Download Maths PLAT markers Term 2 Year 6

Maths PLAT markers Term 2 Year 6
Term 2 Year 6 PLAT MARKERS
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Weeks: 1-5
Addition & Subtraction
record the strategy used to solve addition and subtraction word problems
 use selected words to describe each step of the solution process
Multiplication & Division
Select & apply efficient mental & written strategies, & appropriate digital technologies, to solve
problems involving multiplication & division with whole numbers
 select & use efficient mental & written strategies, & digital tech, to multiply whole numbers up
to 4 digits by 1 & 2 digit numbers
 select & use efficient mental & written strategies, & digital tech, to divide whole numbers up to
4 digits by a 1 digit divisor, including where there is a remainder
 estimate solutions to problems & check to justify solutions
 use mental strategies to multiply & divide numbers by 10, 100, 1000 & their multiples
Fractions & Decimals
 develop mental strategies for generating equivalent fractions, such as multiplying or dividing the
numerator & the denominator by the same number eg 1/4=1×2 over 4×2 = 1×3 over 4×3=1×4 over
4×4= … , ie 14=28=312=416= …
 explain or demonstrate why 2 fractions are or are not equivalent
Solve problems involving addition and subtraction of fractions with the same or related
denominators (ACMNA126)
• add & subtract fractions, including mixed numerals, where 1 denominator is the same as, or a
multiple of, the other
 convert an answer that is an improper fraction to a mixed numeral
 use knowledge of equivalence to simplify answers when adding & subtracting fractions
 recognise that improper fractions may sometimes make calculations involving mixed numerals easier
 solve word problems involving the addition & subtraction of fractions where 1 denominator is the
same as, or a multiple of, the other
 multiply simple fractions by whole numbers using repeated addition, leading to a rule
Add and subtract decimals, with/out the use of digital technologies, and use estimation and
rounding to check the reasonableness of answers (ACMNA128)
 add & subtract decimals with the same number of decimal places, with/out the use of digital tech
 add & subtract decimals with a different number of decimal places, with/out the use of digital tech
 relate decimals to fractions to aid mental strategies
 round a number of up to 3 decimal places to the nearest whole number
 use estimation & rounding to check the reasonableness of answers when adding &
subtracting decimals
describe situations where the estimation of calculations with decimals may be useful
 solve word problems involving the addition & subtraction of decimals, with/out the
use of digital tech, including those involving money
Term 2 Year 6 PLAT MARKERS Weeks: 6-10
Mass
Connect decimal representations to the metric system (ACMMG135)
 recognise the equivalence of whole-number and decimal representations of
measurements of mass, eg 3 kg 250 g is the same as 3.25 kg
 interpret decimal notation for masses, eg 2.08 kg is the same as 2 kilograms and
80 grams
 measure mass using scales and record using decimal notation of up to three
decimal places, eg 0.875 kg
3D Space
Construct simple prisms and pyramids (ACMMG140)
• create prisms and pyramids using a variety of materials, eg plasticine, paper or
cardboard nets, connecting cubes
 construct as many rectangular prisms as possible using a given number of
connecting cubes (Problem Solving)
Angles
Investigate, with and without the use of digital technologies, angles on a straight
line, angles at a point, and vertically opposite angles; use the results to find
unknown angles (ACMMG141)
• identify and name angle types formed by the intersection of straight lines, including
right angles, 'angles on a straight line', 'angles at a point' that form an angle of
revolution, and
'vertically opposite angles'
 recognise right angles, angles on a straight line, and angles of revolution
embedded in diagrams (Reasoning)
 identify the vertex and arms of angles formed by intersecting lines
(Communicating)
 recognise vertically opposite angles in different orientations and embedded in
diagrams (Reasoning)
 investigate, with and without the use of digital technologies, adjacent angles that
form a right angle and establish that they add to 90°
Area
Solve problems involving the comparison of areas using appropriate
units (ACMMG137)
 investigate the area of a triangle by comparing the area of a given triangle
to the area of the rectangle of the same length and perpendicular height,
eg use a copy of the given triangle with the given triangle to form a
rectangle
 explain the relationship between the area of a triangle and the area of the
 use selected words to describe each step of the solution process
 interpret a calculator display in the context of the problem
Chance
Compare observed frequencies across experiments with expected frequencies (ACMSP146)
• use the term 'frequency' to describe the number of times a particular outcome occurs in a chance experiment
 distinguish between the frequency of an outcome & the probability of an outcome in a chance experiment
compare the expected frequencies of outcomes of chance experiments with observed frequencies, including where
the outcomes are not equally likely
 recognise that some random generators have outcomes that are not equally likely & discuss the effect on
expected outcomes
 discuss the 'fairness' of simple games involving chance
 explain why observed frequencies of outcomes in chance experiments may differ from expected frequencies
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
rectangle of the same length and perpendicular height (Communicating,
Reasoning)
establish the relationship between the base length, perpendicular height
and area of a triangle
record, using words, the method for finding the area of any triangle, eg
'Area of triangle = 12 × base × perpendicular height'