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Year 6

Term: 2
Unit: 5
Strand: Number and Algebra

Mathematics
Substrand : Multiplication and Division 2

Outcomes:

selects and applies appropriate strategies for multiplication, and applies the order of operations to calculations
involving more than one operation MA3-6NA
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA3-3WM

Content:
select and use efficient mental and written strategies, and digital technologies, to multiply whole numbers of up to four
digits by one- and two-digit numbers
recognise symbols used to record speed in kilometres per hour, eg 80 km/h
solve simple problems involving speed, eg 'How long would it take to travel 600 km if the average speed for the trip is 75
km/h?'
Key Ideas
Teaching and Learning
Resources
Assessment Regn
Select and
apply efficient
mental, written
and calculator
strategies to
solve word
problems and
record the
strategy used

Ignition Activities
Salute!
This game is played with a pack of cards. One player is the dealer who deals a
single card to each player. When the dealer deals the cards he/she says Salute
and the two other players hold the card up to their forehead so that the dealer
and the other player can see the card. The dealer multiplies the cards mentally
and announces the total. The first player to calculate the number on their own
card wins both cards. The winner is the one with the most cards by the end of
the deck. The dealer plays the winner and the game continues.(Value of the Ace
is one and Value of Jack, Queen, King cards can be ten)
Times tables drill
https://www.studyladder.com.au/teacher/resources/activity?activity_id=22447

Maths Starters
http://mathsstarters.net/

Targeting
Maths 6 p.
64
Maths Plus 6
p.106, 120

Pre-Assess
Solve given
problems
37x100,
347x38

Many good games to promote mental computation


Explicit Teaching
Demonstrate the formal algorithm for multiplication. EXPLAIN that the
multiplication of a digit in the tens place value is multiplying by a multiple of ten
and that is why we put the 0 place holder in the algorithm.
https://www.studyladder.com.au/teacher/resources/activity?activity_id=4468
https://www.studyladder.com.au/teacher/resources/browse?
course=3&section=34&outcome=8237

Missing Numbers in Multiplication Algorithms


13
X _

1_3
x 6

34_
x

1530
x

38
x _

Multiplication- Problem Solving


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?
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=21536

Post Assess

Year 6
Term: 2
Unit: 5
Strand: Measurement and Geometry

Mathematics
Substrand: Mass 2

Outcomes:
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
selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass
MA3-12MG
Content:
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
Key Ideas
Teaching and Learning
Resources
Assessment
Regn
Record mass using
decimal notation to
three decimal places

Language
Students should be
able to communicate
using the following
language: mass,
measure, scales,
tonne, kilogram,
gram.

Pre-Assess
Explicit Teaching
Revise grams, kilograms, tonnes
Teacher must explain and demonstrate how to connect decimal
representations to the metric system. Students will:
recognise quivalence 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
Student must understand how to convert between kilograms and

Post Assess

grams and between kilograms and tonnes.


Students will 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
One litre of water has a mass of one kilogram and a volume
of1000 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.
The Average Lunch
Students find the average mass of lunch, including fruit and
drinks, eaten by the students in their small group. Students use
the measurement of each groups lunch mass to calculate the
total mass of all lunches for the class for one day. Express the
total in kilograms and grams. Students then find how many 5 kg
crates would be needed for carrying the lunches from the whole
class.

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.
Problem Solving
Students complete problems similar to:

Mass
Estimate and place in order the following: a standard family car
a million cubic centimetres of water
a team of international male rugby players (15 players)
enough potatoes to make chips to feed everyone in the school for
a week.
Students solve problems involving different units of mass, eg find
the total mass of three items weighing 50 g, 750 g and 2.5 kg

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