Tini planning
Term 4, 2017
Adapted from NZmaths
Week 1
Probability: Level 3: “Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.” (NZ Curriculum).�NRich Task: �- Discuss with class. Explain on whiteboard - probability tree (as talk through the problem). �- Send students off to complete the task. Students to have their maths book to draw out the probability trees as they solve the problems.
Green Book: NZ Curriculum Mathematics: Connecting all strands (Level 3A) - Tipler, M., & Timperley, S. (2015), p.344-345�- Class discussion - What is probability? What is chance? What does it mean if something is fair/ unfair? Discuss language - certain, definitely, maybe, possibly, definitely not, uncertain; Probability trees� - Contexts: Weather, Time, Travel.�- Provide students with a copy of the game instructions�- Students to work in pairs to complete the different tasks.�- Students to continue with their task for the week.
Group work:�Discuss the NRich Task (Teddy town) in more detail, getting students to use the language of probability. Focus on the purpose of probability trees. What information do these diagrams give us? Can you think of other situations when we could use probability (in our lives)? [Think about sport, eating, school]�Make a connection to fractions. Can we find out fractions related to the number of outcomes? Give example, e.g. ½ of the outcomes have carrots as the first meal.
Maths practice tests�- In group, work through problems, discussing how would approach the questions.
Week 2
Decimals�Decimats - get students to cut out decimats to create a number of different decimals.�Move onto using decimats to add decimals up to thousandths. Focus on moving between place value columns and explaining this.
Independent tasks: Adding/ subtracting decimals. Students to use decimats to support them.
Group tasks: Work through a number of maths questions to discuss how would go about answer these. Get students to pull out the important vocab. Share these important words as a group and explain what they mean.�Addition: Plus, add on, as well as.�Subtraction: Take away, minus, took away, walked away. �Multiplication: Times, groups of, equal groups of.�Division: Split equally into, shared equally.�Students to discuss how each question could be worded differently.
Week 3-4
Warm up: Green book (Connecting all strands Level 3A) - page 29 - game.�In group: Blue book (Stage 6 AA): page 211-212 (use decipipes for this task).
Independent tasks: Animation, Practice test questions (printed?) - work in books, Times tables practice, decimats + cue cards (page 215 blue book), figure it out tasks (https://nzmaths.co.nz/sites/default/files/Flavoursome.pdf), mathswhizz, xtramath.
Educreations video - understanding decimals
Testing: Maths PAT; continue working through EOY testing for maths.
Warm up (Week 4): Green book, Connecting all strands, page 108 (If you know it, use it).�Materials: red cards (numbers 1-9); Green cards (numbers 11-19)��Maths - times tables - practice in pairs; create a song for one of the times tables you have difficulty with.
Week 5
Whole class - teach about different beats. Have students stand on each note (semibreve, crotchet, minim, quaver, semiquaver). Whichever note you step on, clap the rhythm to the metronome. E.g. if you stand on a crotchet, you need to clap 4 equal beats in a bar.
Equipment: printed pieces of paper with notes, their name and their fractional value.
In groups, complete the musical fractions task.
In pairs, complete the ‘add/subtract fractions task.’
Group learning:
TESTING
Week 7
Tuesday: as a class, discuss how you measure your resting pulse. Set timer, get students to count their resting pulse.�Skills: knowing there are 60 seconds in a minute, counting accurately, keeping track of the beat. Work through steps 1-13. Meet in groups to discuss in more detail. Discuss the numbers, frequency of quantities, shape of the graph. What does this tell us?
Students to work on figure it out task.
Wednesday/ Thursday: instead of a sport focus, get students to take part in a statistical investigation around dancing to music. Does resting pulse change depending on which genre of music you dance to?
Friday: Session 4-5.
Week 8
Monday:
The wolf, goat, and cabbage:�- Key comp: relating to others; participating and contributing
Fraction Game: 15 minutes - goal - who can use the least amount of cards to solve it? Can you beat 14 cards? �- Tips: try to get rid of the bigger fractional pieces first, as smaller fractional pieces can be used for a larger number of fractions.
Group learning:
Scenarios: Sharing a fraction of something amongst a number of people (with a different denominator).