Download File - bathurst schools alliance

Strands
Maths Lotus
Number and Algebra
Stage 3
Statistics and Probability
Measurement and Geometry
Whole
Numbers
Addition
and
Subtraction
Multiplication
and
Division
Fractions
and
Decimals
Patterns
and
Algebra
Chance
Data
Length
Area
Volume
And
Capacity
Mass
Time
3D
2D
Angles
Position
MA3.4NA
MA3.5NA
MA3.6NA
MA3.7NA
MA3.8NA
MA3.18SP
MA3.19SP
MA3.9MG
MA3.10MG
MA3.11MG
MA3.12MG
MA3.13MG
MA3.14MG
MA3.15MG
MA3.16MG
MA3.17MG
Outcome: MA3-6NA selects and applies the appropriate strategies for multiplication
and division, and applies the order of operations.
Activities
How many solutions can you find for
 x  x  = 100
Make up some other problems for your
partner to solve.
How can you
Mental multiplication bingo
Provide each student with a 6 x 6 bingo
boardboard displaying the products formed
when two dice, with numbers 7-12 and 13-18,
are rolled. Students, in pairs or groups, take
turns to roll the two dice and multiply the two
numbers. A counter is placed on the resulting
product. The first player to complete a line of
three counters in any direction is the winner.
Assessment Activity/Problem
You are having a pizza lunch as a treat
for your class. Pizzas are cut into 8
pieces. How many pizzas will your
teacher need to buy?
-How could you calculate 16 x 25 if
the 6 button on your calculator is
broken?
-What is the best way to multiply a
number by 99? Give some examples
and show how you worked it out?
How can you mentally
solve multiplication sums
Activities
Teacher direct lesson on
revising what a prime
And Composite number is
Play ‘Multo’ to review
factors, prime and
composite numbers
(P. 177 Counting On
teaching activities)
Select and apply
appropriate mental,
written or calculator
strategies for
multiplication and
division
Use formal written
algorithms for
multiplication (limit
operators to two-digit
numbers) and division
(limit operators to single
digits)
Explore prime and
composite numbers
Activities
Teacher directed lesson
on the formal algorithm
-Write a word problem which will
give you an answer of 25 and a
quarter. Now write another problem
that will give you an answer of 25,
remainder 1.
- Using the formal
algorithm and the
extended formal
algorithm for
multiplication
Check answers to mental calculations
using digital technologies
Outcome: MA3.7NA A student compares, orders and calculates with fractions and decimals
and percentages
Building the fraction bridge: 2
Number line fractions
Students build a fraction bridge using paper streamers.
Distribute fraction cards e.g. for example 1/8 , 2/8 ,
Have students work in pairs and give each pair three
1/ , 3/ , 4/ , 2/ , 1/ , 5/ , 3/ , 1 1/ , 1 1/ and place
4
8
8
4
2
8
4
4
2
paper streamers or strips of light card, each 60cm long
cards for 0 and 1. Discuss where to place 1/2, 1/4,
and of equal widths. Write the following fractions on the
1
/8 and have students peg cards on a string
board:
1/ , 1/ , 1/ , 1/ , 1/ , 1/ , 1/ , 1/ , 1/ , 1/ , 1/ .
number line in the appropriate place and explain
2
3
4
5
6
7
8
9
10
11
12
their reason why. Repeat the activity with tenths
Which three fractions could you make from one streamer
and how could you do it? Which other three fractions
and fifths. Extend the activity to placing cards
from the list could be done in a similar way? If this is onesuch as 11/2.
third of a steamer, how could I make one-ninth of a
\\Detnsw.win\3847\Faculty\Teacher\Public\1.
streamer?
KLAs\Australian Curriculum
(for the development of the activity, refer to Building the
Implementation\Maths\s3_clothesline.pdf
fraction bridge, pp. 48 – 51 in Fractions: pikelets and
Flag Assessment Task
lamingtons)
Design rectangular flags with
the following features. You may
Card games
Investigations
use one centimetre grid paper.
Students work in groups of
The answer is 1 1/2. What
1. This flag must have eight
three or four to make a pack of
equal-sized sections.
might the question be? Give
48 fraction cards. Suitable card
½ of the flag is
at least 10 examples.
games include Old Maid,
blue, 3/5 of the flag is red and
Is one third smaller or larger
Concentration (or Memories)
4/10 of the flag is yellow.
than one quarter?
Explain how you designed your
and Fish.
Explain your answer with
\\Detnsw.win\3847\Faculty\ flag.
examples.
2. 1/4 of the flag is blue, 1/3
Teacher\Public\1.
of the flag is red, 1/6
KLAs\Australian Curriculum
of the flag is yellow and ¼ of the
Implementation\Maths\s3_f flag is green. Explain how you
ractcards.pdf
designed your flag.
Assessment
For
As
Of
Problem Solving Strategies
Outcome: MA3-6NA selects and applies the appropriate strategies for multiplication
and division, and applies the order of operations.
Activities
Teacher Directed Lesson
Using the formal algorithm when
completing division problems.
Activities
Record remainders as fractions and
decimals
21st Century Fluencies
Outcome
HBDI
Cooperative Learning
Other
Activities
Activities
Working Mathematically
Content
Solve problems involving
division, including those
that result in a remainder
Activities
Understand and show the
co connection
betweren
Connection
between
multiplication and
division
mumpilication and
Content
Communicating
Problem Solving
Activities
Activities
Activities
Reasoning
Understanding
Fluency
Strands
Maths Lotus
Number and Algebra
Stage 3
Statistics and Probability
Measurement and Geometry
Whole
Numbers
Addition
and
Subtraction
Multiplication
and
Division
Fractions
and
Decimals
Patterns
and
Algebra
Chance
Data
Length
Area
Volume
And
Capacity
Mass
Time
3D
2D
Angles
Position
MA3.4NA
MA3.5NA
MA3.6NA
MA3.7NA
MA3.8NA
MA3.18SP
MA3.19SP
MA3.9MG
MA3.10MG
MA3.11MG
MA3.12MG
MA3.13MG
MA3.14MG
MA3.15MG
MA3.16MG
MA3.17MG
Lkj;lj