Year 6

Term: 1

Mathematics
Unit: 4

Strand: Number and Algebra

Substrand: Multiplication and Division

Outcomes:
selects and applies appropriate strategies for multiplication, and applies the order of operations to calculations
involving more than one operation MA3-6NA
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
Content:
Select and apply efficient mental and written strategies, and appropriate digital technologies, to solve problems involving
multiplication and division with whole numbers (ACMNA123)
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
estimate solutions to problems and check to justify solutions (Problem Solving, Reasoning)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn
Select and apply
efficient mental,
written and
calculator
strategies to solve
word problems and
record the strategy
used

Ignition Activities
Salute!
This game is played with a pack of cards.One player is the
dealer who deals a single card to each player. When the dealer
deals the cards he/she says Salute and the two other players
hold the card up to their forehead so that the dealer and the
other player can see the card. The dealer multiplies the cards
mentally and announces the total. The first player to calculate
the number on their own card wins both cards. The winner is the
one with the most cards by the end of the deck. The dealer plays
the winner and the game continues.(Value of the Ace is one and
Value of Jack, Queen, King cards can be ten)

-Maths
starters
-

Imaths p. 156157, 161

Present students with a

multiplication question
and ask them to solve it
in two different ways.
Present word problem

Grandfather
Jims business
earned $572
each week for 7
weeks. How
much did he
receive?

Multiplication Grid Race

Students race to finish a 10X10 grid of multiplication
Maths Starters
http://mathsstarters.net/
Many good games to promote mental computation
Language

Pre-Assess

Differentiation

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.

Explicit Mathematical Teaching

At this Stage, mental strategies need to be continually reinforced
and used to check results obtained using formal algorithms.
Students may find that their own written strategies that are
based on mental strategies may be more efficient than a formal
written algorithm. Students need to discuss and explain possible
approaches and compare them to determine the most efficient.
Present a range of problems and students ask themselves "What
is the best method to find a solution to this problem?
Friendly Doubles and Halves- double one number and halve the
other to make easier multiplications
$5.50x8= Double $5.50 and halve 8
$11
x
4
15x14=Double 15 and halve14
30
x

= $44
=210

$4.50x 160= Double $4.50 and halve 160

$9
x
80
= $720
Split and Multiply- split the larger number and multiply the parts
$5.30x3= ($5x3) + (30cx3)=$15.90
$6.20x6= ($6x6) + (20x6)= $37.20
$2.11x7=($2x7)+(11cx7)= $14.77
The Twenty Fives- Multiply 25 by 4 and divide other number by 4
25x12= 25x4 and 124
100 x
3=300
25x32= 25x4 and 324
100 x
8=800
25x84= 25x4 and 844
100
Friendly and Fix- make numbers friendly then fix the change
$2.99x8= $3x8=$24, -1cx8=$23.92
$9.95x4= $10 x4=$40, -5cx4= $39.80

Adjust the
difficulty of the
sums based on
ability level

Post Assess

197x6=200x6=1200,-3x6=1182
Place Value- use multiplication facts then count the decimal
places
0.07x0.7=7x7=49, 3 decimal places =0.049
0.8x3=8x3=24, 1 decimal place= 2.4
1.6x0.2=16x2=32, 2 decimal places= 0.32
Interactive Links
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=22447
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=22448

Year 6
Term: 1

Mathematics
Unit: 4

Strand: Measurement and Geometry

Substrand: Position

Outcomes:
locates and describes position on maps using a grid-reference system MA3-17MG
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
Content:
Use a grid-reference system to describe locations (ACMMG113)
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'
Key Ideas
Teaching and Learning
Resources
Assessment
Use gridreferenced maps
to locate and
describe
positions

Ignition Activities
Google Maps
Students access Google maps via the internet or as a whole class
on an interactive whiteboard. Explore the website.
http://maps.google.com.au/maps?hl=en&tab=wl
Explore Earth and Satellite.
Zoom in and out keeping an eye on scale.
The Best Route
Students are given a scaled map of their suburb or a section of a city
and are asked to locate two points of interest. On the map, students
show the shortest or best route between the two points. Students
write a description of the route using grid references, compass
directions and the approximate distance travelled.
Variation: On a large map of the local area, all students plot their
home and the route they use to get to school. They then write a
description of their route.
Explicit Mathematical Teaching
At this Stage, a range of mapping skills could be further developed
that include the interpretation of scales and simple calculations to

Maths Plus 6
p.36, 97
Targeting
Maths
p.96-97

Regn

Pre-Assess

Lit
er
ac
y

Post Assess

find the actual distance between locations on a map.

This topic links to Human Society and Its Environment (HSIE). These
skills could be used to explore the sizes of other countries relative to
Australia.
The word scale has different meanings in different contexts. Scale
could mean the enlargement or reduction factor for a drawing, the
scale marked on a measuring device or a fish scale.
Students need to learn about
finding a place on a map or in a directory, given its grid
references
using a given map to plan or show a route eg route taken to
get to the
local park
drawing and labelling a grid on a map
recognising that the same location can be represented by
maps or plans using different scales
using scale to calculate the distance between two points on a
map
locating a place on a map which is a given direction from a
town or landmark eg locating a town that is north-east of Broken
Hill
drawing maps and plans from an aerial view
Treasure Island
Students draw a Treasure Island map, creating a scale and
compass rose, and imposing a grid and coordinates. They write a
set of directions, using compass points and grid coordinates, to the
location of a hidden treasure on their map. Students exchange
maps and follow the directions to find the treasure. They are
encouraged to comment on the scale used.
Variation: Students could reproduce their maps on a computer.
Orienteering

Students design and measure a simple orienteering course in the

school grounds. They create a set of instructions on a map with a
grid, a scale and compass directions to each place to be located.
They give their instructions to another student to follow.
Interactive links

https://www.studyladder.com.au/teacher/resources/activity?
activity_id=21590

https://www.studyladder.com.au/teacher/resources/activit
y?activity_id=22916