Course: 8W1 Mathematics

Weekly outline

Select week General

General

Collapse all Expand all
- Select activity Maths Assessment 1
  
  Maths Assessment 1 Assignment
  
  Students must
  
  Mark as done
- Select activity Maths Assessment 2 - Fractions and Decimals
  
  Maths Assessment 2 - Fractions and Decimals Assignment
  
  Students must
  
  Mark as done
Select week Term 1 Week 1

Term 1 Week 1
Learning intentions:
We are learning the classroom rules.

Success Criteria:
- I have written the classroom rules into my book.
Classroom rules:
- Respect and listen to your classmates.
- Respect and listen to the teacher.
- Raise your hand to speak.
- Be prepared for class.
- Be quiet when the teacher is talking.
- Be quiet when classmates are talking.
- Share new ideas.
Consequences:
“Fix what you break”
If you upset someone because you didn’t respect them or their belongings, apologize and try better next time.
Select week Term 1 Week 2

Term 1 Week 2
Learning Intentions:
We are learning to ride bikes. Bike course at school.

Success Criteria:
- I have spent time practising bike riding.
Select week Term 1 Week 3

Term 1 Week 3
EXPLORE / TŪHURA learning intentions:
We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
We are EXPLORING...number strategies by investigating a range of multiplication and division facts.

Success Criteria:
- I can use various strategies to solve multiplication problems
- I can draw diagrams and drawings to help me solve problems
- I can use the guess and check method to solve problems

Activities:
- Multiplication worksheet: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/m/NDY4Nzk2NzM3OTc2/details
- Mighty multiplication: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/m/NDcwMzIzODMyMTM0/details
Select week Term 1 Week 4

Term 1 Week 4
EXPLORE / TŪHURA learning intentions:
We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
We are EXPLORING...number strategies by investigating a range of multiplication and division facts.

Success Criteria:
- I can use various strategies to solve multiplication problems
- I can draw diagrams and drawings to help me solve problems
- I can use the guess and check method to solve problems

Activities:
- Problem solving tasks: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NDcwMzQ4Nzg2MTcw/details
https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NDcwMDE4NTc0ODA4/details
Select week Term 1 Week 5

Term 1 Week 5
EXPLORE / TŪHURA learning intentions:

We are EXPLORING...number knowledge by investigating problem solving.

Success Criteria:
- I can use various strategies to solve multiplication problems
- I can draw diagrams and drawings to help me solve problems
- I can use the guess and check method to solve problems

Activities:
- demonstrations of guess and check method of solving problems
- practice using guess and check method
- demonstrations of drawing a diagram method of solving problems
- practice using drawing a diagram method
Select week Term 1 Week 6

Term 1 Week 6
FOCUS / ARONGA learning intentions:

We are FOCUSING on statistics by doing an investigation into paper plane flight.
We are FOCUSING on measurement by investigating how various plane wingspans affect flight length.

Success Criteria: I can/have...
- convert between different units of measurement
- identified a variable to change that could make paper planes fly longer.
- carry out a statistical investigation to find out what makes a paper plane fly the longest.
- estimate lengths
- measure lengths using a measuring tape
- compare my estimate to the actual measurements

Activities:
Measurement: Length and Paper Planes
- making paper planes of various wingspans
- measuring their flight length using tape measures
- practice converting between meters and centimeters, between seconds and minutes.

Test our different paper planes.
Writing results in tables.
Make graphs with data
Extension: try to conduct investigation with speed and accuracy. In report writing, include sources of error and how it could be done differently to reduce these.
Select week Term 1 Week 7

Term 1 Week 7
FOCUS / ARONGA learning intentions:
We are FOCUSING on statistics by doing an investigation into paper plane flight.
We are FOCUSING on measurement by investigating how various plane wingspans affect flight length.

Success Criteria: I can/have...
- convert between different units of measurement
- identified a variable to change that could make paper planes fly longer.
- carry out a statistical investigation to find out what makes a paper plane fly the longest.
- estimate lengths
- measure lengths using a measuring tape
- compare my estimate to the actual measurements

Estimating various lengths around the classroom
Measuring the lengths using a tape measure
- how accurate were your estimates?

Metric measures codebreaker on Google classroom
Practice worksheet: measuring problems to solve on Google Classroom
Select week Term 1 Week 8

Term 1 Week 8
FOCUS / ARONGA learning intentions:
We are FOCUSING on developing our knowledge of calculating areas of rectangles, triangles, trapezia, and parallelograms
We are FOCUSING on measurement and units of measurement

Success Criteria: I can/have...
- calculate the area of rectangles
- calculate the area of triangles
- calculate the perimeter of rectangles
- calculate the perimeter of triangles
- calculate the area of parallelograms
- calculate the area of trapeziums
- calculate the area and perimeter of composite shapes

Activities:
Introduction into how to calculate area of rectangles
Practice questions on "sensible flats" worksheet and "area of rectangles"
Maths bingo

Measurement: area and perimeter worksheets
Select week Term 1 Week 9

Term 1 Week 9
FOCUS / ARONGA learning intentions:

We are FOCUSING on developing our knowledge of calculating areas of rectangles, triangles, trapezia, and parallelograms

Success Criteria: I can/have...
- calculate the area of rectangles
- calculate the area of triangles
- calculate the perimeter of rectangles
- calculate the perimeter of triangles
- calculate the area of parallelograms
- calculate the area of trapeziums
- calculate the area and perimeter of composite shapes

Activities:
- how to calculate area of parallelograms
- What goes around pdfs on Google Classroom
- Extension: area and perimeter in algebra
If you finish early: help other students who are struggling.
Select week Term 1 Week 10

Term 1 Week 10
FOCUS / ARONGA learning intentions:
We are FOCUSING on developing our knowledge of calculating areas of rectangles, triangles, trapezia, and parallelograms
We are FOCUSING on measurement and units of measurement

Success Criteria: I can/have...
- calculate the area of rectangles
- calculate the area of triangles
- calculate the perimeter of rectangles
- calculate the perimeter of triangles
- calculate the area of parallelograms
- calculate the area of trapeziums
- calculate the area and perimeter of composite shapes

Activities:
- how to calculate area of trapezia: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NDk5MTQzMzM5MzAy/details
- Finish calculating area of shapes: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NDkzNTM0OTM3NjA1/details

Extension: parallelograms handout
Area and perimeter Maths Murder Mystery: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NDk4ODc1MDI3NzMw/details
Select week Term 1 Week 11

Term 1 Week 11
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING on creating a visual depiction of geometric shapes so that we can calculate their areas and perimeters to demonstrate our learning.

Success Criteria: I can/have...
- calculate the area of rectangles
- calculate the area of triangles
- calculate the perimeter of rectangles
- calculate the perimeter of triangles
- calculate the area of parallelograms
- calculate the area of trapeziums
- calculate the area and perimeter of composite shapes
- demonstrate my ability to calculate area and perimeter by creating chocolate packaging of various shapes.
- create artwork of symmetrical shapes

Activities:
- Maths art and geometry: artwork with shapes, snowflake symmetry
- Maths games involving fractions, addition, subtraction, multiplication
- building packaging for items of food that involves measurement and geometry
Select week School Holidays

School Holidays
Select week School Holidays

School Holidays
Select week Term 2 Week 1

Term 2 Week 1
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING on creating a visual depiction of geometric shapes so that we can calculate their areas and perimeters to demonstrate our learning.

Success Criteria: I can/have...
- calculate the area of rectangles
- calculate the area of triangles
- calculate the perimeter of rectangles
- calculate the perimeter of triangles
- calculate the area of parallelograms
- calculate the area of trapeziums
- calculate the area and perimeter of composite shapes
- demonstrate my ability to calculate area and perimeter by creating chocolate packaging of various shapes.
- create artwork of symmetrical shapes

Activities:
- practice worksheets for calculating area of trapeziums: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NTEwNzc4MzMwNjk3/details
- making posters with geometric shapes that have been drawn with rulers and compasses and cut out with accuracy.
- calculating the areas of the shapes on our posters.
Select week Term 2 Week 2

Term 2 Week 2
EXPLORE / TŪHURA learning intentions:

We are EXPLORING water safety by reading rips and looking at drowning data.

We are EXPLORING orienteering by reading maps and coordinates.

FOCUS / ARONGA learning intentions:

We are FOCUSING on skills to survive in the water.

We are FOCUSING on creating tables and graphs from data written up by Water Safety NZ

Success Criteria: I can/have...
- generate investigative questions about drowning data.

- interpret data from tables made by others.
- use information written by Drowning Report on 2021 data to create tables and graphs
- use the 2021 drowning data to write a short statistical report on drowning

Activities:

- brainstorming investigative questions about drowning data from Water Safety NZ: https://drowningreport2020.watersafety.org.nz/

- analysing data tables made by Water Safety NZ and creating our own

- constructing graphs with the data from our tables
Select week Term 2 Week 3

Term 2 Week 3
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to write a short statistical report on drowning data from 2021 so that we can promote water safety.

Success Criteria:

- generate investigative questions about drowning data.
- interpret data from tables made by others.
- use information written by Drowning Report on 2021 data to create tables and graphs
- use the 2021 drowning data to write a short statistical report on drowning

Activities:

- analysing drowning data from 2021 written by Water Safety NZ and creating our own data tables from it

- constructing graphs with the data from our tables

- writing conclusions
Select week Term 2 Week 4

Term 2 Week 4
EXPLORE / TŪHURA learning intentions:

We are EXPLORING survival in a zombie apocalypse by investigating area and perimeter of various shapes

Success Criteria:
- I can understand the area and square metre of different shapes
- I can calculate the area of parallelograms
- I can calculate the area of trapezia
- I can calculate the perimeter and side of shapes with an unknown side
- I can create geometric art using my knowledge of different shapes
- I can use grid coordinates to create drawings
- I can use bearings to follow and create mazes
- I can convert between mm, cm, m and km
- I can do a drawing that is to scale
- I can use specific parameters to create a shape for a box that is abhorrent to zombies
- I can critique mine and others’ cookie box creations and give constructive feedback
- I can use constructive feedback to improve my cookie box plan

Activities:
- Problem solving tasks on Google Classroom: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NTIxMTk1NTUzNzY5/details
Select week Term 2 Week 5

Term 2 Week 5
EXPLORE / TŪHURA learning intentions:

We are EXPLORING survival in a zombie apocalypse by investigating area and perimeter of various shapes

Success Criteria:
- I can understand the area and square metre of different shapes
- I can calculate the area of parallelograms
- I can calculate the area of trapezia
- I can calculate the perimeter and side of shapes with an unknown side
- I can create geometric art using my knowledge of different shapes
- I can use grid coordinates to create drawings
- I can use bearings to follow and create mazes
- I can convert between mm, cm, m and km
- I can do a drawing that is to scale
- I can use specific parameters to create a shape for a box that is abhorrent to zombies
- I can critique mine and others’ cookie box creations and give constructive feedback
- I can use constructive feedback to improve my cookie box plan

Activities:
- Education Perfect task on Finding the Unknown Side of a Composite Shape and Finding the Perimeter of a Shape with an Unknown Side: https://app.educationperfect.com/app/dashboard/homework/6526530
- Geometric art task on Google Classroom: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NDk1NzYyNjE2MTA4/details
Select week Term 2 Week 6

Term 2 Week 6
FOCUS / ARONGA learning intentions:

We are FOCUSING on developing our skills at doing scale drawings
We are FOCUSING on developing our skills at reading and listing bearings and grid coordinates
We are FOCUSING on discussing units of measurement
We are FOCUSING on evaluating how to convert between units of measurement

Success Criteria:
- I can understand the area and square metre of different shapes
- I can calculate the area of parallelograms
- I can calculate the area of trapezia
- I can calculate the perimeter and side of shapes with an unknown side
- I can create geometric art using my knowledge of different shapes
- I can use grid coordinates to create drawings
- I can use bearings to follow and create mazes
- I can do a drawing that is to scale
- I can convert between mm, cm, m and km
- I can use specific parameters to create a shape for a box that is abhorrent to zombies
- I can critique mine and others’ cookie box creations and give constructive feedback
- I can use constructive feedback to improve my cookie box plan

Activities:
- Draw your dream bedroom with everything in the bedroom (bed, cupboard, bedside cabinets) all to scale
- Connect the Dots: reading the coordinates given to you and using them to make crosses on a cartesian plane, then connecting the crosses to make a drawing
Select week Term 2 Week 7

Term 2 Week 7
FOCUS / ARONGA learning intentions:

We are FOCUSING on developing our skills at doing scale drawings
We are FOCUSING on developing our skills at reading and listing bearings and grid coordinates
We are FOCUSING on discussing units of measurement
We are FOCUSING on evaluating how to convert between units of measurement

Success Criteria:
- I can understand the area and square metre of different shapes
- I can calculate the area of parallelograms
- I can calculate the area of trapezia
- I can calculate the perimeter and side of shapes with an unknown side
- I can create geometric art using my knowledge of different shapes
- I can use grid coordinates to create drawings
- I can use bearings to follow and create mazes
- I can do a drawing that is to scale
- I can use specific parameters to create a shape for a box that is abhorrent to zombies
- I can critique mine and others’ cookie box creations and give constructive feedback
- I can use constructive feedback to improve my cookie box plan

Activities:
- Connect the Dots: reading the coordinates given to you and using them to make crosses on a cartesian plane, then connecting the crosses to make a drawing
- Zombie Riddle: how to get a group of people across a bridge with certain parameters within a certain time
- Converting between units of measurement worksheet on Google Classroom
Select week Term 2 Week 8

Term 2 Week 8
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to design a shape of a cookie box that zombies will not eat

Success Criteria:
- I can understand the area and square metre of different shapes
- I can calculate the area of parallelograms
- I can calculate the area of trapezia
- I can calculate the perimeter and side of shapes with an unknown side
- I can create geometric art using my knowledge of different shapes
- I can use grid coordinates to create drawings
- I can use bearings to follow and create mazes
- I can do a drawing that is to scale
- I can use specific parameters to create a shape for a box that is abhorrent to zombies
- I can critique mine and others’ cookie box creations and give constructive feedback
- I can use constructive feedback to improve my cookie box plan

Activities:
- Making observations on a cookie box that will be given to you in groups (this box WILL be eaten by zombies)
- Creating a plan for a box with a different area but with a similar or smaller paper size that will fit a specific number of cookies
- Testing and peer reviewing our box plans to see if zombies would eat our cookies by calculating area of box and shape of final box created
Select week Term 2 Week 9

Term 2 Week 9
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to design a shape of a cookie box that zombies will not eat

Success Criteria:

- I can understand the area and square metre of different shapes

- I can calculate the area of parallelograms

- I can calculate the area of trapezia

- I can calculate the perimeter and side of shapes with an unknown side

- I can create geometric art using my knowledge of different shapes

- I can use grid coordinates to create drawings

- I can use bearings to follow and create mazes

- I can do a drawing that is to scale
- I can use specific parameters to create a shape for a box that is abhorrent to zombies

- I can critique mine and others’ cookie box creations and give constructive feedback

- I can use constructive feedback to improve my cookie box plan

Activities:

- Making observations on a cookie box that will be given to you in groups (this box WILL be eaten by zombies)

- Creating a plan for a box with a different area but with a similar or smaller paper size that will fit a specific number of cookies

- Testing and peer reviewing our box plans to see if zombies would eat our cookies by calculating area of box and shape of final box created
Select week Term 2 Week 10

Term 2 Week 10
REFLECT / WHAIWHAKAARO learning intentions:

We are REFLECTING on review our learning on geometry and measurement by critiquing our cookie box constructions
We are REFLECTING on our learning by creating a new prototype for our cookie box

Success Criteria:
- I can understand the area and square metre of different shapes
- I can calculate the area of parallelograms
- I can calculate the area of trapezia
- I can calculate the perimeter and side of shapes with an unknown side
- I can create geometric art using my knowledge of different shapes
- I can use grid coordinates to create drawings
- I can use bearings to follow and create mazes
- I can do a drawing that is to scale
- I can use specific parameters to create a shape for a box that is abhorrent to zombies
- I can critique mine and others’ cookie box creations and give constructive feedback
- I can use constructive feedback to improve my cookie box plan

Activities:
- Creating our boxes using our plan and then giving them to a friend to critique
- When you get given a friend's cookie box plan, calculate its area and the amount of paper used and give them constructive criticism on how to improve their plan
- Use the constructive criticism you get given to make changes to your plan
- Creating a poster to display our final cookie box design
Select week School Holidays

School Holidays
Select week School Holidays

School Holidays
Select week Term 3 Week 1

Term 3 Week 1
EXPLORE / TŪHURA learning intentions:

We are EXPLORING how to use fractions in the context of the commonwealth games in a problem solving situation
We are EXPLORING how to use decimals in the context of the commonwealth games in a problem solving situation
We are EXPLORING how to calculate the probability of dice throws, spinners, and coin tosses.

Success Criteria: I can/have:
write fractions in order
interpret multiples of a number
use my knowledge of multiples of a number for finding equivalent fractions
change a fraction (numerator and denominator) by the same multiple
add and subtract fractions with the same denominator
add and subtract fractions with different denominators
understand how decimals are written
understand place value of decimals
order decimals
add and subtract decimals
multiply and divide decimals by 10, 100, 1000
describe the chance or likelihood of outcomes happening
describe the likelihood of an event as a fraction or percentage

Activities:
- fractions prior knowledge quiz
- order fractions from lowest to highest using coloured rods
- coloured rod fractions worksheet on Google Classroom: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NTM3NTA2ODYzMTI5/details

Extension: adding/subtracting and multiplying/dividing fractions worksheets on Google Classroom
Select week Term 3 Week 2

Term 3 Week 2
FOCUS / ARONGA learning intentions:

We are FOCUSING on how to add and subtract fractions.
We are FOCUSING on addition and subtraction of decimals
We are FOCUSING on multiplication and division of decimals by 10, 100, 1000s
We are FOCUSING on transforming both the denominators by using knowledge of multiples to solve fraction addition and subtraction with different denominators
We are FOCUSING on calculating the probability of teams winning different games

Success Criteria: I can/have:
write fractions in order
interpret multiples of a number
use my knowledge of multiples of a number for finding equivalent fractions
change a fraction (numerator and denominator) by the same multiple
add and subtract fractions with the same denominator
add and subtract fractions with different denominators
understand how decimals are written
understand place value of decimals
order decimals
add and subtract decimals
multiply and divide decimals by 10, 100, 1000
describe the chance or likelihood of outcomes happening
describe the likelihood of an event as a fraction or percentage

Activities:
- Fractions worksheet on GC: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NTM3NzAzODA3MzIz/details
- fraction maze
- multiplying and dividing fractions
- Fractions games:
- equivalent fractions bingo
- forming fractions from ones, tenths, hundredths and thousandths
Select week Term 3 Week 3

Term 3 Week 3
EXPLORE / TŪHURA learning intentions:

We are EXPLORING how to use fractions in the context of the commonwealth games in a problem solving situation
We are EXPLORING how to use decimals in the context of the commonwealth games in a problem solving situation
We are EXPLORING calculating the probability of dice throws, spinners, and coin tosses.

Success Criteria: I can/have:
write fractions in order
interpret multiples of a number
use my knowledge of multiples of a number for finding equivalent fractions
change a fraction (numerator and denominator) by the same multiple
add and subtract fractions with the same denominator
add and subtract fractions with different denominators
understand how decimals are written
understand place value of decimals
order decimals
add and subtract decimals
multiply and divide decimals by 10, 100, 1000
describe the chance or likelihood of outcomes happening
describe the likelihood of an event as a fraction or percentage

Activities:
- Decimals Mighty Maths worksheet: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/m/NTI2MzE1MjEzNzEw/details
- measuring our heights and comparing it to Scott Barrett (1.98m tall) --> what do the heights mean and how can we convert from cm to m and vice versa?
Select week Term 3 Week 4

Term 3 Week 4
FOCUS / ARONGA learning intentions:

We are FOCUSING on how to add and subtract fractions.
We are FOCUSING on addition and subtraction of decimals
We are FOCUSING on multiplication and division of decimals by 10, 100, 1000s
We are FOCUSING on transforming both the denominators by using knowledge of multiples to solve fraction addition and subtraction with different denominators
We are FOCUSING on calculating the probability of teams winning different games

Success Criteria: I can/have:
write fractions in order
interpret multiples of a number
use my knowledge of multiples of a number for finding equivalent fractions
change a fraction (numerator and denominator) by the same multiple
add and subtract fractions with the same denominator
add and subtract fractions with different denominators
understand how decimals are written
understand place value of decimals
order decimals
add and subtract decimals
multiply and divide decimals by 10, 100, 1000
describe the chance or likelihood of outcomes happening
describe the likelihood of an event as a fraction or percentage

Activities:
- Gentle Giants worksheet on GC: https://classroom.google.com/c/NDU3ODY2Njg5ODI0/a/NTM4ODg4MTExOTkx/details
- Finishing worksheets from last week
- adding all the heights of our team members in class to get the total height of our team members
- using this total to calculate the average height of each team
- Decimals Education Perfect task
Select week Term 3 Week 5

Term 3 Week 5
EXPLORE / TŪHURA learning intentions:

We are EXPLORING how to use fractions in the context of the commonwealth games in a problem solving situation
We are EXPLORING how to use decimals in the context of the commonwealth games in a problem solving situation
We are EXPLORING calculating the probability of dice throws, spinners, and coin tosses.

Success Criteria: I can/have:
write fractions in order
interpret multiples of a number
use my knowledge of multiples of a number for finding equivalent fractions
change a fraction (numerator and denominator) by the same multiple
add and subtract fractions with the same denominator
add and subtract fractions with different denominators
understand how decimals are written
understand place value of decimals
order decimals
add and subtract decimals
multiply and divide decimals by 10, 100, 1000
describe the chance or likelihood of outcomes happening
describe the likelihood of an event as a fraction or percentage

Activities:
- experimental probability worksheet on GC
- throwing dice and recording results in a table: using this data to calculate experiment probability of throwing certain numbers
- flipping coins and recording results in a table: using this data to calculate experiment probability of flipping heads or tails
Select week Term 3 Week 6

Term 3 Week 6
FOCUS / ARONGA learning intentions:

We are FOCUSING on how to add and subtract fractions.
We are FOCUSING on addition and subtraction of decimals
We are FOCUSING on multiplication and division of decimals by 10, 100, 1000s
We are FOCUSING on transforming both the denominators by using knowledge of multiples to solve fraction addition and subtraction with different denominators
We are FOCUSING on calculating the probability of teams winning different games

Success Criteria: I can/have:
write fractions in order
interpret multiples of a number
use my knowledge of multiples of a number for finding equivalent fractions
change a fraction (numerator and denominator) by the same multiple
add and subtract fractions with the same denominator
add and subtract fractions with different denominators
understand how decimals are written
understand place value of decimals
order decimals
add and subtract decimals
multiply and divide decimals by 10, 100, 1000
describe the chance or likelihood of outcomes happening
describe the likelihood of an event as a fraction or percentage

Activities:
- probability games: coin and dice throw games where you have to calculate the amount of money to play the game and the chance of winning
- probability worksheets on GC
- Commonwealth games problem solving questions - work together in groups to solve the question
Select week Term 3 Week 7

Term 3 Week 7
EXPLORE / TŪHURA learning intentions:

We are EXPLORING our commonwealth country teams by researching logo designs relating to the country

FOCUS / ARONGA learning intentions:

We are FOCUSING on developing and transforming our designs by rotating, translating, and reflecting the shapes

Success Criteria: I can/have:
conduct research into my commonwealth country
identify when a shape has been reflected along the y or x axes
identify when a shape has been translated
identify when a shape has been rotated and why how much
draw a shape and reflect it along an axis
draw a shape and translate it
draw a shape and rotate it by a certain degree

Activities:
- drawing designs based on our commonwealth countries
- taking our designs and reflecting them along the y axis
- worksheet: identifying how shapes have been transformed (reflection along which axis? has the shape been translated?)
- drawing different shaped triangles and rotating them 90, 180, and 270 degrees
Select week Term 3 Week 8

Term 3 Week 8
FOCUS / ARONGA learning intentions:

We are FOCUSING on developing and transforming our designs by rotating, translating, and reflecting the shapes

Success Criteria: I can/have:
conduct research into my commonwealth country
identify when a shape has been reflected along the y or x axes
identify when a shape has been translated
identify when a shape has been rotated and why how much
draw a shape and reflect it along an axis
draw a shape and translate it
draw a shape and rotate it by a certain degree

Activities:
- making art tesselations by reflecting and transforming parts of shapes
- solving team problems involving converting metric units and following instructions, in diagram form, to construct 2D shapes, e.g. triangles, quadrilaterals, pentagons and hexagons

SLC: 15th September
Select week Term 3 Week 9

Term 3 Week 9
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to apply ourselves to practice addition and subtraction of fraction with different denominators

We are PLANNING to solve fractions of a whole amount in order to solve the scores of commonwealth teams

We are PLANNING to practice multiplying whole numbers by a decimal in a problem solving situation

Success Criteria: I can/have:

identify a reciprocal fraction
multiply and divide fractions
write reciprocals of fractions
multiply a whole number by a decimal using simple multiplication steps as used in whole number and then adjusting based on decimal places
write decimals as fractions by using place value and simplifying fractions

Activities:
- reciprocal worksheet on Google Classroom
- blooket about reciprocals
Select week Term 3 Week 10

Term 3 Week 10
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to apply ourselves to practice addition and subtraction of fraction with different denominators

We are PLANNING to solve fractions of a whole amount in order to solve the scores of commonwealth teams

We are PLANNING to practice multiplying whole numbers by a decimal in a problem solving situation

Success Criteria: I can/have:

identify a reciprocal fraction

multiply and divide fractions

write reciprocals of fractions

multiply a whole number by a decimal using simple multiplication steps as used in whole number and then adjusting based on decimal places

write decimals as fractions by using place value and simplifying fractions

Activities:
- Finishing reciprocals worksheets
- Maths games:
- Guess my number: https://nzmaths.co.nz/guess-my-number
- Class game Loopy with decimals:
Sit in circle
Think of decimal 1-10
Next person adds an operation for the next person between 1-10 (e.g. add 5)
Next person solves it then adds an operation
Can’t repeat same operation
Keep going till one person gets it incorrect or repeats, then start again
Select week School Holidays

School Holidays
Select week School Holidays

School Holidays
Select week Term 4 Week 1

Term 4 Week 1
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to demonstrate our knowledge of fractions and decimals by analysing commonwealth country flags and calculating the fractions and decimals of different colours on the flags

Success Criteria: I can/have:
Analyse a shape and calculate the fraction of a part of a shape
Analyse a shape and calculate the decimal of a part of a shape
Multiply decimals by whole numbers
Multiply fractions by whole numbers
Add fractions together
Add and subtract decimals
Justify my answers to questions

Activity:
- Maths Assessment 2
Select week Term 4 Week 2

Term 4 Week 2
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to demonstrate our knowledge of fractions and decimals by analysing commonwealth country flags and calculating the fractions and decimals of different colours on the flags

Success Criteria: I can/have:

Analyse a shape and calculate the fraction of a part of a shape

Analyse a shape and calculate the decimal of a part of a shape

Multiply decimals by whole numbers

Multiply fractions by whole numbers

Add fractions together

Add and subtract decimals

Justify my answers to questions

Activity:

- Maths Assessment 2
Select week Term 4 Week 3

Term 4 Week 3
EXPLORE / TŪHURA learning intentions:

We are EXPLORING skills for working in a team by investigating algebra through group problem solving

Success Criteria: I can/have:

Substitute digits into algebraic equations

Activity:
- Group problem solving activities about algebra on Google Classroom
Select week Term 4 Week 4

Term 4 Week 4
EXPLORE / TŪHURA learning intentions:

We are EXPLORING being Sun Smart by researching different sun blocks

We are EXPLORING being Sun Smart by questioning authenticity of sun blocks

Success Criteria: I can/have:

identified the features on sun block bottles
researched SPF numbers and what they mean

Activity:

- Looking at different sun block bottles sold in NZ
- Identifying the features that they share and the ones that are different
- Researching the meaning of SPF numbers
Select week Term 4 Week 5

Term 4 Week 5
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to create a poster or advertisement for a sunblock to display our knowledge of SPF and % sun protection

FOCUS / ARONGA learning intentions:

We are FOCUSING on explaining the efficacy and reliability of different sun blocks sold in NZ

EXPLORE / TŪHURA learning intentions:

We are EXPLORING being Sun Smart by researching different sun blocks

We are EXPLORING being Sun Smart by questioning authenticity of sun blocks

Success Criteria: I can/have:

identified the features on sun block bottles

researched SPF numbers and what they mean
identified sun blocks that meet their SPF claims and ones that do not meet their SPF claims

Activity:

- create a poster displaying the research we have done on sun blocks in NZ
Select week Term 4 Week 6

Term 4 Week 6
PLAN & DO / WHAKAMAHI learning intentions:

We are PLANNING to create a poster or advertisement for a sunblock to display our knowledge of SPF and % sun protection

EXPLORE / TŪHURA learning intentions:

We are EXPLORING skills for working in a team by investigating number skills through group problem solving

Success Criteria: I can/have:

Respect and listen to my classmates.

Help others by responding to their needs

Share my knowledge and reasoning

Allow everyone to contribute

Activities:

Displaying our posters and advertisements that we made about sun block
Group work tasks: Leo the Rabbit, Fraction Match, Race to 100, Doughnut Percents, and Quad Match.
Select week Term 4 Week 7

Term 4 Week 7
EXPLORE / TŪHURA learning intentions:

We are EXPLORING skills for working in a team by investigating number skills through group problem solving

Success Criteria: I can/have:
Respect and listen to my classmates.
Help others by responding to their needs
Share my knowledge and reasoning
Allow everyone to contribute

Activity:
Group work tasks: Doughnut Percents, and Quad Match.
Select week Term 4 Week 8

Term 4 Week 8
Select week Summer Holidays

Summer Holidays

Weekly outline

General

Term 1 Week 1

Term 1 Week 2

Term 1 Week 3

Term 1 Week 4

Term 1 Week 5

Term 1 Week 6

Term 1 Week 7

Term 1 Week 8

Term 1 Week 9

Term 1 Week 10

Term 1 Week 11

School Holidays

School Holidays

Term 2 Week 1

Term 2 Week 2

Term 2 Week 3

Term 2 Week 4

Term 2 Week 5

Term 2 Week 6

Term 2 Week 7

Term 2 Week 8

Term 2 Week 9

Term 2 Week 10

School Holidays

School Holidays

Term 3 Week 1

Term 3 Week 2

Term 3 Week 3

Term 3 Week 4

Term 3 Week 5

Term 3 Week 6

Term 3 Week 7

Term 3 Week 8

Term 3 Week 9

Term 3 Week 10

School Holidays

School Holidays

Term 4 Week 1

Term 4 Week 2

Term 4 Week 3

Term 4 Week 4

Term 4 Week 5

Term 4 Week 6

Term 4 Week 7

Term 4 Week 8

Summer Holidays