Ta’i nga’uru planning

Term 2, 2017

Adapted from NZmaths

Week 1

Teacher notes:

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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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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.

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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

Week 5-6

Statistics�Week 6�1. Interactives 1-9 - for each interactive, student to complete a presentation showing links to data detective model.�2. In groups - work through using data cards - being with pre-made ones. Have students work together to sort the data. Discuss how data can be sorted in a number of ways. Ask students why they sorted the data in that particular way.�3. Give students blank data cards (number of students in group). Get them to decide on some data to collect on each other. Using this data, work through the data detective model, until create a graph of some of the data. Which graph should we use and why?�4. Ask students which graphs they know. Discuss different graph types and why you would use the different graphs: pie, bar, line, histogram etc.

Continue quick recall of times tables�- After Xtra-math/Mathswhizz, have students complete a 5 minute multiplication grid challenge.

Week 6 (continued)

• 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

• Add, don’t subtract - knowing when to use this c.f. Knowing when to subtract using place value.
• Subtracting fractions - understanding that need a common denominator.
• Understanding that decimal fractions have a common denominator which is 10 (within each column of place value).
• Understanding that decimal fractions are linked to division and place value.
• Subtraction of decimals (to 1 decimal place).

Week 9

Continue with decimal add/sub.

Language: numbers after the decimal point are referred to individually (e.g. two point four nine (NOT point forty nine); explain transfer between place value columns the same as if you were solving whole number add/sub.

Just as ones make up a ten, tenths make up a one.

Examples:�3.47 + 2.58 = ?�Begin with the smallest place value column. That way, you can add on to the next place value column without having to back track.

0.07 + 0.08 = 7 hundredths + 8 hundredths = 15 hundredths = 1 tenth + 5 hundredths = 0.15�0.4 + 0. 5 = 4 tenths + 5 tenths = 9 tenths = 0.9�0.15 + 0.9 = 10 tenths + 5 hundredths = 1 one + 5 hundredths = 1.05�3 + 2 = 5�5 + 1.05 = 6.05

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.

Week 10

More decimal number practice.

Use of algorithm to solve problems. Ensure students understand what they are doing at each step of the algorithm.

• ‘Carrying the one’ is the transfer of the 10 between place value columns.

Rounding decimal numbers.

• This will help to strengthen understanding of relationship between place value columns (2 d.p.).
• Transfer of knowledge from whole numbers (5+ → round up; 1-4 → round down) to decimal numbers.

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Adapted from NZmaths