Tini planning
Term 3, 2017
Adapted from NZmaths
Week 1
Strategies: using PV and using tidy numbers to solve mult/div problems. Using doubling/halving/tripling etc. to solve mult/div problems.
Division: written way of solving complex division questions (THURSDAY).
_________
Exponents - square root, square, to the power of, cubed root. Link this to area and volume (measurement).�5x ____ = 145 Turning this problem into a division problem in order to solve it.�
Reflecting about our problem solving. Does this answer make sense?�- Learning how to create estimations to help with this.
Lesson ideas from: https://nzmaths.co.nz/
Week 2
Area and volume - what is it? How does it link to Exponents and Square roots/ cubed roots?
Revise long division and exponents.
Explain square roots and cube roots. Discuss how we could solve cube root problems. Is it possible without knowing any of the dimensions?
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In a group, create own problems.
Solving of complex multiplication problems e.g. 27x52 = ? �Discuss strategies we could use - Multiplying all combinations of the numbers. E.g. ones, tens, one-ten, ten-one. Discuss why we need to multiply all these combinations. Discuss diagram:�Strategy 2: Rounding and compensating. �Discuss how this would work with decimals - change to km (e.g. 25m = 0.025km)
Week 3
Revise: Fractions of sets.�Measurement: area, volume (link to knowledge learned last week). Finding fractions of these amounts and then converting between e.g. mL/L, cm/m, m/km etc.
1000mL=1L�100cm = 1m�1000m = 1km�10mm=1cm�Decimals:�100mL = 0.1L�10cm = 0.1m�100m = 0.1km�1mm = 0.1cm��On a rope: where would 1/2 go? 5/8 go? 6/10? 3/5? How many ropes would you need to show 6/4? 9/2?
Fractions/ Decimals/ Percentages ⇒ Make a connection between these.�Percentages - the total = 100�So if you have a fraction with a total of 100, what would 4/10 look like? = 40% = 0.4 (4 tenths).
Week 4
Continue from last week (units and conversions with decimals). Bring in percentages.
Third the first recipe (make the recipe quantities large so students have to find e.g. ⅓ of 26). Show the 2nd recipe in decimals. How much liquid was added in the first recipe? What is ⅔ of this quantity? How much solid ingredients was added?
Ingredients:
-Milk
-Icecream
-Bananas
-Rolled oats
-Vanilla essence
-Honey
What will 3/4 of your recipe be? Write out your recipe below.
GROUP LEARNING:
Measurement - volume/capacity. Explain how this measures liquids. Discuss units - mL/ L - what do these mean? How can we convert between the 2? Make a link to measuring volume of a cube.
Estimating measurements - Find something which is 1L (drink bottle works well).
Make a link to weight - mg/g/kg
Smoothie Recipe (for our class)
Smoothie Recipe
Week 4 continued
NZ Maths task: Slosh, Dribble, and Plop - guideline.
Begin this experience by completing a warm up task: Different arm movements for a ¼, ½, ⅛, 1. Get into groups of 3. Create 1 ½ , ¾, 1 ⅛, 1 ¾ . Get into groups of 4 and try again.
Problem to discuss in groups of 3:�At a party, 1/4 of a cake is eaten. 1/4 of the cake had 12 M&Ms on it. How many M&Ms were on 3/8 of the cake?
Work in groups of 3 to solve this problem on a big piece of paper. Share your ideas.��
Week 5
MONDAY: Challenge; Warm up (fractions in groups); revise mL/L conversions; Giant hand task (Giant Mystery)�Maths-whizz tutorial: Measuring with a ruler to the half centimetre. �Ratios: What ratios could we look at, using the giant’s hand? Compare length of our hand to giant’s hand. Compare width of our hand to giant’s hand. Compare number of hands used to measure something compared to our hands.�Could we find the height of the giant? Yes? No? Why/ why not? How would you do this?�Make a connection to volume/ capacity - what ratios could we explore? E.g. Raro to water ratio.�Outside, using chalk, draw your giant to scale. Draw around one of you to compare. Create a number of ratios/ fractions/ percentages.�Take photos to share the learning experience on your blog.
TUESDAY:�Challenge�Begin Rooms 9/10 Ongoing Inquiry - scale model of planets.�National Geographic; The Planets�Resources (for ~ 64 students/ ~8 students in each group): Rope - 100m per group (x8); Metre rulers (2 per group, if possible); Yard sticks; Pegs (11 pegs per group - labelled) = 88 pegs (8 groups); Labels: Part 1/ Part 2 (8 copies)�Scale, size, relative distance, fractions/percentages.�Planet labels: MAKE IT CLEAR THAT THESE ARE RELATIVE DISTANCES.�Relative distances (based on this text, National Geographic): SUN → at edge of string; Mercury → 1 metre from sun; Venus → 2 metres from sun; Earth → 2.5 metres from sun; Mars → 4 metres from sun; Asteroid belt → 8 metres from sun; Jupiter → 13 metres from sun; Saturn → 24 metres from sun; Uranus → 49 metres from sun; Neptune → 76 metres from sun; Kuiper Belt → 100 metres from sun.��WEDNESDAY:�Problem Solving questions based on this experience: Fractions/ Proportions/ Ratios
Week 6
Monday: Ms Teleso - Geometry
Tuesday to Thursday�Number (with Algebra focus)�- Equality - either side of the = sign has to be equal�- Decimals�- Sealed Solution - present this as a hands on task - Materials per group: 5 envelopes; coloured card with numbers 0-9. In maths books, students to write out each equation as an addition problem, as a subtraction problem. Could we do this task with multiplication? Students to create their own problem with multiplication/ division facts.�- Page 161 Green book L3A (Timperley & Tipler) - Do with group - draw out the grid on the whiteboard/ table. Listen/ watch how students solve.�- BEDMAS (Brackets/ Exponents/ Division/ Multiplication/ Addition/ Subtraction) so we can create patterns from equations.�E.g. being given 2(a+3) = ? and creating a pattern based on this.�- Number patterns - use equations to solve further down the patterns.�- Use interactive isometric grid to create some number patterns - share these on blog (if possible). �- Revise use of exponents/ square roots → Students to discuss how these could be used in number patterns. What would the pattern look like?�- Waka widths (through this exercise, discuss use of BEDMAS)
Friday - Cross Country
Week 7
Waka widths task: problem solving from week 6, continued�Equipment: Chalk
Cups and Cubes: �Equipment: Plastic Cups, multilink cubes, Rulers, Whiteboard markers�1. Each coloured cup holds a certain number of cubes. Each coloured cube could represent a different value. Students to work together to create a rule. How would you graph this?� - First put your data into a table.� - Then put your data into a graph. What do you notice?�2. Math magic (use the cups and blocks to help)�NRich�Get students to discuss how these problems work. �Get students to work together to create their own math magic. Create a video to share your learning, and explaining how it works.��
Week 8
Maths-whizz - fractions/ solving problems topic focus.
Paper folding:�
Task 2:�How many times can you fold a piece of paper in half? Try. Open it up - what fraction of the whole is 1 square?
Figure it out tasks: What do you see? ; Star Clusters; Mystery Decimals
Group Teaching:�1. Get students to follow instructions to draw a diagram.� - Divide the paper into half. Divide each half into half again. Shade ⅛ in the top left corner. Shade 4/8 in the right. Draw a diagonal line from the top left to the bottom right. Shade in a triangle which is equivalent to 1/16 (in the bottom left). Using scissors, cut out 2/16 from the bottom left. Compare your final product with others in your group. Do you get the same? Where did you go wrong if you haven’t go the same final product?�2. Discuss with your neighbour - what decimal is the same as ½, ¼, ⅛, 1/16, 1 whole, 2 wholes and ¼? Explain why each fraction and decimal mean the same. Draw diagrams to help you.
Language: half, quarter, third.
Week 8
Walt: understand equivalent fractions
Day 1: Go through figure it out tasks from last week together. How did we do? Find out which problems students found most difficult. �Equivalent Fractions�Challenge: Draw a rectangle and divide it into quarters. Divide each quarter into quarter again. Label one of these fractions. What is it? In the bottom left, shade 4 of these fractional pieces. What fraction have you shaded? Change this fraction so it is in it’s simplest form. Put a heavy line around ⅔ of the whole. How did you find this?�Paper partitions - figure it out
Day 2: Discuss with your neighbour - what decimal is the same as ½, ¼, ⅛, 1/16, 1 whole, 2 wholes and ¼? Explain why each fraction and decimal mean the same. Draw diagrams to help you. �Equivalent fractions, decimals, and percentages
Independent work - continue with figure it out tasks from last week. Maths-whizz. �Equivalent fractions, decimals, and percentages�Choose 3 of these and demonstrate your thinking using diagrams.
Class task: Chocolate Task - Take photos. Students to then write up about what they thought and what they realised when cut up the ‘chocolate.’