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$: kps6b.weebly.comkps6b.weebly.com/uploads/6/6/3/6/66363205/maths_term_4... · Web viewSolve word problems involving the addition and subtraction of fractions where one denominator$
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/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 :


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


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


Addition & Subtraction 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7



Print entire MathleticsNumeracy Ninjas

Numbers game NAPLAN Google SLide NAPLAN Google Slide Maths Competition

Class Activity



Mathletics Addition Jump Strategy p. 1

Mathletics Addition p. 4 Splitt Strategy


Mathletics Addition p. 7 Compensation

Mathletics Addition p. 9-10 bump strategy


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


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


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?


activity_id=30214

Fractions 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10


Short Sharp Focused Activities Numeracy Ninjas

Numeracy Ninjas NAPLAN Google SLide NAPLAN Google Slide Maths Competition

Class Activity


https://www.studyladder.com.au/teacher/resources/activity?activity_id=28517








Investigation: https://mathspace.co/teach2/classes/63295/syllabus/#!&syllabusId=218&topicId=3656&subtopicId=75130




practice


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


Mathsletics p. 30


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





Maths Test:https://www.studyladder.com.au/teacher/resources/course/mathematics-multiplying-fractions-565


Multiplication and division 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10



Numeracy Ninjas

Mathletics pp. 13 & 14

Numeracy Ninjas

Mathletics p. 16


MAtific Order to operations. Numeracy Ninjas

https://mathspace.co/study/#!curriculum/212/topic/5698/

Class Activity


Mathletics pp. 1-3



Mathletics (pp. 7 & 8 )


Mathletics (pp. 24) Word Problems

3 Rounds gof p. 21-23

MAtific Order to operations. Follow Maths Plus modelled activity for page 131


practice

Mahs plus: 117 Mathletics (pp. 7 & 8 )

Maths Plus p. 110

Mathletics (pp. 18) Maths Plus: 137 Maths Plus: 131


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




Mathletics p. 17 problems only


Mathletics p. 20 Mathletics (pp. 21, 22, 23)


https://mathspace.co/study/#!curriculum/212/topic/5698/


Data 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10



Numeracy Ninjas


Numercay Ninjas

Studyladder Column Graphs https://www.studyladder.com.au/teacher/resources/activity?activity_id=31263

Model using this


NAPLAN NAPLAN

MATHS COMPETITION

Class Activity


Studyladder table - https://www.studyladder.com.au/teacher/resources/activity?activity_id=31265

Mathletics p.3

Mathletics p. 4

Studyladder questions


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


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


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


advertisement

Hands on TaskMathletics p. 5 counters and column graphs


Make a Kahoot - https://www.studyladder.com.au/teacher/resources/activity?activity_id=31262



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/


Print Studyladder assessment

https://static.studyladder.com.au/cdn/course/11/15bef53d7c56/Studyladder+-+Data+Problem+Solving.pdf


Chance 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10


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


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%.


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


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


Printhttps://mathspace.co/study/#!curriculum/212/topic/3581/subtopic/75982/adaptiveworkout/12/75982/preview/





Whole Number 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10



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


'What happens if I rearrange the digits in the number 12 345?', 'How can I rearrange the digits to make the largest number?'



Independent practice: https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75891/adaptiveworkout/12/75891/preview/




Mathletics p. 14

https://mathspace.co/study/#!curriculum/212/topic/5696/subtopic/75895/adaptiveworkout/12/75895/




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


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


SOlve that problem Book Photocopy

SOlve that problem Book Photocopy SSOlve that problem Book Photocopy SOlve that problem Book Photocopy Mathletics p. 9 Review


Fractions And Decimals 2 Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10



Numeracy Ninjas Numeracy Ninjas NAPLAN NAPLAN

Maths COmpetition

Class 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:


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


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


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 ÷


5 = 1.05

Hands on Task


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


Mathletics p. 44 https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/red_dragonfly.html


Patterns & Algebra 2 Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10



Numeracy Ninjas Numeracy NinjasTAPA pp. 114-115APA pp. 118

NAPLAN

TAPA p. 133 & 142&143

NAPLAN

TAPA pp. 119 & 121 Maths Competition

Class 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



TAPA pp. 119 & 121

Print:


Model:https://mathspace.co/study/#!curriculum/212/topic/3580/subtopic/42941/adaptiveworkout/12/42941/chapter/1214/



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/

Fibonacci Sequence investigation :


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/



classes/63295/syllabus/#!&topicId=3665&subtopicId=43969

https://www.studyladder.com.au/teacher/resources/course/mathematics-number-patterns-593



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





Play Kahoot already made for cartesian Plane

Play Kahoot already made for cartesian Plane


Fractions & Decimals 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10



Numeracy NinjasTeach Starter Unit

Numeracy Ninjas NAPLAN NAPLAN Maths Competition

Class Activity


Mathletics p.12

Mathletics p.17

Mathletics p. 23

Mathletics p.25

Mathletics p.27


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


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


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





Length 2

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11



Class Activity


Matheltics p.1

Studyladder Practice


Matheletics p.3

CAse of the Mystery Bone Matheltics p.9

Studyladder practice

TEaching Measurement pp.38&39


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,


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



Kahoot usinghttps://www.studyladder.com.au/teacher/resources/activity?activity_id=30644


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


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