Year 6

Term: 1

Mathematics
Unit: 8

Strand: Number and Algebra

Substrand: Patterns and Algebra

Outcomes:
analyses and creates geometric and number patterns, constructs and completes number sentences, and locates
points on the Cartesian plane MA3-8NA
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:
Continue and create sequences involving whole numbers, fractions and decimals; describe the rule used to create the
sequence (ACMNA133)
continue and create number patterns, with and without the use of digital technologies, using whole numbers, fractions
and decimals, eg or 1.25, 2.5, 5,
describe how number patterns have been created and how they can be continued (Communicating, Problem Solving)
create simple geometric patterns using concrete materials, eg
Key Ideas
Teaching and Learning
Continue, create,
record and
describe geometric
and number
patterns in words

Ignition Activities
Pattern Block Puzzles
Students investigate the patterns created when looking at
sides of pattern blocks eg hexagon patterns 5,10,15
Joined pattern blocks as above but joining the shapes
5,9,13 Predict how many sides when more shapes are used
eg 10
Patterns Using Fractions
Start with a number and halve it to create a sequence. What is
the sum of the sequence? Repeat to find a rule. Is there a rule if
sequence is created by dividing by 3? or 4? etc?
Extension: Make up sequences of fractions and show how you
deduced the sequence.
Arithmetic Sequences Using Decimals
http://au.ixl.com/math/year-5/arithmetic-sequences-withdecimals
Explicit Mathematical Teaching

Resources
Imaths 6 p.
76,77
Maths Plus 6
p. 40

Assessment
Pre-Assess

Post Assess

Regn

Language
Students should be
able to
communicate using
the following
l anguage: pattern,
increase, decrease,
term, value, table
of values, rule,
position in
pattern, value of
term, number
plane (Cartesian
plane), horizontal
axis (x-axis),
vertical axis (yaxis), axes,
quadrant,
intersect, point of
intersection, right
angles, origin,
coordinates,
point, plot.

Table of values
The following activities address essential learning for students
which include:
reading the title of a table
reading headings for rows and columns
interpreting information presented in the rows and
columns
completing a table of values for a geometric pattern or a
number pattern.
1.Prepare a table of values which shows a number pattern similar
to the example below.

Discuss the information in the table with the students. Ask

students what number patterns they can see. Identify the rule to
describe each row,
e.g.
Top row: 1, 2, 3, 4, 5, 6, ... (rule is +1)
Bottom row: 6, 12, 18, 24, 30, 36, ... (rule is + 6)

Describe the number pattern in a variety of ways and

record the descriptions in words, e.g. It looks like the
6 times table.
Look at the relationship between the top row and the
bottom row in the table.
Determine a rule to describe the pattern from the
table e.g. You multiply the top number by the six to
get the bottom number.
Display the table below on a classroom wall; the table
should not have a title or column headings. Students
look at the numbers in the first column and compare
to the numbers in the second column. Students write
their suggestions for a title and column headings on
paper.

Students suggest data which could go in each column to

match the column headings. Ask students for reasons to
justify the data they have suggested.
Pose this problem for the class to solve.
How many numbers are in the following number pattern?
The first 4 numbers and the last number have been given. 8, 16,
24, 32, ...,144
Discuss the strategies the students used. Ask students
to draw a table to demonstrate how the problem can be
solved.
Ask: What is the relationship between each number and
the position of the number in the pattern?
Repeat for other number patterns.
Number patterns
Provide students with popsticks or matchsticks. Ask them to
make a series of rhombuses from the sticks. Students keep a
record of how many sticks they have used altogether after each
rhombus is added. Record the number of rhombuses they
construct.

As a class, create a table and record the data in the table.

Ask students:

Can you work out how many popsticks you would need if
you wanted to make 15 rhombuses?
What are some different ways you can work this out?
Does the table help you work this out?
If I used 80 popsticks, how many rhombuses could I make?

Year 6
Term: 1

Mathematics
Unit: 8

Strand: Measurement and Geometry

Substrand: 2D Space

Outcomes:
manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles,
and describes their properties MA3-15MG
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
Content:
Investigate the diagonals of two-dimensional shapes

identify and name 'diagonals' of convex two-dimensional shapes

recognise the endpoints of the diagonals of a shape as the vertices of the shape (Communicating)

determine and draw all the diagonals of convex two-dimensional shapes

compare and describe diagonals of different convex two-dimensional shapes

 use measurement to determine which of the special quadrilaterals have diagonals that are equal in length (Problem
Solving)
determine whether any of the diagonals of a particular shape are also lines (axes) of symmetry of the shape
(Problem Solving)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn
Identify, describe,
compare and draw
diagonals of twodimensional
shapes

Language
Students should be able to
communicate using the
following language: shape,
two-dimensional shape (2D
shape), circle, centre,
radius, diameter,
circumference, sector,
semicircle, quadrant,
triangle, equilateral triangle,
isosceles triangle, scalene
triangle, right-angled
triangle, quadrilateral,
parallelogram, rectangle,
rhombus, square,
trapezium, kite, pentagon,
hexagon, octagon, regular
shape, irregular shape,
diagonal, vertex (vertices),
line (axis) of symmetry,
translate, reflect, rotate,
clockwise, anti-clockwise.

Ignition Activities
Studyladder- Construct 2d Shapes
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=3787

Targeting
Maths 6
p.141, 142

Diagonals
Students explore diagonals by joining two geostrips of equal length at their
centres. They then join the ends of these to other geostrips to form a twodimensional shape.
Students join three or more geostrips of different lengths at their centres and
use other geostrips to join the ends of these to make various convex twodimensional shapes.
Possible questions include:
what is the relationship between the number of sides and the
number of diagonals?
which shapes are the strongest?
what happens when the diagonals are removed?
determine whether any of the diagonals of a particular shape are
also lines (axes) of symmetry of the shape
In groups, students draw their convex two-dimensional shapes complete
with diagonals, and record their findings. The students posters could
be displayed.

Explicit Teaching
Diagonals of a Polygon
Definition: The diagonal of a polygon is a line linking two nonadjacent vertices. Provide the students with pictures of regular
polygons and have them explore the number of verticals which
can be drawn on each one.
Example Solutions:

Pre-Assess
Pop stick shapes
and identify
diagonals and
lines of
symmetry

Differentiation
Post Assess

Line of Symmetry
A shape has a line of symmetry if it can be folded along an axis and one
half lies exactly on the other.