Room 7
Maths planning
2019
Maths Groups
Circles | Triangles | Squares | Polygons |
Kesaia Moui Siosiua Leylani Caleb | Tahliyah Mia Ozzy Kauri Jane Maddison Rose Norah-Jade | Rae Jae Kahurangi Bradley Central Precious Sunny Kitione Willie | Simon Evangeline Austin Nina Lealofi |
Week: 1-3 | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Measurement - Number |
Teaching Focus: (Communication and Participation Framework). | Learning Objectives: WALT ask relevant questions about what we want to find out. Curriculum Elaborations/ Big Ideas: |
Problem A: Mr Goodwin wants to know how long it would take him to walk from School to McDonalds. He knows that McDonalds is 1.2km away, and that he can walk 100m in 2 minutes. �Problem B: Same question- different distance time | |
Pre-launch: Maths warm up (number) Launch: Talking through the maths norms. Read the first problem. Get the children to share back what the problem is (putting it into their own words as to what they have to do in their group/ what they are going to have to find out). Get the children to think about what area of maths this is in - through this, discuss what measurement is. Types of measurement | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: 1.2km = 1200 m 1200 / 100 = 12 12 x 100 = 1200 12 x 2 - 24 mins | Misconceptions: Not being able to convert Not being able to divide. |
Additional strategies/misconceptions (that emerged during the lesson) Kids had a misconception around the splitting the distance. They split the 200 metres and then didn’t kow what to do with the other 1km | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). Unit conversions | |
Formative assessment: | |
Follow up tasks: Graphs (questions to answer from graphs). | |
Mr Goodwin wants to know how long it would take him to walk from School to McDonalds.
He knows that McDonalds is 1.2km away, and that he can walk 100m in 2 minutes.
Can he figure it out?
Mr Goodwin wants to know how long it would take him to walk from School to Carls Jr.
He knows that Carls Jr is 2.4km away, and that he can walk 100m in 2 minutes.
Can he figure it out?
Mr Goodwin wants to know how long it would take him to walk from School to the train station.
He knows that Train station is 1.4km away, and that he can walk 100m in 2 minutes.
Can he figure it out?
Week: 4 | Curriculum Level: Lv 3 (Lvl 1-4, low floor/high ceiling). Area: Degrees and angles - Number |
Teaching Focus: (Communication and Participation Framework). | Learning Objectives: WALT ask relevant questions about what we want to find out. Curriculum Elaborations/ Big Ideas: |
Problem A: Mr Goodwin invented a new SMART skateboard. It could tell you about the tricks you did and the speed. On one skate trick it said that he had spun 1080 degrees. How many spins is that? Can you prvoe it. �Problem B: Same question- different distance time | |
Pre-launch: Maths warm up (number) Launch: Talking through the maths norms. Read the first problem. Get the children to share back what the problem is (putting it into their own words as to what they have to do in their group/ what they are going to have to find out). Get the children to think about what area of maths this is in - through this, discuss what measurement is. Types of measurement | |
Conjectures/ Possible Strategies/ Solutions | |
Possible Strategies: | Misconceptions: |
Additional strategies/misconceptions (that emerged during the lesson) | |
Generalising (How will we connect the strategies to the big idea?). Further examples to extend children's thinking (or simplify if required). | |
Formative assessment: | |
Follow up tasks: Graphs (questions to answer from graphs). | |
Mr Goodwin invented a new SMART skateboard.
It could tell you about the tricks you did and the speed.
On one skate trick it said that he had spun 1080 degrees.
How many spins is that? Can you prove it?
Mr Goodwin was doing tricks on his new SMART skateboard.
How many degrees would he rotate if he did 6 full spins?
Week: 7 | Curriculum Level: Lv 3 |
Teaching Focus: Geometry and Shapes | Big Idea: SHAPES & SOLIDS: Two- and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. |
Problem: See next slides | |
Conjectures/ Possible Strategies/ Solutions | |
Counting 1 to 1 Addition 8+8+8+8 and 4+4+4+4 = Multi: 8x4 + 4x4 = 8x8 - 4x4 = 8x4 + ½ of 8x4 | |
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.��Measuring a shape based on the size of the shape that it is relative too. | |
Formative assessment: | |
The rugby club has a tiled floor. Both rooms are completely tiled.
Can you figure out how many more tiles they will need to tile the rest of the building?
Week: 8 | Curriculum Level: Lv 3 |
Teaching Focus: Geometry and Shapes | Big Idea: SHAPES & SOLIDS: Two- and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. |
Problem: Perimeter of the Rectangle: (6.2x2) + (3.15x2) = | |
Conjectures/ Possible Strategies/ Solutions | |
6.1 + 6.1 = 12.2 3.15 + 3.15 = 6.3 --------------- 12.2 + 6.3 = 18.5 6.1 x 2 = 12.2 3.15 x 2 = 6.3 --------------- 12.2 + 6.3 = 18.5 6.1 + 3.15 = 9.25 ---------------- 9.25 x 2 = 18.5 | Misconceptions 6.1 + 3.15 = 9.16 |
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.��Measuring a shape based on the size of the shape that it is relative too. | |
Formative assessment: | |
Mr Goodwin is going to secure his backyard so that Poppy can’t dig out underneath.
He needs to buy some wire fence to run along the whole perimeter of the garden.
6.1m
3.15m
How much wire fence does he need to buy from Bunnings?
?m
?m
Mr Goodwin is going to get a ‘baby gate’ to stop Poppy being able to go up the stairs.
The problem is he needs to buy an extension to fit across the gap.
Which extension does he need?
2.34m
1.86m
65cm
49cm
23cm
10cm
Mr Goodwin and Stacey are putting a shed together that they can use to store their gardening tools.
The shed is made up of 8 different metal panels around the sides.
Each panel was 45.6 cm long.
What is the total length of the metal panels?
One Panel = 45.6 cm long
Mr Goodwin and Stacey had trick or treaters last night on Halloween.
After the first 6 kids had come, they had already given away ⅔ of 1 full bag of chocolate fish.
They only bought 3 bags full of chocolate fish.
How many kids could they give a chocolate fish before they ran out?