Maths planning
Term 2, 2019
Week: 1, Term 2 | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Measurement |
Teaching Focus: (Communication and Participation Framework). | Learning Objectives: GM3-1: Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time. → Convert between metres and centimetres WALT convert between metres and centimetres. Curriculum Elaborations/ Big Ideas: |
Problem A: You are to cook up some spaghetti bolognese for lunch. You have been given 15 strands of uncooked spaghetti. How many metres of spaghetti have you been given? Problem B: You are to cook up some spaghetti bolognese for lunch. You have been given 25 strands of uncooked spaghetti. Each piece of spaghetti is 9cm long. How many metres of spaghetti have you been given? | |
Launch: Setting up group norms - reminder from term 1. Discuss what cm is used to measure. Vocab: distance, length, centimetres, metres. Materials available: Spaghetti - 15 strands per group (for question 1). 25 strands per group (for question 2, if the children ask for it). | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: Multiplication: 15 x [length of each strand] = ? Exemplar - if each strand is 25cm, it would be 15x25 10x20=? 10x5=? 5x20=? 5x5=? Adding up answers to the above. Skip counting or repeated addition. Using a metre ruler - lining strands of spaghetti up along the metre. | Misconceptions: If each strand is 25cm, it would be 15x25: 20x30 = 600 5x5 = 25 600 - 25 = 575 This is not the correct answer. |
Additional strategies/misconceptions (that emerged during the lesson) Language was difficult e.g. what is a strand, what is spaghetti bolognese How to use a ruler - where do you start measuring from on the ruler? Multiplying 2 double digits together was a challenge. Additional strategy = teaching the children to think about whether the answer they get actually makes sense. Remembering to use units!! | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). Conversion - discuss how many cm in a metre. Look at a metre ruler. | |
Formative assessment: Make observations of group work to gauge understanding. | |
ROOM 10
ROOM 9
Week: 2, Term 2 | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Measurement |
Teaching Focus: (Communication and Participation Framework). | Learning Objectives: GM3-1: Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time. WALT convert between metres and kilometres Curriculum Elaborations/ Big Ideas: Number knowledge (leading into multiplicative thinking) + measurement |
Problem A: Beach: 550m Pools: 450m Train station: 1.4km Tamaki College: 650m McDonalds: 1.2km In one day, Mrs Sīo walks from school to the beach, school to the train station and school to Tamaki college. On the same day, Miss West walks from school to the beach and then the beach back to school then school to McDonalds. Who walks the greatest distance? Problem B: Mrs Sīo walks from school to the beach 6 times in a week. Miss West walks from school to the train station 3 times in a week. Who walks the greatest distance? | |
Context: Pt England School > landmark Launch: Need to know mm, cm, m, km Materials available: Metre rulers, google maps. | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: Problem A: Add numbers together which are in m Add numbers together which are in km Convert one into the other and then add the 2 together. Convert all numbers to km and then add together. Convert all numbers to m and then add together. Problem B: 6x distance from school to beach 3x distance from school to Train station Which is greater? | Misconceptions: Problem A & B: Add all numbers together without converting between m and km. Add all numbers together which they see (without reading the question to figure out which numbers they actually need). Problem B: They think they need to add the final distances together. |
Additional strategies/misconceptions (that emerged during the lesson) | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). Use google maps to show distances and make comparisons. Use larger numbers (e.g. 33.4 km to cm) | |
Formative assessment: Observing what they can do in their group without teacher support. Compare between 2 questions in the week. | |
ROOM 10
ROOM 9
Week: 3, Term 2 | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Measurement |
Teaching Focus: (Communication and Participation Framework). | Learning Objectives: GM3-1: Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time. WALT convert between metres and kilometres Curriculum Elaborations/ Big Ideas: Number knowledge (leading into multiplicative thinking) + measurement |
Beach: 550m Pools: 450m Train station: 1.4km Tamaki College: 650m McDonalds: 1.2km Problem A: Mrs Sīo walks from school to Tamaki college 5 times in a week. Miss West walks from school to McDonalds 2 times in a week. Who walks the greatest distance? Problem B: On Easter day, Miss West, Mrs Sīo and Mr Goodwin all went for a walk. Miss West walked 1km. Mrs Sīo walked half of Miss West’s distance. Mr Goodwin walked one quarter of Mis West’s distance. How many metres did Mrs Sīo and Mr Goodwin walk all together? Problem C: On ANZAC day, Miss West, Mrs Sīo and Mr Goodwin all went for a walk. Miss West walked 1.5km. Mrs Sīo walked half of Miss West’s distance. Mr Goodwin walked one quarter of Mis West’s distance. How many metres did Mrs Sīo and Mr Goodwin walk all together? | |
Launch: Revoicing | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: Problem A - see previous week’s possible strategies. | Misconceptions: |
Additional strategies/misconceptions (that emerged during the lesson) Still a tendency to do repeated addition rather than multiplication. | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). | |
Formative assessment: | |
ROOM 10
ROOM 9
Week: 4, Term 2 (Mon/Tues) | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Measurement |
Teaching Focus: (Communication and Participation Framework). | Learning Objectives: GM3-1: Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time. WALT convert between millimetres, centimetres, metres Curriculum Elaborations/ Big Ideas: Number knowledge (leading into multiplicative thinking) + measurement |
Problem A: You have been tasked with creating a healthy sandwich for 30 classmates. In your group, design and build one sandwich. What would be the total thickness of all 30 sandwiches stacked on top of each other in metres? | |
Launch: Show the ingredients available. Discuss the question. Discuss how many mm in a cm/ how many cm in a m. Materials available: Gloves (Jocelyn to bring), Bread, Cheese, Tomato, Lettuce, Luncheon, cucumber Knives, Margarine/ Butter, Paper plates (paper plates), Rulers | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: Could measure thickness of one sandwich in either mm or cm. If they come up with a round number, could use skip counting. Use repeated addition after found thickness of one sandwich. [thickness of 1 sandwich] + [thickness of 1 sandwich] + [thickness of 1 sandwich] etc... Use multiplicative thinking after found thickness of one sandwich: i.e. [thickness of 1 sandwich] x 30 | Misconceptions: Uncertainty of how to use ruler/ incorrectly measuring width of sandwich. Confusion if decimal numbers. Units - converting between mm → cm/ cm → m (this could cause confusion). |
Additional strategies/misconceptions (that emerged during the lesson) Decimal knowledge was challenging. Was useful to link decimals (e..g 0.1) to fractional knowledge (1/10) Mm → cm → m however this is becoming more familiar to more learners. Multiplication - knowledge of what is happening when x10 (that is, NOT adding a zero!!) | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). Room 9: Conversion between mm and cm Room 10: Decimals - linking to fractions (0.1 = 1/10 = 10 equal pieces to make up 1 whole, 1 shaded). | |
Formative assessment: POST TEST (END OF WEEK - THURS) | |
ROOM 10
ROOM 9
Week: 5/6,/7https://nzmaths.co.nz/sites/default/files/ShoottheHoop.pdf Term 2 (Mon/Tues) | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Measurement |
Teaching Focus: (Communication and Participation Framework). | Learning Objectives: Key Idea: Position & Orientation: “Turns can be described as fractions of a revolution (e.g. quarter turn), as being clockwise or anti-clockwise, and the relationship between these turns and angle measures can be investigated.“
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Pre-test (Friday, week 4) Problem A: John got a new smart skateboard. He was practicing a new trick that involved turning in the air. The new smart board told him that he rotated 810 degrees. How many spins did he do using fractions in your answer? Problem B: Roman got a new smart scooter. He was practicing a new trick that involved turning the scooter in the air (tailwhip). The new smart scooter told him that he rotated 2070 degrees. How many spins did he do using fractions in your answer? Problem C: Mrs Sīo got a new smart scooter. Sh was practicing a new trick that involved turning the scooter in the air (tailwhip). The new smart scooter told her that she rotated 1350 degrees. How many spins did he do using fractions in your answer? | |
Launch: Begin launch explicitly teaching degrees (how many degrees in a circle = 360 degrees) - don’t break it down any further than this as want the children to have to problem solve. | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: 360 + 360 = 720 720 + ? = 810 ? = 90 degrees Therefore, must = 2 whole spins and ¼ of another spin. _____________________ 360 x 2 = ? 300 x 2 = 600 60 x 2 = 120 0 x 2 = 0 600 + 120 + 0 = 720
____________________ 360 x 3 300 x 3 = 900 60 x 3 = 180 0 x 3 = 0 900 + 180 + 0 = 1080 1080 - ? = 810 -- 1080 - 200 = 880 880 - 70 = 810 200 + 70 = 270 360 - 270 = 90 OR 810 + ? = 1080 810 + 90 = 900 900 + 100 = 1000 1000 + 80 = 1080 90 + 100 + 80 = 270 270 + ? = 360 = 90 ___________________ 360/4= 90 720/4 = 180 810/90=9 1080/360=4 __________________ 810/360 = ? 720/360 = 2 810 - 720 = 90 90/360 = quarter 2 and a quarter | Misconceptions: Division - getting confused with which numbers to divide e.g. instead of 810/360, they might go 260/810. Not understanding that 360 degrees is a whole turn (during launch discussion). Multiplying by 100 (not understanding the place value behind this). Fractions - not understanding that 90 degrees is quarter of a whole because 90 degrees is 360/4. |
Additional strategies/misconceptions (that emerged during the lesson) Ensure in the connect we discuss the x100/ place value - what is actually happening when x100 (that is, moving away from saying “add 2 zeros.” Transferring from angle to fraction was a challenge. Moving on from repeated addition. Want to encourage use of multiplication or division. Some groups used knowledge of doubles to solve the problem (still using repeated addition) in a more efficient way. | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). Idea that there are 360 degrees in a whole turn. Discussed how it was like fractions - breaking the whole into 360 equal segments. Could solve it like a fraction question from the start using equivalent fractions knowledge. | |
ROOM 10
ROOM 9
Week: 8 Term 2 (Mon/Tues) | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Position and Orientation |
Teaching Focus: (Communication and Participation Framework). HW: Focus on getting children to take responsibility for their own learning - asking questions - any information on the page needs to be understood by all group members before moving on. | Learning Objectives: Key Idea: Position & Orientation:”the position, direction and pathway of objects can be described using coordinate systems” GM3-1: Position and Orientation:
GM4-7: Position and Orientation
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Launch: Main focus is on understanding rather than coming up with an answer. | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: | Misconceptions: Confusion between x and y axis (putting them the wrong way). |
Additional strategies/misconceptions (that emerged during the lesson) | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). | |
Formative assessment: | |
ROOM 10
Week: 9 Term 2 | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Position and Orientation |
Teaching Focus: (Communication and Participation Framework). HW: Focus on getting children to take responsibility for their own learning - asking questions - any information on the page needs to be understood by all group members before moving on. | Learning Objectives: Key Idea: Position & Orientation:”the position, direction and pathway of objects can be described using coordinate systems” GM3-1: Position and Orientation:
GM4-7: Position and Orientation
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Problem A: A group of children were learning how to make a tapa cloth. They used a number of three and four sided symmetrical shapes in their design. They wrote instructions so that someone could make the same cloth by using coordinates however, their teacher spilt coffee on the paper so they could not read some of the coordinates! Quadrilaterals: 1. (4, 13) (4,21) (0,21) (??) 2. (12, 13)(12,21)(16,21)(??) 3.(5,21)(8,21)(8,17)(??) 4.(8,17)(8,13)(4,17) (??) 5. (8, 21)(12,21)(8,17)(??) 6.(8,17)(12,17)(12,13)(??) Triangles: 1. (4,21) (7,17) (??) 2. (8, 21), (12,21), (??) 3. (6, 17), (8, 13), (??) 4. (8, 13), (10, 17), (??) Help the group to find the missing coordinates! | |
Launch: Main focus is on understanding rather than coming up with an answer. Discuss what symmetrical means. Ensure children understand where 0 goes on the grid - don’t want misconception of this to prevent deeper learning. | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: Starting off with writing out all numbers of the axes. Labelling the x and y axis. Aeroplane taking off - read the x axis first then the y axis. Remembering y is the vertical axis by “y to the sky.” When plotting the final coordinate, thinking about where half way mark is/ mirror line/ reflection. | Misconceptions: Confusion between x and y axis (putting them the wrong way). Not putting the coordinate point on the intersection between lines and instead, putting it between lines. Not understanding the number line sequence. Not understanding where 0 goes. Not realising they have to join the dots together to create a 3 or 4 sided shape. |
Additional strategies/misconceptions (that emerged during the lesson) | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). Discussing what the names are for different polygons (4 sided shape = quadrilateral; 3 sided shape = triangle). Remember that big idea is the grid points rather than the geometry however if the geometry comes out as a teaching point, would be worth spending time explicitly teaching this. | |
Formative assessment: | |
ROOM 10
ROOM 9