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    Nau mai ki te 8C1 Pāngarau

    • Assignment icon
      Year 8 Mathematics Assessment 2 - Statistics Assignment
      Opened: Friday, 2 August 2024, 2:00 PM
      Due: Friday, 9 August 2024, 11:00 AM

      Using your data from your science fair investigation, you are required to plot a graph, analyse your findings and write a justified conclusion from your findings.

  • Term 1 Week 1

    Admin Day 

    • Touching base with parents and students
    • LA introduction to Year-7 parents and students, initial checklist

    Tuakana-Teina 

    • Year 10's role in assimilating Year 7s into the MHJC way
    • DEEP Selections - Students start looking at options

        


  • Term 1 Week 2

    Welcome Back to Year 8~!

    A very warm welcome to all our returning and new students!

    Hope you had an enjoyable and relaxed summer break and are ready to delve into the learning and opportunities that 2024 has to offer.


    Context



    Success Criteria: I can/have...
    • Say Maori numbers up to 50
    • Understand place value
    • Know how big is 1 million


    Activities:

    1. Maori numbers - 1 - 20
    2. Warm up - Maths Bingo
    3. Saying numbers in Maori up to 20
    4. What is place value
    5. Place value Video - https://www.youtube.com/watch?v=T5Qf0qSSJFI
    6. Identifying the place value of a digit/what digit has a certain place value
    7. Place value online exercise - https://www.transum.org/Maths/Activity/Place_Value/
    8. Saying big numbers using place value (to a million)
    9. Practice questions - (Differentiation)
    10. Extension Activity - How big is 1 million?


    Homework:

    Maths Buddy


  • Term 1 Week 3

    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.
    • We are EXPLORING different multiplicative strategies


    Success Criteria: I can/have...

    • Round numbers sensibly
    • Use multiplicative strategies
    • Identify factors and multiples of natural numbers


    Activities:

    1. Maori numbers - 1 - 30
    2. Numeracy - https://corbettmaths.com/wp-content/uploads/2021/01/Feb-Numeracy-Book_Part15.pdf
    3. Warm up task - https://www.transum.org/Software/Game/Ultimate/Noughts_And_Crosses.asp
    4. Explanation of skills and concepts(rounding, factors and multiples) with examples(Whole class, group or individual teaching as required)
    5. Video on Rounding numbers - https://www.youtube.com/watch?v=fd-E18EqSVk (Please start watching video from 6.10mins onwards)
    6. Online practice rounding numbers - https://www.abcya.com/games/rounding_numbers
    7. Multiplying by tens, hundreds and thousands/A bit more/less
    8. Multiplication word problems - https://www.transum.org/Maths/Activity/Multi-step/
    9. Practice questions (Differentiated)
    10. Extension - Contextual applications

    Homework:

    Maths Buddy (Differentiation)

  • Term 1 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING operations on and calculations with integers and order of operations.


    Success Criteria: I can/have...

    • Arrange integers in ascending and descending order
    • Add and subtract integers
    • Understand and use the correct order of operations


    Activities:

    1. Warm up activity - S1 - Wkly revision tasks, S2 - Numbers in Maori, S3 - Numeracy skills
    2. What are integers? Where do we see/use positive and negative numbers in daily life?
    3. What do integers mean in different contexts eg temperature, sea level, money and banks etc
    4. Tasks for understanding positive and negative values
    5. Adding and subtracting integers using a number line
    6. Introduction of adding and subtracting integers using rules
    7. Integers Video - https://www.youtube.com/watch?v=7XCh1b63xd4
    8. Practice questions (Differentiation)
    9. Contextual problem solving (Extension)
    10. Applications (Extension) (Page 53 and 56 Alpha Maths, order of operations - Alpha book Pg 98 Q 5 to 8)


    Homework:
    Maths Buddy (Differentiation)


  • Term 1 Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING recognising place value of decimal numbers
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on comparing sizes in decimal numbers.


    Success Criteria: I can/have...

    • Identify place value in decimals
    • Order decimal numbers to 3 decimal places
    • Add and subtract decimals


    Activities:

    1. Warm up activity
    2. Explanation of skills and concepts with examples (Whole class, group and individual teaching as required)
    3. Place value in decimals
    4. Ordering decimals
    5. Addition and subtraction strategies for decimals
    6. Contextual Applications (Extension)


    Homework:

    Maths Buddy (Differentiation)


  • Term 1 Week 6


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING equivalent fractions
    • We are EXPLORING finding the fraction of a quantity

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing strategies for adding and subtracting fractions
    • We are FOCUSING on comparing fractions


    Success Criteria: I can/have...

    • Find fractions equivalent to the one given
    • Find fractions of a quantity
    • Add and subtract fractions 
    • Compare fractions


    Activities:

    1. Warm up - Numeracy
    2. Game - https://www.transum.org/Maths/Game/Tug/
    3. Explanation of skills and concepts with examples(Whole class, group or individual teaching as required)
    4. What are fractions?
    5. Finding equivalent fractions video - https://www.khanacademy.org/math/cc-fourth-grade-math/comparing-fractions-and-equivalent-fractions/imp-equivalent-fractions-2/v/equivalent-amount-of-pizza 
    6. Equivalent fractions practice - https://www.khanacademy.org/math/cc-fourth-grade-math/comparing-fractions-and-equivalent-fractions/imp-equivalent-fractions-2/e/equivalent_fractions
    7. Ordering fractions video - https://www.khanacademy.org/math/arithmetic-home/arith-review-fractions/arith-comparing-fractions/v/order-fractions
    8. Ordering fractions practice - https://www.khanacademy.org/math/arithmetic-home/arith-review-fractions/arith-comparing-fractions/v/order-fractions
    9. Online practice for finding equivalent fractions - https://www.transum.org/Maths/Activity/Fractions/Equivalent.asp?Level=3
    10. Simplifying fractions
    11. Video on simplifying fractions - https://www.youtube.com/watch?v=aNQXhknSwrI
    12. Finding fraction of a quantity
    13. Video on finding the fraction of a quantity - https://www.youtube.com/watch?v=ZF5Viuwo1bw
    14. Adding and subtracting fractions with same and different denominators
    15. Video on adding and subtracting fractions - https://www.youtube.com/watch?v=XsW8HJutIgM
    16. MHOL - Practice questions (Differentiation)
    17. Contextual Problem solving (Extension - Pg 116 Alpha maths - Q 11 to 16)


    Homework:

    Maths Buddy (Differentiation)


  • Term 1 Week 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING understanding and recognising percentages in everyday life.
    • We are EXPLORING finding ways to express a fraction and a decimal as a percentage and vice versa.


    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:

    1. Product square - https://www.transum.org/Maths/Puzzles/Product_Square/Default.asp?Level=1
    2. Warm up - https://www.transum.org/Maths/Exercise/Fractions/Default.asp?Level=1
    3. Explanation of skills and concepts with examples (Whole class, group or individual teaching as required
    4. Meaning of percent
    5. Percentages in every day life/common percentages
    6. Expressing a fraction and decimal number as a percentage and vice versa
    7. Converting between fractions, decimals and percentages
    8. MHOL Practice
    9. Contextual problems (Extension)


    Homework:

    Maths Buddy (Differentiation)


  • Term 1 Week 8

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING finding ways to express a fraction and a decimal as a percentage and vice versa.
    • We are EXPLORING calculating a given percentage of a quantity


    Success Criteria: I can/have...

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


    Activities:

    1. Warm up - https://www.transum.org/software/SW/Starter_of_the_day/Students/Estimating_Percentages.asp
    2. Loopy lake - https://www.transum.org/Software/SW/Starter_of_the_day/starter_August7.ASP
    3. Finding the percentage of an amount /quantity - https://www.transum.org/software/SW/Starter_of_the_day/Students/Percentages.asp
    4. Quantities as percentages of other quantities
    5. Practice on Education Perfect (Differentiation)
    6. Matching common percentages to fraction equivalents
    7. Concerting between common fraction, decimal and percentages
    8. Contextual problems (Extension)


    Homework:

    Maths Buddy (Differentiation)



  • Term 1 Week 9

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING finding ways to express a fraction and a decimal as a percentage and vice versa.
    • We are EXPLORING calculating a given percentage of a quantity

    Success Criteria: I can/have...

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


    Activities:

    1. Warm up
    2. Finding a percentage of an amount/quantity
    3. Quantities as percentage of other quantities
    4. Matching common percentages to fraction equivalents
    5. Converting between common fractions, decimals and percentages
    6. Practice task on EP (Differentiation)
    7. Contextual applications of percentages (Extension)


    Homework:

    Maths Buddy (Differentiation)


  • Term 1 Week 10


    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:

    Maths Buddy (differentiated)


  • Term 1 Week 11


    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:

    Maths Buddy (differentiated)

  • 15 April - 21 April

  • 22 April - 28 April

  • Term 2 Week 1


    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 - Need of the hour was to address inaccuracies in the ways of measurement (Stand up, stand out)
    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. Extension - Volume to capacity conversion video - https://www.youtube.com/watch?v=2viB6AFOH7M
    10. Skill Practice (Differentiation)


    Homework:

    Maths Buddy (Differentiation)


  • Term 2 Week 2


    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. Extension - Volume to capacity conversion video - https://www.youtube.com/watch?v=2viB6AFOH7M
    9. Online practice for volume, capacity and mass (Extension) - https://www.transum.org/Maths/Activity/Units/Default.asp?Level=3 


    Homework:

    Maths Buddy (Differentiation)


  • Term 2 Week 3


    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


    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. How did people tell time in old days? Methods/instruments they used? 
    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


    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. Reading temperature - https://www.transum.org/Software/SW/Starter_of_the_day/students/Temperature.asp
    4. Difference between 2D and 3D objects
    5. What is volume? What is it measured in?
    6. Explain with example of dividing a cuboid into square units - counting them - work with manipulates
    7. Coming up with the formula of volume - lxbxh
    8. Using the formula to find volume
    9. Online practice for volume - https://www.transum.org/Software/SW/Starter_of_the_day/Students/Volume.asp?Level=1
    10. Practice questions(Differentiated)
    11. Contextual problems - Extension


    Homework:

    Maths Buddy (Differentiation)


  • Term 2 Week 6


    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
    10. Introduce assessment - Sci/Maths collaboration
    11. Sci/Maths Assessment preparation - Video on using google sheets to create graphs - https://www.youtube.com/watch?v=BABC1jktDIc


    Homework:

    Maths Buddy (Differentiation)

  • Term 2 Week 7


    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. Online practice reflection - https://www.transum.org/software/SW/Starter_of_the_day/Students/Transformations/Draw.asp?Level=1
    6. What is point symmetry and rotational symmetry - 90, 180, 270 and 360 degrees turn, clockwise, anticlockwise - Demonstrate with cut outs
    7. Practical activities to understand reflection, rotation and translation
    8. Identifying transformations in patterns


    Homework:

    Maths Buddy (Differentiation)


  • Term 2 Week 8


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to use the data from our science fair investigation to construct and analyse graphs so that we can write a conclusion and an informal inference.


    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/nature - Koru and Kowhaiwhai patterns - What is a Koru and what does it represent? (Matauranga Maori)
    4. Identify transformations in your favourite logos for cars, foods, shoes etc
    5. Design your own logo. Write whether it has line symmetry or rotational symmetry or both and if the design shows reflection, rotation or translation.
    6. Introduce assessment and rubric - Sci/Maths collaborative assessment
    7. Explain assessment task with an example
    8. Sci/Maths Assessment graphs - video on using google sheets to create graphs - https://www.youtube.com/watch?v=BABC1jktDIcPractice 
    9. Statements practice for writing an analysis - https://nzmaths.co.nz/sites/default/files/true-or-false-3.pdf


    Homework:

    Maths Buddy(Differentiation)


  • Term 2 Week 9


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING locating and finding coordinates.
    • We are EXPLORING tessellations.


    Success Criteria: I can/have...

    • Specify location using grid references 
    • Locate coordinates
    • Tesselate regular and irregular shapes


    Activities:

    1. Warm up - https://www.transum.org/Maths/Game/Wallaby/
    2. The number game - https://www.transum.org/Software/Nim/Subtraction.asp
    3. Introduce number plane - Horizontal and vertical axis
    4. Writing coordinates and locating points on a number plane
    5. Online exercise for coordinates - https://www.transum.org/Software/SW/Starter_of_the_day/Students/Coordinates.asp
    6. Transformations - https://www.transum.org/Maths/Exercise/Transformations/
    7. What are tessellations?
    8. Looking at shapes that can tessellate
    9. Draw your own tessellations


    Homework:

    Maths Buddy (Differentiation)


  • Term 2 Week 10

    (continue from previous week)

  • 8 July - 14 July

  • 15 July - 21 July

  • Term 3 Week 1



    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 based on topic
    9. Extension - Problem solving(Mathex Preparation WK 1 to 5)


    Homework:

    Maths Buddy (Differentiation)


  • Term 3 Week 2



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

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


    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.


    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 based on topic

    Homework:

    Maths Buddy (Differentiation)



  • Term 3 Week 3



    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, construct a table of values and 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 (Differentiation)

  • Term 3 Week 4



    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...

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


    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. Combining and writing like terms together 
    7. Adding and subtracting simple like terms
    8. Online practice for like terms - https://www.transum.org/Maths/Activity/Algebra/Collecting_Like_Terms.asp?Level=1
    9. Writing sum of the same variables as products - introduction to product notation
    10. Algebra games to revise concepts
    11. Extension - Alpha book - Pg 183 and 184


    Homework:
    Maths Buddy (Differentiation)


  • Term 3 Week 5



    (continue from previous week)

  • Term 3 Week 6



    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 one step equations involving variables(Reference to both sides of the equation should be balanced LHS = RHS
    11. Solving 2 step equations  - Introduction to inverse operations
    12. Practice questions
    13. Online practice for equations - https://www.transum.org/software/SW/Starter_of_the_day/Students/Equations.asp?Level=1
    14. Extension - Alpha book - 229, 230,231


    Homework:
    Maths Buddy(Differentiation)


  • Term 3 Week 7



    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



    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 - Literacy in Maths
    7. Teacher gives own interpretation - Class can critique if they don't agree with a certain part
    8. Practice questions(Differentiated)


    Homework:

    Maths Buddy (Differentiation)


  • Term 3 Week 9


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSSING on explaining graphs of real life situations.
    • We are FOCUSING on defining and identifying the location of a point.


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to create a table of values from a rule so that we can construct a linear graph.


    Success Criteria: I can/have...

    • Plot co-ordinate pairs on a cartesian plane
    • Complete a table of values and graph it on a number grid 
    • Understand a linear relationship 


    Activities:

    1. Warm up - https://www.transum.org/Maths/Activity/Scatter_Graphs/Cartoon.asp 
    2. Completing a table of values given a rule
    3. Identifying the x and y variables and the relationship 
    4. What is a number plane/cartesian plane - Teacher demonstrates on the board 
    5. Plotting points - https://www.transum.org/Maths/Activity/Coordinates/Default.asp?Level=1
    6. Identify x-axis and y-axis on the number plane
    7. How to label axis with the given variables to show the relationship 
    8. Plotting points pairs from table of values on the Number plane and understanding what a linear relationship is.
    9. Practice questions 


    Homework:
    Maths Buddy (Differentiation)


  • Term 3 Week 10


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply distributive rule to the expansion of algebraic expressions so that we can construct correct and meaningful equations with variables.


    Success Criteria: I can/have...

    • Apply the distributive law to the expansion of algebraic expressions


    Activities:

    1. Warm up - https://www.transum.org/Software/Fun_Maths/Minesweeper/
    2. What does the word expand mean? 
    3. How does the word expand apply to Algebra?
    4. Explain the distributive law with just numbers
    5. Distributive law in Algebra - To write an expression without grouping
    6. Teacher unpacks grouping eg 3 lots of w+4, solving by collecting like terms and getting the answer.
    7. Applying the distributive law to the same question - do we end up with the same answer?
    8. Practice questions


    Homework:
    Maths Buddy (Differentiation)


  • 30 September - 6 October

  • 7 October - 13 October

  • Term 4 Week 1


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING discussing samples and limitations and devising ways to obtain a representative sample.


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING understanding and recognising the words population, sample, random sampling.

    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
    • Understand the concept of earning, saving and interest


    Activities:

    Financial Literacy
    1. Introduce the term financial literacy and what it means
    2. What is earning and how can we earn - salary, wages - $/hour
    3. Attempt the Earning module on money time
    4. What is Saving - how can we save, savings account and everyday and regular accounts, why banks pay interest
    5. Attempt the saving module on money time
    STATISTICS
    1. What do the words 'population' and 'sample' mean? How are they used in statistics? - T explains with examples after discussion
    2. Identifying the population and sample from a statistical question
    3. Types of data - numerical and categorical
    4. Constructing and reading bar graphs and frequency tables - Model with examples 
    5. EP Task
    6. Practice questions(Differentiated)
    7. Extension - Back to back bar graphs and calculating fractions and percentages from graphs


    Homework:

    Maths Buddy (Differentiated)


  • Term 4 Week 2


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING understanding and recognising the words population, sample, random sampling
    • We are EXPLORING organising data into classes.

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to organise data into classes so that we can present it in frequency tables and bar graphs.

    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 - https://www.transum.org/Maths/Exercise/Bar_Charts/
    2. Financial literacy -  Money Time module
    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


    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. Tally charts online activity - https://www.transum.org/Maths/Exercise/Tally/Charts.asp?Level=3
    2. Warm up - https://www.bbc.co.uk/bitesize/topics/z3nygk7/articles/zr9wxg8
    3. Warm up - Financial literacy - Money time module
    4. Online activity for bar and column graphs - 
    5. What is an average? Introduce the term mean - vocabulary
    6. One way of finding an average in statistics is to calculate the mean(the average of a set of scores) 
    7. 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
    8. Other measures of the middle of a set of scores are mode and median
    9.  Finding the mode and median
    10. Practice questions(Differentiated)
    11. Extension - Contextual problems for mean, mode and median


    Homework:

    Maths Buddy(Differentiation)


  • Term 4 Week 4


    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,  stem and leaf graphs and pie charts


    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. What is a pie chart? What does the word pie suggest? What do you think a pie graph/chart looks like?
    8. Introduce the word sector(vocabulary) - Pie divided into wedges
    9. What is this kind of a graph useful for - to show things that are divided up
    10. Illustrate making a pie chart with an example
    11. With an example, explain how to answer questions from a pie chart 
    12. Practice questions
    13. Extension - Working out fractions and percentages from dot plots and answer simple analytical questions


    Homework:

    Maths Buddy(Differentiated)


  • Term 4 Week 5


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

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


    Success Criteria: I can/have...

    • Display data in dot plots, stem and leaf graphs and pie charts.


    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(Differentiaton)


  • Term 4 Week 6


    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
    • Use language associated with chance
    • Estimate the relative frequencies of events and mark them on a scale

    Activities:

    1. e-astle week
    2. Money time module - Property
    3. What is a time series graph? 
    4. How to plot a time series graph
    5. Reading and interpreting a time series graph - T explains with an example
    6. Practice questions
    7. Online practice for line graph - https://www.mathsisfun.com/data/line-graphs.html
    8. Extension - Reading time series graphs with two variables
    9. What is probability/chance?
    10. Chance and risk - celebrations (context) - Is there a cross country pattern of celebrations/timing/ around the world?
    11. Great Expectation - https://www.transum.org/Software/Great_Expectation/
    12. Using vocabulary associated with Chance to describe probability
    13. Assigning numbers to chance based on likelihood of occurrence

    Homework:

    Maths Buddy(Differentiation)


  • Term 4 Week 7


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING estimating relative frequencies based on observation and experiment.
    • We are EXPLORING displaying and describing sets of possible outcomes using tree diagrams.

    Success Criteria: I can/have...

    • Predict the likelihood of outcomes on the basis of a set of observations
    • Find all possible outcomes for a sequence of events


    Activities:

    1. Warm up - https://www.transum.org/software/SW/SnailRace/Student.asp
    2. Introduce the word Sample space (terminology)
    3. What does the word sample space mean in probability?
    4. Finding sample space based on observation
    5. Finding sample space based on experiment - Tree diagrams


    Homework:

    Maths Buddy (Differentiation)


  • Term 4 Week 8

  • Term 4 Week 9