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Week 1

MULT - Play beep (2x, 5x, 10x); Number strips (with animals)�DIV - Equal sharing - 2, 5, 10 - Link to fractions; Groupings of 2s up to 20 - knowing doubles and halves.�Students to test each other. Students to think of 2 different ways to show their learning.

Book: One is a snail, ten is a crab by April Sayre and Jeff Sayre.�NZmaths lesson

Adapted from: https://nzmaths.co.nz/

Xtramath - daily.

Independent work:�1. Maths-whizz - 15 minutes daily�2. Problem Solving�3. Screencast�4. Creating groups with number strips and writing this in a number of ways (skip counting, repeated addition, multiplication, division) - on problem solving presentation, last 4 slides (show 4 different example).

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Week 2

Division - equal sharing

Continue book - One is a snail, ten is a crab.

Animal arrays. Give students a number, e.g. 18. Get students to create this number using the animal arrays. Get students to write the skip counting, repeated addition, multiplication, division question using whiteboard markers on the table.

Create:�30�16�15

Focus on 2x, 5x, 10x tables

Once students have created the above, see if they can solve them in another way (can they create other groupings?)

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Week 3

Revise meaning of numerator and denominator.�- Numerator = how many equal pieces we are interested in.�- Denominator = how many equal pieces make up the whole.�Rope and Pins - show where you would mark half/quarter/third/fifths/ tenths of the length of the rope.�Measure the rope using a metre ruler.�Have each student cut a piece of rope which is 20cm long.�If this is 1/4 (for example) of the total length, what would the total length look like? [students to explain that you would need four of this length].�Link to skip counting, repeated addition, multiplication, division.��Use rods/ fraction cards etc.�

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Week 4

Continuing fractions and measurement

Give students a recipe.�1. Students to double the recipe/ half the recipe/ quarter the recipe. �2. Students to triple the original recipe.

What will 1/3 of this recipe be? Write out the recipe.
What will ⅔ of this recipe be? Write out the recipe.��3. This recipe will feed two people. Change the recipe so it will feed 8 people. Write out the recipe below.

GROUP LEARNING:

Measurement - volume/ capacity. Explain how this is to measure liquids. Discuss units - mL/ L - what do these mean? How can we convert between the 2?

Using the ingredients, triple the recipe (step 2 above).

If students are confident doing this, try with the new recipe which uses mL.

If we quadruple the recipe (x4), how much milk and yoghurt will we need?

What would we measure the milk in? (mL or L)?

What would half of this quadrupled recipe be?

Smoothie Recipe

3 bananas.
3 cups of milk
1 cup of yoghurt
½ cup of rolled oats.
2 teaspoons of vanilla essence.
4 teaspoons of runny honey.

Smoothie Recipe

3 bananas.
300mL of milk
100mL of yoghurt
½ cup of rolled oats.
2 teaspoons of vanilla essence.
4 teaspoons of runny honey.

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Week 4 continued

NZ Maths task: Slosh, Dribble, and Plop

Begin this experience by completing a warm up task: Different arm movements for a ¼, ½, ⅛, 1. Get into groups of 3. Create 1 ½ , ¾, 1 ⅛, 1 ¾ . Get into groups of 4 and try again.

Problem to discuss in groups of 3:�There are 11 students at a class party. How many bottles of fizzy drink will be needed so everyone can have 1 drink?�[Expect discussions around the size of the bottles/ the size of a standard drink].�Show students the 1.5L water bottle. Show students a cup which is 250mL. As students how many cups could be filled with the bottle → Dot plot on white board.�Now...if a cup is 250mL, how many 1.5L bottles would be needed for the class party? [Explanations could range from using measuring as the way of solving, to students using their knowledge of mL and L].

Next week: students to work through next part of this problem.��

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Week 5

MONDAY: �Challenge�Warm up (fractions in groups); revise understanding of mL/L conversions�Maths-whizz tutorial: Measuring with a ruler to the half centimetre. �Giant hand task (Giant Mystery)�Fractions: What fractions could we look at, using the giant’s hand? Compare length of our hand to giant’s hand. Is our hand more/less than ½ the giant’s hand? Compare width of our hand to giant’s hand. Compare number of hands used to measure something compared to our hands.�Could we find the height of the giant? Yes? No? Why/ why not? How would you do this?�Make a connection to volume/ capacity - what ratios could we explore? E.g. Raro to water fractions.�Outside, using chalk, draw your giant to scale. Draw around one of you to compare. Create a number of fractions.�Take photos to share the learning experience on your blog.

TUESDAY: �Challenge�Begin Rooms 9/10 Ongoing Inquiry - scale model of planets.�National Geographic; The Planets�Resources (for ~ 64 students/ ~8 students in each group): Rope - 100m per group (x8); Metre rulers (2 per group, if possible); Yard sticks; Pegs (11 pegs per group - labelled) = 88 pegs (8 groups); Labels: Part 1/ Part 2 (8 copies)�Scale, size, relative distance, fractions/percentages.�Planet labels: MAKE IT CLEAR THAT THESE ARE RELATIVE DISTANCES.�Relative distances (based on this text, National Geographic): SUN → at edge of string; Mercury → 1 metre from sun; Venus → 2 metres from sun; Earth → 2.5 metres from sun; Mars → 4 metres from sun; Asteroid belt → 8 metres from sun; Jupiter → 13 metres from sun; Saturn → 24 metres from sun; Uranus → 49 metres from sun; Neptune → 76 metres from sun; Kuiper Belt → 100 metres from sun.��WEDNESDAY:�Problem Solving questions based on this experience: Fractions

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Week 6

Monday: Ms Teleso - Geometry

Tuesday to Thursday�Number (with Algebra Focus)�- Equality - either side of the = sign has to be equal�- Sealed Solution - present this as a hands on task - Materials per group: 5 envelopes; coloured card with numbers 0-9�- Revise tidy tens (hundreds/ thousands) and place value (Add/subtract) - how can we write these as an equation? Link to measurement.�- Comparing amounts - addition or subtraction

Friday - Cross Country

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Week 7

Continued from Week 6:

Use materials - rods + elastic bands; 100s board, tens frames; ice cream containers (upside down) with cubes hidden.�Example problems (ideally using measurement to link on from last week): 8 + 13 = ? ; 4 + 15 = ? �Equations = are they balanced? Use: whiteboard, picture of scales. Discuss what is meant by ‘equal’ - link to fractional knowledge.�Move onto how we can use ‘doubles’ to help solve problems. Example: 4 + 5 = 8 + 8 + 1 [Practice writing this out as an equation so each side is balanced].�Cups and multilink cubes - put a number of cubes under the cup and explain that there are 12 green cubes under a green cup. If there are 3 red cubes under a red cup, how many red cubes will be needed to balance so each cup holds the same total number of cubes?

NZ Maths - Magical Tens - revision from last week��NZ Maths - It’s not fair �

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Week 8

Maths-whizz - fractions/ solving problems topic focus.

Paper folding:�

Task 2:�How many times can you fold a piece of paper in half? Try. Open it up - what fraction of the whole is 1 square? - Create google drawing for students to show their learning of this task (WEDNESDAY)

Figure it out tasks: Cooking up a storm; Tummy Ache�Group learning:�Discuss the first folding paper task. How could you explain the folding of this to your neighbour without showing them?�Equipment: Maths money, multilink cubes, fraction game.�Discuss relationship between half, double, repeated addition, skip counting. Get students to answer: What does ‘half’ mean? - Write down their responses.�Equal sharing - make the link to repeated addition. How else could we work it out, without equally sharing? �M&Ms - Show the number of M&Ms on half of the cake. How many M&Ms will be on the whole cake? How did you work this out? Repeated addition? Doubling?�

Show students a folded piece of paper. Ask students how they would make this, by creating only 3 cuts on the paper.
After students have had time to discuss, students to look closer at the paper. Get students to create instructions (using fractional language) to explain to their neighbour how to create this optical illusion.

Language: half, quarter, third.

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Week 9

Continue on from last week. �WALT find a unit fraction of a set.�WALT order fractions

Students to show me their figure it out tasks once finished (from last week).

Group Learning:�Hungry Birds - NZMaths�Multilink cubes - get students to sort these so they connect 5 cubes of the same colour. One ‘set’ for each colour.�Day 1: With materials�Day 2: Remove materials/ solve using imaging (if need to, begin by using cups covering cubes).�Notes: Alter how ask the problem - e.g. What is ⅔ of 15 vs. ⅓ of 15 is 5. What is ⅔ of 15? There are yellow and blue lollies. ⅓ of the lollies are yellow. What fraction of the lollies are blue? Extension: How many blue lollies are there?�Day 3: Ordering Fractions�Changing denominator vs. Changing numerator. E.g. Compare 1/4 , 1/2 , 1/3 , 1/8 - get students to discuss what happens when you increase the denominator (fractional part gets smaller). Compare 1/4, 2/4, 3/4, 4/4 - get students to discuss what happens when you increase the numerator (fractional part gets bigger). Why is this? Show in a diagram.

Class task: Chocolate Task - Take photos. Students to then write up about what they thought and what they realised when cut up the ‘chocolate.’

Independent Learning:�Problem Solving�Include a problem where students need to draw a diagram to explain how ¼ of 20 is 5.�NRich Task; �Google presentation: take a photo to represent: ½, ⅓, ¾, ¼, ⅔