Ta’i nga’uru

Maths planning term 1

Week 1

Give learners maths problems and observe strategies they use as well as collaboration with others to solve problems.

Week 2 - understanding place value

WALT: understand place value

Place Value houses

Problem solving

• Get learners to explain the place value diagram
• Check if they know what would come after the decimal place.
• In a group, get learners to manipulate place value by having to move between place value houses.
• If needed, use place value blocks.

Week 3: solve addition/ subtraction problems using place value

Example: 36 + 15 = ? --> Step 1: 3 tens + 1 ten (30 + 10) = 4 tens (40). Step 2: 6 ones + 5 ones = 11 ones. Transfer ten ones for 1 ten. 4 tens + 1 ten = 5 tens (50). 1 one left over. 5 tens + 1 one = 51.

• More practice on transferring between place value columns and demonstrating this.
• Can learners transfer this knowledge to numbers with hundreds?
• Can learners transfer this knowledge to numbers with decimals?
• Begin to introduce the idea of subtraction (add, don’t subtract).

Week 4: Add, don’t subtract - converting between subtraction & addition problems.

• Distinguish between different types of subtraction problems:
• 78-34 = ? [Work out using subtraction by breaking into place value houses]
• 62-38 = ? [Cannot be solved easily using place value houses as ones go over the ten. Add, don’t subtract].
• Discuss conversion between subtraction and addition problems.
• 34-29 = ? is the same as 29 + ? = 34.
• Demonstrate on objects: 12-9 = ?
• Integrate with measurement if needed as a visual way to look at it.
• Now use place value to solve this addition problem.

Where to next?�Lots of practice with this. Transfer knowledge to larger numbers (hundreds/ thousands). Eventually incorporate decimals again (this may happen later in the year).

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Week 5

Teach maths as away of coding - analogy of google site - we can see everything there but we should be asking ‘but how did it get there?’ - we can look at the HTML (coding) to tell us this. Just like this, maths requires us to ask ‘but how did we get to that answer?’ - we need to somehow write down what our brain is doing to get the answer. Maths is a language, just like different types of coding is a language (javascript; HTML).

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So when we write down X we are actually saying ‘groups of’. And when we write down ➗ we are actually saying ‘divided into equal groups of…’

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Group work:

• Ask a question such as 8x7 and get students to show how they would work it out.
• Potential strategies: skip counting, counting on, repeated addition (8+8+8+8…),
• Teach strategy - using 5x or 10x tables to work out more difficult problems e.g. 8x5=40, therefore 8x6=40+8=48, therefore 8x7=48+8=54

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Weeks 6-7

Teach maths as a way of coding - analogy of google site - we can see everything there but we should be asking ‘but how did it get there?’ - we can look at the HTML (coding) to tell us this. Just like this, maths requires us to ask ‘but how did we get to that answer?’ - we need to somehow write down what our brain is doing to get the answer. Maths is a language, just like different types of coding is a language (javascript; HTML).

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Revision: So when we write down X we are actually saying ‘groups of’. And when we write down ➗ we are actually saying ‘divided into equal groups of…’

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Get students to think about using strategies of place value which we have looked at in detail for addition/ subtraction over the last couple of weeks → transfer this knowledge to multiplication/ division.

Revise transfer between place value columns, use this diagram

How many tens make up 1 hundred? How many hundreds make up 1 thousand?

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Transfer between place value columns through questions such as 6x56=?

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Week 8

Doubling

• If we know that 7x2=14, then we know that 7x4=28 (double 14).
• If we know that 7x10=70, then we know that 7x5=35 (half 70).

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• 10, 100, 1000 multiplication problems - understanding of place value and transfer between place value columns
• Example: 5x100 → 5 x 1 hundred = 5 hundreds.
• Example: 5x60 → 5 x 6 tens = 30 tens = 3 hundreds (transfer between place value columns).
• NOT ADDING ZERO!!

Week 9

Continue from last week:

10, 100, 1000 multiplication problems - understanding of place value and transfer between place value columns

• Example: 5x100 → 5 x 1 hundred = 5 hundreds.
• Example: 5x60 → 5 x 6 tens = 30 tens = 3 hundreds (transfer between place value columns).
• NOT ADDING ZERO.

Spend time working on fast recall of times tables. Use times tables grid for Ta’i nga’uru - add to this throughout the week. ��Get into pairs - times table practice (using playing cards).�Around the world. �Add to this list throughout the week.

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Week 10

Decimals:�- Discuss current knowledge around decimals. �- Transfer of place value knowledge to knowledge of decimals (add tenths/ hundredths to the place value houses chart).�- Place Value Chart

Begin with questions which require students to add within the ten/ tenth. Then move to questions which require students to transfer between place value columns.

Example problems:

1. 34.5 + 23.4 = ?
2. 34.5 + 23.7 = ?
3. 34.5 + 87.7 = ?

Discuss what the meaning of a decimal is. Begin to introduce this as a decimal fraction. What does this mean?

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Week 11

Problem Solving

Reinforce learning from last week: Rounding and Compensating.

49 + 36 = ?

42 + 31 = ?

68 - 49 = ?

In a group, continue to work through questions like these ones.

Use this week to answer gaps in knowledge for different students.

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