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Sharon Tooney

MATHS PROGRAM : STAGE THREE


YEAR SIX
WEEKLY ROUTINE
Monday Tuesday Wednesday Thursday Friday


Whole Number 2
Terms 1-4


Number & Algebra
Terms 1-4: Addition and Subtraction 2
Terms 1-4 : Multiplication & Division 2
Terms 1 & 3: Patterns and Algebra 2
Terms 2 & 4: Fractions and Decimals 2



Statistics & Probability
Terms 1 & 3: Data 2
Terms 2 & 4: Chance 2





Measurement & Geometry
Term 1: Length 2 / Time 2/ 2D 2 / Position 2
Term 2: Mass 2 / 3D 2 / Angles 2
Term 3: Volume and Capacity 2 / Time 2 / 2D 2 / Position 2
Term 4: Area 2 / 3D2 / Angles 2



Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE
NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &
PROBABILITY

TERM
Whole
Number
Addition &
Subtraction
Multiplication
& Division
Fractions &
Decimals
Patterns
& Algebra
Length Area Volume &
Capacity
Mass Time 3D 2D Angles Position Data Chance
K 1
2
3
4
Yr 1 1
2
3
4
Yr 2 1
2
3
4
Yr 3 1
2
3
4
Yr 4 1
2
3
4
Yr 5 1
2
3
4
Yr 6 1
2
3
4
NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Number 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution
over another MA3-3WM
orders, reads and represents integers of any size and
describes properties of whole numbers MA3-4NA
Background Information

Students could investigate further the properties of square
and triangular numbers, such as all square numbers have an
odd number of factors, while all non-square numbers have
an even number of factors; when two consecutive triangular
numbers are added together, the result is always a square
number.

Language
Students should be able to communicate using the following
language: number line, whole number, zero, positive
number, negative number, integer, prime number,
composite number, factor, square number, triangular
number.
Words such as 'square' have more than one grammatical use
in mathematics, eg draw a square (noun), square three
(verb), square numbers (adjective) and square metres
(adjective).
Investigate everyday situations that use integers; locate
and represent these numbers on a number line
recognise the location of negative whole numbers in
relation to zero and place them on a number line
use the term 'integers' to describe positive and negative
whole numbers and zero
interpret integers in everyday contexts, eg temperature
investigate negative whole numbers and the number
patterns created when counting backwards on a calculator
- recognise that negative whole numbers can result from
subtraction
- ask 'What if' questions, eg 'What happens if we subtract a
larger number from a smaller number on a calculator?'
Identify and describe properties of prime, composite, square
and triangular numbers
determine whether a number is prime, composite or
neither
- explain whether a whole number is prime, composite or
neither by finding the number of factors, eg '13 has two
factors (1 and 13) and therefore is prime', '21 has more than
two factors (1, 3, 7, 21) and therefore is composite', '1 is
neither prime nor composite as it has only one factor, itself'
- explain why a prime number, when modelled as an array,
can have only one row
model square and triangular numbers and record each
number group in numerical and diagrammatic form
- explain how square and triangular numbers are created
- explore square and triangular numbers using arrays, grid
paper or digital technologies
- recognise and explain the relationship between the way
each pattern of numbers is created and the name of the
number group
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise


Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Investigate
everyday
situations that use
integers; locate
and represent
these numbers on
a number line

Identify and
describe
properties of
prime, composite,
square and
triangular
numbers




















1
Ordering numbers
Teachers writes the following examples on the board for the students to work through with the
teacher:
Place these numbers in order from smallest to largest (ascending order): 10 002, 102, 1002, 12
Answer = 12, 102, 1002, 10 002
Place these numbers in order from largest to smallest (descending order): Three thousand and
thirty, 30 500, three hundred and fifty, 33
Answer = 30 500, three thousand and thirty, three hundred and fifty, 33
Provide additional examples for students to complete independently. Check answers together as a
class.
whiteboard and
markers, paper and
pencils

2
Writing numbers
Teacher explains we can write numbers in several ways;
Example:
The number, 4365 can be written in:
numeric form: 4 365
words: four thousand, three hundred and sixty five
expanded form: 4 000 (4 x 1 000) + 300 (3 x 100) + 60 (6 x 10) + 5 (5 x 1).
Provide additional examples for students to complete independently. Check answers together as a
class.
Number expanders for
students who require support
whiteboard and
markers, paper and
pencils, number
expanders

3
Expanded notation
Numbers can be expanded by writing the number according to its place value.
Example:
234 567
The number two hundred and thirty four thousand, five hundred and sixty seven can be written in
expanded notation as:
= 200 000 + 30 000 + 4 000 + 500 + 60 + 7 which is the same as: (2 x 100 000) + (3 x 10 000) + (4 x 1
000) + (5 x 100) + (6 x 10) + (7 x 1)
Provide additional examples for students to complete independently. Check answers together as a
class.
Number expanders for
students who require support
whiteboard and
markers, paper and
pencils

4
Negative Whole Numbers
Negative Whole Numbers are like whole numbers, but they also include negative numbers ... but
still no fractions allowed!

So, numbers can be negative {-1, -2,-3, -4, -5, }, positive {1, 2, 3, 4, 5, }, or zero {0} We can put
that all together like this: Numbers = { ..., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ... }
Student examples to try: provide students with blank number lines and have them identify and
mark a selection of negative and positive whole numbers, as well as zero, on the number line.
Number line with a moveable
arrow to demonstrate
negative and positive
numbers concretely
whiteboard and
markers, paper and
pencils, number lines

5
Factors
The factors of 12 are: 1 and 12, 2 and 6, 3 and 4
100s chart to support those
students who still require
whiteboard and
markers, paper and
Sharon Tooney

The factors of 10 are: 1 and 10, 2 and 5
The factors of 100 are: 1 and 100, 2 and 50, 4 and 25, 5 and 20, and 10
- What operation do you think we are using to find the factors of 12? Explain.
- Explain what you think factors might be.
- Using your explanation of factors, list all the factors of 20. How did you know what numbers
were factors and which werent?
- What number are all of these factors for: 1 and 24, 2 and 12, 3 and 8, 4 and 6
Provide additional examples for students to complete independently. Check answers together as a
class.
concrete examples pencils, 100s charts

6
Multiples
The multiples of 5 include: 5, 10, 15, 20, 25, 30
The multiples of 7 include: 7, 14, 21, 28, 35
The multiples of 16 include: 16, 32, 48, 64
- What operation do you think we are using to find multiples? Explain.
- Explain what you think multiples might be.
- Using your explanation of multiples, list 10 multiples of 4:
- List 10 multiples of 8:
- List 10 multiples of 7:
Provide additional examples for students to complete independently. Check answers together as a
class.
100s chart to support those
students who still require
concrete examples
whiteboard and
markers, paper and
pencils, 100s chart

7
Prime numbers
Some prime numbers are 2, 3, 5, 7, 11, 19
- For each of these numbers, list all of their factors:
- What pattern do you notice?
15 is not a prime number. List its factors and determine why it is not a prime number.
- How many distinct factors do prime numbers have?
Number cards for students to
manipulate patterns with
whiteboard and
markers, paper and
pencils, number cards

8
Composite numbers:
Some composite numbers are 4, 6, 8, 9, 10, 12
- For each of these numbers, list all of their factors:
- What pattern do you notice?
23 is not a composite number. List its factors and determine why it is not a composite
number.
- How many distinct factors do composite numbers have?
Explain what composite and prime numbers are. Give some of your own examples
Discuss the number 1 and the number 2. What kind of numbers are they?
Number cards for students to
manipulate patterns with
whiteboard and
markers, paper and
pencils, number cards
9 Revision


10 Assessment






Sharon Tooney

ASSESSMENT OVERVIEW




























Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Addition and Subtraction 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution
over another MA3-3WM
selects and applies appropriate strategies for addition and
subtraction with counting numbers of any size MA3-5NA
Background Information
Refer to background information in Addition and Subtraction
1.

Language
Students should be able to communicate using the following
language: plus, sum, add, addition, increase, minus, the
difference between, subtract, subtraction, decrease, equals,
is equal to, operation, digit.
When solving word problems, students should be
encouraged to write a few key words on the left-hand side of
the equals sign to identify what is being found in each step of
their working, eg 'amount to pay = ', 'change = '.
Refer also to language in Addition and Subtraction 1.
Select and apply efficient mental and written strategies and
appropriate digital technologies to solve problems involving
addition and subtraction with whole numbers
solve addition and subtraction word problems involving
whole numbers of any size, including problems that require
more than one operation, eg 'I have saved $40 000 to buy a
new car. The basic model costs $36 118 and I add tinted
windows for $860 and Bluetooth connectivity for $1376. How
much money will I have left over?'
- select and apply appropriate mental and written strategies,
with and without the use of digital technologies, to solve
unfamiliar problems
- explain how an answer was obtained for an addition or
subtraction problem and justify the selected calculation
method
- reflect on their chosen method of solution for a problem,
considering whether it can be improved
- give reasons why a calculator was useful when solving a
problem
record the strategy used to solve addition and subtraction
word problems
- use selected words to describe each step of the solution
process
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise


Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Select and apply
efficient mental
and written
strategies and
appropriate
digital
technologies to
solve problems
involving addition
and subtraction
with whole
numbers





















1
Missing Addends 1
Write the following problems on the board for students to solve. Before beginning, discuss with
the students all of the possible strategies they could use to solve addition problems. List these with
examples of each as a reference point
_________ + 826 + 486 = 1369 _________ + 721 + 197 = 948
94 + _________ + 142 = 608 608 + _________ + 6 = 682
440 + 487 + _________ = 1016 1 + _________ + 820 = 897
_________ + 447 + 60 = 858 _________ + 325 + 91 = 1346
41 + 527 + _________ = 1421 _________ + 288 + 95 = 513
_________ + 315 + 44 = 426 77 + 613 + _________ = 747
223 + 0 + _________ = 734 400 + _________ + 24 = 1318
905 + _________ + 83 = 1389 440 + 37 + _________ = 1082
When students have completed the problems and answers have been checked. Invite students to
explain which strategy they used for solving the problems. Ask them:
- Do you think that was the best strategy? Why/why not?
- What alternate strategy could you have used?
Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils

2
Missing Addends 2
Using the strategy list from the previous lesson, have students draw one out of a hat. Tell them
that the strategy they have chosen, is the only strategy they can employ.
Write the following examples on the board:
196 + _________ + 49 + 8 + 300 = 641
14 + 35 + 180 + 67 + _________ = 1196
_________ + 800 + 54 + 165 + 10 = 1115
______ + 35 + 52 + 14 + 100 = 401
_________ + 62 + 86 + 103 + 6 = 2157
_________ + 48 + 85 + 104 + 2500 = 2741
Invite students to explain what their strategy was and whether they felt it was effective. They
should be encouraged to explain their answer giving reasons why or why not and offering an
alternative strategy they would have preferred to use if give the option.
Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils

3
Missing Minuend or Subtrahend Problems
Discuss with the students the types of strategies that can be used to solve subtraction problems.
Discuss the similarities and differences between these strategies and the previous strategies
identified for solving addition problems.
Have students complete the following examples and explain the strategy they employed, giving
reasons why.
18324 _______ = 16594 7305 _______ = 5530
8350 _______ = 1538 21470 _______ = 8117
_______ 13083 = 14459 _______ 13621 = 2237
10512 _______ = 2105 40004 _______ = 3176
_______ 28443 = 9420 _______ 10006 = 1032
Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils
Sharon Tooney

_______ 28443 = 9420 _______ 10006 = 1032
_______ 14654 = 27574 _______ 19700 = 7009

4
Word Problems
Provide students with a variety of word problems to solve that involve both addition and
subtraction of numbers of any size. Examples should include real life examples, such as, those
involving money, weights, lengths etc.
Students need to be encourages to show all working out employed to solve the problem and
present their answer in both words and numbers.
Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils

9
Revision



10
Assessment


ASSESSMENT OVERVIEW
























Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Multiplication and Division 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution
over another MA3-3WM
selects and applies appropriate strategies for multiplication
and division, and applies the order of operations to
calculations involving more than one operation MA3-6NA

Background Information
Students could extend their recall of number facts beyond
the multiplication facts to 10 10 by also memorising
multiples of numbers such as 11, 12, 15, 20 and 25, or by
utilising mental strategies, eg '14 6 is 10 sixes plus 4 sixes'.
The simplest multiplication word problems relate to rates, eg
'If four students earn $3 each, how much do they have all
together?' Another type of problem is related to ratio and
uses language such as 'twice as many as' and 'six times as
many as'.
An 'operation' is a mathematical process. The four basic
operations are addition, subtraction, multiplication and
division. Other operations include raising a number to a
power and taking a root of a number. An 'operator' is a
symbol that indicates the type of operation, eg +, , and .
Refer also to background information in Multiplication and
Division 1.

Language
Students should be able to communicate using the following
language: multiply, multiplied by, product, multiplication,
multiplication facts, area, thousands, hundreds, tens, ones,
double, multiple, factor, divide, divided by, quotient, division,
halve, remainder, fraction, decimal, equals, strategy, digit,
estimate, speed, per, operations, order of operations,
grouping symbols, brackets, number sentence, is the same
as.
When solving word problems, students should be
encouraged to write a few key words on the left-hand side of
the equals sign to identify what is being found in each step of
their working, eg 'cost of goldfish = ', 'cost of plants = ',
'total cost = '.
'Grouping symbols' is a collective term used to describe
brackets [], parentheses () and braces {}. The term 'brackets'
is often used in place of 'parentheses'.
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
solve word problems involving multiplication & division
- use appropriate language to compare quantities
- use a table/similar organiser to record methods to solve
problems
recognise symbols used to record speed in kilometres per
hour
solve simple problems involving speed
Explore the use of brackets & the order of operations to
write number sentences
use the term operations to describe collectively the
processes of addition, subtraction, multiplication & division
investigate & establish order of operations using real-life
contexts
- write number sentences to represent real-life situations
recognise that the grouping symbols () and [] are used in
number sentences to indicate operations that must be
performed 1st
recognise if more than 1 pair of grouping symbols are used,
the operation within the innermost grouping symbols is
performed 1st
perform calculations involving grouping symbols without
digital tech, eg
5+(2x3)=5+6
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise
Sharon Tooney

Often in mathematics when grouping symbols have one level
of nesting, the inner pair is parentheses () and the outer pair
is brackets [], eg 360[4x(20-11)].
=11
(2+3)x(16-9)=5x7
=35
3+[20(9-5)]=3+[204]
=3+5
=8
apply the order of operations to perform calculations
involving mixed operations & grouping symbols, without
digital tech, eg
32+2-4=34-4
=30 addition & subtraction only, therefore work
from left to right
322x4=16x4
=64 multiplication & division only, therefore work
from left to right
32(2x4)=328
=4 perform operation in grouping symbols first
(32+2)x4=34x4
=136 perform operation in grouping symbols first
32+2x4=32+8
=40 perform multiplication before addition
- investigate whether different digital tech apply order of
operations
recognise when grouping symbols are not necessary, eg 32
+ (2 4) has the same answer as 32 + 2 4














Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Select & apply
efficient mental &
written strategies,
& appropriate
digital
technologies, to
solve problems
involving
multiplication &
division with
whole numbers

Explore the use of
brackets & the
order of
operations to
write number
sentences


5
Strategies 1
Select and use efficient mental and written strategies, and digital technologies, to multiply whole
numbers of up to four digits by one- and two-digit numbers. For example:

Vary the way questions are presented:
etc
Have students check results with a calculator.
Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils, calculators

6
Strategies 2
Select and use efficient mental and written strategies, and digital technologies, to divide whole
numbers of up to four digits by a one-digit divisor, including where there is a remainder. Estimate
solutions to problems and check to justify solutions
For example:
2)1336 4)3800 4)3100 5)2910 (without remainders)

6)2447 6)9718 5)9562 5)6426 (with remainders)
Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils

7
Order of Operations 1
Use the term 'operations' to describe collectively the processes of addition, subtraction,
multiplication and division.
Introducing brackets
Brackets can change the order in which we perform operations. Examine the examples below and
use your calculator to see if you can find the pattern.
Examples:
223 (185 22) = 60 but 223 185 22 = 16
345 (34 + 221) = 90 but 345 34 + 221 = 532
- What patterns have I found in the way the operations order is affected by brackets?
Test out your pattern on the following equations. Check your answers with the teacher when you
have finished. You may not use calculators for these. Use the space below for your working.
1. 546 (78 + 45)
2. 546 78 + 45
3. 56.798 34.32 2.342
4. 56.789 (34.32 2.342)
Explain how you used brackets to find the answers
Use the pattern that you found in the last activity to solve the following equations. You may use a
calculator if you choose, but you will need to determine the order of operations before calculating.
Work through the examples below to get you started.
Examples:
First rule: 4 x 5 x (9 + 3) = 240 The rule was:
Second rule: 4 + 5 + 3 x 6 = 27
Adjust the difficulty of the
sums based on ability level

Poster of rules as a visual
prompt
whiteboards and
markers, paper and
pencils
Sharon Tooney

4 + 5 + 15 3 = 14 The rule was:
Third rule: 5 x 6 2 x 3 = 45 The rule was:
Fourth rule: 6 3 + 4 5 = 2 The rule was:
1. Which one of the following orders of operations is correct? Circle it.
Brackets, addition and subtraction, multiplication and division
Multiplication and division, brackets, addition and subtraction
Brackets, multiplication and division, addition and subtraction
Addition and subtraction, brackets, multiplication and division
Brackets, multiplication, division, addition, subtraction
2. Calculate the solutions for the following problems. You may use a calculator.
7 x 9 + (3 + 7) = 12 2 x 5 =
4 + 3 2 x 3 = 12 + 14 2 =
(5 3) x 5 + 9 = 19 5 x (7 4) =
12 x (3 + 2) 10 = 7 4 + 7 3 1 =
6 x 7 x 2 12 = 12 + 4 x 5 2 11 =
How many different equations can you write that make 12 and use at least three different
operations?

8
Order of Operations 2
Investigate and establish the order of operations using real-life contexts, eg 'I buy six goldfish
costing $10 each and two water plants costing $4 each. What is the total cost?'; this can be
represented by the number sentence 6 10 + 2 4 but, to obtain the total cost, multiplication
must be performed before addition. Write number sentences to represent real-life situations.
Example: Money from Chores
Manuel wanted to save to buy a new bicycle. He offered to do extra
chores around the house. His mother said she would pay him $8 for each
door he painted and $4 for each window frame he painted.
If Manuel earned $40 from painting, how many window frames and doors could he have painted?
1. Write an expression showing how much Manuel will make from his painting chores.
2. Use the table below to find as many ways as possible Manuel could have earned $40
painting window frames and doors.
Windows Doors Working Out Area Money Earned


Adjust the difficulty of the
sums based on ability level
whiteboards and
markers, paper and
pencils
9 Revision


10 Assessment


ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Patterns and Algebra 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution
over another MA3-3WM
analyses and creates geometric and number patterns,
constructs and completes number sentences, and locates
points on the Cartesian plane MA3-8NA

Background Information
Refer to background information in Patterns and Algebra 1.
In Stage 2, students found the value of the next term in a
pattern by performing an operation on the previous term. In
Stage 3, they need to connect the value of a particular term
in the pattern with its position in the pattern. This is best
achieved through a table of values. Students need to see a
connection between the two numbers in each column and
should describe the pattern in terms of the operation that is
performed on the position in the pattern to obtain the value
of the term. Describing a pattern by the operation(s)
performed on the 'position in the pattern' is more
powerful than describing it as an operation performed on the
previous term in the pattern, as it allows any term (eg the
100th term) to be calculated without needing to find the
value of the term before it. The concept of relating the
number in the top row of a table of values to the number in
the bottom row forms the basis for work in Linear and Non-
Linear Relationships in Stage 4 and Stage 5.
The notion of locating position and plotting coordinates is
established in the Position sub strand in Stage 2
Measurement and Geometry. It is further developed in this
sub strand to include negative numbers and the use of the
four-quadrant number plane.
The Cartesian plane (commonly referred to as the 'number
plane') is named after the French philosopher and
mathematician Ren Descartes (15961650), who was one of
the first to develop analytical geometry on the number
plane. On the number plane, the 'coordinates of a point'
refers to the ordered pair describing the horizontal position x
first, followed by the vertical position y.
The Cartesian plane is applied in real-world contexts, eg
when determining the incline (slope) of a road between two
points.
The Cartesian plane is used in algebra in Stages 4 to 6 to
Continue and create sequences involving whole numbers,
fractions and decimals; describe the rule used to create the
sequence
continue and create number patterns, with/out the use of
digital technologies, using whole numbers, fractions and
decimals, eg , , ,..... or 1.25, 2.5, 5,
- describe how number patterns have been created and how
they can be continued
create simple geometric patterns using concrete materials,
eg , , , ,...........
complete a table of values for a geometric pattern and
describe the pattern in words, eg
, , , ,...
describe the number pattern in a variety of ways & record
descriptions using words
determine the rule to describe the pattern by relating the
bottom number to the top number in a table
use the rule to calculate the corresponding value for a
larger number
complete a table of values for number patterns involving 1
operation (including patterns that decrease) & describe the
pattern in words, eg

describe the pattern in a variety of ways & record
descriptions in words,
determine a rule to describe the pattern from the table
use the rule to calculate the value of the term for a large
position number
- explain why it is useful to describe the rule for a pattern by
describing the connection between the position in the
pattern & the value of the term
- interpret explanations written by peers & teachers that
accurately describe geometric & number patterns
make generalisations about numbers & number
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise
Sharon Tooney

describe patterns and relationships between numbers.

Language
Students should be able to communicate using the following
language: pattern, increase, decrease, term, value, table of
values, rule, position in pattern, value of term, number
plane (Cartesian plane), horizontal axis (x-axis), vertical axis
(y-axis), axes, quadrant, intersect, point of intersection,
right angles, origin, coordinates, point, plot.
relationships, eg If you add a number & then subtract the
same number, the result is the number you started with
Introduce the Cartesian coordinate system using all four
quadrants
recognise that the number plane (Cartesian plane) is a
visual way of describing location on a grid
recognise that the number plane consists of a horizontal
axis (x-axis) & a vertical axis (y-axis), creating 4 quadrants

- recognise that the horizontal axis & the vertical axis meet at
right angles
identify the point of intersection of the 2 axes as the origin,
having coordinates (0, 0)
plot & label points, given coordinates, in all 4 quadrants of
the number plane
- plot a sequence of coordinates to create a picture
identify & record the coordinates of given points in all 4
quadrants of the number plane
- recognise that the order of coordinates is important when
locating points on the number plane, eg (2, 3) is different
from (3, 2)













Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Continue and
create sequences
involving whole
numbers, fractions
and decimals;
describe the rule
used to create the
sequence

Introduce the
Cartesian
coordinate system
using all four
quadrants




















4
Identify a rule for number patterns
For the number patterns below work out what operation is being used to
generate the next term (e.g. add 4 each time, multiply by two each time).
Write a sentence beneath each pattern to describe the pattern.
Pattern 1: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
Pattern 2: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
Pattern 3: 18, 16, 14, 12, 10, 8, 6, 4, 2, 0
Pattern 4: 2, 4, 8, 16, 32, 64
Pattern 5: 24, 12, 6, 3
Pattern 6: 6, 11, 16, 21, 26, 31, 36, 41
Pattern 7: 32, 29, 26, 23, 20, 17, 14, 11, 8
Pattern 8: 2, 6, 18, 54, 162
Pattern 9: 270, 90, 30, 10
Pattern 10: 52, 47, 42, 37, 32, 27, 22
Possible Questions:
- How did I work out what the operation was?
- How did I work out what the rule was?
Adjust difficulty of pattern
based on ability

100s chart to colour pattern
to provide visual support
whiteboards and
markers, paper and
pencils

5
Create a number pattern based on a rule
For the following situations your job is to create a number pattern based
on the rule stated. You should create three different patterns for each rule.
- Rule 1: Add 4
- Rule 2: Subtract 2
- Rule 3: Multiply by 2
- Rule 4: Divide by two
Work out what the rule is in the situations below and create your own pattern using this rule.
- Rule 5: 3, 11, 19, 27, 35, 43, 51, 59 What is the rule? ___________
My pattern:
- Rule 6: 6, 24, 96, 384, 1536 What is the rule? ___________
My pattern:
- Rule 7: 6400, 1600, 400, 100, 25 What is the rule? ___________
My pattern:
- Rule 8: 59, 53, 47, 41, 35, 29, 23 What is the rule? ___________
My pattern:
A pattern was made using the following rule: subtract 3. If the last number in the pattern was 14: -
- What were the previous 3 numbers?
- What would the next 2 numbers be?
Adjust difficulty of pattern
based on ability

100s chart to colour pattern
to provide visual support
whiteboards and
markers, paper and
pencils

6
Writing rules from number patterns
Writing rules or equations from tables of value:
1. Jenny earned $2 for each hour she worked. See the table below:
Adjust difficulty of pattern
based on ability

100s chart to colour pattern
whiteboards and
markers, paper and
pencils
Sharon Tooney


- What pattern is being followed to turn the grey number into the white number?
- How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.?
- Finish the number sentence: hours ___________ = money
- Explain the pattern:
- How much money would Jenny earn after 6 hours?
- How much money would Jenny earn after 10 hours?
2. Michael was one year older than Sam. See the table below:

- What pattern is being followed to turn the grey number into the white number?
- How do we turn a 1 into a 2, how do we turn a 3 into a 6 etc.?
- Finish the number sentence: Sam ____________ = Michael
- Explain the pattern:
- How old will Michael be when Sam is 6?
- How old will Michael be when Sam is 10?
3. Michelle always had 3 more lollies than Tyler. See the table below:

- The rule would be: Tyler ___________ = Michelle
- How many lollies would Michelle have if Tyler had 6?
- How many lollies would Michelle have if Tyler had 10?
to provide visual support

7
Counter Patterns
Make the pictures below, then work out what the pattern is and answer the questions.
Pattern 1:

- Describe the patterns using words and numbers:
- If you were going to draw a fifth line of counters for the shape, what would you draw?
- How many counters would be in the shape altogether? How do you know?
Complete the following table:

Adjust difficulty of pattern
based on ability


whiteboards and
markers, paper and
pencils, counters
Sharon Tooney

- What patterns are there in the table?
- If the shape had 12 lines, how would you work out how many counters were in the shape
altogether?
- Write a number sentence to explain your pattern:
The number of counters altogether in each of the patterns above is called a triangular number.
What do you think this might mean? Why would they be called triangular numbers?
9 Revision


10 Assessment


ASSESSMENT OVERVIEW























Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Length 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution
over another MA3-3WM
selects and uses the appropriate unit and device to
measure lengths and distances, calculates perimeters, and
converts between units of length MA3-9MG
Background Information
Refer to background information in Length 1.

Language
Students should be able to communicate using the following
language: length, distance, kilometre, metre, centimetre,
millimetre, perimeter, dimensions, width.
Connect decimal representations to the metric system
recognise the equivalence of whole-number and decimal
representations of measurements of length, eg 165 cm is the
same as 1.65 m
interpret decimal notation for lengths and distances, eg
13.5 cm is 13 centimetres and 5 millimetres
record lengths and distances using decimal notation to
three decimal places, eg 2.753 km
Convert between common metric units of length
convert between metres and kilometres
convert between millimetres, centimetres and metres to
compare lengths and distances
- explain and use the relationship between the size of a unit
and the number of units needed to assist in determining
whether multiplication or division is required when
converting between units, eg 'More metres than kilometres
will be needed to measure the same distance, and so to
convert from kilometres to metres, I need to multiply'
Solve problems involving the comparison of lengths using
appropriate units
investigate and compare perimeters of rectangles with the
same area
- determine the number of different rectangles that can be
formed using whole-number dimensions for a given area
solve a variety of problems involving length and perimeter,
including problems involving different units of length, eg
'Find the total length of three items measuring 5 mm, 20 cm
and
1.2 m'
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Connect decimal
representations to
the metric system

Convert between
common metric
units of length

Solve problems
involving the
comparison of
lengths using
appropriate units



















1
Measuring Perimeter
Students select the appropriate measuring device and unit of measurement to measure the
perimeter of their desktops, the perimeter of the classroom floor and the perimeter of the
school. Students compare their measurements and discuss.
Variation: Students find the perimeter of a face of a small object eg an eraser. Students write their
own list of objects for which perimeters could be measured. Possible questions include:
- how could we categorise the list?
In small groups, students categorise items into groups under the headings suggested.
Support as required 1m ruler, measuring
tape, trundle wheels,
paper and pencil

2
Calculating Perimeter
Students are given a sheet of paper on which a square, a rectangle, an equilateral triangle and an
isosceles triangle have been drawn. Students calculate the perimeter of each shape. Students
record and compare their findings. Possible questions include:
- how will you calculate the perimeter of each shape?
- did you discover an easy way to calculate the perimeter of squares, rectangles and triangles?
Support as required shape outlines, 30cm
rulers, paper and
pencils

3
Three Decimal Places
Students choose a distance of less than one kilometre and write their distances in metres on a
card. On the back of the card students record the distance in kilometres eg 276 m = 0.276 km.
The teacher asks:
- Who has the shortest distance? This student stands at the front of the room.
- Who has the longest distance? This student stands at the back of the room.
The remainder of the class sort themselves between these two students in order. Students
compare the two ways of recording the distances.
Variation: Students write other distances and repeat the activity.
Questioning techniques
Support as required
blank cards, pencils

4
Adding Lengths
Students measure dimensions of three items, each involving a different unit of length eg thickness
of an eraser, length of a pencil and length of a desk. They add these three measurements eg 5 mm,
20 cm and 1.2 m together to find the total length. Students choose three other items and measure
and add their lengths.
Variation: Students record measurements in decimal notation. They record and order their
lengths.
Support as required 30cm and 1m rulers,
tape measures, paper
and pencils

5
Metre, Centimetre and Millimetre Race
Students are told they are going to race across the playground in small groups. Students are given
three different coloured dice, one for metres, one for centimetres and one for millimetres. They
are asked to choose the equipment they would need to measure the playground eg a metre ruler
and a centimetre/millimetre ruler. The groups start at one side of the playground. Each student
takes a turn at rolling the three dice. They measure the distance shown on the three dice (eg 3 m,
5 cm and 4 mm), add to the groups line on the ground, and record the total distance each time eg
3.54 m or 354 cm. The winner is the first group to reach the other side of the playground. Students
compare and discuss the results. Results could be checked on the calculator. Possible questions
include:
Peer tutoring strategy for
group formation

Sharon Tooney

-what strategies did you use to record your distances?
-were there any differences in distances between the groups? Why?
- would you do it differently next time?
Variation: Students measure a smaller/larger distance and vary the equipment used.

6
Design a Cross Country Track
Students work in pairs or small groups to design a 3 kilometre cross country course for their
school. Students draw the course to scale and label their plan with the scale used and the length of
each part of the course.
Peer tutoring strategy for
pairings
grid paper, 30cm
rulers, trundle wheels,
pencils and paper

7
Walk for 1 Kilometre
Students use a street map and its scale to mark routes 1km from the school. Each route of 1km
must follow streets on the map.
Support as required street maps, 30cm
rulers, paper, pencils,
paper strips

8
Marathon
Students use a local street map to plan a marathon route of 42km.
Extension: compare the
geographical & weather
conditions on the designed
route with the Sydney 2000
Olympic route & predict a
winning time to complete the
marathon
local maps, paper, grid
paper, pencils
9 Mystery Flight
Students use the scale on an atlas map of NSW. Students plan a mystery flight of 1000km, for
example, which commences from the nearest airport and includes up to four take-offs and
landings.
Maps and scales map need to
be enlarged
atlas map of NSW or
Australia, 30cm rulers,
paper and pencils
10 Plan a Trip
Students use a website to complete an itinerary for a trip. On the site www.Travelmate.com.au
students can click on Smart trip and enter trip details, e.g. from Sydney to Bathurst for a detailed
itinerary. From the driving directions, students will need to convert units to calculate time and
distance. Students could complete a timeline of their trip using 24 hour time. Students can use
www.qantas.com.au to plan a holiday with a flight.
Support as required computers, paper and
pencils

ASSESSMENT OVERVIEW













Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Time 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
uses 24-hour time and am and pm notation in real-life
situations, and constructs timelines MA3-13MG
Background Information
Refer to background information in Time 1.

Language
Students should be able to communicate using the following
language: timetable, timeline, scale, 12-hour time, 24-hour
time, hour, minute, second, am (notation), pm (notation).
Interpret and use timetables
read, interpret and use timetables from real-life situations,
including those involving 24-hour time
use bus, train, ferry and airline timetables, including those
accessed on the internet, to prepare simple travel itineraries
- interpret timetable information to solve unfamiliar
problems using a variety of strategies
Draw and interpret timelines using a given scale
determine a suitable scale and draw an accurate timeline
using the scale, eg represent events using a many-to-one
scale of 1 cm = 10 years
interpret a given timeline using the given scale
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise


Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Interpret and use
timetables

Draw and
interpret timelines
using a given scale




















1
Look at a TV programme guide.
Television programme guide
BBC 1 ITV 1
5:35 pm Neighbours 5:15 pm Soapstar Superchef
6:00 pm BBC News 6:00 pm London Tonight
6:15 pm Regional news 6:30 pm ITV Evening News
6:30 pm Mission Africa 7:00 pm Emmerdale
7:25 pm Holiday 7:30 pm Coronation Street
8:00 pm Match of the Day 8:00 pm Cash in your house
Ask questions such as:
- How long does the programme Mission Africa last?
- If I turn over to BBC 1 at the end of Emmerdale, what programme is on?
- How long is it until your favourite programme starts? What did you need to know to work that
out?
- How long does Channel 4 spend broadcasting news programmes in one day? Is it the same on
weekdays and at the weekend?
Have students, both predict how long they think will be spent on news programmes, then work to
add up the times. Who was closer to the actual time?
Support as required TV guides, paper and
pencils

2
Look at a timetable such as the London to Dublin train and ferry timetable
Train and ferry timetable
London to Dublin
London Euston train depart: 06:46 09:00 11:28 19:38
Holyhead train arrive: 11:30 13:03 15:30 23:29
Change trains at: Crewe direct Crewe direct
Holyhead ferry depart: 12:00 14:10 17:15 02:40
Dublin Ferryport arrive: 13:49 17:25 19:04 05:55
Ask questions such as:
- How long does the first train from London Euston take to travel to Holyhead?
- If you left London Euston at 9:00 am, when should you arrive in Dublin?
- If you arrive at Holyhead at 15:30, how long do you have to wait for the ferry to depart?
- you had to be in Dublin by 2:00 pm, which train would you catch from London Euston?
- Which of these journeys from London to Dublin is the quickest?
Support as required timetables, paper and
pencils

3
Leyton Bus Company
1. Write these times in the 12 hour clock. The first has been done for you as an example.
Extension: Below is an
incomplete timetable. Can
you complete it using the
timetables, paper and
pencils
Sharon Tooney


2. Write these times in the 24 hour clock. The first has been done for you as an example.

3. Look at the bus timetable below carefully and then answer the questions.
Timetable W15 Bus Leyton Station to Walthamstow Central

(a) What time does the first bus leave Leyton Station in the morning?
(b) When does the first bus arrive at Bakers Arms?
(c) How long has it taken to get there?
(d) When does it arrive at Walthamstow Central?
(e) Is there a bus from Leyton Station at 10 to 10 in the morning?
(f) If I want to get to Leyton Town Hall at 8.20am, what bus must I catch from Leyton Station?
(g) How long does it take the 9.30 from Tescos to get to the Bakers Arms?
(h) How long does it take for the bus that leaves at 3.30pm from Leyton Station to get to Leyton
Town Hall?
(i) How many W15 buses call at the High Road?
(j) Can I catch a bus from Leyton Town Hall at 6.30pm?
information below to help
you?

- It takes 10 minutes to get to
Leyton Leisure Lagoon from
Leyton Station
usually.
- New Road is only 5 minutes
before Chingford Mount.
- The 2pm bus* from Leyton
takes 5 minutes longer at
each stop!
- The 8pm bus** from Leyton
takes 10 minutes longer at
each stop.

4
ICT Links
Use the internet to find other examples of timetables and time differences around the world.
Explore the Tell Time ITP at
http://www.standards.dfes.gov.uk/
primaryframeworks/library/Mathematics/ICTResources/itps/
Ask your students to make comparisons between analogue and digital clocks, and between 12-
hour and 24-hour times.
support as required computers paper and
pencils

9
Revision


Sharon Tooney


10
Assessment


ASSESSMENT OVERVIEW



























Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 2D 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
manipulates, classifies and draws two-dimensional shapes,
including equilateral, isosceles and scalene triangles, and
describes their properties MA3-15MG
Background information
When drawing diagonals, students need to be careful that
the endpoints of their diagonals pass through the vertices of
the shape.

Language
Students should be able to communicate using the following
language: shape, two-dimensional shape (2D shape), circle,
centre, radius, diameter, circumference, sector, semicircle,
quadrant, triangle, equilateral triangle, isosceles triangle,
scalene triangle, right-angled triangle, quadrilateral,
parallelogram, rectangle, rhombus, square, trapezium, kite,
pentagon, hexagon, octagon, regular shape, irregular shape,
diagonal, vertex (vertices), line (axis) of symmetry, translate,
reflect, rotate, clockwise, anti-clockwise.
A diagonal of a two-dimensional shape is an interval joining
two non-adjacent vertices of the shape. The diagonals of a
convex two-dimensional shape lie inside the figure.
Investigate the diagonals of two-dimensional shapes
identify and name 'diagonals' of convex two-dimensional
shapes
- recognise the endpoints of the diagonals of a shape as the
vertices of the shape
determine and draw all the diagonals of convex two-
dimensional shapes
compare and describe diagonals of different convex two-
dimensional shapes
- use measurement to determine which of the special
quadrilaterals have diagonals that are equal in length
- determine whether any of the diagonals of a particular
shape are also lines (axes) of symmetry of the shape
Identify and name parts of circles
create a circle by finding points that are all the same
distance from a fixed point (the centre)
identify and name parts of a circle, including the centre,
radius, diameter, circumference, sector, semicircle and
quadrant
Investigate combinations of translations, reflections and
rotations, with and without the use of digital technologies
identify whether a two-dimensional shape has been
translated, reflected or rotated, or has undergone a number
of transformations, eg 'The parallelogram has been rotated
clockwise through 90 once and then reflected once'
construct patterns of two-dimensional shapes that involve
translations, reflections and rotations using computer
software
predict the next translation, reflection or rotation in a
pattern, eg 'The arrow is being rotated 90 anti-clockwise
each time'
- choose the correct pattern from a number of options when
given information about a combination of transformations
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise


Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Investigate the
diagonals of two-
dimensional
shapes

Identify and name
parts of circles

Investigate
combinations of
translations,
reflections and
rotations, with
and without the
use of digital
technologies


2
Diagonals of a Polygon
Definition: The diagonal of a polygon is a line segment linking two non-adjacent vertices.
Provide the students with pictures of regular polygons and have them explore the number of
verticals which can be drawn on each one.
Example Solutions:

A diagonal of a polygon is a line segment joining two vertices. From any given vertex, there is no
diagonal to the vertex on either side of it, since that would lay on top of a side. Also, there is
obviously no diagonal from a vertex back to itself. This means there are three less diagonals than
there are vertices. (diagonals to itself and one either side are not counted).
Support with fine motor
activities
shape outlines, dot
paper, 30cm rulers,
paper and pencils

3
Diagonal Problem Solving
Have students investigate the following problems:
1. Draw three different polygons.
Each polygon should have 5 diagonals.
Which strategy did you use?
2. Draw a polygon with 2 diagonals
so that the triangles formed are:
4 congruent right triangles
2 pairs of congruent isosceles triangles
What shape have you drawn?
Have students describe how they solved each problem.
Support with fine motor
activities
30cm rulers, paper
and pencils

4
Intersecting Lines
Know that two lines that cross each other are called intersecting lines, and the point at which they
cross is an intersection. For example:

Identify all the intersections of lines drawn from 2 points to, say, 3, 4, 5 other points. Predict the
number of intersections from 2 points to 10 points.
Support with fine motor
activities
30cm rulers, paper
and pencils

5
Circles: Lines
A line that goes from one point to another on the circle's circumference is called a Chord. If that
line passes through the centre it is called a Diameter. A line that "just touches" the circle as it
passes by is called a Tangent. And a part of the circumference is called an Arc.
Support with fine motor
activities
30cm rulers, paper
and pencils
Sharon Tooney


Circles: Slices
There are two main "slices" of a circle The "pizza" slice is called a Sector. And the slice made by a
chord is called a Segment.

Explore creating circles from a fixed centre point. Use the diagram below as a prompt for this
activity:

Have students evaluate the effectiveness of this method and the perfectness of the end product.

6
ROTATIONAL SYMMETRY
Rotational symmetry occurs when the position of a shape matches its original position after the
shape has been rotated less than 360. The order of rotational symmetry refers to the number of
times the position of a shape matches its original position during a complete rotation about its
centre. For example, a square has rotational symmetry.

When a square is rotated about its centre, its position matches its original position after a 1/4,
1/2, and 3/4 rotation: therefore, a square has rotational symmetry. It has rotational symmetry of
order 4 because its position matches the original position four times during a complete rotation.
Investigate: the relationship between the number of sides of the polygon and its order of
rotational symmetry. Report findings to the class and make generalisations based on results.
Support with fine motor
activities

Concrete shapes to rotate
and trace
30cm rulers, paper
and pencils

7
Making Patterns That Show Translation, Reflection and Rotation
Complete the following activities in small groups:
Activity 1
In this activity students make patterns that show translations.
1. Show the students a piece of wallpaper, wall frieze or wrapping paper that shows a translation
pattern.
2. Ask the students: what picture is repeated on the paper to make a pattern?
Are the pictures the same each time? (Yes)
Peer tutoring strategy for
groupings
wallpaper, wrapping
paper, stamps, ink
pads, paper, pencils,
reflective pictures,
mirrors, pictures
Sharon Tooney

How are the pictures the same? (shape, size, orientation, colour)
3. Using A4 paper and stamps students are to make their own translation pattern on the page.
Ensure that the students keep the stamp orientated the same way as they make repeated
stamps on the page.
Activity 2
In this activity students make patterns that show reflections.
1. Show the students pictures that show reflections, for example scenery reflections in lakes,
butterfly wings.
2. Explain to the students that a reflection picture looks like it could be folded in half so the
two sides match. Using a mirror on the fold to show students that the reflection is the
same as the other side.
3. Colouring pictures of butterflies so the wings show a reflection pattern is a common and
popular activity. Another idea is to make a reflection patterns on the wings of paper
planes.
Activity 3
In this activity students make patterns that show rotations.
1. Show the students pictures that show rotations, for example, star fish arms, flower petals,
windmill blades, propeller blades, bike spokes.
2. Explain to the students that in these types of examples part of the object has been turned
around a centre point. Ask them to identify the part that has been rotated. For example, if
you take one spoke on the bike wheel, leave one end at the centre and turn the other end
it will rotate on to the position of the next spoke.
3. Show the students pictures where the object itself has been rotated, for example:

4. Using the stamps and inkpads students can show a rotation pattern where the whole
object is rotated.
5. Students can make patterns where part of the object is rotated. For example, drawing a
flower by cutting out multiple petal shapes and gluing them around the centre or an
aircraft with nose and wing propellers that show blade rotation.
9 Revision


10 Assessment


ASSESSMENT OVERVIEW









Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Position KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
locates and describes position on maps using a grid-
reference system MA3-17MG
Background Information
In Stage 2, students were introduced to the compass
directions north, east, south and west, and north-east, south-
east, south-west and north-west. In Stage 3, students are
expected to use these compass directions when describing
routes between locations on maps.
By convention when using grid-reference systems, the
horizontal component of direction is named first, followed by
the vertical component. This connects with plotting points on
the Cartesian plane in Stage 3 Patterns and Algebra, where
the horizontal coordinate is recorded first, followed by the
vertical coordinate.

Language
Students should be able to communicate using the following
language: position, location, map, plan, street directory,
route, grid, grid reference, legend, key, scale, directions,
compass, north, east, south, west, north-east, south-east,
south-west, north-west.
Use a grid-reference system to describe locations
find locations on maps, including maps with legends, given
their grid references
describe particular locations on grid-referenced maps,
including maps with a legend, eg 'The post office is at E4'
Describe routes using landmarks and directional language
find a location on a map that is in a given direction from a
town or landmark, eg locate a town that is north-east of
Broken Hill
describe the direction of one location relative to another,
eg 'Darwin is north-west of Sydney'
follow a sequence of two or more directions, including
compass directions, to find and identify a particular location
on a map
use a given map to plan and show a route from one
location to another, eg draw a possible route to the local
park or use an Aboriginal land map to plan a route
- use a street directory or online map to find the route to a
given location
describe a route taken on a map using landmarks and
directional language, including compass directions, eg 'Start
at the post office, go west to the supermarket and then go
south-west to the park'
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise


Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Use a grid-
reference system
to describe
locations

Describe routes
using landmarks
and directional
language


5
The Key To Understanding Maps
Maps can be drawn to represent a variety of information. This information might include things
such as roads, tourist attractions and campgrounds, or they might represent the latest weather
patterns. The objects on a map are represented using symbols. A symbol is a picture on the map
that represents something in the real world. Understanding these symbols requires the use of a
key (legend). Maps use a key, or legend, to explain the meaning of each of the symbols used in the
map. These keys usually show a small picture of each of the symbols used on the map, along with a
written description of the meaning of each, for example: of these symbols.

Have students create a map of the school and surrounding area. The map must contain symbols
and a key to identify the symbols used.
Support to draw symbols,
using concrete examples as
prompts
paper, pencils, rulers,
coloured pencils

6
Mapping The Classroom
Creating the Legend
In their small groups, have students brainstorm ideas for symbols of objects in the classrooms,
such as student desks, teacher desk, windows, or bulletin boards. Have students create a legend
based on these symbols on a small piece of paper. Remind students that this will be the legend of
the map.
Creating the Map
Have students measure the objects in the room, as well as the distance between the various
objects. Assist them in their small groups as they use these measurements to create a map to
scale. Remind them to use the symbols from their legend in their map. When the map is complete,
help students find a place to attach their legend.
Wrap Up
If some groups finish this map skills lesson plan before others, encourage them to decorate their
map as desired. When all of the groups have completed their maps, encourage them to present
their creations to the class. As a class, discuss the difficulties they had in creating their maps and
what they could do differently next time.
Support to draw symbols,
using concrete examples as
prompts
Support to draw
symbols, using
concrete examples as
prompts

7
Grid Coordinates: Reading
Coordinates are a set of values that show an exact position.
On maps and graphs it is common to have a pair of numbers to show where a point is: the first
number shows the distance along and the second number shows the distance up or down.
Example: the point (12,5) is 12 units along, and 5 units up.

Support to locate items using
rulers or cardboard strips to
line items up
worksheet, pencils
Sharon Tooney



Using the attached worksheet revise reading grid coordinates to identify a location on a map.

8
Grid Coordinates: Writing
Revise what grid coordinates how and have students identify how to read coordinates.
Using the attached worksheet, have students locate addresses on a map and write the grid
coordinates which identify that location.
Support to locate items using
rulers or cardboard strips to
line items up
worksheet, pencils

9
Revision



10
Assessment


ASSESSMENT OVERVIEW













Sharon Tooney


Draw and Name
Find what is located at the following grid references. Draw the symbol and write what it represents.
1. E3 _____________________________________ 2. F6 _________________________________
3. E4 _____________________________________ 4. F1 _________________________________
5. B4 _____________________________________ 6. H7 _________________________________
7. E1 _____________________________________ 8. F3 _________________________________
9. H4 _____________________________________ 10. B3 _________________________________
11. H6 _____________________________________ 12. A6 _________________________________
13. B6 _____________________________________ 14. F7 _________________________________
15. B1 _____________________________________ 16. F4 _________________________________
17. H8 _____________________________________ 18. H5 _________________________________

Sharon Tooney


Write the grid coordinates of the buildings
1. 173 Brocketts Way __________ 2. 175 Brocketts Way __________
3. 7 Woodbine Street __________ 4. 174 Brocketts Way __________
5. 9 Woodbine Street __________ 6. 340 Boehme Street __________
7. 11 Woodbine Street __________ 8. 115 Buckner Avenue __________
9. 114 Buckner Avenue __________ 10.5 Woodbine Street __________
11. 170 Brocketts Way __________ 12. 163 Atlas Street __________
13. 112 Buckner Avenue __________ 14. 172 Brocketts Way __________
15. 113 Buckner Avenue __________ 16. 163 Atlas Street __________
17. 1 Woodbine Street __________ 18. 110 Buckner Avenue __________
19. 111 Buckner Avenue __________ 20. 5 Woodbine Street __________
Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 6
ES1 S1 S2 S3

STRAND:
STATISTICS AND PROBABILITY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Data 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
gives a valid reason for supporting one possible solution
over another MA3-3WM
uses appropriate methods to collect data and constructs,
interprets and evaluates data displays, including dot plots,
line graphs and two-way tables MA3-18SP
Background Information
Data selected for interpretation can include census data,
environmental audits of resources such as water and energy,
and sports statistics.
Refer also to background information in Data 1.

Language
Students should be able to communicate using the following
language: data, collect, category, display, table, column
graph, scale, axes, two-way table, side-by-side column
graph, misleading, bias.
Refer also to language in Data 1.
Interpret and compare a range of data displays, including
side-by-side column graphs for two categorical variables
interpret data presented in 2-way tables
create a 2-way table to organise data involving 2
categorical variables, eg

interpret side-by-side column graphs for 2 categorical
variables
interpret & compare different displays of the same data set
to determine the most appropriate display for the data set
- compare the effectiveness of different student-created data
displays
- discuss the dis/advantages of different representations of
the same data
- explain which display is the most appropriate for
interpretation of a particular data set
- compare representations of the same data set in a side-by-
side column graph & in a 2-way table
Interpret secondary data presented in digital media and
elsewhere
interpret data representations found in digital media & in
factual texts
- interpret tables & graphs from the media & online sources
- identify & describe conclusions that can be drawn from a
particular representation of data
critically evaluate data representations found in digital
media & related claims
- discuss the messages that those who created a particular
data representation might have wanted to convey
- identify sources of possible bias in representations of data
in the media by discussing various influences on data
collection and representation
- identify misleading representations of data in the media
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise
Sharon Tooney


CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

2
Tell me a Story
Students use the placement of points on a line graph, that represent the changes in the depth of
water, to write a story. They are provided with the completed line graph with axes marked eg time
and depth of water in centimetres. Students give their graph a suitable title. Students brainstorm a
checklist of events for each point on the line graph that they will include in their story and then
write their story. Students share their story with the class. The class uses the checklist and the
placement of points on the line graph to assess each story.
Support to interpret graph graphs, paper and
pencils

3
Media Graphs
Students collect a variety of graphs used in the media and in factual texts. They consider each
graph separately. Possible questions include:
- what type of graph is used? What is its purpose?
- what information can you interpret from the graph?
- who would use the information?
- who produced the graph and why?
- is the graph misleading? Why?
Students represent the information in a different way.
Support to represent
information after using
questioning techniques to
determine choice of format
magazines,
newspapers, texts,
computers, paper and
pencils, rulers

4
Divided Bar Graphs
Students are provided with examples of divided bar graphs and discuss their common features.
They collect data and make a concrete model of a divided bar graph by attaching unifix cubes in
bands of colour eg yellow for blond hair. Students then draw their divided bar graph using an
appropriate scale. Students discuss the relative sizes of the sections. Possible questions include:
- what did you name your bar graph and the categories represented by each section?
- what fraction of the total does each section represent?
- how can you check that you are correct?
Students represent the data on a spreadsheet.
Support as required bar graphs, unifix
blocks, paper and
pencils, computers

5
Mean
Students are provided with information presented in the media that uses the term average eg
travel brochures, weather forecasts. They find the meaning of the terms mean and average and
discuss their usage. The students discuss both words and their meanings. The students collect
mean temperatures of a city and represent the data in a graph.
Support as required papers, magazines,
travel brochures,
weather forecasts,
paper, pencils, rulers
9 Revision


10 Assessment


ASSESSMENT OVERVIEW





Sharon Tooney

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