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Term: 1
Mathematics
Unit: 10
Outcomes:
selects and applies appropriate strategies for multiplication and division, 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:
use mental strategies to multiply and divide numbers by 10, 100, 1000 and their multiples
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?'
use appropriate language to compare quantities, eg 'twice as much as', 'half as much as' (Communicating)
Key Ideas
Teaching and Learning
Resources Assessme
nt
Use and record a
range of mental
and written
strategies to divide
numbers with
three or more
digits by a onedigit operator,
including problems
that result in a
remainder
Ignition activities
Studyladder
Targeting
Maths 6
p.111
https://www.studyladder.com.au/teacher/resources/browse?
course=3§ion=34&outcome=7045
Shopping
brochures
Explicit Teaching
Revise divisor, dividend, quotient
PreAssess
Reg
n
Number Patterns
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=4214
Students are given a table such as:
Post
Assess
They are asked to continue the pattern and describe the number pattern
created.
Language
Students should be
able to communicate
using the following
language: multiply,
multiplied by,
p roduct,
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.
Students are encouraged to create further number patterns and are given
access to a calculator. Further number patterns could include:
Differentiat
ion
Year 6
Term: 1
Mathematics
Unit: 10
Key Ideas
Resources
Imaths 6
p.134-135
Assessment
Pre-Assess
http://uk.ixl.com/math/year-6/multi-step-word-problems
Explicit Teaching
Draw a table strategy
Jigsaw Maths
7
p.9-10
https://www.teachervision.com/math/problemsolving/48897.html
The make a table, chart or graph strategy involves drawing a
table with rows and columns or a graph with vertical and
horizontal axes. Representing the information in a table or graph
may help see the answer more clearly.
Post Assess
Differentiation
Language
Model drawing a table for the following problem Jigsaw
Maths 7 p.9
Mosh visits the library every 4th day and Rainbow every 3rd day.
The last time they visited the library together was Friday 13 th.
Regn
What will be the day and date when the two meet at the library
again?