Fractions 2 Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Numeracy Ninjas
Numeracy Ninjas NAPLAN Google SLide NAPLAN Google Slide Maths Competition
Class Activity
Modelled / Guided Activity.
Work through the following websites below:
https://mathspace.co/teach2/chapter/2307/
https://mathspace.co/teach2/chapter/2324/
Watch:https://www.facebook.com/mrelementarymath/videos/550720598428985/
https://mathspace.co/study/#!curriculum/212/topic/3574/subtopic/42905/adaptiveworkout/12/42905/chapter/120/
https://mathspace.co/study/#!curriculum/212/topic/3574/subtopic/75932/adaptiveworkout/12/75932/chapter/2340/
https://mathspace.co/study/#!curriculum/212/topic/3574/subtopic/75933/adaptiveworkout/12/75933/preview/
(Modelled Learning)
Find the Greatest Common Factor (GCF) of the numerator and denominator
Divide the numerator and the denominator by the GCF
Practice Opportunities (Guided Learning)
Placing Fractions on a Number Line
Place fractions on a number line in a similar way you place whole numbers. Break down number line into pieces to represent fractions such as halves, quarters, and eighths
Stewart Boyd 2017 Kiama Public School
Maths Page/ Independent
practice
Print: https://mathspace.co/teach2/problem_preview/12/42905/
https://mathspace.co/teach2/problem_preview/12/43805/
Choose 1 of the following pages below:
7, 19, 49, 57
file:///C:/Users/user/Downloads/19713375.G_fractions_student_AUS_Aug12.pdf
Print: https://mathspace.co/study/#!curriculum/212/topic/3574/subtopic/42905/adaptiveworkout/12/42905/preview/’
Choose 1 of the following pages below:
133, 27
Mathletics pages 6
Print :
https://mathspace.co/study/#!curriculum/212/topic/3574/subtopic/75932/adaptiveworkout/12/75932/preview/
Mathletics pages 7
Maths plus 91 & 99
Mathletics pages 1 & 2
Practice Opportunities (Guided Learning)
Simplifying Fractions
Simplifying Fractions Game
Simplifying Fractions
Pg. 5 Fractions – simplifying fractions
Student Book G Fractions and Decimals Mathletics
pg. 6-7 Fractions – comparing and ordering fractions
Student Book G Fractions and Decimals Mathletics
Assessment/Syllabus outcome
Success Criteria: I will be a successful learner when I can: / 5
Compare fractions with related denominators and locate and represent them on a number line
model, compare and represent fractions with denominator of 2, 3, 4, 5, 6, 8, 10, 12 and 100 of a whole object,
compare and order simple fractions with related denominators using strategies such as diagrams, the number line, or equivalent fractions, in ascending order.
find equivalent fractions by re-dividing the whole, using diagrams and number lines’
develop mental strategies for generating equivalent fractions, such as multiplying or dividing the numerator and the denominator by the same number,
write fractions in their 'simplest form' by dividing the numerator and the denominator by a common factor,
apply knowledge of equivalent fractions to convert between units of time, eg 15 minutes is the same as 1560 of an hour, which is the same as 1/4 of an hour
Hands on Task Group 1 Group 2 Group 3 Group 4 Group 5
http://www.mathfilefoldergames.com/
Human Number line Sort
Stewart Boyd 2017 Kiama Public School
fraction-war/
http://www.mathplayground.com/puzzle_pics_fractions.html
Problem Solving Activity/revision
NAPLAN
http://www.sheppardsoftware.com/mathgames/decimals/scooterQuestDecRound.htm
https://www.studyladder.com.au/teacher/resources/course/mathematics-fractions-on-a-number-line-941
Mars NAPLAN questions (f) fractions
NAPLAN
NAPLAN
https://mathspace.co/teach2/classes/63295/syllabus/#!&syllabusId=218&topicId=3656&subtopicId=43806
NAPLAN
Stewart Boyd 2017 Kiama Public School
Addition & Subtraction 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Print entire MathleticsNumeracy Ninjas
Numbers game NAPLAN Google SLide NAPLAN Google Slide Maths Competition
Class Activity
Modelled / Guided Activity.
https://mathspace.co/teach2/problem_preview/12/42891/
Mathletics Addition Jump Strategy p. 1
Mathletics Addition p. 4 Splitt Strategy
https://mathspace.co/teach2/problem_preview/12/44092/
Mathletics Addition p. 7 Compensation
Mathletics Addition p. 9-10 bump strategy
Maths Page/ Independent
practice
Maths Plus p. 31, 53, 82, 90, 102Mathletics Addition p. 15
Maths Plus p. 31, 53, 82, 90, 102
Mathletics Addition p. 11,
Maths Plus p. 31, 53, 82, 90, 102
Mathletics Addition p. 13, p20-22, .26
Maths Plus p. 31, 53, 82, 90, 102
Mathletics Addition p. 14 & 15
Maths Plus p. 31, 53, 82, 90, 102
Mathletics Addition
Assessment/Syllabus outcome
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
record the strategy used to solve addition and subtraction word problems
reflect on their chosen method of solution for a problem, considering whether it can be improved.
Use selected words to describe each step of the solution process
Hands on TaskMathletics Addition p. 17First to 1000/ 31
Mathletics Additionp.18
connect 3
Mathletics Addition p.19
Problem Solving Activity/revision
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
Mathletics Addition p.23 Mathletics Addition p.26Make a Kahoot onthis:https://www.studyladder.com.au/teacher/resources/activity?
Stewart Boyd 2017 Kiama Public School
activity_id=30214
Fractions 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities Numeracy Ninjas
Numeracy Ninjas NAPLAN Google SLide NAPLAN Google Slide Maths Competition
Class Activity
Modelled / Guided Activity.
https://www.studyladder.com.au/teacher/resources/activity?activity_id=28517
https://mathspace.co/study/#!curriculum/212/topic/3574/subtopic/42908/adaptiveworkout/12/42908/chapter/1229/
https://mathspace.co/teach2/classes/63295/syllabus/#!&syllabusId=218&topicId=3656&subtopicId=43809
https://www.studyladder.com.au/teacher/resources/activity?activity_id=28679
https://www.studyladder.com.au/teacher/resources/activity?activity_id=32107
https://www.studyladder.com.au/teacher/resources/activity?activity_id=4512
https://mathspace.co/teach2/classes/63295/syllabus/#!&syllabusId=218&topicId=3656&subtopicId=43808
https://mathspace.co/teach2/classes/63295/syllabus/#!&syllabusId=218&topicId=3656&subtopicId=75144
Investigation: https://mathspace.co/teach2/classes/63295/syllabus/#!&syllabusId=218&topicId=3656&subtopicId=75130
https://www.studyladder.com.au/teacher/resources/activity?activity_id=28487
https://www.studyladder.com.au/teacher/resources/activity?activity_id=28741
Maths Page/ Independent
practice
https://mathspace.co/study/#!curriculum/212/topic/3574/subtopic/42908/adaptiveworkout/12/42908/preview/
Maths Plus Pages: 61, 69, 87, 95
Maths Plus Pages: 61, 69, 87, 95
aMthsletics p. 28 &29
Mathsletics 3
Maths Plus : 35,
Mathsletics 29
Maths plus 61, 69, 87, 95
Maths Plus: 116
Mathsletics p. 31
Stewart Boyd 2017 Kiama Public School
Mathsletics p. 30
Assessment/Syllabus outcome
Solve problems involving addition and subtraction of fractions with the same or related denominators
Add and subtract fractions, including mixed numerals, where one denominator is the same as, or a multiple of, the other
Convert an answer that is an improper fraction to a mixed numeral
Solve word problems involving the addition and subtraction of fractions where one denominator is the same as, or a multiple of, the other, eg 'I ate 1/8 of a cake and my friend ate 1/4 of the cake. What fraction of the cake remains?'
Multiply simple fractions by whole numbers using repeated addition, leading to a rule,
Hands on Task
Problem Solving Activity/revision
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
Maths Test:https://www.studyladder.com.au/teacher/resources/course/mathematics-multiplying-fractions-565
Stewart Boyd 2017 Kiama Public School
Multiplication and division 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Numeracy Ninjas
Mathletics pp. 13 & 14
Numeracy Ninjas
Mathletics p. 16
https://mathspace.co/study/#!curriculum/212/topic/5698/subtopic/42895/adaptiveworkout/12/42895/preview/
MAtific Order to operations. Numeracy Ninjas
https://mathspace.co/study/#!curriculum/212/topic/5698/
Class Activity
Modelled / Guided Activity.
Mathletics pp. 1-3
https://mathspace.co/study/#!curriculum/212/topic/5698/subtopic/75903/adaptiveworkout/12/75903/chapter/2266/
https://mathspace.co/study/#!curriculum/212/topic/5698/subtopic/75905/adaptiveworkout/12/75905/chapter/2268/
Mathletics (pp. 7 & 8 )
https://mathspace.co/study/#!curriculum/212/topic/5698/subtopic/75915/adaptiveworkout/12/75915/chapter/2278/
Mathletics (pp. 24) Word Problems
3 Rounds gof p. 21-23
MAtific Order to operations. Follow Maths Plus modelled activity for page 131
Maths Page/ Independent
practice
Mahs plus: 117 Mathletics (pp. 7 & 8 )
Maths Plus p. 110
Mathletics (pp. 18) Maths Plus: 137 Maths Plus: 131
Assessment/Syllabus outcome
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
Select and use efficient mental and written strategies, and digital technologies, to divide whole numbers of up to four digits by a one-digit divisor, including where there is a remainder
Solve word problems involving multiplication and division, eg 'A recipe requires 3 cups of flour for 10 people. How many cups of flour are required for 40 people?
Investigate and establish the order of operations using real-life contexts, eg'I buy six goldfish costing $10 each and two water plants costing $4 each. What is the total cost?'; this can be represented by the number sentence 6 × 10 + 2 × 4 but, to obtain the total cost, multiplication must be performed before addition
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?
Hands on Task
Stewart Boyd 2017 Kiama Public School
Problem Solving Activity/revision
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
Mathletics p. 17 problems only
https://mathspace.co/study/#!curriculum/212/topic/5698/subtopic/75916/adaptiveworkout/12/75916/preview/
Mathletics p. 20 Mathletics (pp. 21, 22, 23)
https://mathspace.co/study/#!curriculum/212/topic/5698/subtopic/42894/adaptiveworkout/12/42894/preview/
https://mathspace.co/study/#!curriculum/212/topic/5698/
Stewart Boyd 2017 Kiama Public School
Data 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Numeracy Ninjas
https://mathspace.co/study/#!curriculum/212/topic/5704/subtopic/42956/adaptiveworkout/12/42956/chapter/1218/
Numercay Ninjas
Studyladder Column Graphs https://www.studyladder.com.au/teacher/resources/activity?activity_id=31263
Model using this
https://mathspace.co/study/#!curriculum/212/topic/5704/subtopic/75984/adaptiveworkout/12/75984/chapter/2566/
NAPLAN NAPLAN
MATHS COMPETITION
Class Activity
Modelled / Guided Activity.
Studyladder table - https://www.studyladder.com.au/teacher/resources/activity?activity_id=31265
Mathletics p.3
Mathletics p. 4
Studyladder questions
https://www.studyladder.com.au/teacher/resources/activity?activity_id=21566
Mathletics p. 32 (misleading )
https://stats.nba.com/
Mathletics p. 38Ice cream survey etc
watch this video and complete the quiz
Create a Survey Monkey
Maths Page/ Independent
practice
Maths Plus p. 88 Maths Plus: 143Mathletics p. 6
Maths Plus p. 93 Maths Plus p. 109Mathletics p. 34 petrol fuel efficieny
Maths Plus p.127 & 122,
https://www.australiancurriculumlessons.com.au/?s=Data
Assessment/Syllabus outcome
interpret data presented in two-way tables
critically evaluate data representations found in digital media and related claims e.g. Biast, misleading or related a particular data representation might have wanted to convey e.g whether the representation is part of an
interpret side-by-side column graphs for two categorical variables, eg favourite television show of students in Year 1 compared to that of students in Year 6
interpret tables and graphs from the media and online sources, eg data about different sports teams
Visit AFL .com.au or NBA statistics and graphs
compare representations of the same data set in a side-by-side column graph and in a two-way table
create a two-way table to organise data involving two categorical variables, eg
Stewart Boyd 2017 Kiama Public School
advertisement
Hands on TaskMathletics p. 5 counters and column graphs
Problem Solving Activity/revision
Make a Kahoot - https://www.studyladder.com.au/teacher/resources/activity?activity_id=31262
https://www.studyladder.com.au/teacher/resources/activity?activity_id=21563
https://www.studyladder.com.au/teacher/resources/activity?activity_id=31258
Printhttps://mathspace.co/study/#!curriculum/212/topic/5704/subtopic/75984/adaptiveworkout/12/75984/preview/
Print:https://mathspace.co/study/#!curriculum/212/topic/5704/subtopic/42961/adaptiveworkout/12/42961/preview/
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
Print Studyladder assessment
https://static.studyladder.com.au/cdn/course/11/15bef53d7c56/Studyladder+-+Data+Problem+Solving.pdf
Stewart Boyd 2017 Kiama Public School
Chance 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp
Focused Activities
Numeracy Ninjas
Work through this lesson:https://mathspace.co/study/#!curriculum/212/topic/3581/subtopic/75982/adaptiveworkout/12/75982/chapter/2561/
Numeracy Ninjas
Work through this lesson:: https://mathspace.co/learn/world-of-maths/probability/experimental-and-expected-frequencies-34004/experimental-and-expected-frequencies-1237/
Naplan Naplan
Class Activity
Modelled / Guided Activity.
Probability: Define the term ‘Probability’ -Probability is the chance that something will happen - how likely it is that some event will happen.Probability Prediction based on chance.Frequency - conducting the experiment.• Look at the probability of rolling a certain number on a single 6-sided die is rolled. What is the probability of each outcome? What is the probability of rolling an even number? of rolling an odd number?• A single outcome of this experiment is rolling a 1, or rolling a 2, or rolling a 3, etc. Rolling an even number (2, 4 or 6) is an event, and rolling an odd number (1, 3 or 5) is also an event.• Introduce the term ‘frequency’. Frequency is how often something occurs in a data set.• Draw a frequency table like the one below to record the frequency of number 2’s rolled on a dice.
• Roll the dice 10 times and tally results.• What is the probability that a number less
Model the Maths lesson belowhttps://mathspace.co/learn/world-of-maths/probability/probability-with-words-investigation-64427/investigation-probability-with-words-2621/
Mini Lotto
Teacher labels ten table tennis balls with the numbers 1 to 10. Students select two numbers from 1 to 10 as their lotto entry. The teacher draws two balls at random. Students discuss their chances of winning using the language of chance. Students design a mini lotto game that increases the chance of a certain number being drawn. They then discuss the chance of each number occurring eg 5 has a 50% chance of being drawn because half the balls are numbered 5 while 2 has no chance of being drawn because none of the balls are numbered 2.
Jelly Bean Sample
https://mathspace.co/learn/world-of-maths/probability/sweet-probability-investigation-64426/investigation-sweet-math-2607/
Draw a handful of lollies from the tin of 50 Jellybeans. calculate the probability of obtaining each colour of lolly when drawing a lolly from the bag, and use these probabilities and the total number of lollies in the bag to predict the number of each colour of lolly in the bag.
Jelly BEan colour
Tally Frequency
Red 4
Brown 2
Black 3
Green 2
1. 4/11
Model Lessons:1.https://mathspace.co/learn/world-of-maths/probability/outcomes-of-events-64425/outcomes-of-events-2749/
2.https://mathspace.co/learn/world-of-maths/probability/expected-outcomes-11810/what-we-expect-542/
Fair GameThe teacher challenges the students to a dice game. Two dice are rolled. If the total is 7 the teacher wins. If the total is not 7 the students win. The game is played 20 times with the total recorded each time. Possible questions include: was ❚the game fair? Why? What are your reasons for thinking that? what ❚total occurred most often? Why?
Model following lesson: https://mathspace.co/learn/world-of-maths/probability/probabilities-as-fractions-58963/probabilities-expressed-as-fractions-2562/
Probabilities can be described with fractions and percentages as they are equivalent to a scale of whole numbers. Model an example by placing a color wheel on the IWB.
• First, write the fraction. Example: Green is one out of four colors. Therefore, the fraction is: ¼. • Next, write the decimal: • Then, write the percent. %= 0.25×100 %= 25 • The answers are 1/4, 0.25 and 25%. • The probability of spinning a spinner on the color wheel and landing on green is 1/4 or 0.25 or 25%.
Stewart Boyd 2017 Kiama Public School
than 5 will be rolled?• What were the frequencies of the experiment? • Were the results expected?• Did they prove or disprove the expected probabilities?
2. 50 jelly beans Look at the win loss record of games between 2 NBA teams or AFL or RUgby Union etc..
http://www.nba.com/teams
Maths Page/
Independent
practice
Maths Plus p. 96, 122 Mathletics p. 3 Mathletics p. 10
Assessment/Syllabus outcome
Distinguish between the 'frequency' of an outcome and the 'probability' of an outcome in a chance experiment
Use the term 'frequency' to describe the number of times a particular outcome occurs in a chance experiment
compare the expected frequencies of outcomes of chance experiments with observed frequencies.
recognise that some random generators have outcomes that are not equally likely and discuss the effect on expected outcomes, eg on this spinner, green is more likely to occur than red or grey or blue
Use samples to make predictions about a larger 'population' from which the sample comes,
Explain why observed frequencies of outcomes in chance experiments may differ from expected frequencies
Use knowledge of equivalent fractions, decimals and percentages to assign probabilities to the likelihood of outcomes, eg there is a 'five in ten', 12, 50%, 0.5 or 'one in two' chance of a particular event occurring.
use probabilities in real-life contexts, eg 'My football team has a 50% chance of winning the game'
Hands on Task
https://nrich.maths.org/4311 https://nrich.maths.org/7219
Problem Solving
Activity/revision
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
Printhttps://mathspace.co/study/#!curriculum/212/topic/3581/subtopic/75982/adaptiveworkout/12/75982/preview/
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
Stewart Boyd 2017 Kiama Public School
Whole Number 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Number GameTeachstarter unit
Numeracy Ninjas https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75891/adaptiveworkout/12/75891/preview/
Maths Competition Number game Mathletics p 17
Class Activity
Modelled / Guided Activity.
'What happens if I rearrange the digits in the number 12 345?', 'How can I rearrange the digits to make the largest number?'
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75891/adaptiveworkout/12/75891/chapter/2162/
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/42890/adaptiveworkout/12/42890/chapter/92/
Independent practice: https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75891/adaptiveworkout/12/75891/preview/
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75891/adaptiveworkout/12/75891/chapter/2162/
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75892/adaptiveworkout/12/75892/chapter/2172/
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75892/adaptiveworkout/12/75892/preview/
Mathletics p. 14
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75895/adaptiveworkout/12/75895/
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75896/adaptiveworkout/12/75896/
https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75895/adaptiveworkout/12/75895/
Maths Page/ Independent
practice
Maths Plus 132,Mathletics p. 1 & 2
125,
Mathletics p. 3 & 4
Maths Plus p. 65, 134,Mathletics p. 11 Maths Plus p. 142
Mathletics
Maths Plus p. 108, 118Mathletics p. 18
Assessment/Syllabus outcome
Apply an understanding of place value to read and write numbers of up to five digits
Arrange numbers of up to five digits in ascending and descending order
Use place value to partition numbers of up to five digits and recognise this as 'expanded notation', eg 67 012 is 60 000 + 7000 + 10 + 2
partition numbers of up to five digits in non-standard forms, eg 67 000 as 50 000 + 17 000
Round numbers to the nearest ten, hundred, thousand or ten thousand
Hands on Task Mathletics p. 8 Mathletics p. 23 Mathletics p. 15 Mathletics p. 24 Mathletics p. 24
Problem Solving Activity/revision
SOlve that problem Book Photocopy
SOlve that problem Book Photocopy SSOlve that problem Book Photocopy SOlve that problem Book Photocopy Mathletics p. 9 Review
Stewart Boyd 2017 Kiama Public School
Fractions And Decimals 2 Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Numeracy Ninjas Numeracy Ninjas NAPLAN NAPLAN
Maths COmpetition
Class Activity
Modelled / Guided Activity.
Mathletics p. 21
calculate 2/5 of 30
- ⅕ of 30 is 30 / 5 = 6 so ⅖ of 30
is 6 x 2 = 12
Fractions of an amount studyladder:
https://www.studyladder.com.au/teacher/resources/activity?activity_id=30547
Mathletics p. 33 Mathletics p. 35
Money lunch cafe menu investigation https://mathspace.co/study/#!curriculum/212/topic/3575/subtopic/75951/adaptiveworkout/12/75951/chapter/1767/
Mathletics p. 37
Maths Page/ Independent
practice
Mathletics p. 22 Mathletics p. 22
Maths plus p. 133
Mathletics p. 34 MAths plus p. 48, 72 Mathletics p. 36 Mathletics p. 39-42
Maths Plus p. 94, 107, 128
Assessment/Syllabus outcome
Find a simple fraction of a quantity - - describe the connection between finding a unit fraction of a collection and the operation of division
Solve word problems involving a fraction of a collection/quantity
explain how unit fractions can be used in the calculation of simple fractions of collections/quantities, eg 'To calculate 3/8 of a quantity, I found 1/8 of the collection first and then multiplied by 3'
add and subtract decimals with the same number of decimal places,
add and subtract decimals with a different number of decimal places,
Solve word problems involving the addition and subtraction of decimals, with and without the use of digital technologies, including those involving money
Multiply decimals by whole numbers and perform divisions.
- use mental strategies to multiply simple decimals by single-digit numbers, eg 3.5 × 2
- Divide decimals by a one-digit whole number where the result is a terminating decimal, eg 5.25 ÷
Stewart Boyd 2017 Kiama Public School
5 = 1.05
Hands on Task
Problem Solving Activity/revision
Studyladder https://www.studyladder.com.au/teacher/resources/activity?activity_id=28715
MAke a kahoot https://www.studyladder.com.au/teacher/resources/activity?activity_id=21316
Decimals on number lines
https://mathspace.co/study/#!curriculum/212/topic/3575/subtopic/75944/adaptiveworkout/12/75944/preview/
Mathletics p. 44 https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html
Stewart Boyd 2017 Kiama Public School
Patterns & Algebra 2 Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Numeracy Ninjas Numeracy NinjasTAPA pp. 114-115APA pp. 118
NAPLAN
TAPA p. 133 & 142&143
NAPLAN
TAPA pp. 119 & 121 Maths Competition
Class Activity
Modelled / Guided Activity.
Model TAPA p. 110-111
Model MathSpace lesson: https://mathspace.co/study/#!curriculum/212/topic/5702/subtopic/42917/adaptiveworkout/12/42917/chapter/1209/
Model Studylader:https://mathspace.co/teach2/classes/63295/syllabus/#!&topicId=3665&subtopicId=43971
https://mathspace.co/teach2/classes/76867/syllabus/#!&syllabusId=218&topicId=3669&subtopicId=44029
https://www.studyladder.com.au/teacher/resources/activity?activity_id=21372
TAPA pp. 119 & 121
Print:
https://www.studyladder.com.au/teacher/resources/activity?activity_id=26612
Model:https://mathspace.co/study/#!curriculum/212/topic/3580/subtopic/42941/adaptiveworkout/12/42941/chapter/1214/
https://mathspace.co/study/#!curriculum/212/topic/5702/subtopic/42922/adaptiveworkout/12/42922/chapter/436/
Maths Page/ Independent
practice
Maths Plus pp. 124, 129, 136, 140
https://mathspace.co/teach2/classes/63295/syllabus/#!&topicId=3665&subtopicId=43960
HAve Students roatate 4 rounds of Golf - Print :
https://mathspace.co/teach2/problem_preview/12/43971/
https://mathspace.co/teach2/
Fibonacci Sequence investigation :
https://mathspace.co/study/#!curriculum/212/topic/5702/subtopic/75978/adaptiveworkout/12/75978/chapter/2628/
MathsPlus p.: 134, 142
Print: https://mathspace.co/teach2/classes/76867/syllabus/#!&syllabusId=218&topicId=3669&subtopicId=44020
Print:https://mathspace.co/study/#!curriculum/212/topic/3580/subtopic/42941/adaptiveworkout/12/42941/preview/
https://mathspace.co/study/#!curriculum/212/topic/5702/subtopic/42922/adaptiveworkout/12/42922/preview/
Stewart Boyd 2017 Kiama Public School
classes/63295/syllabus/#!&topicId=3665&subtopicId=43969
https://www.studyladder.com.au/teacher/resources/course/mathematics-number-patterns-593
https://mathspace.co/teach2/classes/76867/syllabus/#!&syllabusId=218&topicId=3669&subtopicId=44029
Assessment/Syllabus outcome
Continue and create number patterns, with and without the use of digital technologies, using whole numbers, fractions and decimals,
Complete a table of values for a geometric pattern and describe the pattern in words, eg
Determine the rule to describe the pattern
use the rule to calculate the value of the term for a large position number, eg 'What is the 55th term of the pattern?'
Introduce the Cartesian coordinate system using all four quadrants .recognise that the (Cartesian plane) is a visual way of describing location on a grid.
plot and label points, given coordinates, in all four quadrants of the number plane.
recognise that the order of coordinates is important when locating points on the number plane, eg (2, 3) is a location different from (3, 2)
Hands on Task
Problem Solving Activity/revision
https://mathspace.co/teach2/problem_preview/12/43956/
https://mathspace.co/teach2/problem_preview/12/43961/
https://mathspace.co/teach2/problem_preview/12/43956/
Play Kahoot already made for cartesian Plane
Play Kahoot already made for cartesian Plane
Stewart Boyd 2017 Kiama Public School
Fractions & Decimals 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Numeracy NinjasTeach Starter Unit
Numeracy Ninjas NAPLAN NAPLAN Maths Competition
Class Activity
Modelled / Guided Activity.
Mathletics p.12
Mathletics p.17
Mathletics p. 23
Mathletics p.25
Mathletics p.27
Maths Page/ Independent
practice
MAths plus p. 7, 19, 49, 79, 121
Mathletics
MAths plus p. 7, 19, 49, 79, 121
Mathletics p. 18
MAths plus p. 7, 19, 49, 79, 121
Mathletics p. 24
MAths plus p. 7, 19, 49, 79, 121
Mathletics p.25
MAths plus p. 7, 19, 49, 79, 121
Mathletics p.27
Assessment/Syllabus outcome
Make connections between equivalent fractions, decimals and percentages
- Represent common percentages as fractions and decimals, eg '25% means 25 out of 100 or 1/4 or 0.25
Represent decimals as fractions and percentages, eg 1.37=137%=137/100=1 37/100 representations of the same value.
Represent simple fractions as decimals and as percentages
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items,
- equate 10% to 1/10, 25% to 1/4 and 50% to ½
choose the most appropriate equivalent form of a percentage to aid calculation,
eg 25% of $200=1/4 of $200=$200÷4=$50
calculate the sale price of an item after a discount of 10%, 25% and 50%,
Use mental strategies to estimate discounts of 10%, 25% and 50%, eg '50% off the price of $122.70: 50% is the same as 12, so the discount is about $60
Hands on Task Mathletics p.19
Problem Solving Activity/revision
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/q15.htmlhttps://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/q15.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/q15.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/q15.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/q15.html
https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/q15.html
Stewart Boyd 2017 Kiama Public School
Length 2
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Short Sharp Focused Activities
Class Activity
Modelled / Guided Activity.
Matheltics p.1
Studyladder Practice
https://www.studyladder.com.au/teacher/resources/activity?activity_id=18780
Matheletics p.3
CAse of the Mystery Bone Matheltics p.9
Studyladder practice
TEaching Measurement pp.38&39
Maths Page/ Independent
practice
Studyladder decimal notationMatheltics p.1
Studyladder convert Km to m
Convert meter to Cm
Matheltics p.4
Matheltics p.9 & 10 & 11
Maths Plus 126
Maths Plus 131,
Assessment/Syllabus outcome
Connect decimal representations to the metric system. Recognise the equivalence of whole-number and decimal representations of measurements of length, eg 165 cm is the same as 1.65 m
record lengths and distances using decimal notation to three decimal places, eg 2.753 km
Convert between common metric units of length
● Convert between metres and kilometres
● convert between millimetres, centimetres and metres to compare lengths and distances'
More metres than kilometres will be needed to measure the same distance, and so to convert from kilometres to metres, I need to multiply
Solve problems involving the comparison of lengths using appropriate units
investigate and compare perimeters of rectangles with the same area
solve a variety of problems involving length and perimeter, including problems involving different units of length, eg 'Find the total length of three items measuring 5 mm, 20 cm and 1.2 m
Hands on Task
Problem Solving Activity/revision
https://www.studyladder.com.au/teacher/resources/activity?activity_id=4282
Kahoot usinghttps://www.studyladder.com.au/teacher/resources/activity?activity_id=30644
Stewart Boyd 2017 Kiama Public School
https://www.studyladder.com.au/teacher/resources/activity?activity_id=30645https://www.studyladder.com.au/teacher/resources/activity?activity_id=22490https://www.studyladder.com.au/teacher/resources/activity?activity_id=21617
Stewart Boyd 2017 Kiama Public School