Weekly outline

  • General

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  • Term 1 Week 1

    • Admin Day
    • Welcoming/Reconnecting with Students
    • Assemblies
    • In Whanau activities - Introduction and rotation games, Kahoot, quizzes, outside games
    • Familiarising Yr 7s and new students with the School, digital platforms, expectations, covid requirements, Buddy system
    • LA Group session - DEEP selections, diaries, Focus Friday



  • Term 1 Week 2

    Kia ora 8C1

    TERM 1  WEEK 2

    Welcome Back Year 8 Akonga

    I want to begin by saying how proud us teachers are of you for carrying our school values so fantastically during challenging times and showing great resilience. That is exactly what we expect of each one of you! We hope to start the new academic year by reconnecting with all of you.

    CONTEXT - Our Place

    Our context this term is Our Place which relates to re-establishing connections with "Our Place."



    Success Criteria: I can/have...

    • Say Maori numbers up to 50
    • Understand place value
    • Know how big is 1 million


    Activities:

    1. Warm up - Maths Bingo
    2. Saying numbers in Maori up to 20
    3. What is place value
    4. Place value Video - 
    5. Identifying the place value of a digit/what digit has a certain place value
    6. Saying big numbers using place value (to a million)
    7. Practice questions - (Differentiation)
    8. Extension Activity - How big is 1 million?


    Homework:

    • LUDI
    • Basic facts


  • Term 1 Week 3

    Context:



    Success Criteria: I can/have...

    • Round numbers sensibly
    • Identify factors and multiples of natural numbers


    Activities:

    1. Maori numbers - 1 - 30
    2. Warm up task
    3. Explanation of skills and concepts(rounding, factors and multiples) with examples(Whole class, group or individual teaching as required)
    4. Video on Rounding numbers - 
    (Please start watching video from 6.10mins onwards)

    5. Practice questions (Differentiated)
    6. Extension - Contextual applications

    Homework:

    Maths Buddy (Differentiation)


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on rounding numbers to make sensible estimates.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING finding factors, multiples and prime factors of numbers.

  • Term 1 Week 4

    Context: 


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on addition and subtraction so that we can develop effective strategies to solve add/sub problems with integers, fractions, and decimals.
    • We are FOCUSING on multiplicative skills so that we can identify the factors of a number in order to solve whole number operations.
    • We are FOCUSING on place value structure of positive and negative integers and decimals to three places so that we can compare the relative size of them.


    Success Criteria: I can/have...

    • use a range of strategies to accurately and efficiently solve addition and subtraction with integers
    • use a range of strategies to accurately and efficiently solve addition and subtraction with fractions
    • use a range of strategies to accurately and efficiently solve addition and subtraction with decimals
    • multiply and divide whole numbers in number operations
    • determine the value of positive and negative integers and decimals to 3 places, and compare them meaningfully


    Activities:

    • Catch up & review work on the assigned exercises from last week
    • Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom (AWS worksheets individually differentiated to targeted gaps)
    • Continual regular maintenance and practice of Basic Facts on LUDI (targeted own needs) 
    • Continual practice of Number Knowledge with Maths Buddy Weekly Revision Task (differentiated)
    • Quick 20 of Maths Starter questions as a warm-up routine 
    • Focus Friday Workshop on targeted students

    Resources:

    • MHOL, external websites
    • Google Classroom
    • Maths Buddy
    • Maths Starter
    • AWS (differentiated to individual gaps)
    • BrainPop
    • Tansum

  • Term 1 Week 5

    Context: 


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on addition and subtraction so that we can develop effective strategies to solve add/sub problems with integers, fractions, and decimals.
    • We are FOCUSING on multiplicative skills so that we can identify the factors of a number in order to solve whole number operations.
    • We are FOCUSING on place value structure of positive and negative integers and decimals to three places so that we can compare the relative size of them.


    Success Criteria: I can/have...

    • use a range of strategies to accurately and efficiently solve addition and subtraction with integers
    • use a range of strategies to accurately and efficiently solve addition and subtraction with fractions
    • use a range of strategies to accurately and efficiently solve addition and subtraction with decimals
    • multiply and divide whole numbers in number operations
    • determine the value of positive and negative integers and decimals to 3 places, and compare them meaningfully


    Activities:

    • Catch up & review work on the assigned exercises from last week
    • Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom (AWS worksheets individually differentiated to targeted gaps)
    • Continual regular maintenance and practice of Basic Facts on LUDI (targeted own needs) 
    • Continual practice of Number Knowledge with Maths Buddy Weekly Revision Task (differentiated)
    • Quick 20 of Maths Starter questions as a warm-up routine 
    • Focus Friday Workshop on targeted students

    Resources:

    • MHOL, external websites
    • Google Classroom
    • Maths Buddy
    • Maths Starter
    • AWS (differentiated to individual gaps)
    • BrainPop
    • Tansum

  • Term 1 Week 6

    Context: 



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply a range of number strategies so that we can solve addition, subtraction, multiplication and division problems involving fractions, decimals, and integers.
    • We are PLANNING to practise and apply our fraction knowledge so that we can present the equivalent decimal and percentage forms using everyday fractions.


    Success Criteria: I can/have...

    • use a range of strategies to accurately and efficiently work out addition, subtraction, multiplication and division with integers, fractions, decimals and percentages in problem solving 
    • multiply and divide whole numbers and decimals in number operations
    • show working in logical steps to meaningfully express the computation process and answer/s for the given problems/scenarios


    Activities:

    • Catch up & review work on the assigned exercises from last week
    • Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom (AWS worksheets individually differentiated to targeted gaps)
    • Continual regular maintenance and practice of Basic Facts on LUDI (targeted own needs) 
    • Continual practice of Number Knowledge with Maths Buddy Weekly Revision Task (differentiated)
    • Quick 20 of Maths Starter questions as a warm-up routine 
    • Focus Friday Workshop on targeted students

    Resources:

    • MHOL, external websites
    • Google Classroom
    • Maths Buddy
    • Maths Starter
    • AWS (differentiated to individual gaps)
    • BrainPop
    • Tansum

  • Term 1 Week 7

    Context: 


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply a range of number strategies so that we can solve addition, subtraction, multiplication and division problems involving fractions, decimals, and integers.
    • We are PLANNING to practise and apply our fraction knowledge so that we can present the equivalent decimal and percentage forms using everyday fractions.


    Success Criteria: I can/have...

    • State what 'Percent' means
    • Write fractions as percentages by making the denominator 100
    • Convert fractions and decimals into percentages and vice versa


    Activities:

    • Catch up & review work on the assigned exercises from last week
    • Explanation of skills and concepts with examples (Whole class, group or individual teaching as required; i.e. meaning of percent, percentages in every day life/common percentages
    • Expressing a fraction and decimal number as a percentage and vice versa
    • Converting between fractions, decimals and percentages
    • Contextual problems (Extension)
    • Continue with topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom (AWS worksheets individually differentiated to targeted gaps)
    • Continual regular maintenance and practice of Basic Facts on LUDI (targeted own needs) 
    • Continual practice of Number Knowledge with Maths Buddy Weekly Revision Task (differentiated)
    • Quick 20 of Maths Starter questions as a warm-up routine 
    • Focus Friday Numeracy programme to hone students basic computational skills and number knowledge

    Resources:

    • MHOL, external websites
    • Google Classroom
    • Maths Buddy
    • Maths Starter
    • AWS (differentiated to individual gaps)
    • BrainPop
    • Tansum


  • Term 1 Week 8

    Context: 


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply a range of number strategies so that we can solve addition, subtraction, multiplication and division problems involving fractions, decimals, and integers.
    • We are PLANNING to practise and apply our fraction knowledge so that we can present the equivalent decimal and percentage forms using everyday fractions.


    Success Criteria: I can/have...

    • Confidently convert between fractions, decimals and percentages
    • Express quantities as fractions and percentages of a whole
    • Find a given percentage of a quantity

    Activities:

    • Catch up & review work on the assigned exercises from last week
    • Explanation of skills and concepts with examples (Whole class, group or individual teaching as required; i.e. meaning of percent, percentages in every day life/common percentages
    • Expressing a fraction and decimal number as a percentage and vice versa
    • Converting between fractions, decimals and percentages
    • Contextual problems (Extension)
    • Continue with topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom (AWS worksheets individually differentiated to targeted gaps)
    • Continual regular maintenance and practice of Basic Facts on LUDI (targeted own needs) 
    • Continual practice of Number Knowledge with Maths Buddy Weekly Revision Task (differentiated)
    • Quick 20 of Maths Starter questions as a warm-up routine 
    • Focus Friday Numeracy programme to hone students basic computational skills and number knowledge

    Resources:

    • MHOL, external websites
    • Google Classroom
    • Maths Buddy
    • Maths Starter
    • AWS (differentiated to individual gaps)
    • BrainPop
    • Tansum


  • Term 1 Week 9

    Context: 


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply a range of number strategies so that we can solve addition, subtraction, multiplication and division problems involving fractions, decimals, and integers.
    • We are PLANNING to practise and apply our fraction knowledge so that we can present the equivalent decimal and percentage forms using everyday fractions.


    Success Criteria: I can/have...

    • Confidently convert between fractions, decimals and percentages
    • Express quantities as fractions and percentages of a whole
    • Find a given percentage of a quantity

    Activities:

    • Catch up & review work on the assigned exercises from last week
    • Explanation of skills and concepts with examples (Whole class, group or individual teaching as required; i.e. meaning of percent, percentages in every day life/common percentages
    • Expressing a fraction and decimal number as a percentage and vice versa
    • Converting between fractions, decimals and percentages
    • Contextual problems (Extension)
    • Continue with topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom (AWS worksheets individually differentiated to targeted gaps)
    • Continual regular maintenance and practice of Basic Facts on LUDI (targeted own needs) 
    • Continual practice of Number Knowledge with Maths Buddy Weekly Revision Task (differentiated)
    • Quick 20 of Maths Starter questions as a warm-up routine 
    • Focus Friday Numeracy programme to hone students basic computational skills and number knowledge

    Resources:

    • MHOL, external websites
    • Google Classroom
    • Maths Buddy
    • Maths Starter
    • AWS (differentiated to individual gaps)
    • BrainPop
    • Tansum


  • Term 1 Week 10

    Context: 



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply our knowledge of fractions, decimals and percentages to solve skill based and contextual problems.

    Success Criteria: I can/have...

    • Operate with fractions, decimals and percentages
    • Solve contextual problems involving fractions, decimals and percentages


    Activities:

    1. Revision of fraction, decimals and percentages skills
    2. Introduce assessment and rubric
    3. Assessment week
    4. Writing ratios - https://www.transum.org/Software/SW/Starter_of_the_day/Students/Ratio.asp


    Homework:

    Google Classroom Tasks

  • Term 1 Week 11

    Context: 


    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on our number skills by reviewing our knowledge of fractions, decimals and percentages.

    Success Criteria: I can/have...

    • Operate with fractions, decimals, percentages and ratios


    Activities:

    1. Revision of skills involving fractions, decimals and percentages
    2. Reteaching and reinforcement of skills where required(Whole class, group or individual teaching as required)
    3. Tasks for consolidation of skills


    Homework:

    Google Classroom Tasks

  • 18 April - 24 April

  • 25 April - 1 May

  • Term 2 Week 1

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING uses and units of measurement


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing an understanding of how to convert between measurement units


    Success Criteria: I can/have...

    • Explore the uses of measurement in work, sport, at home and in leisure
    • Select appropriate units of measure
    • Make conversions between units of measure


    Activities:

    1. Warm up - https://www.transum.org/Software/Catapult/
    2. What are some things that we measure/see or know are measured in day to day life? How do we measure these? 
    3. What kind of things did people use for measuring in old times? Were these measurements accurate? Why not? - Group discussion
    4. What are some units of measurement we use nowadays? Are these accurate? What makes them accurate?
    5. Units of measurement - https://www.transum.org/Maths/Activity/Units/Default.asp?Level=1
    6. Units for measuring length and mass - Standardised units - The Metric System
    7. Conversion factors - Copy in books
    8. Can we convert one unit into another? Can you think of ways to do that?
    9. Skill Practice (Differentiation)


    Homework:

    BrainPop (front-loading)

  • Term 2 Week 2

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING uses and units of measurement.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing an understanding of how to convert between measurement units
    • We are FOCUSING on solving measurement problems in context


    Success Criteria: I can/have...

    • Explore uses of measurement
    • Select appropriate units to measure things
    • Make conversions between units of measurement


    Activities:

    1. Warm up - https://www.transum.org/Maths/Activity/Units/Default.asp?Level=1
    2. What is capacity?
    3. Units for capacity measurement - Take notes from the board
    4. Apply knowledge of conversions to units of volume
    5. Problem solving involving units of measurement - Teacher explanation with examples
    6. Skill Practice -(Differentiated tasks)
    7. Relationship between volume, capacity and mass (Extension) 
    8. Online practice for volume, capacity and mass (Extension) - https://www.transum.org/Maths/Activity/Units/Default.asp?Level=3 


    Homework:

    Google Classroom worksheets / tasks (Differentiation)

  • Term 2 Week 3

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING uses and units of measurement.
    • We are EXPLORING different ways to measure perimeter and area 
    • We are EXPLORING how to use formulae to find perimeters and areas of shapes


    Success Criteria: I can/have...

    • Calculate the perimeters of polygons and circles
    • State and use the formulae for areas of polygons and circles


    Activities:

    1. Warm up - https://www.transum.org/software/SW/polygons/polygons.asp
    2. What is perimeter? - Distance around the boundary of a figure
    3. How to calculate the perimeter of regular and irregular polygons
    4. Perimeter of circles - Can you think of a way to find the distance around a circle?
    5. Using a formula to find the perimeter of a circle
    6. What is area? - Amount of surface within a 2 dimensional shape
    7. Unit of area - square cm or m
    8. How to calculate areas of triangles, rectangles and squares ( Group work)
    9. Online practice for Area of rectangles - https://www.transum.org/Software/SW/Starter_of_the_day/students/Oblongs.asp
    10. Practice questions (Differentiated)


    Homework:

    Maths Buddy (Differentiated)


  • Term 2 Week 4

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING uses and units of measurement.
    • We are EXPLORING reading scales to the nearest graduation
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to perform calculations with time including 24 hour time so that we can solve problems in context


    Success Criteria: I can/have...

    • Read scales from different practical situations
    • Select appropriate units for measuring time and calculate time differences
    • Discuss the difference between 12 and 24 hour time
    • Read and interpret 24 hour clocks


    Activities:

    1. Warm up - https://www.transum.org/Maths/Activity/Time/Months.asp
    2. Discuss uses of time measure in work, sport, leisure etc
    3. History of the calendar (Systems)
    4. Telling the time - https://www.transum.org/Maths/Activity/Time/
    5. What are the units of time and their relationship
    6. Converting from one unit into another
    7. Reading Tmetables - https://www.transum.org/Maths/Exercise/Timetables.asp
    8. Reading 24 hour clocks - 4 digit notation
    9. Solving time measurement problems in context


    Homework:

    Maths Buddy


  • Term 2 Week 5

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING reading scales to the nearest graduation
    • We are EXPLORING calculating the volume of cuboids


    Success Criteria: I can/have...

    • Use appropriate units for measurement involving Area and Volume
    • Find volume of cuboids from measurements of length


    Activities:

    1. Warm up - https://www.transum.org/Maths/Activity/Time/Default.asp?Level=3
    2. Reading scales - https://www.transum.org/Maths/Activity/Reading_Scales/Default.asp?Level=1
    3. Difference between 2D and 3D objects
    4. What is volume? What is it measured in?
    5. Explain with example of dividing a cuboid into square units - counting them - work with manipulatives
    6. Coming up with the formula of volume - lxbxh
    7. Using the formula to find volume
    8. Practice questions(Differentiated)
    9. Contextual problems - Extension


    Homework:

    Maths Buddy (Differentiation)


  • Term 2 Week 6

    Context: 


     FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on modelling and describing 3D objects illustrated by diagrams or pictures

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    We are EXPLORING 2D AND 3D shapes


    Success Criteria: I can/have...

    • Identify 2D and 3D shapes
    • Draw common solids
    • Identify faces, vertices and edges of regular and irregular polygons and solids

    Activities:

    1. Warm up - https://www.transum.org/software/Online_Exercise/ShapesInTheStars/
    2. What are polygons?
    3. Regular and Irregular polygons - Discussion what the word regular and irregular suggest
    4. Online practice - https://www.transum.org/Software/Online_Exercise/PolygonProperties/
    5. What is a solid object? Look at some examples of solids
    6. Draw shapes of common solids in books 
    7. Describing a polygon or solid using faces, vertices and edges - https://www.transum.org/software/SW/Starter_of_the_day/Students/FacesEdges.asp?Level=1
    8. Difference between a prism and a pyramid
    9. Constructing solids from their nets

    Homework:

    Maths Buddy (Differentiation)

  • Term 2 Week 7

    Context: 


     EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING recognising symmetry in patterns, objects and figures
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing the reflection and rotational symmetry of a figure
    • We are FOCUSING on describing the transformations in patterns


    Success Criteria: I can/have...

    • Describe symmetry in patterns, objects and designs
    • Explore translation, reflection and rotation in patterns, objects and designs

    Activities:

    1. Warm up - https://www.transum.org/Software/SW/Starter_of_the_day/starter_May26.ASP
    2. What is symmetry? 
    3. Lines of symmetry/Reflection symmetry - Demonstrate with cut outs
    4. EP Task
    5. What is point symmetry and rotational symmetry - 90, 180, 270 and 360 degrees turn, clockwise, anticlockwise - Demonstrate with cut outs
    6. Practical activities to understand reflection, rotation and translation
    7. Identifying transformations in patterns


    Homework:

    Maths Buddy(Differentiation)


  • Term 2 Week 8

    Context: 

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing the reflection and rotational symmetry of a figure
    • We are FOCUSING on describing the transformations in patterns

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING recognising symmetry in patterns, objects and figures


    Success Criteria: I can/have..

    • Describe symmetry in patterns, objects and designs
    • Explore translation, reflection and rotation in patterns, objects and designs


    Activities:

    1. Warm up  - https://www.transum.org/software/SW/Starter_of_the_day/Students/Transformations/Draw.asp
    2. Looking at patterns involving transformations
    3. Identifying transformations in patterns - 
    4. Introduce assessment
    5. Go over rubric
    6. Explain how to attempt assessment - Go over exemplar
    7. Queries/questions
    8. Students start creating their pattern


    Homework:

    Maths Buddy (Differentiation)


  • Term 2 Week 9

    Context: 


     PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to create a pattern so that we can construct a symmetrical design using the pattern.
    • We are PLANNING to write a discussion so that we can demonstrate our knowledge of the geometrical concepts used in our design.


    Success Criteria: I can/have...

    • Describe symmetry using the concept of reflection, rotation and translation in patterns, objects and designs


    Activities:

    1. Warm up - https://www.hoodamath.com/games/walkthroughs/transformationgolf.html
    2. Recap of transformations - reflection, rotation and translation
    3. Recognising symmetry in patterns
    4. Go over assessment task again
    5. Describing symmetry using geometrical concepts(refer to exemplar)
    6. Continue/start creating the basic pattern and a design using the basic pattern 


    Homework:

    Work on assessment


  • Term 2 Week 10

    Context: 


    (continue from previous week, to complete assessment task)

  • 11 July - 17 July

  • 18 July - 24 July

  • Term 3 Week 1

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING continuing number and spatial patterns
    • We are EXPLORING finding and using a rule to make predictions
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing in words, rules for continuing number and spatial patterns


    Success Criteria: I can/have...

    • Continue a number pattern and write a rule in words to describe the pattern
    • Continue a spatial pattern, make up and use a rule to describe the spatial pattern

    Activities:

    1. Warm up - https://www.transum.org/software/SW/Starter_of_the_day/Students/Missing_Terms.asp?Level=1
    2. Continuing number sequences
    3. Describing number sequence rules in words
    4. Writing a number sequence using a rule
    5. Number crunching machines - use the rule to find the missing numbers
    6. Online practice for function machines - https://www.transum.org/Maths/Puzzles/Les_Page/Brainbox/Default.asp?Level=1
    7. Practice questions
    8. Extension questions


    Homework:

    Maths Buddy (Differentiation)


  • Term 3 Week 2

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING continuing number and spatial patterns
    • We are EXPLORING finding and using a rule to make predictions
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing in words, rules for continuing number and spatial patterns


    Success Criteria: I can/have...

    • Continue a spatial/geometric pattern, make up and use a rule to describe the sequence
    • Use a rule to make predictions


    Activities:

    1. Warm up - https://www.transum.org/Software/SW/Starter_of_the_day/starter_January26.ASP
    2. What are geometric patterns?
    3. How to continue a geometric pattern
    4. Constructing a table for a geometric pattern
    5. Writing a rule to describe the pattern using values from the table
    6. Using the rule to make a prediction (Extension)
    7. Practice questions for each of the above skills


    Homework:

    Maths Buddy (differentiated)


  • Term 3 Week 3

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING continuing number and spatial patterns
    • We are EXPLORING finding and using a rule to make predictions
    • We are EXPLORING interpreting algebraic vocabulary and conventions


    Success Criteria: I can/have...

    • Continue a spatial/geometric pattern, make up and use a rule to describe the sequence
    • Use a rule to make predictions
    • Understand algebraic vocabulary and conventions


    Activities:

    1. Warm up - https://www.transum.org/Maths/Activity/Matchstick_Patterns/
    2. What is Algebra? - Introduction to algebraic vocabulary and conventions
    3. Writing an algebraic expressions from a structured situation presented with images 
    4. Form an algebraic expression from a situation using images to represent physical quantities (in pairs)
    5. Introduce like terms as a follow on from previous activity
    6. EP task on identifying like terms
    7. Practice questions
    8. Combining like terms - Extension


    Homework:

    Maths Buddy (Differentiated)


  • Term 3 Week 4

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING finding and using a rule to make predictions
    • We are EXPLORING interpreting algebraic vocabulary and conventions
    • We are EXPLORING like terms through using physical quantities to conceptualise the idea
    • We are EXPLORING collecting and adding like terms to simplify algebraic expressions


    Success Criteria: I can/have...

    • Identify like terms
    • Add and subtract simple like terms 
    • Write sums as products in Algebraic form


    Activities:

    1. Warm up - Patterns and rules question on board(warm up for each day)
    2. Recap of last week's lesson on identifying like terms
    3. Combining and writing like terms together 
    4. Adding and subtracting simple like terms
    5. EP Task - 15 mins
    6. Online practice for like terms - https://www.transum.org/Maths/Activity/Algebra/Collecting_Like_Terms.asp?Level=1
    7. Writing sum of the same variables as products - introduction to product notation
    8. Algebra games to revise concepts
    9. Extension - Alpha book - Pg 183 and 184


    Homework:

    Maths Buddy (Differentiated)


  • Term 3 Week 5

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING experimenting with balancing scales to solve simple equations

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on solving simple equations


    Success Criteria: I can/have...

    • Understand the concept of balance in an equation
    • Solve simple equations


    Activities:

    1. Warm up - https://www.transum.org/Maths/Puzzles/Scouts/Boats/?Level=1
    2. Finding weights by balancing - https://www.roomrecess.com/Tools/PanBalance/play.html
    3. Balancing scales - https://www.pbslearningmedia.org/resource/mgbh.math.ee.balance/balancing-scales-to-solve-equations/
    4. What is an equation? - number statements with an equal sign
    5. Understanding what balancing means
    6. Scales activity to understand balance
    7. Online activity stable scales - https://www.transum.org/software/SW/Starter_of_the_day/Students/Stable_Scales_Quiz.asp
    8. Applying the concept of balance in maths - either side of the equal sign should be balanced
    9. Introducing simple equations with variables - Conceptualise by creating scenarios around algebraic equations 
    10. How to solve a simple equation involving variables
    11. Practice questions
    12. Extension - Alpha book - 


    Homework:

    Maths Buddy (Differentiated)


  • Term 3 Week 6

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING experimenting with balancing scales to solve simple equations
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on solving simple equations


    Success Criteria: I can/have...

    • Understand the concept of balance in an equation
    • Solve simple equations


    Activities:

    1. Warm up  -  https://www.transum.org/software/River_Crossing/
    2. Finding weights by balancing -  https://www.roomrecess.com/Tools/PanBalance/play.html
    3. Balancing scales  - https://www.pbslearningmedia.org/resource/mgbh.math.ee.balance/balancing-scales-to-solve-equations/
    4. What is an equation? - number statements with an equal sign
    5. Understanding what balancing means
    6. Scales activity to understand balance
    7. Online activity stable scales - https://www.transum.org/software/SW/Starter_of_the_day/Students/Stable_Scales_Quiz.asp
    8. Applying the concept of balance in maths - either side of the equal sign should be balanced
    9. Introducing simple equations with variables - Conceptualise by creating scenarios around algebraic equations 
    10. How to solve a simple equation involving variables
    11. Practice questions
    12. Extension - Alpha book - 229, 230,231


    Homework:

    Maths Buddy (Differentiated)


  • Term 3 Week 7

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING interpreting graphs of real life situations
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on explaining graphs of real life situations.


    Success Criteria: I can/have...

    • Sketch and interpret graphs which represent simple everyday situations


    Activities:

    1. Warm up - https://www.transum.org/Maths/Game/Darts/
    2. Graphs - What do graphs show? Record responses from class on the board
    3. Looking at family relationships graphs and time and distance graphs
    4. Online practice - https://www.transum.org/Maths/Activity/Scatter_Graphs/Cartoon.asp
    5. Children answer questions as prompts for interpreting graphs
    6. Graph as as a picture of what is happening
    7. Show example of a graph with a scenario and invite students to interpret what they think is happening/what the graph is showing/The story the graph is telling
    8. Teacher gives own interpretation - Class can critique if they don't agree with a certain part
    9. Practice questions (Differentiated)


    Homework:
    Maths Buddy (Differentiated)


  • Term 3 Week 8

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING interpreting graphs of real life situations
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on explaining graphs of real life situations.


    Success Criteria: I can/have...

    • Sketch and interpret graphs which represent simple everyday situations.


    Activities:

    1. Warm up -  https://www.transum.org/Software/Fun_Maths/23orBust.asp
    2. Graphs - What do graphs show? Record responses from class on the board
    3. Looking at family relationships graphs and time and distance graphs
    4. Children answer questions as prompts for interpreting graphs
    5. Graph as as a picture of what is happening
    6. Show example of a graph with a scenario and invite students to interpret what they think is happening/what the graph is showing/The story the graph is telling
    7. Teacher gives own interpretation - Class can critique if they don't agree with a certain part
    8. Practice questions(Differentiated)


    Homework:

    Maths Buddy (Differentiated)


  • Term 3 Week 9

    Context: 


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on discussing what jobs can students do to earn money

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING calculating hourly wages


    Success Criteria: I can/have...

    • Define what earning means
    • Understand the meaning of hourly rate


    Activities:

    1. Warm up - https://www.transum.org/software/SW/Starter_of_the_day/Students/MoneyMaths.asp
    2. How to write per as in $/hour and what it means
    3. How to calculate earnings for certain hours given the hourly rate
    4. Earnings = hours x $/hour
    5. Working half hours
    6. Introduction to money time - log in and watch introductory video
    7. Start Module 1


    Homework:

    Maths Buddy weekly revision task (differentiated)

    Money Time modules



  • Term 3 Week 10

    Context: 


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on discussing what jobs can students do to earn money
    • We are FOCUSING on developing an understanding of savings and earning interest on savings


    Success Criteria: I can/have...

    • Understand what does saving mean
    • Know what is interest and how to earn it on savings


    Activities:

    1. Warm up
    2. How can you save - opening a savings account
    3. Regular money contributions into the account
    4. Earning interest on the money in the savings account
    5. Difference between regular savings account and everyday account
    6. Work on module 2 and 3 - Savings and interest


    Homework:

    Complete Maths Buddy tasks


  • 3 October - 9 October

  • 10 October - 16 October

  • Term 4 Weekl 1

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING statistical literacy and recognising statistical words, terms and their meanings
    • We are EXPLORING recognising and finding features of data display


    Success Criteria: I can/have...

    • Talk about population, samples, random sampling
    • Identify the 2 main types of data
    • Construct and interpret data displays - Bar graphs and frequency tables

    Activities:

    1. Warm up - Money time module - Loan repayment
    2. What do the words 'population' and 'sample' mean? How are they used in statistics? - T explains with examples after discussion
    3. Identifying the population and sample from a statistical question
    4. Types of data - numerical and categorical
    5. Constructing and reading bar graphs and frequency tables - Model with examples 
    6. EP Task
    7. Practice questions(Differentiated)
    8. Extension - Back to back bar graphs and calculating fractions and percentages from graphs


    Homework:

    Maths Buddy (Differentiated)


  • Term 4 Week 2

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING statistical literacy and recognising statistical words, terms and their meanings
    • We are EXPLORING recognising and finding features of data display


    Success Criteria: I can/have...

    • Talk about population, samples, random sampling
    • Identify two main types of data 
    • Construct and interpret data displays - Bar graphs and frequency tables

    Activities:

    1. Warm up - Money Time module
    2. EP on random sampling
    3. What does the word frequency mean? - The number of times a particular result occurs
    4. Frequency tables - what are they and what do they look like
    5. What type of data are they good for?
    6. Constructing a frequency table using tally marks
    7. Practice questions
    8. Extension - Working out fractions and percentages from frequency tables and answering simple analytical questions

    Homework:

    Maths Buddy(Differentiated)


  • Term 4 Week 3

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING statistical literacy and recognising statistical words, terms and their meanings
    • We are EXPLORING recognising and finding features of data display


    Success Criteria: I can/have...

    • Find the mean, mode and median for a given data set


    Activities:

    1. Warm up - Financial literacy - Money time module
    2. Online activity for bar and column graphs - 
    3. What is an average? Introduce the term mean - vocabulary
    4. One way of finding an average in statistics is to calculate the mean(the average of a set of scores) 
    5. Start with the mean of two numbers, then three, then 4 - Students to pick up the method - Add scores and divide by how many there are
    6. Other measures of the middle of a set of scores are mode and median
    7.  Finding the mode and median
    8. Practice questions(Differentiated)
    9. Extension - Contextual problems for mean, mode and median


    Homework:

    Maths Buddy, BrainPop, Google Classroom (Differentiation)


  • Term 4 Week 4

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING collecting and displaying discrete numerical data in dot plots and stem and leaf graphs


    Success Criteria: I can/have...

    • Display data in dot plots and stem and leaf graphs


    Activities:

    1. Warm up - Money time modules
    2. Online practice for averages - https://www.transum.org/software/SW/Starter_of_the_day/Students/Averages.asp?Level=1
    3. What do you understand by a dot plot in statistics? What does the name suggest?
    4. Example of dot plot on board. What do you think each dot represents - How to read a dot plot
    5. How to make a dot plot - Teacher demonstrates on board with an example
    6. Usage of dot plots - To record large numbers of numerical values in an organised and easy to see/infer way
    7. Practice questions
    8. Extension - Working out fractions and percentages from dot plots and answer simple analytical questions


    Homework:

    Maths Buddy, BrainPop, Google Classroom (Differentiated)


  • Term 4 Week 5

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING collecting and displaying discrete numerical data in dot plots and stem and leaf graphs

    Kia ora 8C2

    TERM 4   WEEK 5

    Success Criteria: I can/have...

    • Display data in dot plots and stem and leaf graphs


    Activities:

    1. Warm up - Money time module - Business
    2. Online practice for dot plots  - https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/dot-plot/e/creating-dot-plots
    3. Introduce vocabulary around stem and leaf graphs - what kind of graph does the name suggest? Use your imagination - Discuss in groups
    4. Introduce structure of a stem and leaf graph - Can you identify which part of the graph is the stem and what part is leaves? 
    5. Go back to data set and graph - Can you figure out how is a stem and leaf graph constructed from a data set
    6. On the board show how to construct a stem and leaf graph step by step from a data set
    7. Video - https://www.youtube.com/watch?v=dXwmd-98uFM 
    8. Practice questions
    9. Extension - Finding the mean, mode, median and range from a stem and leaf graph


    Homework:

    Maths Buddy, BrainPop, Google Classroom (Differentiaton)


  • Term 4 Week 6

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING interpreting time series graphs
    • We are EXPLORING displaying time series data in a line graph


    Success Criteria: I can/have...

    • Read and interpret time series graphs 
    • Display time series data on a appropriate graph

    Activities:

    1. Money time module - Business
    2. What is a time series graph? 
    3. How to plot a time series graph
    4. Reading and interpreting a time series graph - T explains with an example
    5. Practice questions
    6. Online practice for line graph - https://www.mathsisfun.com/data/line-graphs.html
    7. Extension - Reading time series graphs with two variables

    Homework:

    Maths Buddy, Google Classroom (Differentiation)


  • Term 4 Week 7

    Context: 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intention:

    • We are EXPLORING presenting discrete data in a pie graph.
    • We are EXPLORING interpreting pie graphs.


    Success Criteria: I can/have...

    • Interpret information from a pie graph


    Activities:

    1. Warm up - money time modules
    2. What are pie graphs? What does the name suggest?
    3. Dividing a circle into sectors (pies)
    4. Interpreting information from a pie chart - Explain with example
    5. EP task on pie graphs
    6. Practice questions 
    7. Extension - Constructing a pie chart 


    Homework:

    Maths Buddy, Google Classroom (Differentiation)

  • Term 4 Week 8

    (Prize-giving week)

  • 12 December - 18 December