5M Maths

Group
Term 3
Program






















Name
Adam Wharton
Heath Eadie
Jake Williams
Michael Robinson
Courtney Wattus
Jack Clarke
Arbab Khan
Shaelie Jackson-Campbell
Abbie-Louise Huggins
Reece Hopkins
Claudia Atfield
Sunday Muffett
Josie Golledge
Blake Skinner
Kelsey Gunning
Miranda McGrath
Jayden Clancey
Madisen Gunning
Eden Moore
Archie Crofts
Matthew Brett
Annie Irwin

Week Outcome Topics
Problem Solving
Friday Outcomes
1 NS3.1
Place Value
WMS3.1
2 NS3.2
Addition
WMS3.2
3 NS3.2
Subtraction
WMS3.3
4 NS3.3
Multiplication
WMS3.4
5 NS3.3
Multiplication
WMS3.5
6 NS3.3
Division

7 NS3.3
Division

8 NS3.4
Fractions

10 NS3.5
Chance




Monday Tuesday Thursday Friday
Maths Mentals
Maths
Mentals
Maths
Mentals
Maths
Mentals
Times Tables
Challenges
Times Tables
Challenges
Times Tables
Challenges
Times Tables
Challenges
Intro to weekly
topic
Revise
weekly topic
Revise
weekly topic
Revise
weekly topic
Worksheet 1 Worksheet 2
Group
Activity
Rotations
Problem
Solving
activities
Interactive
Games
Interactive
Games




WALT and SUCCESS CRITERIA
Maths Mentals
WALT
We are learning to apply our understanding of number concepts
to solve maths mentals questions.
Success Criteria
I will know I have achieved success when I get 6/10 or 16/20
each day.

Times Tables Races

WALT
We are learning to calculate our times tables form our 1 times
tables to our 12 times tables.
Success Criteria
I will know I have achieved success when I can recall quickly all
of my times tables.

Place Value
WALT
We are learning to identify the place value of digits in two,
three and four digit numbers.
Success Criteria
I will know I have succeed when I can identify the place value of
digits in two, three and four digit numbers.

Addition
WALT
We are learning to add two and three digit numbers together.
Success Criteria
I will know I have succeed when I can add two and three digit
numbers accurately.

Subtraction
WALT
We are learning to subtract two and three digit numbers
Success Criteria
I will know I have succeeded when subtract two and three digit
numbers accurately

Division
WALT
We are learning to divide two and three digit numbers by one
digit
Success Criteria
I will know I have achieved success when I can accurately divide
two and three digit numbers by one digit.
Multiplication
WALT
We are learning to multiply two digits by one and two digits.
Success Criteria
I will know I have achieved success when I can accurately divide
two digits by one and two digits.

Fractions
WALT
We are learning to calculate the fraction of a number
Success Criteria
I will know I have achieved success when I can accurately
calculate a number by a fraction.

Chance
WALT
We are learning to identify the chance of events occurring and
recording them on a number line.
Success Criteria
I will know I have achieved success when I can identify the
chance of events occurring and recording them on a number line.













Interactive Games
Week 1
Place Value
http://www.topmarks.co.uk/Flash.aspx?f=PVChartv8
http://www.math-play.com/Place-Value-Millionaire/play.swf

Week 2
Addition
http://www.kidsmathgamesonline.com/addition/freeaddition.html
http://www.topmarks.co.uk/Flash.aspx?f=bingoaddition

Week 3
Subtraction
http://www.bbc.co.uk/schools/starship/maths/games/cross_the
_swamp/big_sound/full.shtml
http://www.arcademicskillbuilders.com/games/mission/mission.ht
ml

Week 4,5
Multiplication
http://www.arcademicskillbuilders.com/games/penguin-
jump/penguin-jump.html
http://www.arcademicskillbuilders.com/games/space-race/space-
race.html

Week 6,7
Division
http://www.thekidzpage.com/learninggames/mathgames/16-
math-puzzle-division-bsplit.html
http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/di
vision.shtml

Week 8
Fractions
http://pbskids.org/cyberchase/math-games/melvins-make-
match/
http://www.sheppardsoftware.com/mathgames/fractions/memor
y_fractions1.htm

Week 10
Chance
http://www.kidsmathgamesonline.com/numbers/probability.html
http://www.bbc.co.uk/bitesize/ks2/maths/data/probability/play
/







Maths Group Rotaion Games
Week 1
I have, I want, I need
Provide each student with a worksheet and a set of numeral cards in the range 09. Have the students draw
two cards from the pile and construct the lowest two-digit number possible from the combination. Record
the numeral under the I have box. The student then reverses the numerals and records the new number
under the I want box. Have the students determine the difference between the two numbers and use the
empty number line to record their problem solving strategy. Record the difference in the I need box.
Have the students share their strategies with the class. If the same number is drawn for both cards, have the
students return one to the pile and redraw another card.

Largest / smallest number
Students are to work in pairs. They will need 4 dice and a whiteboard. Students take turns to roll all four
dice. They record the largest number they can with their numbers. They will only get a point if they can say
the number they recorded out aloud. Then the other student does the same thing. The student who has the
largest number gets a second point. Repeat 5 times. Then play game again this time aiming for the smaller
number.

Place value board game
Give each pair a copy of the game board, dice and counters. Instructions on game.

Maths tipping
Give each student 2 counters. Call a random number between 1 -100. Ask individual students to say the
number before and after that number. The students must answer within 5 seconds. A correct response
allows the student to take one counter out of the container. If a student states an incorrect answer to the
question, he or she must put a counter back in the container or if they have no counters left they are out.
Continue the process until there is a clear winner.

Egg Flip
Using the egg cartons provided, students take turns to place 3 counters inside the carton, close the lid and
shake the carton. Instruct the students to open the lid and find which cup the counters have landed in.
Provide students with a white board to record the largest number they can make out of the 3 numbers. Pass
on to the next student to make their number. Student with the largest number wins. Begin game again this
time making the smallest number.

Before and after whiteboards
Give each student a copy of the before and after charts. Explain to students that when you say go they
are to race to complete the numbers before and after each number recorded on the sheet. First finished wins.













Week 2
Red and Black
Each group will need a pack of playing cards and paper to record on. Each player begins with a score of 20
points. Shuffle the cards and place them face down in a pile. Each student in the group takes turns to draw a
card from the pile. Before doing so, he or she must say whether the card will be red or black. If the student
correctly guesses the colour of the card, the number on the card is added to his or her score. If the student
guesses incorrectly, the number on the card is subtracted. If the student guesses incorrectly, but hasnt
enough points to take away the number on the card, he or she misses a turn. All cards have a score of their
face value. Picture cards score as follows: Jack = 11, Queen = 12, King = 13, Ace = 1 The winner is the
first player to score 100.

Start with 4
Organise the students into pairs or groups of three and provide them with a set of numeral cards 19 (make
at least three of each number), a set of instruction cards +1 +10 +100 -1 -10 -100 (at least
three of each) and a recording sheet each. Alternatively, use the operation die from Largest number wins.
Ask the students to shuffle the numeral cards and deal out four cards to form a four-digit number. This will
be the starting number for the first round. Each student records the starting number on his or her worksheet.
The students then take turns to draw an instruction card and add it to, or subtract it from, the starting
number and record the new tally on the worksheet. Play continues until all players have had four turns at
drawing an instruction card. The player with the largest number after four draws is the winner.

How many more
Demonstrate the use of the empty number line to students, showing how multiples of tens and single digits
can be recorded and used to solve addition and subtraction problems. Provide the students with two piles of
numeral cards in the range 09. Have the students draw two cards to create a two-digit number. Ask the
students to use an empty number line to record the way they found out how many more are needed to make
100.

Diffy towers
Organise students into pairs and provide each pair with a die and a supply of Unifix blocks. The first
student rolls a die, takes a corresponding number of Unifix blocks from a central pile and builds a tower
with them. The second student rolls the die and repeats the process. They then compare the two towers to
see who has the most blocks and determine the difference between the two towers. The player with the
larger number of blocks keeps the difference and all other blocks are returned to the central pile. The
activity continues until one student accumulates a total of ten blocks.

Add 4 dice
Give each student 4 dice. Ask them to roll their 4 dice and add those numbers together. Once they have that
number they write it on their whiteboards. The student with the largest number wins. Repeat game this time
the student with the lowest number wins.

Rabbits ears
Instruct the students to make two fists and rest them on their heads, so that their hands are out of their direct
line of sight. Ask the students to raise a given number of fingers on each hand. Call on a student to add the
total number of fingers shown including their own. They are NOT allowed to take their own hands down
while doing this. Repeat game until everyone has had a turn.





Week 3
Friends to 100
Organise the students into pairs and provide each pair with a copy of a hundred chart. The first student calls
out a number between 1 and 99. The second student shades over the called number on the hundred chart
and then counts on from the number by tens and ones to determine how many more are needed to make
100. After determining the difference, the student locates this number on the hundred chart and shades over
the number. Discuss any patterns that the students notice. After practice, have the students determine the
difference without the use of the hundred chart.

Largest number wins
Organise the students into small groups and provide them with an operation die (A cube marked with
+1, -1, +10, -10, +100, -100.) Each player starts with a score of 500. The die is rolled and each
player adds or subtracts the number rolled to his or her score. In turns, players then have four rolls of the
operation die. After each roll the player calculates and records his or her tally. The winner is the player
with the largest number.

Hundred chart challenge
Prepare two packs of numerals cards in the range 09. Have the students select two cards from each pack to
make two, two-digit numbers. Locate and mark the numbers on a hundred chart. Have the students
determine the difference between the two numbers in the least number of moves. Encourage the students to
explain how they determined the difference.

Subtraction teddies
Provide each student with twenty counters, a double decker bus baseboard and a whiteboard. Have the
students place the twenty counters on the bus baseboard. Instruct the students to take turns to roll a die and
subtract the corresponding number of counters from the collection of teddies on the bus. The student then
records the number of remaining teddies on the whiteboard. The activity continues until one student reaches
zero.

Counting down from 100
Give each student a hundreds chart, a counter, a marker and a dice. Students start by placing their counter
on 100 and roll their dice. They then subtract that number from 100 and put a dot on their new number.
They then roll the dice again and continue putting dots and subtracting until they reach 0.

Beanstalks
Give each pair a beanstalk. Commence the activity by instructing each student to place a marker at position
10 on the beanstalk. In turns students take an instruction card, follow the directions and move their marker
accordingly along the beanstalk. The winner is the first person to reach the castle at the top of the beanstalk.












Week 4 and 5
Double dice multi
Provide the students with a baseboard, two dice, one die displaying numerals 1 to 6, the other displaying
numerals 1 to 3 and 12 counters. Instruct the students to take turns to roll the dice and multiply the two
numbers rolled. Model to the students how skip counting or repeated addition may be used to determine the
answer. Once the answer has been determined, the student covers the corresponding numeral on the
baseboard. If the number is already covered, the player misses a turn. Continue until all numerals on the
baseboard have been covered.

Counter toss
On whiteboards draw a large target. Write the numerals 6, 5, 4 and 3, on the target, so that one numeral is
on one segment of the target. Organise the students into pairs and provide each team with 2 counters. Have
the students take turns to toss the counters onto the target. Students are to multiply the two numbers the
counters landed on together and keep that total in their head. Their partner is now to have their turn.
Students compare their answers and whoever got the largest number gets a point. First to 10 wins.

Lots of
Organise the students into small groups. Have the students take turns to roll three dice. Whenever a three or
a six is rolled, the player records the number of threes and the total. Each player needs to keep a personal
total. The first player to reach 30 is the winner.


Canisters
Give each student a whiteboard and set amount of counters (e.g. 25) but make the amount different to the
student next to them. Tell students you want them to put these counters into equal groups. Allow students
time to work out on their own. Once they have put their counters into equal groups ask them to write the
number sentence on their whiteboard. For example if it was 25 counters then they would put five counters
into five groups and write the number sentence 5 x 5 = 25. Repeat using different numbers for each student.

Arrays
Organise students into pairs. Provide the students with a collection of counters. Instruct one of the pair to
make a simple array that is no larger than 5 by 5, with counters. The student then briefly shows the array to
his or her partner before screening the counters with a whiteboard. The other student then attempts to
construct the same array pattern with counters. The students should then compare the two arrays. Ask the
students to find the total number of counters in the array.

Guess my square
Organise students into pairs so that they are sitting opposite each other. Provide each student with an equal
number of counters. Student One then tells Student Two a Times Table. E.g. 5 x 5. Student Two then
constructs that sum using the counters, writes the number sentence on the whiteboard and tells Student One
the answer. Student One then checks their answer. It is then Student Twos turn to ask Student One the
Times Table question.

Turning arrays
Provide each student with a whiteboard and a supply of counters. Give students an instruction such as
make three rows of five counters. Students are to create this array on their whiteboard. Once students
have created this array they must record their number sentence on the whiteboard underneath but do not
remove the array. Now instruct students to turn the whiteboard 90 to show a new array of five rows of
three. Students record this number sentence on their whiteboard. Discuss with the students the number of
rows, the number of counters in each row and the total number of counters for each array pattern and how
they are different when you turn them but why is their answer still the same?

Week 6 and 7

Patty papers
Present students with a large jar of jelly beans, beads, plastic teddies or other small objects and a pile of
patty pans. Instruct the students to fill each patty pan with ten jelly beans, or similar object, until all have
been removed from the jar. Keep a tally of any left over jelly beans. The objects may now be removed from
the patty pans. Use the empty patty pans to form a picture graph. Encourage the students to count by tens
and add on remaining units to determine the total. The students could determine a way of representing any
remaining units using the patty paper.

Division Board game
Give each pair a copy of the game board, dice and counters. Instructions on game.

Division memory
Select a multiple to be practised. Prepare 40 cards, 10 multiplication question cards and 10 division
question cards for the selected multiple and 20 appropriate answer cards. Have the students shuffle the
cards and place them face down on the floor in four or five rows. The students then take turns to flip over
two cards. If a student turns over a question card and the correct answer card then he or she keeps the cards.
All players must agree that the cards are a match. If the cards do not match then the student flips the
cards back over. The player with the most cards wins.


Week 8
Fraction Hut
Instructions on game board

Fractions Dominoes
Instructions on game board

Fractions Bingo
Instructions on game board


Week 10

Leap
Instructions on game board

Carmela the Chameleon
Instructions on game board

Lucky Leprechaun
Instructions on game board