Maths Program Proforma Yr 6 t2

Sharon Tooney
MATHS PROGRAM : STAGE THREE

YEAR SIX
WEEKLY ROUTINE
Monday Tuesday Wednesday Thursday Friday

Whole Number 2
Terms 1-4

Number & Algebra
Terms 1-4: Addition and Subtraction 2
Terms 1-4 : Multiplication & Division 2
Terms 1 & 3: Patterns and Algebra 2
Terms 2 & 4: Fractions and Decimals 2

Statistics & Probability
Terms 1 & 3: Data 2
Terms 2 & 4: Chance 2

Measurement & Geometry
Term 1: Length 2 / Time 2/ 2D 2 / Position 2
Term 2: Mass 2 / 3D 2 / Angles 2
Term 3: Volume and Capacity 2 / Time 2 / 2D 2 / Position 2
Term 4: Area 2 / 3D2 / Angles 2

Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE
NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &
PROBABILITY

TERM
Whole
Number
Addition &
Subtraction
Multiplication
& Division
Fractions &
Decimals
Patterns
& Algebra
Length Area Volume &
Capacity
Mass Time 3D 2D Angles Position Data Chance
K 1
2
3
4
Yr 1 1
2
3
4
Yr 2 1
2
3
4
Yr 3 1
2
3
4
Yr 4 1
2
3
4
Yr 5 1
2
3
4
Yr 6 1
2
3
4
NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Number 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
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
orders, reads and represents integers of any size and
describes properties of whole numbers MA3-4NA
Background Information

Students could investigate further the properties of square
and triangular numbers, such as all square numbers have an
odd number of factors, while all non-square numbers have
an even number of factors; when two consecutive triangular
numbers are added together, the result is always a square
number.

Language
Students should be able to communicate using the following
language: number line, whole number, zero, positive
number, negative number, integer, prime number,
composite number, factor, square number, triangular
number.
Words such as 'square' have more than one grammatical use
in mathematics, eg draw a square (noun), square three
(verb), square numbers (adjective) and square metres
(adjective).
Investigate everyday situations that use integers; locate
and represent these numbers on a number line
recognise the location of negative whole numbers in
relation to zero and place them on a number line
use the term 'integers' to describe positive and negative
whole numbers and zero
interpret integers in everyday contexts, eg temperature
investigate negative whole numbers and the number
patterns created when counting backwards on a calculator
- recognise that negative whole numbers can result from
subtraction
- ask 'What if' questions, eg 'What happens if we subtract a
larger number from a smaller number on a calculator?'
Identify and describe properties of prime, composite, square
and triangular numbers
determine whether a number is prime, composite or
neither
- explain whether a whole number is prime, composite or
neither by finding the number of factors, eg '13 has two
factors (1 and 13) and therefore is prime', '21 has more than
two factors (1, 3, 7, 21) and therefore is composite', '1 is
neither prime nor composite as it has only one factor, itself'
- explain why a prime number, when modelled as an array,
can have only one row
model square and triangular numbers and record each
number group in numerical and diagrammatic form
- explain how square and triangular numbers are created
- explore square and triangular numbers using arrays, grid
paper or digital technologies
- recognise and explain the relationship between the way
each pattern of numbers is created and the name of the
number group
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES REG
Investigate
everyday
situations that
use integers;
locate and
represent these
numbers on a
number line

Identify and
describe
properties of
prime,
composite,
square and
triangular
numbers

1
Whole Number Basics 1
Revise some basic whole number facts previously learnt. Have students solve the following
problems:
1. In the number 84869, which digit is in the hundreds place?
2. In the number 9765, what is the value of the digit 7?
3. Which number represents two million, four hundred thousand, fifty six?
4. Write the following number in numerals: four million, six hundred fifty thousand, two
hundred fifty six
5. Write the following numerals with words: 4,650,256
6. 448 rounded to the nearest ten is
7. Round 6285 to the nearest hundred
8. Add 864 + 35 + 144 + 9 ___________
9.

10. When subtracting 25 from 104, the answer is?
Have students in small groups create a rap/rhyme/jingle for a given multiplication table.
Have each group perform for the rest of the class. Discuss whether they think that the
performances would enhance or not enhance their ability to remember the given table.
Students should justify their answer with reasons.
Support: provide concrete
materials, adjust content to
student level
Whiteboard and
markers, paper and
pencils

2
Whole Number Basics 2
Revise some basic whole number facts previously learnt. Have students solve the following
problems:
1.

2. What is the product of 36 and 488?
3.

4. What is the product of 36 and 488?
5. How many times 25 goes into 2275 (Hint: divide 2275 by 25)
6.

7. Mark sells ice cream for a living on Monday through Friday. This week, he sold ice cream
for 245, 180, 200, 95, and 150 dollars. Mark spent 450 dollars to make those ice cream
What is Mark's profit?
8. A small train can hold 85 passengers. How many trains are needed to carry 1700
student level
Whiteboard and
markers, paper and
pencils

Sharon Tooney

passengers
9. A car travelled 420 miles in 4 hours. Do you think the driver should have gotten a speed
ticket?
10. Which division gives the biggest remainder? A division of 56 by 9 or a division of 157 by
3?
Play a couple of rounds of Zap or Buzz Off to get students counting in basic number
patterns.

3
Identify a Rule For Number Patterns
Play a couple of rounds of Zap or Buzz Off to get students counting in basic number
patterns.
For the number patterns below work out what operation is being used to generate the next
term (e.g. add 4 each time, multiply by two each time). Write a sentence beneath each
pattern to describe the pattern.
Pattern 1: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
Pattern 2: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
Pattern 3: 18, 16, 14, 12, 10, 8, 6, 4, 2, 0
Pattern 4: 2, 4, 8, 16, 32, 64
Pattern 5: 24, 12, 6, 3
Pattern 6: 6, 11, 16, 21, 26, 31, 36, 41
Pattern 7: 32, 29, 26, 23, 20, 17, 14, 11, 8
Pattern 8: 2, 6, 18, 54, 162
Pattern 9: 270, 90, 30, 10
Pattern 10: 52, 47, 42, 37, 32, 27, 22
Descriptions by students should include:
- How did I work out what the operation was?
- How did I work out what the rule was?
student level
Whiteboard and
markers, paper and
pencils

4
Create a Number Pattern Based on a Rule
Revise the rules identified for different patterns last lesson. Explain to students that for the
following situations their job is to create a number pattern based on the rule stated. They
should create three different patterns for each rule.
Note: Some starting numbers are not practical to use. Allow students to change their
starting numbers if they have chosen ones that are too difficult, but make sure that they
account for these changes in a justification.
Rule 1: Add 4
Rule 2: Subtract 2
Rule 3: Multiply by 2
Rule 4: Divide by two
Work out what the rule is in the situations below and create your own pattern using this
rule.
Rule 5: 3, 11, 19, 27, 35, 43, 51, 59 What is the rule? ___________
My pattern:
Rule 6: 6, 24, 96, 384, 1536 What is the rule? ___________
Support: allow students to
complete the task in pairs so
that they have someone to
discuss patterns with.

Extension: A pattern was
made using the following
rule: subtract 3. If the last
number in the pattern was
14, what were the previous
3 numbers? What would the
next 2 numbers be? Explain.
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pencils

Sharon Tooney

My pattern:
Rule 7: 6400, 1600, 400, 100, 25 What is the rule? ___________
My pattern:
Rule 8: 59, 53, 47, 41, 35, 29, 23 What is the rule? ___________
My pattern:

5
Writing Rules From Number Patterns
Revise the format that patterns have been presented in previous lessons. Explain to
students that they may also find number patterns within tables of data, for example.
Outline to students that today they will start writing rules or equations from tables of
values, using activities, such as:
1. Jenny earned $2 for each hour she worked. See the table below:
Hours Jenny
worked:
1 2 3 4 5
Money Jenny
earned:
2 4 6 8 10
- What pattern is being followed to turn the grey number into the white number?
- How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.?
- Finish the number sentence: hours ___________ = money
- Explain the pattern:
Try these:
How much money would Jenny earn after 6 hours?
How much money would Jenny earn after 10 hours?
2. Michael was one year older than Sam. See the table below:
Sams age 1 2 3 4 5
Michaels age 2 3 4 5 6
- What pattern is being followed to turn the grey number into the white number?
- How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.?
- Finish the number sentence: Sam ____________ = Michael
- Explain the pattern:
Try these:
How old will Michael be when Sam is 6?
How old will Michael be when Sam is 10?
3. Michelle always had 3 more lollies than Tyler. See the table below:
Tylers lollies 1 2 3 4 5
Michs lollies 4 5
6
7 8
- The rule would be: Tyler ___________ = Michelle
How many lollies would Michelle have if Tyler had 6?
How many lollies would Michelle have if Tyler had 10?
student level
Whiteboard and
markers, paper and
pencils

6
Counter Patterns
This activity focuses on the patterns of adding another line of counters using triangular
numbers. Help students to focus on what is being added each time and to represent this in
a table or as a number sentence (e.g. 1 + 2 + 3 for a 3 line number).
Possible questions:
Support: move the counters
so that the first ones all
align, then work from there:

Whiteboard and
markers, paper and
pencils, counters

Sharon Tooney

- What shape do the counters form? So what do you think the next shape might be?
- How many counters are there in the bottom line of the triangle? Can you find a pattern?
- Where are the counters placed (in the gaps and on the ends)? So if we were going to add
another line of counters on the bottom here, where do you think the counters should go?
How many is this? How is this similar to the last shape that you made?
- Lets look at the bottom line of counters in each of the triangles. How many are in this
one? Now how many in this one? How many more is this? Now lets look at the third one.
How many more is this than the second one? Now lets look at the fourth one. How many
more is this than the third one? How much are we adding?
Make the pattern below, then work out what the pattern is and answer the questions.

Describe the patterns using words and numbers:
- If you were going to draw a fifth line of counters for the shape, what would you draw?
- How many counters would be in the shape altogether? How do you know?
Complete the following table:
How many lines? 1 2 3 4 5 6 7 8 9
How many counters in the bottom line? 1 2 3 4

How many counters altogether?
1 3 6 10
How did we work out how many counters
altogether?

- What patterns are there in the table?
- If the shape had 12 lines, how would you work out how many counters were in the shape
altogether?
- Write a number sentence to explain your pattern
Discuss:
- The number of counters altogether in each of the patterns above is called a triangular
number.
- What do you think this might mean? Why would they be called triangular numbers?

Extension: Square numbers
are similar to triangular
numbers. Look at the
following patterns and work
out what the seventh
square number would be.

7
Subsets: Multiples and Factors
Multiples and factors have to do with multiplying or dividing numbers. Looking at these
examples, can you work out how the terms are used:
Factors:
The factors of 12 are: 1 and 12, 2 and 6, 3 and 4
The factors of 10 are: 1 and 10, 2 and 5
The factors of 100 are: 1 and 100, 2 and 50, 4 and 25, 5 and 20, and 10
1. What operation do you think we are using to find the factors of 12? Explain.
2. Explain what you think factors might be.
3. Using your explanation of factors, list all the factors of 20. How did you know what
numbers were factors and which werent?
Support: provide X tables so
students can understand the
concepts without having to
remembering the facts
Use counters to create array
models. The number or
rows and columns in an
array relates to the factors
for a number

Extension: What number
Whiteboard and
markers, paper and
pencils

Sharon Tooney

4. What number are all of these factors for: 1 and 24, 2 and 12, 3 and 8, 4 and 6
Multiples:
The multiples of 5 include: 5, 10, 15, 20, 25, 30
The multiples of 7 include: 7, 14, 21, 28, 35
The multiples of 16 include: 16, 32, 48, 64
1. What operation do you think we are using to find multiples? Explain.
2. Explain what you think multiples might be.
3. Using your explanation of multiples, list 10 multiples of 4:
4. List 10 multiples of 8:
5. List 10 multiples of 7:
Ask students to explain what multiples and factors are. Give some of your own examples.
has the following as
multiples: 36, 50
What number has the
following as factors: 1, 2, 3,
4, 5, 6

8
Prime and Composite Numbers
Prime numbers and composite numbers are defined by their factors. Explain to students
that their job is to examine the patterns below and determine what prime and composite
numbers are.
Prime numbers:
Some prime numbers are 2, 3, 5, 7, 11, 19
For each of these numbers, list all of their factors:
- What pattern do you notice?
15 is not a prime number. List its factors and determine why it is not a prime number.
- How many distinct factors do prime numbers have?
Composite numbers:
Some composite numbers are 4, 6, 8, 9, 10, 12
For each of these numbers, list all of their factors:
- What pattern do you notice?
23 is not a composite number. List its factors and determine why it is not a composite
number.
- How many distinct factors do composite numbers have?
Ask students to explain what composite and prime numbers are. Give some of your own
examples.
Support: provide X tables so
students can understand the
concepts without having to
remembering the facts
Use counters to create array
models. The number or
rows and columns in an
array relates to the factors
for a number

Extension: Discuss the
number 1 and the number
2. What kind of numbers are
they?
Whiteboard and
markers, paper and
pencils

9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Addition and Subtraction 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
selects and applies appropriate strategies for addition and
subtraction with counting numbers of any size MA3-5NA
Refer to background information in Addition and Subtraction
1.

Language
language: plus, sum, add, addition, increase, minus, the
difference between, subtract, subtraction, decrease, equals,
is equal to, operation, digit.
When solving word problems, students should be
encouraged to write a few key words on the left-hand side of
the equals sign to identify what is being found in each step of
their working, eg 'amount to pay = ', 'change = '.
Refer also to language in Addition and Subtraction 1.
Select and apply efficient mental and written strategies and
appropriate digital technologies to solve problems involving
addition and subtraction with whole numbers
solve addition and subtraction word problems involving
whole numbers of any size, including problems that require
more than one operation, eg 'I have saved $40 000 to buy a
new car. The basic model costs $36 118 and I add tinted
windows for $860 and Bluetooth connectivity for $1376. How
much money will I have left over?'
- select and apply appropriate mental and written strategies,
with and without the use of digital technologies, to solve
unfamiliar problems
- explain how an answer was obtained for an addition or
subtraction problem and justify the selected calculation
method
- reflect on their chosen method of solution for a problem,
considering whether it can be improved
- give reasons why a calculator was useful when solving a
problem
record the strategy used to solve addition and subtraction
word problems
- use selected words to describe each step of the solution
process

Sustainability


Literacy
Numeracy


Work & enterprise

Sharon Tooney


Select and apply
efficient mental
and written
strategies and
appropriate
digital
technologies to
solve problems
involving
addition and
subtraction with
whole numbers

1
Missing Addends 1
Write the following problems on the board for students to solve. Before beginning, discuss
with the students all of the possible strategies they could use to solve addition problems.
List these with examples of each as a reference point.
1. 70 + __________ + 20 = 1520 2. 421 + 147 + __________ = 661
3. __________ + 110 + 339 = 451 4. 25 + __________ + 747 = 1586
5. 771 + __________ + 43 = 1166 6. 441 + 1 + __________ = 470
7. 894 + __________ + 826 = 1725 8. __________ + 262 + 81 = 984
9. 941 + 339 + __________ = 1334 10. 623 + 83 + __________ = 1456
11. 607 + 431 + __________ = 1137 12. __________ + 498 + 253 = 763
13. __________ + 126 + 351 = 535 14. 711 + 505 + __________ = 1293
15. 989 + __________ + 930 = 1981 16. __________ + 137 + 19 = 359
When students have completed the problems and answers have been checked. Invite
students to explain which strategy they used for solving the problems. Ask them:
- Do you think that was the best strategy? Why/why not?
- What alternate strategy could you have used?
Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils

2
Missing Addends 2
Using the strategy list from the previous lesson, have students draw one out of a hat. Tell
them that the strategy they have chosen, is the only strategy they can employ.
Write the following examples on the board:
1. 15 + 31 + __________ + 49 + 2600 = 2819 2. __________ + 91 + 86 + 151 + 2000 =
2337
3. 6 + 10 + 68 + __________ + 2900 = 3146 4. __________ + 800 + 80 + 147 + 11 =
1043
5. __________ + 76 + 39 + 111 + 300 = 531 6. 168 + 49 + __________ + 1500 =
1768
Invite students to explain what their strategy was and whether they felt it was effective.
They should be encouraged to explain their answer giving reasons why or why not and
offering an alternative strategy they would have preferred to use if give the option.
Working in pairs have students create 5 addends each for their partner to solve. Check and
discuss answers with each other.
whiteboards and
markers, paper and
pencils

3
Missing Minuend or Subtrahend Problems
Discuss with the students the types of strategies that can be used to solve subtraction
problems. Discuss the similarities and differences between these strategies and the
previous strategies identified for solving addition problems.
Have students complete the following examples and explain the strategy they employed,
giving reasons why.
1. __________ - 24519 = 4570 2. __________ - 4705 = 4532
3. 44780 - __________ = 29963 4. __________ - 10967 = 196
5. 36106 - __________ = 9959 6. 17563 - __________ = 6592
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markers, paper and
pencils

Sharon Tooney

7. __________ - 36116 = 9185 8. 27144 - __________ = 16011
9. __________ - 1416 = 8577 10. 11545 - __________ = 3030
11. 15634 - __________ = 5557 12. __________ - 2107 = 1600
Check and discuss answers and strategies employed.

4
Cover them Up!
This is a game for two players. Instructions:
The men and monkeys on the game board have all entered a beauty contest. However, the
men have forgotten to put their clothes on! The monkeys are very embarrassed, so it is
your children's job to cover the men up with counters:
- Turn all of the cards upside down
- Players take it in turn to pick up two cards.
- Add the amount on the cards together. If the answer is the same as a number on one of
the boxes then you can cover up the man / monkey standing on it by placing a counter over
it.
- The winner is the first to cover up ten men (not monkeys, because monkeys are not
supposed to wear clothes anyway!)
See attached number cards and game board.
Variations:
- All of the cards are placed face upwards and each player has 30 seconds to pick two cards
which make any number on the playing board.
- Cover all of the men with counters. Remove one counter at a time and find the correct
two cards which make up that number.
Support: provide calculators
for students struggling with
mental calculations
Game board, game
card, counters

5
Deal or No Deal
This activity is designed to encourage students to use mental subtraction strategies to
quickly and accurately determine the answer to subtraction algorithms.
Using an IWB, the teacher provides an algorithm in a red box and an answer in a blue box:

If the blue box contains the correct answer, students call out deal if it is incorrect then
they call out No deal.
If No deal is called, a student is selected to provide the correct answer. A calculator could
be provided for this task to ensure quick and accurate answers, so that the game can keep
flowing.
Variation:
Students could play the same game using addition algorithms.
Support/Extension: instead
of using an IWB uses sets of
differentiated cards and
place students in ability
groups to play, with
students rotating roles as
the host to display cards.
IWB, calculators,
whiteboard and
markers, paper and
pencils

10
Revision and Assessment

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

The men and monkeys on the game board have all entered a beauty contest. However, the men have
forgotten to put their clothes on! The monkeys are very embarrassed, so it is your children's job to cover the
men up with counters:
Turn all of the cards upside down
Players take it in turn to pick up two cards.
Add the amount on the cards together. If the answer is the same as a number on one of the boxes then
you can cover up the man / monkey standing on it by placing a counter over it.
The winner is the first to cover up ten men (not monkeys, because monkeys are not supposed to wear
clothes anyway!)

1056 2284 3171 1000 863 9732 2165 398
25 7419 618 33 138 8391 7426 1234
5678 9012 1029 3847 56 567 2468 9753
Sharon Tooney

1000 56 2200
84 2500 671
850 13 8652
1080 673 1492
308 90 10
15 5613 1806
309
22
309 11
130 8
Sharon Tooney

8301 90 3713
3713 1004 230
2334 3344 6012
3000 514 519
3102 745 32
24 567 0
1234
4432
1234 5321
Sharon Tooney

STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Multiplication and Division 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
selects and applies appropriate strategies for multiplication
and division, and applies the order of operations to
calculations involving more than one operation MA3-6NA

Students could extend their recall of number facts beyond
the multiplication facts to 10 10 by also memorising
multiples of numbers such as 11, 12, 15, 20 and 25, or by
utilising mental strategies, eg '14 6 is 10 sixes plus 4 sixes'.
The simplest multiplication word problems relate to rates, eg
'If four students earn $3 each, how much do they have all
together?' Another type of problem is related to ratio and
uses language such as 'twice as many as' and 'six times as
many as'.
An 'operation' is a mathematical process. The four basic
operations are addition, subtraction, multiplication and
division. Other operations include raising a number to a
power and taking a root of a number. An 'operator' is a
symbol that indicates the type of operation, eg +, , and .
Refer also to background information in Multiplication and
Division 1.

Language
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.
When solving word problems, students should be
encouraged to write a few key words on the left-hand side of
the equals sign to identify what is being found in each step of
their working, eg 'cost of goldfish = ', 'cost of plants = ',
'total cost = '.
'Grouping symbols' is a collective term used to describe
brackets [], parentheses () and braces {}. The term 'brackets'
is often used in place of 'parentheses'.
Select & apply efficient mental & written strategies, &
appropriate digital technologies, to solve problems
involving multiplication & division with whole numbers
select & use efficient mental & written strategies, & digital
tech, to multiply whole numbers up to 4 digits by 1 & 2 digit
numbers
select & use efficient mental & written strategies, & digital
tech, to divide whole numbers up to 4 digits by a 1 digit
divisor, including where there is a remainder
- estimate solutions to problems & check to justify solutions
use mental strategies to multiply & divide numbers by 10,
100, 1000 & their multiples
solve word problems involving multiplication & division
- use appropriate language to compare quantities
- use a table/similar organiser to record methods to solve
problems
recognise symbols used to record speed in kilometres per
hour
solve simple problems involving speed
Explore the use of brackets & the order of operations to
write number sentences
use the term operations to describe collectively the
processes of addition, subtraction, multiplication & division
investigate & establish order of operations using real-life
contexts
- write number sentences to represent real-life situations
recognise that the grouping symbols () and [] are used in
number sentences to indicate operations that must be
performed 1st
recognise if more than 1 pair of grouping symbols are used,
the operation within the innermost grouping symbols is
performed 1st
perform calculations involving grouping symbols without
digital tech, eg
5+(2x3)=5+6

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney

Often in mathematics when grouping symbols have one level
of nesting, the inner pair is parentheses () and the outer pair
is brackets [], eg 360[4x(20-11)].
=11
(2+3)x(16-9)=5x7
=35
3+[20(9-5)]=3+[204]
=3+5
=8
apply the order of operations to perform calculations
involving mixed operations & grouping symbols, without
digital tech, eg
32+2-4=34-4
=30 addition & subtraction only, therefore work
from left to right
322x4=16x4
=64 multiplication & division only, therefore work
from left to right
32(2x4)=328
=4 perform operation in grouping symbols first
(32+2)x4=34x4
=136 perform operation in grouping symbols first
32+2x4=32+8
=40 perform multiplication before addition
- investigate whether different digital tech apply order of
operations
recognise when grouping symbols are not necessary, eg 32
+ (2 4) has the same answer as 32 + 2 4

Sharon Tooney


Select & apply
efficient mental
& written
strategies, &
appropriate
digital
technologies, to
solve problems
involving
multiplication &
division with
whole numbers

Explore the use of
brackets & the
order of
operations to
write number
sentences

5
Using Related Facts
Write the following facts on the board.
1 32 = 32
2 32 = 64
32 = 128
8 32 =
32 = 512
- What are the missing numbers?
Explain that you were doubling each time. Ask the students to discuss in pairs how they
could find the other numbers in the 32 times table without carrying out any further
multiplication. Draw out that they could add the multiples together to work out other facts,
such as finding 6 32 by adding the answers to 2 32 and 4 32 together.
Give the students another two-digit number e.g. 26 and ask them to work out all its
multiples up to 16 using the same strategy, then to fill in the gaps by combining facts.
Check that their answers are correct and ask:
- For which of these multiples could you use a more efficient strategy? (e.g. 10, 5, 9, 11.)
Now demonstrate how you could use the multiples of 32 to generate other multiples of
32 by identifying and multiplying factors. Discuss 18 32, listing the factors of 18. Explain
that 18 32 could be found by multiplying the answer to 9 32 by 2 or by multiplying the
answer to 6 32 by 3. Explain that here you are using the factors of 18 to help
multiplication by 18. Record on the board to show this:
18 32
= 2 9 32
= 3 6 32
Set the students the task of finding 18 26 using a table in their books. Discuss the answers
with the class and ask how they would use this factor method to find 80 26, 24 26. Get
students to work through these on the board.
Give the students another number e.g. 43 and ask them to generate the multiplication
table and then use the factor method to work out other multiples of this number e.g. 56
43, 25 43, 120 43, 54 43. Draw the class together to look for a variety of methods e.g.
for 25 43 students might use 5 5 43 or halved 5 10 43 or halved and halved again
100 43.
Provide additional examples for students to complete.
materials and/or calculators
and multiplication tables
charts as a reference
Whiteboard and
markers, paper and
pencils

6
Order of Operation
Discuss with students, their understanding of the order of operations as discussed last
term. Students use their understanding of the order of operations to solve the following
equations. They may use a calculator if they choose, but they will need to determine the
order of operations before calculating. Work through the examples below to get started:
First rule: 4 x 5 x (9 + 3) = 240 The rule was:
Second rule: 4 + 5 + 3 x 6 = 27
Support: Use only two-step
processes

Extension: How many
different equations can you
write that make 12 and use
at least three different
Whiteboard and
markers, paper and
pencils, calculators

Sharon Tooney

4 + 5 + 15 3 = 14 The rule was:
Third rule: 5 x 6 2 x 3 = 45 The rule was:
Fourth rule: 6 3 + 4 5 = 2 The rule was:
1. Which one of the following orders of operations is correct? Circle it.
Brackets, addition and subtraction, multiplication and division
Multiplication and division, brackets, addition and subtraction
Brackets, multiplication and division, addition and subtraction
Addition and subtraction, brackets, multiplication and division
Brackets, multiplication, division, addition, subtraction
2. Calculate the solutions for the following problems. You may use a calculator.
7 x 9 + (3 + 7) = 12 2 x 5 =
4 + 3 2 x 3 = 12 + 14 2 =
(5 3) x 5 + 9 = 19 5 x (7 4) =
12 x (3 + 2) 10 = 7 4 + 7 3 1 =
6 x 7 x 2 12 = 12 + 4 x 5 2 11 =
operations?

7
Interpreting Equations With Operations
Explain to students that In previous activities they have learned about order convention in
equations. Explain that they are to use that to help them to evaluate the following
situations and decide on some rules about which operation to perform first.
Example set 1:
(9 + 1) x 2 = 20 AND 2 x (9 + 1) = 20 What do you think that the rule is?
(9 - 3) x 5 = 30 AND 5 x (9 - 3) = 30 (Brackets)
Example set 2:
2 x 5 + 1 = 11 AND 1 + 2 x 5 = 11 What do you think that the rule is?
10 2 + 3 = 8 AND 3 + 10 2 = 8 (Operations)
Questions:
1. Write the following words in the order that you perform them in an equation:
Multiplication and Division Brackets Addition and Subtraction
2. Is multiplication performed before division? Explain:
3. Is addition performed before subtraction? Explain:
4. When are the brackets completed?
Support: Use only two-step
processes

Extension: What can go in
the boxes to make this
equation true? Write as
many possibilities as you
can find.
(9 - ) x = 15

Whiteboard and
markers, paper and
pencils

8
Applying Order of Operations
Use what you have learned in the previous activities about order of convention to solve the
following equations. Select the answer that is correct. You may use a calculator.
1. 7 + 3 x 5= 2. 12 2 x 6= 3. 9 3 + 4 x 5= 4. 16 8 2= 5. 8 x (3 + 4)=
a. 50 b. 22 a. 0 b. 60 a. 35 b. 23 a. 12 b. 4 a. 28 b. 56

6. (8 x 3) + 4= 7. 8 (4 x 2)= 8. 8 4 x 2= 9. 8 (4 2)= 10. 8 4 2=
a. 28 b. 56 a. 1 b. 4 a. 1 b. 4 a. 6 b. 4 a. 2 b. 0

Extension: Put brackets into
the following equation so
that the answer is 10.88:
1.2 + 4.3 + 2.1 x 1.7 = 12.08
Whiteboard and
markers, paper and
pencils

Sharon Tooney

11. 2 + 8 4= 12. (2 + 8) 2= 13. 7 + 2 3 x 2= 14. 8 9 3 + 5= 15. 9 3 x 4
5 + 2=
a. 2.5 b. 4 a. 5 b. 6 a. 3 b. 12 a. 0 b. 10 a. 9 b. 5

16. 9 3 x 4 (5 + 2)= 17. (5 2 + 3) (7 4)= 18. 5 (2 + 4) (7 4)=
a. 9 b. 5 a. 0 b. 2 Write your answer:
Describe what order you did things in to get the answers.
9 Solving Problems
Provide the following guide to the students for solving problems and discuss each step.
Step-by-step guide to solving problems
1. Read the question. Underline key words that help you solve the problem.
2. Decide what operation(s) to use.
3. Write down the calculation(s) you are going to do. Use brackets if you need to.
4. Work out the approximate answer.
5. Decide how you will work out the calculation: mental, pencil and paper or calculator.
6. Do the calculation and interpret the answer.
7. Include any units such as kg, cm, $, pencils, tables.
8. Check that the answer makes sense.
Remember: if you are stuck, try to:
Describe the problem in your own words to a partner.
Talk through what you have done so far.
Break the problem up into smaller steps.
Try it with simpler or fewer numbers.
Draw something to help you such as a picture, a table or number line.
Make a guess, see if it works, and if not try to improve it.
Problem solving problem examples:
1. There is space in the multi-storey car park for 17 rows of
30 cars on each of 4 floors.
How many cars on each of the 4 floors?
2. 196 children and 15 adults went on a school trip.
Coaches seat 57 people.
How many coaches were needed?
3. 960 marbles are put into 16 bags.
There is the same number of marbles in each bag.
How many marbles are there in 3 of these bags?
4. In a dance there are 3 boys and 2 girls in every line.
42 boys take part in the dance.
How many girls take part?
5. I think of a number, add 3.7 and multiply by 5.
The answer is 22.5.
What was my number?
Support: partner work with
a peer tutor, adjusted
questions, concrete
materials to recreate
problem
Whiteboard and
markers, paper and
pencils, problem
solving steps on
chart or IWB

10 Revision and Assessment

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Fractions and Decimals 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
compares, orders and calculates with fractions, decimals
and percentages MA3-7NA
In Stage 3 Fractions and Decimals, students study fractions
with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100. A unit
fraction is any proper fraction in which the numerator is 1,
eg , , , , ...........
The process of writing a fraction in its 'simplest form'
involves reducing the fraction to its lowest equivalent form.
In Stage 4, this is referred to as 'simplifying' a fraction.
When subtracting mixed numerals, working with the whole-
number parts separately from the fractional parts can lead to
difficulties, particularly where the subtraction of the
fractional parts results in a negative value, eg in the
calculation of 2 - 1 , - results in a negative value.

Language
language: whole, equal parts, half, quarter, eighth, third,
sixth, twelfth, fifth, tenth, hundredth, thousandth, fraction,
numerator, denominator, mixed numeral, whole number,
number line, proper fraction, improper fraction, is equal to,
equivalent, ascending order, descending order, simplest
form, decimal, decimal point, digit, round to, decimal places,
dollars, cents, best buy, percent, percentage, discount,
sale price.
The decimal 1.12 is read as 'one point one two' and not 'one
point twelve'.
The word 'cent' is derived from the Latin word centum,
meaning 'one hundred'. 'Percent' means 'out of one hundred'
or 'hundredths'.
A 'terminating' decimal has a finite number of decimal
places, eg 3.25 (2 decimal places), 18.421 (3 decimal places).
Compare fractions with related denominators and locate and represent
them on a number line (ACMNA125)
model, compare & represent fractions with denominator of 2, 3, 4, 5, 6, 8,
10, 12 and 100 of a whole object, a whole shape & a collection of objects
compare the relative size of fractions drawn on the same diagram
compare & order simple fractions with related denominators using
strategies such as diagrams, the number line, or equivalent fractions
find equivalent fractions by re-dividing the whole, using diagrams &
number lines
record equivalent fractions using diagrams & numerals
develop mental strategies for generating equivalent fractions, such as
multiplying or dividing the numerator & the denominator by the same
number
explain or demonstrate why 2 fractions are or are not equivalent
write fractions in their 'simplest form' by dividing the numerator & the
denominator by a common factor
recognise that a fraction in its simplest form represents the same value
as the original fraction
apply knowledge of equivalent fractions to convert between units of
time
Solve problems involving addition and subtraction of fractions with the
same or related denominators (ACMNA126)
add & subtract fractions, including mixed numerals, where 1 denominator
is the same as, or a multiple of, the other
convert an answer that is an improper fraction to a mixed numeral
use knowledge of equivalence to simplify answers when adding &
subtracting fractions
recognise that improper fractions may sometimes make calculations
involving mixed numerals easier
solve word problems involving the addition & subtraction of fractions
where 1 denominator is the same as, or a multiple of, the other
multiply simple fractions by whole numbers using repeated addition,
leading to a rule
Find a simple fraction of a quantity where the result is a whole number,
with/out the use of digital technologies (ACMNA127)
calculate unit fractions of collections, with/out the use of digital tech
describe the connection between finding a unit fraction of a collection
& the operation of division
calculate a simple fraction of a collection/quantity, with/ out the use of
digital technologies
explain how unit fractions can be used in the calculation of simple
fractions of collections/quantities
solve word problems involving a fraction of a collection/ quantity
Add and subtract decimals, with/out the use of digital technologies, and

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney

use estimation and rounding to check the reasonableness of answers
(ACMNA128)
add & subtract decimals with the same number of decimal places,
with/out the use of digital tech
add & subtract decimals with a different number of decimal places,
with/out the use of digital tech
relate decimals to fractions to aid mental strategies
round a number of up to 3 decimal places to the nearest whole number
use estimation & rounding to check the reasonableness of answers when
adding & subtracting decimals
describe situations where the estimation of calculations with decimals
may be useful
solve word problems involving the addition & subtraction of decimals,
with/out the use of digital tech, including those involving money
use selected words to describe each step of the solution process
interpret a calculator display in the context of the problem
Multiply decimals by whole numbers & perform divisions by non-zero
whole numbers where the results are terminating decimals, with/out the
use of digital technologies (ACMNA129)
use mental strategies to multiply simple decimals by single-digit numbers
multiply decimals of up to 3 decimal places by whole numbers of up to 2
digits, with/out the use of digital tech
divide decimals by a 1-digit whole number where the result is a
terminating decimal
solve word problems involving the multiplication & division of decimals,
including those involving money
Multiply and divide decimals by powers of 10 (ACMNA130)
recognise the number patterns formed when decimals are multiplied &
divided by 10, 100 & 1000
multiply & divide decimals by 10, 100 & 1000
use a calculator to explore the effect of multiplying & dividing decimals
by multiples of 10
Make connections between equivalent fractions, decimals and percentages
(ACMNA131)
recognise that the symbol % means 'percent'
represent common percentages as fractions & decimals
recognise fractions, decimals & percentages as different
representations of the same value
recall commonly used equivalent percentages, decimals & fractions
represent simple fractions as decimals & as percentages
interpret & explain the use of fractions, decimals & percentages in
everyday contexts
represent decimals as fractions & percentages
equate 10% to , 25% to & 50% to
calculate common percentages (10%, 25%, 50%) of quantities, with/out
the use of digital tech
choose the most appropriate equivalent form of a percentage to aid
calculation
use mental strategies to estimate discounts of 10%, 25% & 50%
calculate the sale price of an item after a discount of 10%, 25% & 50%,
with/out the use of digital tech, recording the strategy & result

Sharon Tooney


Compare
fractions with
related
denominators
and locate and
represent them
on a number line

Solve problems
involving
addition and
subtraction of
fractions with
the same or
related
denominators

Find a simple
fraction of a
quantity where
the result is a
whole number,
with/out the use
of digital
technologies

Add and
subtract
decimals,
with/out the use
of digital
technologies,
and use
estimation and
rounding to
check the
reasonableness
of answers

Multiply

4
Recognising Equivalent Fractions
Using a fraction wall:

recap equivalent fractions, record = =
Ask child students to continue the sequence, repeating with thirds, sixths and twelfths.
- Can you write four more fractions equivalent to half? Repeat with , ,
Revise the meanings of numerator and denominator.
Reduce a fraction to its simplest form by cancelling common factors in the numerator and
denominator. Using the Fraction Cards attached, order fractions by converting them to
fractions with a common denominator and position them on a number line. Lead on to
questions such as:
- How do you know that is more than ?
Establish the need to change to a common denominator. Discuss other examples such as
comparing and , and etc. Repeat with other examples if appropriate.
Discuss other examples and encourage students to explain their reasoning.
Show a fraction family such as:
= =
- How can we work backwards to reduce to a family of fractions with smaller numbers?
Introduce harder examples e.g. where different factors are required and cancelling can
be introduced.
- Can you continue the fraction family?
- What is happening to the numerator / denominator?
Repeat with other fraction families.
Support: individual fraction
walls, individual support as
required
Fraction wall chart,
whiteboard and
markers, paper and
pencils, Fraction
cards

5
Improper Fractions and Mixed Numerals
Write on the board. Pose the question:
- Can you think of a different way to write this fraction?
If necessary, suggest writing a mixed number. Practise converting from mixed numbers to
improper fractions and back.
Support: individual fraction
walls, individual support as
required
Whiteboard and
markers, paper and
pencils

6
Recognising Equivalence Between the Decimal and Fraction Forms
Write the following fractions on the board:
Support: Provide
differentiated examples for
Whiteboard and
markers, paper and

Sharon Tooney

decimals by
whole numbers
& perform
divisions by non-
zero whole
numbers where
the results are
terminating
decimals,
with/out the use
of digital
technologies

Multiply and
divide decimals
by powers of 10

Make
connections
between
equivalent
fractions,
decimals and
percentages

- Can you put these fractions in order?
Discuss how it can be done, leading to converting to hundredths.
- Would it have been easier it the numbers had already been written in hundredths or as
decimal fractions?
Discuss how they can be converted to decimal form (i.e. 0.3, 0.25, 0.08, 0.8) and use the
discussion to assess childrens previous knowledge of decimal notation in hundredths.
Repeat with other examples.
Draw a number line on the board. Give out the Fraction and Decimal cards attached.
- Can you place your cards in the correct place on the number line?
Encourage students to justify why they choose a particular place on the number line. Draw
students attention to the fact that some students will want to put two or more cards in the
same place. For example , and 0.75.
Write on the board:
0.5 =
0.25 =
=
=
0.01 =
=
Discuss what goes in the boxes and have students complete.
pupils to practise ordering
fractions, decimals, then a
mixture of both on a
number line.
pencils, Fraction
and Decimal cards

7
Decimal Notation
Ask questions like:
- When do we meet decimals in real life?
- What in this room would measure 0.5m, 0.08m, 15.7cm etc.?
- What in this room holds 0.27 litres?
Explore metric units and the relationship between them. Students should be encouraged to
convert larger metric units to smaller and convert halves, quarters, tenths and hundredths
to larger units.
e.g.
kg = grams
3.5m = cm
1.25 km = metres
2 litres = ml
500 ml = litres
6000 cm = m
100 mm = cm
Write on the board and discuss:
- If the running track is 500m how many laps are needed to run 2.5km?
Establish that conversion to the same unit of measurement is necessary to solve the
problem ;
Support/Extension: Some
students might be limited to
one decimal place whilst
others can be introduced to
thousandths and associated
word problems.
Whiteboard and
markers, paper and
pencils, conversion
charts

Sharon Tooney

- There are 2.54cm to 1 inch. 1 yard is 36 inches. About how many centimetres are there in
a yard?
Provide additional examples for students to work through independently.

10

ASSESSMENT OVERVIEW

Sharon Tooney

Fraction Cards

1
Sharon Tooney

Fraction and Decimal Cards

Sharon Tooney

0.5

0.25

0.07

0.1

0.2

0.01

0.75

0.03

0.3

0.007

0.6

0.4

0.13

0.8

0.013

0.99

Sharon Tooney

STAGE: Year 6
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Mass 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
selects and uses the appropriate unit and device to
measure the masses of objects, and converts between units
of mass MA3-12MG
One litre of water has a mass of one kilogram and a volume
of 1000 cubic centimetres. While the relationship between
volume and capacity is constant for all substances, the same
volumes of substances other than water may have different
masses, eg 1 litre of oil is lighter than 1 litre of water, which
in turn is lighter than 1 litre of honey. This can be
demonstrated using digital scales.
Refer also to background information in Mass 1.

Language
language: mass, measure, scales, tonne, kilogram, gram.
Refer also to language in Mass 1.
Connect decimal representations to the metric system
(ACMMG135)
recognise the equivalence of whole-number and decimal
representations of measurements of mass, eg 3 kg 250 g is
the same as 3.25 kg
interpret decimal notation for masses, eg 2.08 kg is the
same as 2 kilograms and 80 grams
measure mass using scales and record using decimal
notation of up to three decimal places, eg 0.875 kg
Convert between common metric units of mass
(ACMMG136)
convert between kilograms and grams and between
kilograms and tonnes
explain and use the relationship between the size of a
unit and the number of units needed to assist in
determining whether multiplication or division is
required when converting between units, eg 'More
grams than kilograms will be needed to measure the
same mass, and so to convert from kilograms to grams, I
need to multiply' (Communicating, Reasoning)
solve problems involving different units of mass, eg find the
total mass of three items weighing 50 g, 750 g and 2.5 kg
relate the mass of one litre of water to one kilogram

Sustainability


Literacy
Numeracy


Work & enterprise

Sharon Tooney


Connect decimal
representations
to the metric
system

Convert between
common metric
units of mass

1
School Bags Full
Students in groups of four or five find the average mass of their full school bags. This
measurement is used to calculate the mass of all bags in the class. Students predict the
mass of all bags in the school.
Extension: how many
teachers bags or baskets
make a tonne?
School bags, scales,
calculators, pencils
and paper

2
How Many Kids to the Elephant?
Students find the mass of the average student in the class. Students estimate and then
calculate, how many students would have the same mass as an elephant (average 4
tonne).
Note: students should not be required to publically reveal their weight. Provision should be
made for them to weigh themselves and record on a piece of paper and hand this to the
teacher to use for final calculation.
Support: individual support
as required, questioning
techniques
Bathroom scales,
calculators, pencils
and paper

3
Largest?
Students work in pairs or small groups to investigate:
Were dinosaurs the largest living creatures ever? Students research the question and order
the animals that they have studied, from heaviest to lightest. Calculate the difference in
mass between the heaviest and lightest animals in the list.
Support: peer tutor
grouping strategies
Access to research
material, pencils and
paper

4
Cars
Students use car handbooks or brochures to find the mass of a small car. Collect
information from the local bus company to find the mass of full and empty buses.
Estimate and then calculate how many small cars have the equivalent mass of a full bus.
as required
Car brochures, local
bus company,
calculators, paper
and pencils

5
Cool!
Use ice cube trays, find how many ice cubes would be needed to make a tonne of ice.
as required
Ice cube trays, litre
measures,
calculators, paper
and pencils

6
Towering Tins
Students calculate the height of a tower of items where the tower has a total mass of 1
tonne.
Examples of items may include: drink cans (full or empty), books, bricks, an average Stage
3 student.
as required
Kitchen or bathroom
scales, calculators,
paper and pencils

7
Follow That Jellybean
Students investigate the length of a line of jellybeans, if 0.5t of jellybeans were placed end
to end. How long would the line be?
as required
Kitchen scales,
jellybeans, rulers or
tape measures,
calculators, paper
and pencils

8
Tonnes of Tables
Students work in pairs or small groups to find the mass of all of the desks in the school.
Variation:
Students nominate objects or materials to measure.
Support: peer tutor
grouping strategies
Bathroom scales,
calculators, paper
and pencils

9
A Wet Week
Students calculate the mass of rainwater that would fall on a football field in a wet week.
Extension: students
compare the mass of water
Rain gauge, weather
reports, calculators,

Sharon Tooney

Either, measure rainfall, or select reports of rainfall from the newspaper or television
weather reports. Calculate by finding the volume of water on the football field and then
converting to units of mass.
on a football field to a
netball court.
tape measures or
trundle wheels,
pencils and paper

10

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 6
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Angles 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
measures and constructs angles, and applies angle
relationships to find unknown angles MA3-16MG
Students should be encouraged to give reasons when finding
unknown angles.

Language
language: angle, right angle, straight angle, angles on a
straight line, angle of revolution, angles at a point, vertically
opposite angles.
A pair of adjacent angles has a common vertex and a
common arm.
Investigate, with and without the use of digital
technologies, angles on a straight line, angles at a point,
and vertically opposite angles; use the results to find
unknown angles (ACMMG141)
identify and name angle types formed by the intersection
of straight lines, including right angles, 'angles on a straight
line', 'angles at a point' that form an angle of revolution, and
'vertically opposite angles'
recognise right angles, angles on a straight line, and
angles of revolution embedded in diagrams (Reasoning)
identify the vertex and arms of angles formed by
intersecting lines (Communicating)
recognise vertically opposite angles in different
orientations and embedded in diagrams (Reasoning)
investigate, with and without the use of digital
technologies, adjacent angles that form a right angle and
establish that they add to 90
technologies, adjacent angles on a straight line and establish
that they form a straight angle and add to 180
technologies, angles at a point and establish that they form
an angle of revolution and add to 360
use the results established for adjacent angles that form
right angles, straight angles and angles of revolution to find
the size of unknown angles in diagrams
explain how the size of an unknown angle in a diagram
was calculated (Communicating, Reasoning)
technologies, vertically opposite angles and establish that
they are equal in size
use the equality of vertically opposite angles to find the size
of unknown angles in diagrams


Sustainability


Literacy
Numeracy


Work & enterprise

Sharon Tooney


Investigate, with
and without the
use of digital
technologies,
angles on a
straight line,
angles at a point,
and vertically
opposite angles;
use the results to
find unknown
angles

1
Revise Angles
What is an Angle?
Angles are a measure of turn. Follow these simple rules for angles:
Angles are measured in degrees. The sign for degrees is .
One whole turn is 360. a is an example of a whole turn.
One quarter turn is 90 or a right angle. b is an example of a quarter turn.
One half turn is 180 or a straight line. c is an example of a half turn.

Types of angles
a) An angle less than 90 is acute.
b) An angle between 90 and 180 is obtuse.
c) An angle greater than 180 is reflex.

Vertically opposite angles
The two angles marked in this diagram are called vertically opposite angles and are equal
to each other.

Using a protractor:
Angles are measured using a protractor. You can guess the rough size of an angle by
looking to see if it's acute or obtuse, but you'll need a protractor for a precise
measurement.
Here's how to use a protractor to measure an angle:
- Line up the protractor so the 'cross hair' is exactly on the angle.
- Line up one of the lines with the 0 line on the protractor.
- See which numbers the angle comes between. If it is between 30 and 40, the angle must
be thirty something degrees.
- Count the small degrees up from 30. In this example, the angle is 35.

http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html
Support: Individual support
as required, particularly with
manipulation of protractors
Computers, angles
reference posters or
equivalent on IWB,
whiteboard and
markers, paper and
pencils, protractors,
Angles Revision BLM

Sharon Tooney

Perpendicular and parallel lines:
- Parallel lines are always the same distance apart, like a in the example.
- Perpendicular lines cross at right angles to each other, like b in the example.

Complete attached worksheet Angles Revision.

2
Determining Angles By Degrees
Provide students with a list of measurements in degrees and have them determine if the
angle described is acute, obtuse, right or straight. Examples may include:
1) 90 Right 2) 88 Acute3) 180 Straight4) 155 Obtuse5) 6 Acute
6) 172 Obtuse7) 45 Acute8) 171 Obtuse 9) 160 Obtuse10) 95 Obtuse
11) 33 Acute 12) 90 Righ13) 120 Obtu 14) 36 Acute 15) 5 Acute
16) 180 Strai 17) 48 Acu 18) 55 Acute 19) 146 Obtuse20) 114 Obt
Students should be encouraged to draw each angle with a protractor.
manipulation of protractors
Whiteboard and
markers, paper and
pencils, protractors,
rulers

3
Determining the Size of Angles
Provide students with a variety of angles in which they must use the given measurements
to determine the total degrees of the angle or the amount of degrees needed to give the
total degrees of a given angle. Examples may include:
- Determine the value of 'A'.

Examples should include; right angles, acute angles, obtuse angles, straight angles, reflex
angles, angles of revolution and vertically opposite angles.
as required, calculators to
complete addition and
subtraction of angle values
Whiteboard and
markers, paper and
pencils

4
Angles In Construction
Provide students with laminated copies of the attached iconic buildings from around the
world (2 sets of each should be enough for a large class). Each building has a series of
naturally occurring angles found in the buildings construction highlighted for the students.
Each of these angles needs to be measured with a protractor and the results recorded in
the students workbooks.
Students should work in pairs and swap their picture with another pair when complete.
Students could be encouraged to estimate the size of the angle prior to measure.
manipulation of protractors,
per tutor strategies in
grouping
Iconic Building BLM,
protractors, pencils
and paper

Sharon Tooney

When a set number of pictures have been completed by each pair, discuss results as a
class. Discussion should include the accuracy of the students measurements, the
effectiveness of their estimation skills and the names of the types of angles measured.

10

ASSESSMENT OVERVIEW

Sharon Tooney

ANGLES REVISION
Estimate the size of each angle in the triangle and write down what kind of angle it
is (right, acute, obtuse). When you have done that, measure each angle carefully
using your protractor. Write down what kind of triangle it is too.

My estimation Measurement Names of angles

A: __________ A: __________ A: ____________________
B: __________ B: __________ B: ____________________
C: __________ C: __________ C: ____________________


A: __________ A: __________ A: ____________________
B: __________ B: __________ B: ____________________
C: __________ C: __________ C: ____________________


A: __________ A: __________ A: ____________________
B: __________ B: __________ B: ____________________
C: __________ C: __________ C: ____________________

Sharon Tooney

Measure the angles indicated in red. Record the name of the building and the measurements for each
angle in your book.

a

b
c
d
e
f
Sharon Tooney

angle in your book.

a
b
c
d
e f
Sharon Tooney

angle in your book.

a
b
c
d
e
f
Sharon Tooney

angle in your book.

a
b
c
d
e
f
Sharon Tooney

angle in your book.

a
b
c
d
e
f
Sharon Tooney

angle in your book.

a
b
c
d
e
f
Sharon Tooney

angle in your book.

a
b
c
d
e
f
Sharon Tooney

angle in your book.

a
b
c d
e
f
Sharon Tooney

angle in your book.
a
b
c
d
e
f
Sharon Tooney

STAGE: Year 6
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 3D 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
identifies three-dimensional objects, including prisms and
pyramids, on the basis of their properties, and visualises,
sketches and constructs them given drawings of different
views MA3-14MG
Background information
In Stage 3, students are continuing to develop their skills of
visual imagery, including the ability to perceive and hold an
appropriate mental image of an object or arrangement, and
to predict the orientation or shape of an object that has been
moved or altered.
Refer also to background information in Three-Dimensional
Space 1.

Language
language: object, shape, three dimensional object (3D
object), prism, cube, pyramid, base, uniform cross-section,
face, edge, vertex (vertices), top view, front view, side view,
net.
Construct simple prisms and pyramids (ACMMG140)
create prisms and pyramids using a variety of materials, eg
plasticine, paper or cardboard nets, connecting cubes
construct as many rectangular prisms as possible using a
given number of connecting cubes (Problem Solving)
create skeletal models of prisms and pyramids, eg using
toothpicks and modelling clay or straws and tape
connect the edges of prisms and pyramids with the
construction of their skeletal models (Problem Solving)
construct three-dimensional models of prisms and
pyramids and sketch the front, side and top views
describe to another student how to construct or draw a
three-dimensional object (Communicating)
construct three-dimensional models of prisms and
pyramids, given drawings of different views

Sustainability


Literacy
Numeracy


Work & enterprise

Sharon Tooney


Construct simple
prisms and
pyramids

2
Properties of 3D Shapes
Show the class a closed cardboard box, an empty container such as a cereal box.
- If this box was opened out into a single piece of cardboard, what would it look like?
Give the students centimetre squared paper and ask them to sketch the single piece of
cardboard to give the shape but not to scale, only a small diagram is needed.
Remind them this single piece of cardboard is called the net of the shape it can be folded
into the shape exactly. Agree the net is something like the shape below:

Explain that the box is called a rectangular prism and you want the students to work on
cubes now. Discuss the differences between cubes and rectangular prisms, reminding them
that all the faces of a cube are identical squares.
- What is the net of a closed cube with dimensions 3cm by 3cm by 3cm?
Give students time to sketch a net on the squared paper. Collect one correct net from the
students and discuss why this works.
Sketch the shape below on the board:

- Could this be the net of a cube?
Agree that it cannot be and if necessary demonstrate using a strip of six squares. Ask
students to continue to find nets for the 3cm cube on the cm squared paper. Collect
answers, discuss which are correct and why. Establish there is more than one answer and
compare different nets for the cube.
Remind children of the names and features of prisms and pyramids. Explain that the cube
and rectangular prism are both prisms, and the name given to any pyramid refers to the
shape of the base, e.g. square-based pyramid. Hold up a square-based pyramid.
- How many faces has it got?
- What shapes are they?
Ask students what pyramids would be formed by the following nets:

as required, particularly
sketching nets
Cardboard box,
whiteboard and
markers, paper and
pencils, centimetre
square paper,
rulers

3
Visualising 3D Shapes From Drawings
Display the diagram below on IWB and/or provide to students as a BLM. Explain that the
diagrams shows four views of the same object which is made up of cubes. Discuss the
shape.
Support: ensure concrete
models of each shape are
available for students to
manipulate
IWB, whiteboard
and markers,
interlocking cubes,
dot paper, paper

Sharon Tooney

- How many cubes were used to make the shape?
- Can you make the shape?
Establish that six cubes were used and get the students to make the shape using
interlocking cubes, working in pairs or small groups. Ask students to hold their shape up in
the same position as shown by the bottom left view. Get the students to rotate their shapes
through quarter turns to show each of the four views, working anti-clockwise.
In pairs, ask students to use five of their six cubes to make a shape of their own. Using a
shape made from six cubes show the students how to draw a view of the shape on dot
paper. Emphasise starting with the front edge and working away from this to build up the
cubes that make the shape.
Give students a sheet of dot paper and with ruler and pencil get them to draw a view of
their own shapes. Pairs swap their drawings and make the shapes represented by the other
pairs. Discuss the 3D drawings and any difficulties the students had.
Display the diagram below for the students:

- How many cubes were used to make this shape?
- Are there any cubes we cannot see?
Encourage students to speculate about the number of cubes and decide that the greatest
number of cubes could be more than 14.
- What is the least number of cubes we could use to make this shape?
Give students time to make the shape. Conclude that 10 cubes is the least number. Display
the diagram of two views of the shape, below for the students:

- How many cubes now? (Establish there are 12 cubes needed, get children to make the
shape.)
- How many more cubes are needed to make a rectangular prism? (Establish that six extra
cubes are needed and the rectangular prism is 2 by 3 by 3 cubes, a total of 18 cubes.)
and pencils, rulers
Sharon Tooney

4
Relationship Between 2D and 3D Shapes
The relationships between two-dimensional representations of three-dimensional objects
can be explored using interlocking cubes. Teachers provide students with different views of
a building, and students must use the blocks to build the solid and sketch the three-
dimensional view. Consider this example:

The solid that will produce these views would look like this:

Students should be encourage to create an answer key by drawing a top view, and
indicating the number of blocks in each vertical stack. The answer key for the example
above would look like this:

Students can make their own challenge cards with answer keys on the back and several
views on the front.
Teachers should encourage students to make conjectures when working with two-
dimensional representations of three-dimensional figures.
Variations:
- Students can be given the solid and asked to sketch the views.
- Students can be limited in the number of views they are given.
- Students can be given the isometric drawing and asked to provide sketches of the front,
side, top, and rear views.
Support: ensure concrete
models of each shape are
available for students to
manipulate.
IWB, whiteboard
and markers,
interlocking cubes,
dot paper, paper
and pencils, rulers

5
Problem Solving Using Isometric Drawings
Provide students with a variety of isometric drawings of 3D shapes and pose a problem
solving question for them regarding the given shape. Examples could include:

Have students create 3D images on isometric paper, after creating them with interlocking
cubes and have the pose a question for their partner to solve, for example:
- How many cubes would make up the rear view of this shape?
Encourage students to check their answer using the 3D model created and to comment on
their answer.

Support: encourage
students to create a
concrete model of isometric
drawings using interlocking
cubes
Isometric drawings
of 3D shapes,
whiteboard and
markers,
interlocking cubes,
dot paper, paper
and pencils

Sharon Tooney

6
Constructing Pyramids
Discuss with students that pyramids can have bases of any number of sides the simplest
have equilateral triangles on all four surfaces, but pyramids can be made with any regular
polygon as a base, for example, square pyramids are made of triangular sides, but have
square bases.
Give students nets of triangular and square-based pyramids, and ask students to construct
the paper pyramids.
Next, place some straws or matches on each groups desk and ask if they can, using string or
sticky tape, make the same pyramids out of these materials, using their paper model as a
guide.
Have students share what they did to make their pyramids and discuss how they overcame
problems along the way.
Support: Move around and
support groups while they
work.

Extension: Students create a
pyramid of their own choice
with only a picture as a
guide.
Triangular and
square based
pyramid nets, sticky
tape, string, straws,
matchsticks, paper
and pencils

7
Constructing Prisms
As for the previous lesson, discuss with students the properties of prisms. Provide the
students with a net of a cube and a net of a rectangular prism to construct out of paper.
Before providing students with straws and/or matches, discuss with the students what they
learnt from constructing pyramids out of these materials and how this knowledge could be
applied to constructing prisms.
Groups construct cubes and rectangular prisms, using their paper model as a guide.
Discuss with students what they did to construct their models and what prior knowledge
was and was not helpful in the process this time around.
Support: Move around and
support groups while they
work.

Extension: Students create a
pyramid of their own choice
with only a picture as a
guide.
Cube and
rectangular prism
nets, sticky tape,
string, straws,
matchsticks, paper
and pencils

10

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 6
ES1 S1 S2 S3

STRAND:
STATISTICS AND PROBABILITY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Chance 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
conducts chance experiments and assigns probabilities as
values between 0 and 1 to describe their outcomes
MA3-19SP
Random generators include coins, dice, spinners and digital
simulators.
As the number of trials in a chance experiment increases, the
observed probabilities should become closer in value to the
expected probabilities.
Refer also to background information in Chance 1.

Language
language: chance, event, likelihood, equally likely,
experiment, outcome, expected outcomes, random, fair,
trials, probability, expected probability, observed
probability, frequency, expected frequency, observed
frequency.
The term 'frequency' is used in this sub-strand to describe
the number of times a particular outcome occurs in a chance
experiment. In Stage 4, students will also use 'frequency' to
describe the number of times a particular data value occurs
in a data set.
Compare observed frequencies across experiments with expected
frequencies (ACMSP146)
use the term 'frequency' to describe the number of times a particular
outcome occurs in a chance experiment
distinguish between the frequency of an outcome & the
probability of an outcome in a chance experiment
compare the expected frequencies of outcomes of chance
experiments with observed frequencies, including where the outcomes
are not equally likely
recognise that some random generators have outcomes that are
not equally likely & discuss the effect on expected outcomes
discuss the 'fairness' of simple games involving chance
explain why observed frequencies of outcomes in chance
experiments may differ from expected frequencies
Describe probabilities using fractions, decimals and percentages
(ACMSP144)
list the outcomes for chance experiments where the outcomes are not
equally likely to occur & assign probabilities to the outcomes using
fractions
use knowledge of equivalent fractions, decimals & percentages to
assign probabilities to the likelihood of outcomes
use probabilities in real-life contexts
design a spinner or label a die so that a particular outcome is more
likely than another & discuss the probabilities of the outcomes
Conduct chance experiments with both small and large numbers of
trials using appropriate digital technologies
assign expected probabilities to outcomes in chance experiments with
random generators, including digital simulators, & compare the
expected probabilities with the observed probabilities after both small
& large numbers of trials
determine & discuss the differences between the expected
probabilities & the observed probabilities after both small & large
numbers of trials
explain what happens to the observed probabilities as the number
of trials increases
use samples to make predictions about a larger population from which
the sample comes
discuss whether a prediction about a larger population, from
which a sample comes, would be the same if a different sample
were used

Sustainability


Literacy
Numeracy


Work & enterprise

Sharon Tooney


Compare
observed
frequencies
across
experiments with
expected
frequencies

Describe
probabilities
using fractions,
decimals and
percentages

Describe
probabilities
using fractions,
decimals and
percentages

2
Nearly The Nine OClock News
Ask students what they think may be on the news tonight and to write down four things
which you think could be on the news tonight. Draw a probability line on the board, labeled
impossible, unlikely, even, likely, certain. Ask students to mark where each of their four
news items would fall on the line of probability.
Invite individual students to share their ideas on the board. Discuss the placement of
events using the correct language:
- Which event is more likely?
- How much more likely?
Draw out the need for more precision in the line of probability. Redraw the line of
probability with 10 divisions marked on it. Once again invite students to place their news
items on the board against the scale.
Introduce the convention that impossible events have a probability of 0 and certain events
have a probability of 1. Mark each point on the line as 0, 0.1, 0.2,.0.9, 1. Students then
assign a value of 0, 0.1, 0.2,.0.9, 1 to each of their news items.
Discuss how current events in the news could be pasted against the appropriate place on
the line and create a class display.
Support: questioning
techniques
Whiteboard and
markers, paper and
pencils

3
Evens and Odds
This is a simple game, where you throw a dice which controls the position of a counter on a
3 x 3 board.

How to play:
- Place your counter at the START square. Throw a dice.
- If an EVEN number is thrown, move your counter one square upwards.
- If an ODD number is thrown, move your counter one square left.
- If your counter moves off any side of the board, you are out of the game!
- If your counter reaches the FINISH square, you win!
Have students play the game a number of times. Ask:
- Did you win? How many times?
- How many odds and how many evens do you need to get to win?
- What is the probability of winning?
Extension: analyse the same
game on a 4x4, 5x5, ......
board.
Game board,
counters, dice,
whiteboard and
markers, paper and
pencils

4
Experimental Probability
Provide each student with a net of CUBOCTAHEDRON (see attached). It consists of 6
squares and 8 triangles. Have students construct the solid from the net.
As the students if this object was thrown, what would be the probability of it landing on:
Support: assistance in
constructing solid,
questioning techniques
Cuboctahedron BLM,
whiteboard and
markers, paper and
pencils

Sharon Tooney

- one of its square faces?
- one of its triangular faces?
Have students throw the solid (a given number of times) and estimate these probabilities.
- How close are they to their original estimates?
Discuss

5
Horse Racing
This game works by having the students take turns in selecting horses (numbers 2-12) on
the game board (see attached) and then rolling the dice. Once the dice are rolled, add the
score together and the total is the number of the horse that moves one space. The winning
horse is the horse that reaches the bottom square the fastest.
Once the students have some data:
- Ask them to call out how many times each horse won and collate into a class tally/table.
- Ask them why they think a particular horse went quite well and why others did not.
- Ask them how we, can prove why some numbers have a better chance and probability
than others.
Have the students write down the numbers from 2-12 down the side of their page. Ask
them to record the possibilities of reaching each number (e.g. 4 can be made with a 1 & 3,
as well as a 2 & 2)
When finished ask the students to add up all of the chances that can occur (36). Then ask
them to record each number as a fraction (e.g. 3 has 2/36 chances). Ask students how we
convert a fraction to a decimal (if they are not sure, draw a square and halve it and explain
that you had 1 thing and divided it into 2 parts (1/2)). Now do the same on a calculator (1
2 = 0.5)
Explain that it is the same with all fractions and that we can work out the decimal chance
for number 3 by doing 2 36 (0.055) Now make the link between the hundredths part of
the decimal being the percentage (per parts, cent out of 100). For 0.055 that means it
will be 6% (with rounding). Therefore the number 3 has a 6% chance of being rolled in this
game.
Workshop with students and allow them to continue investigating the percentage chance
for the other numbers.
Once students have completed the task:
- Ask them to add up the total percentages and see what they equal. Why might there be a
variance if the whole is equal to 100% ?
- Ask the students to add up the total of all the decimal numbers. What does it equal? How
is 1.0 and 100% the same?
- Finally ask the students to write a short response to Is this game fair?

Support: questioning
techniques, peer tutoring
grouping strategies
Game board, dice,
counters, paper and
pencils

10

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

CUBOCTAHEDRON NET

Sharon Tooney

2
3

11

12

4

5

10

9

8

7

6

Horse Racing
Probability

Maths Program Proforma Yr 6 t2

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MATHS PROGRAM : STAGE THREE

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