Earth

Wind

Fire

Water

Sione

Paul

Latisha

Lorenzo

​

Phoenix

Jermaine

TJ

Jasmine

Sauma

Bella

Antzel

Victoria

Lee

Siakupega

Francis

John

Troy

Aaliyah

​

Mele

Valeli

Jacquelyn

Zyla

Patience

Jayah-May

Deejay

​

​

Lesson Name:

Date: Week 1, Term 1

Curriculum Level: 3 (Year 6)

Area: Measurement

Teaching Focus:

Connect - making sure that the connect at the end of the lesson is building on prior knowledge and gives students the opportunity to understand the concept.

Big Idea: Number 3

Measurements can be represented in equivalent ways using different units (e.g., 2 ft 3 in = 27 in.).

​

Problem: Miss Parrant went to walk to the swimming pools with her class for swimming lessons. The walk from school to the pools is 450 metres. Miss Parrant thinks she can walk 100 metres in 2 minutes. How long will it take Miss Parrant to walk to the pools for swimming lessons?

Conjectures/ Possible Strategies/ Solutions

Strategies:

• One minute is 50 metres add that to 450 metres and we have 9 minutes.
• 4 x 2 = 8 minutes then one minute is 50 metres = 9 minutes.
• 100 metres = 2 minutes �100 metres = 2 minutes �100 metres = 2 minutes �100 metres = 2minutes �50 metres = 1 minute �2 + 2 + 2 + 2 + 1 = 9

Misconceptions:

• Not being able to see that 50 metres is one minute.
• Adding the 100 metres 5 times and just making it 10 minutes and not working out the 50 metres.
• Not being able to half the metres and half the time.

Additional strategies/misconceptions (that emerged during the lesson)

None from this session.

Generalising (How will connect the strategies to the big idea) Further examples to extend children's thinking.�If we walked 650 metres how long would this take?

If each 100 metres look us 5 minutes how long would this be?

Formative assessment:�Pre/Post assessment to see how much has been learnt from the students. Have they understood the concept?

Lesson Name:

Date: Week 2, Term 1

Curriculum Level: 3 (Year 6)

Area: Measurement

Teaching Focus:

Connect - making sure that the connect at the end of the lesson is building on prior knowledge and gives students the opportunity to understand the concept.

Big Idea: Number 3

Measurements can be represented in equivalent ways using different units (e.g., 2 ft 3 in = 27 in.).

​

Problem: It is 0.5 km from school to the beach. It is 650 metres from our school to Tamaki college. Mr Goodwin walks from school to the beach 6 times in a week. Mr Somerville walks from school to Tamaki college 4 times in a week. Who walks the greatest distance?

Conjectures/ Possible Strategies/ Solutions

Strategies:

• 0.5 km = 500 metres, 500 + 500 + 500 + 500 + 500 + 500 �600 + 600 + 600 + 600�See which one is the most.
• 600 metres = 0.6 km 0.6 + 0.6 + 0.6 +0.6 �0.5 + 0.5 + 0.5 + 0.5 + 0.5 + 0.5 �See which one is the most.
• 0.5 km = 500 metres 500 x 6, 600 x 4 �See which one is the most.
• 600 metres is 0.6 km 4 x 0.6, 6 x 0.5
• 0.5 + 0.5 = 1 km therefore 3 km 0.6 +0.6 = 1.2km therefore 2.4km

Misconceptions:

• Not knowing that these measures are able to be used together.
• Metres and kms getting them confused with each other.
• Not being able to see that we can make metres into kms and vice versa.

Additional strategies/misconceptions (that emerged during the lesson)

​

Generalising (How will connect the strategies to the big idea) Further examples to extend children's thinking.

If Mr Goodwin does this 8 times and Mr Somerville does it 7 times who walks further?

If it is 0.5 km and 650 metres who walks further?

Formative assessment:�Pre/Post assessment to see how much has been learnt from the students. Have they understood the concept?

Lesson Name:

Date: Week 3, Term 1

Curriculum Level: 3 (Year 6)

Area: Statistics

Teaching Focus:

Connect - making sure that the connect at the end of the lesson is building on prior knowledge and gives students the opportunity to understand the concept.

Big Idea: Number 3

Measurements can be represented in equivalent ways using different units (e.g., 2 ft 3 in = 27 in.).

​

Problem: It is 0.6 km from school to the pools. It is 650 metres from our school to Tamaki college. Miss Tuia walks from school to the pools 6 times in a week. Miss Parrant walks from school to Tamaki college 6 times in a week. Who walks the greatest distance?

Conjectures/ Possible Strategies/ Solutions

Strategies::

• 0.6 km = 600 metres, 600 + 600 + 600 + 600 + 600 + 600 = 3600 metres (3.6km)�650 + 650 + 650 + 650 + 650 + 650 = 3900 (3.9km)�See which one is the most.
• 650 metres = 0.65 km 0.65 + 0.65 + 0.65 +0.65 + 0.65 + 0.65 = 3.9 �0.6 + 0.6 + 0.6 + 0.6 + 0.6 + 0.6 = 3.6 �See which one is the most.
• 0.6 km = 600 metres 600 x 6, 650 x 6 �See which one is the most.
• 650 metres is 0.65 km 6 x 0.65, 6 x 0.6

Misconceptions:

• Not knowing that these measures are able to be used together.
• Metres and kms getting them confused with each other.
• Not being able to see that we can make metres into kms and vice versa.

Additional strategies/misconceptions (that emerged during the lesson)

​

Generalising (How will connect the strategies to the big idea) Further examples to extend children's thinking.

If Miss Tuia does this 8 times and Miss Parrant does it 7 times who walks further?

If it is 0.5 km and 650 metres who walks further? Look at the maps after as well.

Formative assessment:�Pre/Post assessment to see how much has been learnt from the students. Have they understood the concept?

Lesson Name:

Date: Week 3, Term 1

Curriculum Level: 3 (Year 6)

Area: Statistics

Teaching Focus:

Connect - making sure that the connect at the end of the lesson is building on prior knowledge and gives students the opportunity to understand the concept.

Big Idea: Number 3

Measurements can be represented in equivalent ways using different units (e.g., 2 ft 3 in = 27 in.).

​

Problem: It is 0.7 km from school to the basketball courts. It is 750 metres from our school to new bike/walk track.. Miss Tuia walks from school to the basketball courts 6 times in a week. Miss Parrant walks from school to the walking track 6 times in a week. Who walks the greatest distance?

Conjectures/ Possible Strategies/ Solutions

Strategies

• 0.7 km = 700 metres, 700 metres x 6 = 4200 metres = 4.2km
• 700 metres x 6 = 4200 metres 50 x 6 = 300 metres = 4500 metres - 4.5 km
• 0.7 km x 6 = 4.2 km,
• 750 = 0.75 km 0.7 km x 6 = 4.2 km, 0.05 x 6 = 0.3 = 4.5 km

Misconceptions:

• Not knowing that these measures are able to be used together.
• Metres and kms getting them confused with each other.
• Not being able to see that we can make metres into kms and vice versa.

Additional strategies/misconceptions (that emerged during the lesson)

​

Generalising (How will connect the strategies to the big idea) Further examples to extend children's thinking.

If Miss Tuia does this 8 times and Miss Parrant does it 7 times who walks further?

If it is 0.5 km and 650 metres who walks further?

Formative assessment:�Pre/Post assessment to see how much has been learnt from the students. Have they understood the concept?

Lesson Name:

Date: Week 3, Term 1

Curriculum Level: 3 (Year 6)

Area: Statistics

Teaching Focus:

Connect - making sure that the connect at the end of the lesson is building on prior knowledge and gives students the opportunity to understand the concept.

Big Idea: Number 3

Measurements can be represented in equivalent ways using different units (e.g., 2 ft 3 in = 27 in.).

​

Problem: It is 0.7 km from school to the basketball courts. It is 750 metres from our school to new bike/walk track.. Miss Tuia walks from school to the basketball courts 6 times in a week. Miss Parrant walks from school to the walking track 6 times in a week. Who walks the greatest distance?

Conjectures/ Possible Strategies/ Solutions

Strategies

• 0.7 km = 700 metres, 700 metres x 6 = 4200 metres = 4.2km
• 700 metres x 6 = 4200 metres 50 x 6 = 300 metres = 4500 metres - 4.5 km
• 0.7 km x 6 = 4.2 km,
• 750 = 0.75 km 0.7 km x 6 = 4.2 km, 0.05 x 6 = 0.3 = 4.5 km

Misconceptions:

• Not knowing that these measures are able to be used together.
• Metres and kms getting them confused with each other.
• Not being able to see that we can make metres into kms and vice versa.

Additional strategies/misconceptions (that emerged during the lesson)

​

Generalising (How will connect the strategies to the big idea) Further examples to extend children's thinking.

If Miss Tuia does this 8 times and Miss Parrant does it 7 times who walks further?

If it is 0.5 km and 650 metres who walks further?

Formative assessment:�Pre/Post assessment to see how much has been learnt from the students. Have they understood the concept?

Lesson Name:

Date: Week 3, Term 1

Curriculum Level: 3 (Year 6)

Area: Statistics

Teaching Focus:

Connect - making sure that the connect at the end of the lesson is building on prior knowledge and gives students the opportunity to understand the concept.

Big Idea: Number 3

Measurements can be represented in equivalent ways using different units (e.g., 2 ft 3 in = 27 in.).

​

Problem: It is 0.7 km from school to the basketball courts. It is 750 metres from our school to new bike/walk track.. Miss Tuia walks from school to the basketball courts 6 times in a week. Miss Parrant walks from school to the walking track 6 times in a week. Who walks the greatest distance?

Conjectures/ Possible Strategies/ Solutions

Strategies

• 0.7 km = 700 metres, 700 metres x 6 = 4200 metres = 4.2km
• 700 metres x 6 = 4200 metres 50 x 6 = 300 metres = 4500 metres - 4.5 km
• 0.7 km x 6 = 4.2 km,
• 750 = 0.75 km 0.7 km x 6 = 4.2 km, 0.05 x 6 = 0.3 = 4.5 km

Misconceptions:

• Not knowing that these measures are able to be used together.
• Metres and kms getting them confused with each other.
• Not being able to see that we can make metres into kms and vice versa.

Additional strategies/misconceptions (that emerged during the lesson)

​

Generalising (How will connect the strategies to the big idea) Further examples to extend children's thinking.

If Miss Tuia does this 8 times and Miss Parrant does it 7 times who walks further?

If it is 0.5 km and 650 metres who walks further?

Formative assessment:�Pre/Post assessment to see how much has been learnt from the students. Have they understood the concept?