Year 6

Term: 1

Mathematics
Unit: 6

Strand: Number and Algebra

Substrand: Fractions and Decimals

Outcomes:
compares, orders and calculates with fractions, decimals and percentages MA3-7NA
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:
Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)
model, compare and represent fractions with denominator of 2, 3, 4, 5, 6, 8, 10, 12 and 100 of a whole object, a whole
shape and a collection of objects
compare the relative size of fractions drawn on the same diagram, (Reasoning)

compare and order simple fractions with related denominators using strategies such as diagrams, the number line, or
equivalent fractions, eg
write and
in ascending in ascending order
find equivalent fractions by re-dividing the whole, using diagrams and number lines, eg

record equivalent fractions using diagrams and numerals

develop mental strategies for generating equivalent fractions, such as multiplying or dividing the numerator and the
denominator by the same number,
eg
ie
explain or demonstrate why two fractions are or are not equivalent (Communicating, Reasoning)

Key Ideas
Represent,
compare and order
fractions with
denominators 2, 3,
4, 5, 6, 8, 10, 12
and 100

Teaching and Learning

Resources

Ignition Activities

Fraction cards

Equivalence
http://illuminations.nctm.org/ActivityDetail.aspx?ID=80
Create equivalent fractions by dividing and shading squares or
circles, and match each fraction to its location on the number
line.

Advanced
Primary Maths
6 p.7

Fraction Washing Line

Using a fraction washing line( piece of string) have the students
estimate where to place cards with fractions written on them one
at a time. Students could also then place multiple cards in order
on the line.

Assessment
Pre-Assess
Nelson Maths
p.71

Nelson Maths
6 p. 70
Imaths 6 p.5455
Targeting
Maths 6 p.21

Explicit Mathematical Teaching

Post Assess

Recognising Equivalent Fractions

Language
Students should be
able to
communicate
using the following
language: whole,
equal parts, half,
quarter, eighth,
third, sixth, twelfth,
fifth, tenth,
hundredth,
thousandth,
fraction, numerator,
denominator,
mixed numeral,
whole number,
number line,
proper fraction,
improper fraction,
is equal to,
equivalent,

Revise the meanings of numerator and denominator.

Using a fraction wall: ( Advanced Primary Maths p.7)

-Recap equivalent fractions, record 1/2 = 2/4 =4/8

4/8=2/4=1/2
-Ask child students to continue the sequence, repeating with
thirds, sixths and twelfths.
-Can you write four more fractions equivalent to
half?
-What is happening to the numerator / denominator each time?
Multiplying or dividing the numerator and

Differentiation
ExtensionExcel Year 7p.39,40

Regn

ascending order,
descending
order, simplest
form, decimal,
decimal point, digit,
round to, decimal
places, dollars,
cents, best buy,
percent,
percentage,
discount, sale
price.

denominator by the same number

Studyladder
-Calculating Equivalent fractions tutorial
-calculating equivalent fractions interactive
activity
Common Denominators
Studyladder
-Recognising Equivalent Fractions tutorial
- Recognising Equivalent Fractions interactive
activity
Order fractions in ascending order by converting them to
fractions with a common denominator and position them on
a number line.
e.g. 5/8, , , 1/8
1/3, 2/9, 2/3, 7/9
5/6, 1/6, 2/3,
, 1/12, 5/6, 3/4
Establish the need to change to a common denominator.
Discuss other examples and encourage students to explain their
reasoning.
Write the examples in descending order

Year 6
Term: 1

Mathematics
Unit: 6

Strand: Measurement and Geometry

Substrand: Angles

Outcomes:
measures and constructs angles, and applies angle relationships to find unknown angles MA3-16MG
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
Content:
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)
Key Ideas
Identify and name
angle types formed
by the intersection
of straight lines,
including angles
on a straight line,
angles at a point
and vertically
opposite angles.

Teaching and Learning

Ignition Activities
Angles Jeopardy Game
http://www.math-play.com/Angles-Jeopardy/AnglesJeopardy.html ( Angles formed by parallel lines is extension)
Explicit Mathematical Teaching
Revise Angles
What is an Angle?
Angles are a measure of turn where two arms meet at a vertex.
Label arms and vertex
Follow these simple rules for angles:
Angles are measured in degrees.
The sign for degrees is .
One whole turn is 360. a is an example of a whole turn.
One quarter turn is 90 or a right angle. b is an example of a
quarter turn.
One half turn is 180 or a straight line. c is an example of a half

Resources
Targeting
Maths 6 p.37
Nelson Maths
6 p.89

Assessment
Pre-Assess

Post Assess

Regn

turn.

Types of angles
a)An angle less than 90 is acute.
b)An angle between 90 and 180 is obtuse.
c)An angle greater than 180 is reflex.

Vertically opposite angles

The two angles marked in this diagram are called vertically
opposite angles and are equal to each other.

Using a protractor:
Angles are measured using a protractor. You can guess the rough
size of an angle by looking to see if it's acute or obtuse, but you'll
need a protractor for a precise measurement.
Here's how to use a protractor to measure an angle:
- Line up the protractor so the 'cross hair' is exactly on the
angle.
- Line up one of the lines with the 0 line on the protractor.
- See which numbers the angle comes between. If it is
between 30 and 40, the angle must be thirty something
degrees.
- Count the small degrees up from 30. In this example, the
angle is 35.

Perpendicular and parallel lines:

- Parallel lines are always the same distance apart, like a in the
example.
- Perpendicular lines cross at right angles to each other
Determining Angles By Degrees and Constructing Angles

Provide students with a list of measurements in degrees and have them

determine
if the is acute, obtuse, right or straight. Examples may includ
angle described
1) 90
2) 88
3) 180
4) 155
5) 6
6) 172
7) 45
8) 171
9) 160
10) 95
11) 33
12) 90 13) 120
14) 36
15) 5
16) 180 17) 48 18) 55
19) 146
20) 114
Students should be encouraged to draw each angle with a protractor.