MATHS OVERVIEW, TERM 1
YEAR LEVEL
CONTENT DESCRIPTORS
Number & Algebra
6
DURATION
5 Weeks
LINKS TO OTHER LA’s
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ACMNA122 Identify and describe properties of prime, composite, square and triangular numbers
ACMNA123 Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems
involving all four operations
ACMNA124 Investigate everyday situations that use positive and negative whole numbers and zero. Locate and represent these
numbers on a number line
ACMNA125 Compare fractions with related denominators and locate and represent them on a number line
ACMNA126 Solve problems involving addition and subtraction of fractions with the same or related denominators
ACMNA127 Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies
ACMNA128 Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the
reasonableness of answers
ACMNA129 Multiply decimals by whole numbers and perform divisions that result in terminating decimals, with and without
digital technologies
ACMNA130 Multiply and divide decimals by powers of 10
ACMNA131 Make connections between equivalent fractions, decimals and percentages
ACMNA132 Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital
technologies
ACMNA133 Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the
sequence
ACMNA134 Explore the use of brackets and order of operations to write number sentences
Measurement & Geometry
ACMMG135 Connect decimal representations to the metric system
ACMMG136 Convert between common metric units of length, mass and capacity
ACMMG137 Solve problems involving the comparison of lengths and areas using appropriate units
ACMMG138 Connect volume and capacity and their units of measurement
ACMMG139 Interpret and use timetables
ACMMG140 Construct simple prisms and pyramids
ACMMG142 Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies
ACMMG143 Introduce the Cartesian coordinate system using all four quadrants
ACMMG141 Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite
angles. Use results to find unknown angles
Diocese of Cairns, Catholic Education Services
ASSESSMENT
Investigation:
Statistics & Probability
ACMSP144 Describe probabilities using fractions, decimals and percentages
ACMSP145 Conduct chance experiments with both small and large
ACMSP146 Compare observed frequencies across experiments with expected frequencies
ACMSP147 Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables
ACMSP148 Interpret secondary data presented in digital media and elsewhere
Diocese of Cairns, Catholic Education Services
DEVELOPING INQUIRING &
REFLECTIVE LEARNERS
COMMUNITY CONTRIBUROR
LEADER AND COLLABORATOR
EFFECTIVE COMMUNICATOR
ACTIVE INVESTIGATOR
DESIGNER AND CREATOR
QUALITY PRODUCER
CROSS CURRICULAR PRIORITIES
Catholic Ethos
The overarching purpose of Catholic schools of the
past, as well as the future, is to bring the Good News
of Jesus to all who hear it. In the midst of a world of
educational, social and economic change the focus
on the holistic growth of the individual remains the
surest way catholic school can prepare students for
the uncertainties of the future.
Aboriginal and Torres Strait Islander
Histories and Cultures
Asia and Australia’s Engagement with
Asia
Active engagement of inclusive curriculum practices
which reflect Aboriginal and Torres Strait Islander
perspectives, knowledge, histories, cultures and
spirituality.
A
genuine
commitment
to
Reconciliation, guided by principles of personal
dignity, social justice and equity, which reflects the
Gospel message and the mission of the Church.
This perspective requires students to develop skills,
knowledge and understandings related to Asia and
Australia’s engagement with Asia.
Social Emotional Learning
Inclusive Education
The curriculum provides opportunities to know,
understand and be able to:
1. Understand ‘Asia’
2. Develop informed attitudes and values
Defining Features, Diocese of Cairns
The curriculum provides opportunities to value and
3. Know about contemporary and traditional
The curriculum provides opportunities for young respect:
Asia
people to connect their curriculum experiences to a
1. traditional knowledge and practices
4. Connect Australia and Asia
living Christian faith.
2. culture and natural heritage
5. Communicate effectively with people of the
3. spirituality
Asian region both within and outside
and to critically examine and/or challenge:
Australia confidently
1. social constructs
2. prejudice and racism
Sustainability Education
Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships
issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate
attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital.
difference, to value diversity and learn to respond
with dignity and respect to all through mutually
The curriculum provides opportunities to reflect The curriculum provides opportunities to develop:
enriching interactions.
upon:
1. Self Awareness
1. the gift of creation
2. Social Awareness
The curriculum provides equitable access for and/or
2. an attitude of responsible stewardship
3. Responsible Decision Making
positive interactions with students from different
and to critically examine and/or challenge:
4. Self-Management
backgrounds and with diverse needs and abilities.
1. the impact of human interaction with the
5. Relationship Management
natural, built and social environment
2. current environmental issues
Diocese of Cairns, Catholic Education Services
GENERAL CAPABILITIES
Literacy
Students become literate as they develop
the skills to learn and communicate
confidently at school and to become
effective individuals, community
members, workers and citizens. These
skills include listening, reading, viewing,
writing, speaking and creating print, visual
and digital materials accurately and
purposefully within and across all learning
areas.
Literacy involves students engaging with
the language and literacy demands of each
learning area.
As they become literate students learn to:
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interpret, analyse, evaluate, respond to
and construct increasingly complex texts
(Comprehension and composition)
understand, use, write and produce
different types of text (Texts)
manage and produce grammatical
patterns and structures in texts
(Grammar)
make appropriate word selections and
decode and comprehend new (basic,
specialised and technical) vocabulary
(Vocabulary)
use and produce a range of visual
materials to learn and demonstrate
learning (Visual information)
Students become numerate as they
develop the capacity to recognise and
understand the role of mathematics in the
world around them and the confidence,
willingness and ability to apply
mathematics to their lives in ways that are
constructive and meaningful.
As they become numerate, students
develop and use mathematical skills
related to:
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Calculation and number
Patterns and relationships
Proportional reasoning
Spatial reasoning
Statistical literacy
Measurement.
Critical and Creative
Thinking
Information and
Communication Technology
Numeracy
Students develop ICT competence when
they learn to:
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Investigate with ICT: using ICT to plan and
refine information searches; to locate and
access different types of data and
information and to verify the integrity of
data when investigating questions, topics
or problems
Create with ICT: using ICT to generate
ideas, plans, processes and products to
create solutions to challenges or learning
area tasks
Communicate with ICT: using ICT to
communicate ideas and information with
others adhering to social protocols
appropriate to the communicative context
(purpose, audience and technology)
Operate ICT: applying technical knowledge
and skills to use ICT efficiently and to
manage data and information when and
as needed
Apply appropriate social and ethical
protocols and practices to operate and
manage ICT.
Students develop critical and creative
thinking as they learn to generate and
evaluate knowledge, ideas and
possibilities, and use them when seeking
new pathways or solutions. In learning to
think broadly and deeply students learn to
use reason and imagination to direct their
thinking for different purposes. In the
context of schooling, critical and creative
thinking are integral to activities that
require reason, logic, imagination and
innovation.
As they develop critical and creative
thinking students learn to:
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Diocese of Cairns, Catholic Education Services
pose insightful and purposeful questions
apply logic and strategies to uncover
meaning and make reasoned judgments
think beyond the immediate situation to
consider the ‘big picture’ before focussing
on the detail
suspend judgment about a situation to
consider alternative pathways
reflect on thinking, actions and processes
generate and develop ideas and
possibilities
analyse information logically and make
reasoned judgments
evaluate ideas and create solutions and
draw conclusions
assess the feasibility, possible risks and
benefits in the implementation of their
ideas
transfer their knowledge to new situations
Ethical Behaviour
Students develop ethical behaviour as they learn to
understand and act in accordance with ethical principles.
This includes understanding the role of ethical principles,
values and virtues in human life; acting with moral
integrity; acting with regard for others; and having a
desire and capacity to work for the common good.
As they develop ethical behaviour students learn to:
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recognise that everyday life involves consideration of
competing values, rights, interests and social norms
identify and investigate moral dimensions in issues
develop an increasingly complex understanding of ethical
concepts, the status of moral knowledge and accepted
values and ethical principles
explore questions such as:
o What is the meaning of right and wrong and can I be
sure that I am right?
o Why should I act morally?
o Is it ever morally justifiable to lie?
o What role should intuition, reason, emotion, duty or
self-interest have in ethical decision making?
Personal and Social Competence
Students develop personal and social competence as they
learn to understand and manage themselves, their
relationships, lives, work and learning more effectively.
This involves recognising and regulating their emotions,
developing concern for and understanding of others,
establishing positive relationships, making responsible
decisions, working effectively in teams and handling
challenging situations constructively.
As they develop personal and social competence students
learn to:
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recognise and understand their own emotions, values and
strengths, have a realistic assessment of their own abilities
and a well-grounded sense of self-esteem and selfconfidence (Self-awareness)
manage their emotions and behaviour, persevere in
overcoming obstacles, set personal and academic goals,
develop self-discipline , resilience, adaptability and
initiative (Self-management)
perceive and understand other people’s emotions and
viewpoints, show understanding and empathy for others,
identify the strengths of team members, define and accept
individual and group roles and responsibilities, be of service
to others (Social awareness)
form positive relationships, manage and influence the
emotions and moods of others, cooperate and
communicate effectively with others, work in teams, build
leadership skills, make decisions, resolve conflict and resist
inappropriate social pressure (Social management).
Diocese of Cairns, Catholic Education Services
Intercultural Understanding
Students develop intercultural understanding as they
learn to understand themselves in relation to others. This
involves students valuing their own cultures and beliefs
and those of others, and engaging with people of diverse
cultures in ways that recognise commonalities and
differences, create connections and cultivate respect
between people.
As they develop intercultural understanding students
learn to:
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identify increasingly sophisticated characteristics of their
own cultures and the cultures of others
recognise that their own and others’ behaviours, attitudes
and values are influenced by their languages and cultures
consider what it might be like to ‘walk in another’s shoes’
compare the experiences of others with their own, looking
for commonalities and differences between their lives and
seeking to understand these
reflect on how intercultural encounters have affected their
thoughts, feelings and actions
accept that there are different ways of seeing the world
and live with that diversity
stand between cultures to facilitate understanding
take responsibility for developing and improving
relationships between people from different cultures in
Australia and in the wider world
contribute to and benefit from reconciliation between
Indigenous and non-Indigenous Australians.
Week:
1
2
3
4
5
6
Strand:
7
8
9
10
CONTENT DESCRIPTORS
Number & Algebra
Measurement & Geometry
Statistics & Probability
ACMNA122
ACMNA123
ACMNA124
ACMNA125
ACMNA126
ACMNA127
ACMNA128
ACMNA129
ACMNA130
ACMNA131
ACMNA132
ACMNA133
ACMNA134
ACMMG135
ACMMG136
ACMMG137
ACMMG138
ACMMG139
ACMMG140
ACMMG142
ACMMG143
ACMMG141
ACMSP144
ACMSP145
ACMSP146
ACMSP147
ACMSP148
SE
KEY CONCEPTS
Describe and represent mathematical
situations using appropriate terminology
and conventions
Select and apply appropriate strategies in
undertaking investigations and solving
problems
Give valid reasons for supporting one
solution over another
Select and apply appropriate strategies to
calculate using the four operations
Calculate and record lengths and distances
using decimals
Select appropriate units to calculate
lengths and areas
Read, interpret and use timetables using
appropriate units of measure
Order the likelihood of simple events on a
number line from 0 to 1
MENTAL COMPUTATION
Place value in given numbers
Teacher Instruction
LEARNING AND TEACHING ACTIVITIES
Shared/Independent Practice
Students extend their work with 5 digit numbers to
read and write 6 digit numbers. The number expander,
number line and abacus are used to help develop
understanding of large numbers.
Ask for some examples of a six digit number.
The number expander demonstrates how to read large
numbers. The number line is used for relative position
and is valuable when students explain the thinking they
use to compare and order numbers.
Ordering whole number – reading and writing
numbers using a number expander
The abacus assists students as they sequence numbers
and explore how to regroup from one place to another
when they increase a number by 100, 1000 or 10000.
Discuss how to read the number.
Discuss where you could find six digit numbers
Plotting whole numbers on a number line.
Use and interpret number lines
Interactive math’s games (refer to resources)
Reading and writing whole numbers to millions.
Combination of whole numbers and decimal fractions
to thousandths
Explain, compare
Place value to thousandths
MATHEMATICAL LANGUAGE
Place Value
Number lines
Ordering
Diocese of Cairns, Catholic Education Services
Assessment
Place numbers onto a
number line.
Complete number
activities (refer to
resource list)
Number problem
solving activity cards.
Whole numbers
Number expander
Abacus
Sequence
Combination
Regroup
- GROUP ONE
Focus: ORDERING NUMBERS
Ordering numbers on a number line mat.
GROUP TWO
Focus: PROBLEM SOLVING
Problem solving activities
GROUP THREE
GROUP FOUR
Focus: ARRANGING LARGE NUMBER IN
ORDER
Populations- identify the population of
Queensland places.
Focus: 6 DIGIT NUMBERS
playing cards- making numbers using a
deck of cards. Ordering , making odd and
even numbers, numbers closest to 500000
etc,
RESOURCES
http://www.mathsisfun.com/ordering-numbers.html
http://www.mathsisfun.com/ordering_decimals.html
http://au.ixl.com/math/year-6/place-values-in-whole-numbers
http://au.ixl.com/math/year-6/decimal-place-values
http://au.ixl.com/math/year-6/put-decimal-numbers-in-order
http://au.ixl.com/math/year-6/decimal-number-lines
http://greatmathsgames.com/place-value/item/36-place-value-charts.html
http://www.lessonplanspage.com/MathPlaceValue4th.htm
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/4e/4e1166b5-4b9c-4b21-b8aa-0b7df795bda0/Place%20Value.notebook#
REFLECTION
Diocese of Cairns, Catholic Education Services
Week:
1
2
3
4
Strand:
5
6
7
8
9
10
CONTENT DESCRIPTORS
Number & Algebra
Measurement & Geometry
Statistics & Probability
ACMNA122
ACMNA123
ACMNA124
ACMNA125
ACMNA126
ACMNA127
ACMNA128
ACMNA129
ACMNA130
ACMNA131
ACMNA132
ACMNA133
ACMNA134
ACMMG135
ACMMG136
ACMMG137
ACMMG138
ACMMG139
ACMMG140
ACMMG142
ACMMG143
ACMMG141
ACMSP144
ACMSP145
ACMSP146
ACMSP147
ACMSP148
CE
KEY CONCEPTS
Describe and represent mathematical
situations using appropriate terminology and
conventions
Select and apply appropriate strategies in
undertaking investigations and solving
problems
Give valid reasons for supporting one
solution over another
Select and apply appropriate strategies to
calculate using the four operations
Calculate and record lengths and distances
using decimals
Select appropriate units to calculate lengths
and areas
Read, interpret and use timetables using
appropriate units of measure
Order the likelihood of simple events on a
number line from 0 to 1
MENTAL COMPUTATION
Factors and Multiples
MATHEMATICAL LANGUAGE
SE IE
LEARNING AND TEACHING ACTIVITIES
Teacher Instruction
Shared/Independent Practice
Students work with pictorial materials to analyse
patterns and create rules to describe relationships that
might exist in the patterns. Square and triangular
numbers are used for the examples that involve
patterns. Students investigate the relationship between
these two number sequences and explore quick ways to
count the dots that form square and triangular number
patterns.
Analysing the patterns and searching for properties
involving multiples and factors to be able to think,
reason and work mathematically.
Prime and composite numbers
Working with square numbers.
Relating square and triangular
numbers

Look at a variety of crossword
puzzles
Constructing factor trees
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Take particular notice of the way
the clues are numbered and
identify the beginning of every
answer. (across and down)
Identify and describe properties of
prime and composite number,
square numbers and triangular
numbers.

Using patterns to calculate
Investigating patterns made by
multiples
Working with factors
Constructing factor trees
Square numbers
Triangular numbers
Factors
Assessment
Investigation
Maths Rotations based on ability
groups
See Below
Multiples
Arrays, Factors, Multiples, Factor trees
Patterns, Square numbers, Triangular
numbers, Properties, Relationships
Diocese of Cairns, Catholic Education Services
Look carefully at the different
layouts, paying attention to
where
they
http://teachers.henrico.k12.va.us/math/
ms/C1Files/01NumberSense/1_6/6036q
uiz.htm
http://teachers.henrico.k12.va.us/math
/ms/C1Files/01NumberSense/1_6/6036
hw.htm
http://express.smarttech.com/?url=http:
//exchangedownloads.smarttech.com/p
ublic/content/c2/c231c4d8-ab08-44738ecb583057133c12/FactorsAndMultiplesQue
stionSetUS.notebook#
- GROUP ONE
Focus: PRIME AND COMPOSITE NUMBERS
GROUP TWO
GROUP THREE
Focus: SQUARE NUMBERS
Focus: TRIANGULAR NUMBERS
Make these with counters, looking at the
pattern.
GROUP FOUR
Focus: FACTORS AND MULTIPLES
The factor game
RESOURCES
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/c2/c2cd9638-cf69-4103-a2dbd6956a1f282a/FactorsandMultiplesUS.notebook# (factors and multiples)
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/c2/c231c4d8-ab08-4473-8ecb583057133c12/FactorsAndMultiplesQuestionSetUS.notebook# ( factors and multiples)
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/0b/0b50c7f3-5997-4c5c-8a3a5c636b91dc6b/Prime%20Number%20Lesson.notebook# ( prime and composite numbers)
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/81/81a0b2c6-e4c7-492d-85a0-3948142a8e40/PrimeComposite-Factors-Multiple.notebook# ( prime and composite numbers)
http://au.ixl.com/math/year-6/prime-or-composite
http://teachers.henrico.k12.va.us/math/ms/C1Files/01NumberSense/1_6/6036wm1.html
http://teachers.henrico.k12.va.us/math/ms/C1Files/01NumberSense/1-6Prime.html
http://www.education.com/activity/article/Prime_Number_Hunter_fifth/
http://au.ixl.com/math/year-6/identify-factors
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/ad/adeca03a-45b1-47fd-a6e9-5c1d533da95d/Math_Hoops_template.notebook#
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/c2/c2cd9638-cf69-4103-a2db-d6956a1f282a/FactorsandMultiplesUS.notebook#
REFLECTION
Diocese of Cairns, Catholic Education Services
Week:
1
2
3
4
5
Strand:
6
7
8
9
10
CONTENT DESCRIPTORS
Number & Algebra
Measurement & Geometry
Statistics & Probability
ACMNA122
ACMNA123
ACMNA124
ACMNA125
ACMNA126
ACMNA127
ACMNA128
ACMNA129
ACMNA130
ACMNA131
ACMNA132
ACMNA133
ACMNA134
ACMMG135
ACMMG136
ACMMG137
ACMMG138
ACMMG139
ACMMG140
ACMMG142
ACMMG143
ACMMG141
ACMSP144
ACMSP145
ACMSP146
ACMSP147
ACMSP148
CE
KEY CONCEPTS
Describe and represent mathematical situations using
appropriate terminology and conventions
Select and apply appropriate strategies in undertaking
investigations and solving problems
Give valid reasons for supporting one solution over
another
Select and apply appropriate strategies to calculate
using the four operations
Calculate and record lengths and distances using
decimals
Select appropriate units to calculate lengths and areas
Read, interpret and use timetables using appropriate
units of measure
Order the likelihood of simple events on a number
line from 0 to 1
MENTAL COMPUTATION
Multiplication algoithms
SE IE
LEARNING AND TEACHING ACTIVITIES
Teacher Instruction
Shared/Independent Practice
Explore written methods for
multiplication.encourage students to use vertical
format. They explore patterns as they extend
multiplication to two digit multipliers. Their
observations are then used to help them record
the steps for multiplying by any 2 digit number.
Use a lattice to demonstrate a place by place
method.

4x1 digit multiplication

3x2 digit multiplication
INVESTIGATION
Maths Rotations based on ability
groups
See Below

Decide on the size of
crossword

Insert random answers.
Two numbers can only
intersect where there is
a common number
shared.

Black out all the
unnecessary squares

Use backtracking
together with guess and
check strategy to come
up with the questions
Grid method multiplication
 Multiplying and dividing by 10, 100,
1000

Assessment
Multiplication algorithms
Backtracking
MATHEMATICAL LANGUAGE
Identify the beginning of
every answer, both across
and down.
Algorithm
Vertical format
Multipliers
Multiplying
Grid method
Backtracking
Diocese of Cairns, Catholic Education Services
- GROUP ONE
Focus:MULTIPLICATION
Play multiplication game
GROUP TWO
Focus:MULTIPLICATION
Work sheets
GROUP THREE
Focus: GRID METHOD MULTIPLICATION
GROUP FOUR
Focus: MULTIPLY AND DIVIDE BY 10, 100,
1000
RESOURCES
http://au.ixl.com/math/year-6/multiply-whole-numbers-up-to-three-digits
http://au.ixl.com/math/year-6/multiply-whole-numbers-word-problems
http://au.ixl.com/math/year-6/multiply-numbers-ending-in-zeroes
http://au.ixl.com/math/year-6/multiply-numbers-ending-in-zeroes-word-problems
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/b4/b4a555c9-fafd-4bb3-a5d9-837b8b777c0a/MultiplicationTablesSenteoUS.notebook#
REFLECTION
Diocese of Cairns, Catholic Education Services
Week:
1
2
3
4
5
Strand:
6
7
8
9
10
CONTENT DESCRIPTORS
Number & Algebra
Measurement & Geometry
Statistics & Probability
ACMNA122
ACMNA123
ACMNA124
ACMNA125
ACMNA126
ACMNA127
ACMNA128
ACMNA129
ACMNA130
ACMNA131
ACMNA132
ACMNA133
ACMNA134
ACMMG135
ACMMG136
ACMMG137
ACMMG138
ACMMG139
ACMMG140
ACMMG142
ACMMG143
ACMMG141
ACMSP144
ACMSP145
ACMSP146
ACMSP147
ACMSP148
CE
KEY CONCEPTS
Describe and represent mathematical situations using
appropriate terminology and conventions
Select and apply appropriate strategies in undertaking
investigations and solving problems
Give valid reasons for supporting one solution over
another
Select and apply appropriate strategies to calculate
using the four operations
Calculate and record lengths and distances using
decimals
Select appropriate units to calculate lengths and areas
Read, interpret and use timetables using appropriate
units of measure
Order the likelihood of simple events on a number
line from 0 to 1
MENTAL COMPUTATION
Fractions parts of wholes.
One Third .
MATHEMATICAL LANGUAGE
Teacher Instruction
SE IE
LEARNING AND TEACHING ACTIVITIES
Shared/Independent Practice
Ensure that all of the work with the order of
operations is set in everyday situations. This
helps the students see the need for some
agreement about a hierarchy of operations
and the use of brackets when variations
need to be made in that order
Work with different forms of fractions.
Region or linear models are used to
represent the different fractions. As the
students work with examples greater than
1, they observe that many fractions can be
expressed in other ways. These experiences
provide the opportunity to explore the idea
of equivalence and then write equivalent
fractions.
Assessment
Folding a square
INVESTIGATION
Fraction walls 1 & 2
In order to produce a
challenging
crossword,
students will have few unused
squares as possible.
Order of operation- board work
Fractions- Open ended Maths Activities
Maths Rotations based on ability groups
See Below
Order of operations
Equivalent fractions
BODMAS, Equivalent, Fraction, Linear
Diocese of Cairns, Catholic Education Services
Ensure students have a good
mixture of both multiplication
and division clues.
- GROUP ONE
Focus: FRACTIONS
GROUP TWO
Focus: FRACTIONS
GROUP THREE
Focus: ORDER OF OPERATIONS
RESOURCES
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/72/727535e2-f737-4626-9c2a-11a4208677d5/887352783-Order%20of%20Operations.notebook#
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/28/28804f98-cdb2-4a8f-8898a9a7f6b65998/Order%20of%20Operations.notebook# )order of operations)
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/b7/b7b1b190-df3d-420f-80b24a9e03bda13a/Order%20of%20Operations.notebook# ( order f operations)
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/4b/4b0059a1-8c92-4d07-a8bff2ccd555ad10/FRACTIONS%20REVIEW.notebook# ( equivalent fractions)
REFLECTION
Diocese of Cairns, Catholic Education Services
Week:
1
2
3
4
5
Strand:
6
7
8
9
10
CONTENT DESCRIPTORS
Number & Algebra
Measurement & Geometry
Statistics & Probability
ACMNA122
ACMNA123
ACMNA124
ACMNA125
ACMNA126
ACMNA127
ACMNA128
ACMNA129
ACMNA130
ACMNA131
ACMNA132
ACMNA133
ACMNA134
ACMMG135
ACMMG136
ACMMG137
ACMMG138
ACMMG139
ACMMG140
ACMMG142
ACMMG143
ACMMG141
ACMSP144
ACMSP145
ACMSP146
ACMSP147
ACMSP148
CE
KEY CONCEPTS
Describe and represent mathematical situations
using appropriate terminology and conventions
Select and apply appropriate strategies in
undertaking investigations and solving problems
Give valid reasons for supporting one solution over
another
Select and apply appropriate strategies to
calculate using the four operations
Calculate and record lengths and distances using
decimals
Select appropriate units to calculate lengths and
areas
Read, interpret and use timetables using
appropriate units of measure
Order the likelihood of simple events on a number
line from 0 to 1
MENTAL COMPUTATION
Exploring Equivalence. Module 5 5.2
MATHEMATICAL LANGUAGE
Fractions, Regrouping, Denominator, Numerator
Addition, Subtraction, Tenths, Hundredths
Thousandths, Decimals
SE IE
LEARNING AND TEACHING ACTIVITIES
Teacher Instruction
Shared/Independent Practice
Fractions Read, name, record common fraction to
tenths
►Compare common fractions to tenths – as the
denominator gets larger the size of the fraction
gets smaller
►Marked and unmarked number lines to tenths,
different starting points
►Improper and mixed to tenths
Tenths
►Compare verbally and written using =, >, <
►6.2=6ones + 2 tenths =62 tenths
►ordering decimals to tenths
►multiplicative nature of decimals – with
calculator
Use number lines to show fractions
-Practical activities to show fractions
eg. Mm’s, playing cards, cooking

Add and regrouping of fractions

Subtraction of fractions
-Practical activities to show fractions
eg. Mm’s, playing cards, cooking
Maths Rotations based on ability groups
See Below
Diocese of Cairns, Catholic Education Services
Assessment
INVESTIGATION
Reporting back- evaluating
your crossword
Students discuss and
evaluate each others
crossword, identifying
which aspects worked and
which didn’t.
- GROUP ONE
Focus: ADDING FRACTIONS
GROUP TWO
Focus: ADDING FRACTIONS
GROUP THREE
Focus: SUBTRACTING FRACTIONS
GROUP FOUR
Focus: SUBTRACTING FRACTIONS
http://express.smarttech.com/?url=http://e
xchangedownloads.smarttech.com/public/c
ontent/9e/9e345584-1b7a-461c-ac290b704d74876a/80-34513subtract%20mixed%20numbers.notebook#
RESOURCES
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/85/8552ffea-68b8-456f-99e99818a65f7b3f/Adding%20&%20Subtracting%20Mixed%20numbers.notebook# ) adding and subtracting fractions)
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/7f/7fa3a22c-56ee-4d97-925971b38a6a9aad/%234%20FractionsPart3.notebook# ) add and subtract fractions)
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/de/def625e8-567f-4979-b45af7647c99e98c/Adding%20&%20Subtracting%20Fractions%20with%20Unlike%20Denominators.notebook# ( add and subtract fractions)
REFLECTION
Diocese of Cairns, Catholic Education Services
CLASSROOM ACCOMMODATIONS
FOR WHOM
Seat near teacher
Assign student to low- distraction area
Seat near positive peer models
Use support groups / cooperative learning
Use rows instead of tables
Use learning centre
Use of time-out
Stand near student when giving instruction
Arrange classroom for safe visibility, accessibility
and movement
PRESENTATION OF LESSONS
FOR WHOM
Adjust work load, reduce assignments or give
alternative assignments
Use visual aids with oral presentation
Teacher gives student outlines or study guides
Ensure regular lesson revisits/reviews
Highlight instructions (marker or highlighter tape)
Give clear behavioural objectives
Ask student to repeat instructions for clarification
and understanding
Use high- impact game-like materials
Call on student often
Acknowledgment effort put forth
Give reminders for student to stay on task, monitor
student is on task/topic
Use large type/font and dark ink
Keep page format simple
Use visual prompts
Divide page into clearly marked sections
Remove distractions from paper
ALTERNATIVE EVALUATION PROCEDURES
FOR WHOM
Reduce number of items
Practice completely similar questions
Arrange for oral testing
Have support staff administer test
Permit student to type or use word processing
Adjust grading criteria based on individual
Adjusted grading option
Diocese of Cairns, Catholic Education Services
NOTE TAKING STRATEGIES
FOR WHOM
Provide student the means to record
Arrange for note taker e.g. Aide
Give student a copy of notes
Provide time for periodic review of student’s notes
(written, dictated, word processed)
ORGANISATIONAL STRATEGIES
FOR WHOM
Use calendar to plan assignments
Use of assignment notebook or work checklist
especially diary
Daily schedule
Give time top organise desk during class
AM check-in to organise for the day
Lunch-time check-in to organise for PM
PM check-out to organise for homework
Arrange a duplicate set of classroom material for
use at home
Develop parent/school contract
Training in time management
SUPPORT SERVICES
FOR WHOM
Peer tutoring
Cross-age tutoring
Student buddy
Work with school officer
Meet with staff during available times
Teach student to monitor own behaviour
Implement behaviour contract/reward
Self advocacy/communication skill training
Conflict resolution strategies
Other _____________________
Adapted with permission from Positive Partnerships PD Facilitators Guide
Module 5 Support materials
Diocese of Cairns, Catholic Education Services
Logo
Assessment Tasks-Never A Cross Word
Date commenced:
Date due:
Learning Area/s: Mathematics
Student Name:
Year Level:
Name of Task: Never A Cross Word
Teacher:
Type of Task:
☐ Oral
☐ Written
☐ Other
Task Conditions:
☐ Individual
☐ In Class
☐ Pair
☐ Homework
☐ Group Work
☐ Other
Opportunities to
Access
Assessed by
☐ Books
☐ Self
☐ Notes
☐ Peer
☐ Library
☐ Teacher
☐ Technology
Task Description:
Create a challenging crossword using only multiplication and division clues. Give to a classmate to solve and evaluate.
Task Procedure
You Will
 Need to understand the terms; numbered grid & systematically
 Collect some crosswords from newspapers, magazines or crossword books- look at the size and shape of various crosswords to get a feel for the layout,
paying careful attention to where the answers intersect.
 Decide on the size of the crossword grid. Insert random answers to suit the type of questions required. Black out all unnecessary squares.
 Use backtracking together with a guess and check strategy to come up with the answers.
 Identify the beginning of every answer, both across and down. Number the squares from left to right as they progress down the page.
 Using a calculator, devise clues to match the given answers.
 Will need to submit a blank crossword, as well as a completed model answer.
Diocese of Cairns, Catholic Education Services
 Complete an evaluation of a classmates crossword puzzle.
1. Is a plan required? yes
2. Is a draft required? yes
3. Minimum requirements e.g. length/duration, references, presentation style- Draft and final copy to be included
4. Are there different components to the task that students need to complete?
RESOURCES: Crossword puzzles, Grid paper, Calculator, I Maths text
Diocese of Cairns, Catholic Education Services
CRITERIA SHEET NEVER A CROSS WORD
Criteria
A
B
C
The student work demonstrates evidence of: planning and constructing a cross word using only multiplication and
division
KNOWLEDGE AND
UNDERSTANDING
INVESTIGATING &
COMMUNICATING
Signed
I am able to independently
identify, describe and
represent:

mathematical situations
using appropriate
terminology and
conventions
I am able to independently
I am able to describe and
represent:
mathematical situations
using appropriate
terminology and
conventions
I am able to represent with
assistance:
mathematical situations using
appropriate terminology and
conventions
I am able to


I am able to use with
assistance:
Suitable mental and written
computations, estimations,
representations to generate
simple solutions
Select and apply
appropriate strategies in
undertaking
investigations and
solving problems and to
give valid reasons for
supporting one possible
solution over another
Apply appropriate
strategies in undertaking
investigations and
solving problems and
check for reasonableness
Dated
Diocese of Cairns, Catholic Education Services