Triangles - Maths Planning

Term 3 2017

Teacher Notes

Week 1: Number

WALT solve addition and subtraction problems using Place Value.

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1. Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
2. Warm-up: number knowledge to embed place value concepts: numbers 1 and 10 before/after; and bonds to 20.
3. Students to complete number knowledge practice activities independently in Maths books.
4. With teacher: Continue to explore adding and subtracting using place value using materials to reinforce learning from Term 1.
5. Independent/buddy problem-solving in Google presentation. Reinforce explanation of problem-solving requires words as well as digits.
6. Students to share problem-solving presentation via individual blogs.

Week 2: Number

WALT solve addition problems through ten.

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• Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
• Warm-up: number knowledge to embed place value concepts: numbers 1 and 10 before/after; and bonds to 20.
• Students to complete number knowledge practice activities independently in Maths books.
• With teacher: appropriate number problems to learn about strategy of breaking numbers to solve addition through ten.
• Independent/buddy problem-solving in Google presentation. Reinforce explanation of problem-solving requires words as well as digits.
• Students to share problem-solving presentation via individual blogs.

Weeks 3 and 4: Number

WALT solve subtraction problems by breaking up numbers.

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• Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
• Warm-up: number knowledge to embed place value concepts: numbers 1 and 10 before/after; and bonds to 20.
• Students to complete number knowledge practice activities independently in Maths books.
• With teacher: appropriate number problems to learn about strategy of solving subtraction problems by up breaking numbers instead of counting back in ones (eg 14 - 8 = ?; split 8 to make tidy ten, ie 14 - 4 = 10; only used 4 of the 8, so still need to subtract another 4; 10-4 = 6).
• Independent/buddy problem-solving in Google presentation. Reinforce explanation of problem-solving requires words as well as digits.
• Students to share problem-solving presentation via individual blogs.

Week 5: Geometry & Measurement

WALT measure in metres and centimetres.

1. Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
2. Whole class measurement activities to support inquiry activity from Connected 3 2003, Shrinking the solar system, which involves measuring distances in metres.
3. Students to begin by estimating the length of their pace (stride/step).
4. Using metre rulers and measuring tapes and working in groups of three, students to devise a way of creating one metre using their feet and/or pace.
5. Follow-up sessions to follow session 1 and 2 of L3 measurement unit from NZ Maths, Stepping Out. Link to instructions. Link to recording sheet.
6. Take photos of students measuring and creating measurements to support rewindable learning.
7. Students to complete number aspect of these activities in presentation with specific teaching and/or support as needed.
8. Students to share completed presentation via individual blogs.

Week 6:

WALT recall our times tables up to 10 x 10 instantly.

• Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
• Focus on times tables to support number knowledge: practise to learn times tables with instant recall following instructions in presentation.
• Practise times table with a buddy using card activities:
1. Use times table card to practise recalling chosen times table in sequential order.
2. Turn cards over and multiply by chosen time table to practise table in random order.
3. Use one digit side of squeezy box to practise chosen time table in random order.
• Students to record themselves saying the time table to support their learning.
• Students to share completed presentation via individual blogs.

• Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
• Independent practice work to support number knowledge: practise to learn times tables with instant recall following instructions in presentation.
• Practise times table with a buddy using card activities:
• Use times table card to practise recalling chosen times table in sequential order.
• Turn cards over and multiply by chosen time table to practise table in random order.
• Use one digit side of squeezy box to practise chosen time table in random order.
• Problem-solving related to WALT explored through group work using materials. Students to complete follow-up presentation independently.
• Students to share completed presentation via individual blogs.

Weeks 7 and 8:

WALT work out two times facts from doubling.

Week 9: Geometry & Measurement

WALT explore the properties of 2-D shapes.

• Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
• Check students’ prior knowledge of two-dimensional shapes through general questioning: what’s this shape? How do you know? How many sides? How many corners?
• Students to copy presentation and complete Maths vocabulary activity.
• Discuss vocabulary.
• Students to complete activity 2: identifying properties of a 2-D shape: How many sides? Straight or curved sides? Angles? Corners?
• Tangram activity: students to cut out template and use the 7 pieces to create pictures given in the presentation.
• Students to create their own tangram picture using all puzzle shapes.
• Students to share completed presentation via individual blogs.

Week 10: Geometry & Measurement

WALT explore the properties of 3-D shapes.

• Daily Xtra Math and Maths Whizz to support number knowledge acquisition.
• Exploration of 3-D shapes and related vocabulary following NZ Maths Level 3 Shapes with Sticks unit over the week.
• Students to work with a self-selected buddy for session 1 to promote collaboration and opportunities for mathematical oral language.
• Session 2: students to create different 3-D shapes using matchsticks and blutak. Compare and contrast various shapes. How many faces? How many vertices? How many edges?
• Students to make a copy of presentation and record their data in the table for different shapes.
• Further exploration of vocabulary/shapes - pent-, hex-, oct-, etc.
• Students to share completed presentation via individual blogs.