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Term: 1
Mathematics
Unit: 4
Outcomes:
selects and applies appropriate strategies for multiplication, 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:
Select and apply efficient mental and written strategies, and appropriate digital technologies, to solve problems involving
multiplication and division with whole numbers (ACMNA123)
select and use efficient mental and written strategies, and digital technologies, to multiply whole numbers of up to four
digits by one- and two-digit numbers
estimate solutions to problems and check to justify solutions (Problem Solving, Reasoning)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn
Select and apply
efficient mental,
written and
calculator
strategies to solve
word problems and
record the strategy
used
Ignition Activities
Salute!
This game is played with a pack of cards.One player is the
dealer who deals a single card to each player. When the dealer
deals the cards he/she says Salute and the two other players
hold the card up to their forehead so that the dealer and the
other player can see the card. The dealer multiplies the cards
mentally and announces the total. The first player to calculate
the number on their own card wins both cards. The winner is the
one with the most cards by the end of the deck. The dealer plays
the winner and the game continues.(Value of the Ace is one and
Value of Jack, Queen, King cards can be ten)
-Maths
starters
-
Grandfather
Jims business
earned $572
each week for 7
weeks. How
much did he
receive?
Pre-Assess
Differentiation
Students should be
able to communicate
using the following
language: multiply,
multiplied by,
product,
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.
= $44
=210
Adjust the
difficulty of the
sums based on
ability level
Post Assess
197x6=200x6=1200,-3x6=1182
Place Value- use multiplication facts then count the decimal
places
0.07x0.7=7x7=49, 3 decimal places =0.049
0.8x3=8x3=24, 1 decimal place= 2.4
1.6x0.2=16x2=32, 2 decimal places= 0.32
Interactive Links
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=22447
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=22448
Year 6
Term: 1
Mathematics
Unit: 4
Substrand: Position
Outcomes:
locates and describes position on maps using a grid-reference system MA3-17MG
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
Content:
Use a grid-reference system to describe locations (ACMMG113)
find locations on maps, including maps with legends, given their grid references
describe particular locations on grid-referenced maps, including maps with a legend, eg 'The post office is at E4'
Key Ideas
Teaching and Learning
Resources
Assessment
Use gridreferenced maps
to locate and
describe
positions
Ignition Activities
Google Maps
Students access Google maps via the internet or as a whole class
on an interactive whiteboard. Explore the website.
http://maps.google.com.au/maps?hl=en&tab=wl
Explore Earth and Satellite.
Zoom in and out keeping an eye on scale.
The Best Route
Students are given a scaled map of their suburb or a section of a city
and are asked to locate two points of interest. On the map, students
show the shortest or best route between the two points. Students
write a description of the route using grid references, compass
directions and the approximate distance travelled.
Variation: On a large map of the local area, all students plot their
home and the route they use to get to school. They then write a
description of their route.
Explicit Mathematical Teaching
At this Stage, a range of mapping skills could be further developed
that include the interpretation of scales and simple calculations to
Maths Plus 6
p.36, 97
Targeting
Maths
p.96-97
Regn
Pre-Assess
Lit
er
ac
y
Post Assess
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=21590
https://www.studyladder.com.au/teacher/resources/activit
y?activity_id=22916