Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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