Hongofulu planning

Term 2, 2017

Week 1

Teacher notes:

Discuss equal portions.

Continue working on quick recall of times tables.

Discuss links between decimals and fractions. When we say tenths, hundredths etc, we are talking about a decimal fraction.

Practice drawing out different fractions of sets. How do we solve these using mult/ div.

E.g. ⅗ of 25 = ?

‘Of’ = times�We are dividing 25 into 5 equal portions. We are interested in 3 of these portions. There are 5 in each individual portion. We times 5 by 3. This is the same as saying ⅗ x 25.

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Adapted from NZmaths

Week 2-3

Teacher Notes�Revise equal portions and link between decimals and fractions.

Continue working on quick recall of times tables.

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Practice drawing out different fractions of sets. How do we solve these using mult/ div.

E.g. ⅗ of 25 = ?

‘Of’ = times�We are dividing 25 into 5 equal portions. We are interested in 3 of these portions. There are 5 in each individual portion. We times 5 by 3. This is the same as saying ⅗ x 25.

Adapted from NZmaths

Week 4

• Quick recall of times tables
• Games - warm up activities; independent learning with a friend

Group learning

• Make links to fractions - fractions of sets.
• Make links to more difficult multiplication problems (e.g. 16x7 or 24x54).

Independent learning

• Games with a friend
• Practice work (creating links to other areas of maths)
• Problem solving + screencastify

Times table grid - students to make a copy of this and complete as they master times tables

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Week 6

• Data detective poster
• How kids learn
• NZC links
• Interactive 1
• Interactive 2
• Interactive 3
• Interactive 4
• Interactive 5
• Interactive 6
• Interactive 7
• Interactive 8
• Interactive 9
• Data cards
• Nosey parker 1
• Nosey parker 2
• ID cards
• Create a google presentation for the interactives - link it to the data detective at each section and get students to answer questions as they go.
• Or get kids to write into a data detective cycle where each part of the statistics process comes for each interactive.
• After this, give students ID cards - put data into a spreadsheet then create a graph using this data
• Create own ID cards - get others in class to answer questions. Use this data to create a graph.
• Screencast - graph of data - get students to create a screencast explaining what this graph is showing. - choose 1 of the graphs from last week’s statistics questions - create a screencast on it.
• Multiplication grid

Week 7-8

• Use number line to explain subtraction
• Revise place value - relationship between different place value columns (10 ones makes 1 ten; 10 tens makes 1 hundred etc.)
• 2 types of subtraction:
• Using place value examples: 48-34, 69-25
• Add, don’t subtract examples (over the ten): 42-26, 82-45, 71-39, 123-57, 124-68, etc.
• Links between addition and subtraction (through number lines and add, don’t subtract).
• Times table practice

Adapted from NZmaths

Week 9

Continue discussing place value (links between columns by the number 10).�Continue discussing the link between addition and subtraction.

Rounding and Compensating AND Equal Adjustments�- If you create tidy numbers, it is easier to work with. Make a link to how this is like with multiplying via rounding and compensating).�- Example: 38-22 = ?� - 40 - 20 = 20� - 20 - 2 - 2 = 18�OR� - 38 - 20 = 18� - 18 - 2 = 16�Take time explaining this, as it can be quite confusing! Use blocks to demonstrate adding numbers on to the total (so having to take them off at the end), OR demonstrate taking away 2 less, so having to remove another 2 at the end (and vice versa).

Make a copy of presentation.�Complete question 1.�Create a screencast for question 1. �On the next slide, you are going to create a word problem and then solve it. Remember to look at the Walt to help you think about what your question will look like. Create the question based on something around school (e.g. Mr Jacobson building the kitchen, the builders at the front of school, measuring a table or comparing lengths in the classroom).�After you have solved your question, create a screencast to explain your thinking.

Adapted from NZmaths

Week 10

Revise rounding/compensating/ equal adjustments. Ensure understanding of:

• What do we round to? When do we round up? When do we round down?
• Whatever you do to the total, have to do the opposite at the end. I.e. If you add on, you need to take off again at the end. If you take off, you need to add on again at the end.
• Whatever you do to the number which you are subtracting, you have to do the same at the end. I.e. If you add onto the number you are subtracting, you need to add that amount onto the answer. If you subtract from the number you are subtracting, you need to subtract from the answer.
• When subtracting, if you add the same amount onto both numbers (or subtract the same amount from both numbers), you will get the same answer.
• I.e. 56-42 = 14; Add 4 onto each number ⇒ 60-46 = 14; Take 6 off each number ⇒ 50-36 = 14
• Discuss ratios to help understand this.
• What happens if you add/subtract to/from one number, but not the other?
• Begin to solve addition and subtraction problems using algorithms/ written form. Ensure students understand what is happening at each step of the algorithm - column addition/ subtraction.

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Adapted from NZmaths