work from previous lessons or extension activities. solve the problems?
Conclusion:
Placemat – seeing 1. The teacher and the students will go through the answers to their
that students know the revision packs.
rules for integers. 2. Class discussion on what each student needs to work on and
improve for the test and where they would like some support.
3. Students can take their revision packs home to practice.
Extension: Completing any of the other extension activities or solving
puzzles where students have to use all four operations to solve the
problems.
 Students will Work Samples – Learning intention: We are going to use BIMDAS to help solve What is an integer? Speed Quiz with 10

Reasoning
Fluency
be able to: Teacher will read over integer problems. Where is this integer questions about, and
students’ work and Introduction: on a number line? adding, subtracting,
State and working out. Teacher 1. To recap everything, we have learnt over the past few lessons, Is this an integer? multiplying and
explain the will check students’ students will perform speed race quiz. Add, subtract, dividing integers.
BIMDAS rules answers and record 2. The quiz will be on adding, subtracting, multiplying and dividing multiply or divide
and what order correct answers in the integers. these two integers? PowerPoint of the
they go in. checklist. Teacher will 3. Students to get all their questions correct and crawl back to their rules required for the
write a small comment team wins What mistakes did lesson and questions
Apply BIMDAS on students’ work and 4. Teacher will state the learning intention and expectations. you make? for the students to
rules when what they can improve Lesson Steps: What do you need to solve.
solving an on for next lesson. 1. Teacher and students will recap the rules they have learnt for work o?
equation or adding, subtracting, multiplying and dividing integers Three demonstration
problem. Observation – When 2. Teacher and students will recap everything they know about What is BIMDAS? examples.
the teacher is BIMDAS and explain the rules.
Apply the observing students’ 3. Teacher will write what each letter stands for in BIMDAS. What is the order? Laptop and projector
Week 10 integer rules participation and 4. Teacher will model how to solve problems that involve some or all
Lesson 14 when solving an contributions to the of the operations in one equation and students are to support and How would you Whiteboard and
ACMNA
equation or lesson, activities and give advice. solve these markers.
Monday 123
problem. class discussions, the 5. Teacher will model 3 examples showing working in a downwards problems?
ACMNN
23/9/2019 teacher will record format using the BIMDAS rules. Worded problems for
A124
Show each step notes and opinions in a 6. Teacher will ask a student to come and demonstrate what they What do you solve students to solve and
Period 1 of their working checklist. have learnt with guidance from the teacher. first, second, third, puzzles.
in a downwards 7. The teacher will have 10 to 20 questions for the students to solve …?
format. Checklist – The in their books using the operations rules and BIMDAS rules. Maths number books.
checklist will record all Conclusion: What are the integer
students’ work and 1. Teacher and students will go through the answers. rules?
participation, and the 2. For any answers the students are not sure of, the class will do
work samples will be those problems together. How can you correct
marked against the 3. Teacher will ask students what difficulties they are having with the yourself?
checklist standards problems.
that link back to the 4. If time, play shoot the sheriff What went wrong?
objectives Extension:
Students who have finished can then attempt worded problems that
involve all or some of the operations and must set up the problem and
solve it using BIMDAS or solve puzzles based on what we are
learning.
Students can attempt making their own equation or worded problem
for another student to solve.
Week 10
Tuesday INTER-HOUSE ATHLETICS CARNIVAL (FIELD)
24/9/2019
Week 10
Understanding
Reasoning
Fluency

Lesson 15 ACMNA
Friday 123
INTEGERS ASSESSMENT
ACMNN
27/9/2019 A124
Period 2
Week 10
Thursday INTER-HOUSE ATHLETICS CARNIVAL (TRACK)
26/9/2019