7C2 Mathematics
Weekly outline
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Nau mai ki te 7C2 Pāngarau
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Due: Thursday, 11 July 2024, 8:28 PM
Strand: Statistics (data display & data analysis)
- L3 Statistical investigations - conduct investigations using the statistical enquiry cycle
- L3 Statistical literacy - evaluate the effectiveness of different displays in representing the findings of a statistical investigation
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Due: Wednesday, 30 October 2024, 8:28 PM
Strand: Measurement (metric unit conversion for lengths, perimeter & area)
- END6 Measurement - read measurement tools and interpret scales accurately
- END8 Measurement - convert between measurement units
- END8 Measurement - visualise, estimate, and find the perimeter and area of shapes composed of rectangles and triangles
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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
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Welcome to MHJC and Year 7~!
A very warm welcome to all our fresh Year-7 students! Haere Mai to Coast Whānau~!
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
I am Mr Choong, your Maths teacher and we are going to learn and do all the fun stuff in Mathematics.
Remember: Success = daily practice in maths.
Daily means 20-30 mins every day! That's it! Maths Buddy is an online maths program to help you. If you can do Maths Buddy every day for 20 mins or more, it's done. Maths Buddy is great because you will have a video to demonstrate how the maths is done for each problem. So, you have a teacher to help you at any time. Remember I see you only twice a week, but maths must be done every day. That's why Maths Buddy is so important.
You can use your MHOL login name and password to log in to Maths Buddy
We will be learning about numbers and operations this term. Our Whanau context for this term is Our Place & Celebrations. We will learn how to link and apply what we learn this term to our context.
We are going to start this week by revising our number operation skills and memorising the 1-12 times table. We will draw the times table grid in our books and fill it.
After you fill the grid you may need to practice number operations using the following link:
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Context:
EXPLORE / TŪHURA
Learning Intentions:
- We are EXPLORING numbers and operations so that we connect numbers to daily life, objects and incidents
- We are EXPLORING place value so that we can conceptualise number in a meaningful way
- We are EXPLORING the difference between digits and numbers so that we classify them
- We are EXPLORING numbers and operations o that we can recognise the practical application of number and number sense
Activities:
- mind mapping of Mathematics in relation to the world
- history background of our based-10 (decimal) number system
- reading and understanding whole numbers
- brainstorm existing ideas of mathematics learnt over the years
- challenge ourselves to link everything in the world to math
- explore the origin and background story of our number system, i.e. the logic behind our current Arabic numerals
- explain the meaning of digits in any whole number
- revise the place value
- explore numbers
- make sensible estimates and check the reasonability of answers
Success Criteria:
- explore the place value system and the value of digits
- understand estimation using rounding
- understand numbers on a number line including the place of fractional numbers
Resources:
MHOL, Reading and understanding whole numbersWhy is Math important?
Arabic Numerals.
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Context:
EXPLORE / TŪHURA
Learning Intentions:
- We are EXPLORING numbers and operations so that we connect numbers to daily life, objects and incidents
- We are EXPLORING place value so that we can conceptualise number in a meaningful way
- We are EXPLORING the difference between digits and numbers so that we classify them
- We are EXPLORING numbers and operations o that we can recognise the practical application of number and number sense
Activities:
- work on the documents from last week. Attempt the rounding numbers question
- explain the meaning of digits in any whole number.
- revise the place value.
- use place value concept in rounding numbers.
- explore numbers.
- make sensible estimates and check the reasonableness of answers.
Success Criteria: I can/have...
- explored the place value system and the value of digits.
- estimated answers using rounding
- used place value concept in rounding numbers
Resources:
MHOL, external websites
Homework:
- MathsBuddy tasks for class learning and homework to begin
- ensure student successful login, understanding how to find tasks and navigate around on the this learning platform
- establish expectations, model work flow
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Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on a range of mental strategies to develop part-whole thinking skills in order to solve addition and subtraction problems.
- We are FOCUSING... on Compatible Numbers mental strategy to develop the confidence and mental skills to solve addition and subtraction problems.
Success Criteria: I can/have...
- add and subtract whole numbers using compatible numbers and the concepts of tidy numbers
- confidently and accurately solve addition and subtraction problems that involves whole numbers and/or decimal numbers using the compatible numbers mental strategies
Activities:
- Catch up & review work on the assigned exercises from the previous week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on a range of mental strategies to develop part-whole thinking skills in order to solve addition and subtraction problems.
- We are FOCUSING... on Rounding & Compensation mental strategy to develop the confidence and mental skills to solve addition and subtraction problems.
Success Criteria: I can/have...
- add and subtract whole numbers using rounding and the concepts of tidy numbers
- confidently and accurately solve addition and subtraction problems that involves whole numbers and/or decimal numbers using the rounding and compensation mental strategies
Activities:
- Catch up & review work on the assigned exercises from the previous week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on a range of mental strategies to develop part-whole thinking skills in order to solve addition and subtraction problems.
- We are FOCUSING... on Place Value mental strategy to develop the confidence and mental skills to solve addition and subtraction problems.
Success Criteria: I can/have...
- add and subtract whole numbers using place value partitioning and the concepts of tidy numbers
- confidently and accurately solve addition and subtraction problems that involves whole numbers and/or decimal numbers using the place value mental strategies
Activities:
- Catch up & review work on the assigned exercises from the previous week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… practise and apply the 4 mental strategies selectively to solve addition and subtraction problems.
Success Criteria: I can/have...
- add and subtract whole numbers using a number line and the concepts of tidy numbers
- confidently and accurately solve addition and subtraction problems that involves whole numbers and/or decimal numbers by selectively using all the 4 mental strategies we have covered so far
Activities:
- Catch up & review work on the assigned exercises from the previous week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practise and apply rounding number skills so that we can round numbers to the nearest place value for both whole and decimal numbers.
Success Criteria: I can/have...
- round whole numbers to the nearest assigned place values
- round decimal numbers to the nearest assigned place values
Activities:
- Catch up & review work on the assigned exercises from the previous week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We
are PLANNING... so that we can… demonstrate our understanding of positive
and negative integers in solving directed numbers operations
(add/subtract/multiply/divide).
Success Criteria: I can/have...
- add and subtract integers (positive and negative whole numbers) confidently and accurately
- multiply and divide integers confidently and accurately
- solve arithmetic problems that involve integers
Activities:
- Catch up & review work on the assigned exercises from the previous week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
- We
are PLANNING... so that we can… demonstrate our understanding of positive
and negative integers in solving directed numbers operations
(add/subtract/multiply/divide).
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We
are PLANNING... so that we can… demonstrate our understanding of positive
and negative integers in solving directed numbers operations
(add/subtract/multiply/divide).
Success Criteria: I can/have...
- add and subtract integers (positive and negative whole numbers) confidently and accurately
- multiply and divide integers confidently and accurately
- solve arithmetic problems that involve integers
Activities:
- Catch up & review work on the assigned exercises from the previous week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
- We
are PLANNING... so that we can… demonstrate our understanding of positive
and negative integers in solving directed numbers operations
(add/subtract/multiply/divide).
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-
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Context:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to identify the four different stages of statistical approach and make connection of the use of statistics to real-life context.
Success Criteria: I can/have...
- identify and describe the uses of statistics in work, sport, at home and in leisure
- list and briefly explain the 4 main stages of statistical approach: collect data, organise data, present data, analyse data
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- What is statistic? Define what the math strand of statistics is? Group discussion
- What have we learning about statistics? (Existing knowledge, class brainstorming
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
- BrainPop (front-loading)
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to conceptualise a number of mental and working strategies to solve division problems.
- We are EXPLORING... to make connection between multiplication and division, and use timestable facts to work out division problems.
Success Criteria: I can/have...
- use the "chunking" mental strategy to work out division problems
- use timestable facts to work out division problems
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- How does multiplication link to the concept of division Group discussion
- Using word stories to unpack the concept of division, modelling
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
- BrainPop (front-loading)
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on the mental strategy "chunking" (or place value partitioning) to develop part-whole thinking skills in order to solve division problems.
- We are FOCUSING... on long and/or short division working strategy to develop the logical methodology and confidence to solve division problems.
- We are FOCUSING... reading and analysing a range of different data display methods in statistics (graphs and charts) in order to solve statistics problems; e.g. dot plot, tally chart, strip graph, pictograph, bar graph, stem-and-leaf graph.
Success Criteria: I can/have...
- use the "chunking" mental strategy to work out division problems
- use long or short division working strategy to work out division problems
- solve statistics problems that involve a variety of basic graphs, such as: dot plot, strip graph, pictograph, bar graph, stem-and-leaf graph
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Types of graphs, compare and contrast, show what they look like and how they are used; Group discussion
- Using fractions and percentage to solve strip graph (known as bar graph on Maths Buddy, modelling & individual support
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... reading and analysing a range of different data display methods in statistics (graphs and charts) in order to solve statistics problems; e.g. dot plot, tally chart, strip graph, pictograph, bar graph, stem-and-leaf graph.
Success Criteria: I can/have...
- use the "chunking" mental strategy to work out division problems
- use long or short division working strategy to work out division problems
- solve statistics problems that involve a variety of basic graphs, such as: dot plot, strip graph, pictograph, bar graph, stem-and-leaf graph
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Stem-and-Leaf graph, show what they look like and explain how they are used; Group discussion & modelling
- Using fractions and percentages to solve strip graph (known as bar graph on Maths Buddy, modelling & individual support
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… the data handling approach to identify the purpose of mean, median, mode and range, and the methods to systematically work them out.
Success Criteria: I can/have...
- identify the different statistical data computation methods such as mean, median, mode, and range
- discuss the purpose of mean, median, mode, and range
- work out the mean, median, mode, and range of a given data set; and logical steps is evident in the working
- solve statistics problems that involve mean, median, mode, and range
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Data analysis, computation of mean, median, mode and range, introduction; Group discussion & modelling
- Any questions on Maths Buddy, modelling & individual support (in-class and/or online)
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
- Mean, Median, Mode, and Range:
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… practise and apply the addition and division strategies to work out the mean, median, mode and range of data sets.
Success Criteria: I can/have...
- identify the different statistical data computation methods such as mean, median, mode, and range
- discuss the purpose of mean, median, mode, and range
- work out the mean, median, mode, and range of a given data set; and logical steps is evident in the working
- solve statistics problems that involve mean, median, mode, and range
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Mean, median, mode, and range; unpack what they are and explain how they are used in authentic contexts, make connections with relevant, real-life situations; Group discussion & modelling
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... creating questionnaire via Google Form to conduct a survey to collect measure data, and the basic functions of Google Sheet to develop the confidence and basic digital skill in tabulating statistical data and making graphs, and then making sense and of the results; i.e. organising and displaying data, and then analysing data.
Success Criteria: I can/have...
- work in a small group to create Google Form questionnaire to collect data from other classmates
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Google Form, how to create a questionnaire with a range of different question types ; Group discussion & modelling
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... the basic functions of Google Sheet to develop the confidence and basic digital skill in tabulating statistical data and making graphs, and then making sense and of the results; i.e. organising and displaying data, and then analysing data.
Success Criteria: I can/have...
- use Google Spreadsheet to key in data and tabulate (organise) data, and then produce graphs to present the data
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Google Sheet, how to organise data collected via Google Form, how to write simple spreadsheet formulae to tabulate data, how to create a table to generate graphs to present data; Group discussion & modelling
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… demonstrate our understanding of a range of graphs in solving statistics problems in real-life contexts.
- We are PLANNING... so that we can… perform and apply statistical approaches to analyse data gathered from our Health & PE progress.
Success Criteria: I can/have...
- use Google Spreadsheet to key in data and tabulate (organise) data, and then produce graphs to present the data
- use data analysis method to work out mean, median, mode and range of the Health & PE data
- create a number of relevant graphs and analyse the data to draw meaningful conclusions
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task; working in groups to collect data using Google Form, and then using Google Sheet to organise data and create a graphs to present data in order to draw a conclusion from data analysis
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… review our understanding of the mental and working strategies and logical steps, such as "chunking" as well as long and/or short division operations.
- We are REFLECTING… assess our progress of our learning journey with statistical approaches in organising data, displaying data, and analysing data; including the understanding of a range of basic charts and graphs.
Success Criteria: I can/have...
- use Google Spreadsheet to key in data and tabulate (organise) data, and then produce graphs to present the data
- use data analysis method to work out mean, median, mode and range of the Health & PE data
- create a number of relevant graphs and analyse the data to draw meaningful conclusions
- upload completed tasks to submit for the statistics assessment
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task; working in groups to collect data using Google Form, and then using Google Sheet to organise data and create a graphs to present data in order to draw a conclusion from data analysis
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
-
-
Context:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to measure lengths, weights and capacity using the correct metric units.
- We are EXPLORING… to conceptualise a range of working strategies to solve problems with fractions.
Success Criteria: I can/have...
- convert metric units for lengths, weights, and capacity
- define what fractions are
- identify these fractions types: unit fractions, equivalent fractions, improper fractions
- identify fraction pieces in graphics, matching them with fraction numerical representation using numerator and denominator
Activities:
- Catch up & review work on the assigned exercises from previous session
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... metric units to develop the confidence and skill in converting measurement units.
- We are FOCUSING... identify equivalent fractions and adjust with times table facts to reduce or simplify fractions.
Success Criteria: I can/have...
- confidently convert metric units for measurement length, weight, and capacity
- identify and simplify equivalent fractions using times table facts and common factors
- explain equivalent fractions using simple diagrams
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... develop the concept of improper fractions so that we can compare them with mixed numbers and convert improper fractions to mixed numbers, and vice versa.
Success Criteria: I can/have...
- identify improper fractions
- express improper fractions using tangible objects / values, or diagrams
- confidently convert improper fractions to mixed numbers, and vice versa
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... develop of the concept of LCM (lowest common multiple/denominator) so that we can identify the LCM between 2 or more numbers.
Success Criteria: I can/have...
- define what multiples are and differentiate them from factors
- use factor tree to work out the factors of a given number
- find the lowest common multiple (LCM) or denominator (LCD) between two or more numbers using a range of methods: (1) listing times table facts; (2) upside-down division; (3) factor tree method.
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… perform metric unit conversion accurately in measurement.
- We are PLANNING... so that we can… publish the written form of numeral-expression with power of 10 in scientific notation.
- We are PLANNING... so that we can… present the values of scientific notation using the power of 10 in normal numeral expression.
Success Criteria: I can/have...
- use the correct metric units to measure lengths
- draw lengths with a ruler using the correct or appropriate metric unit/s
- write numbers using power of 10 in scientific notation
- convert scientific notation into normal numerals or normal place-value format
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… draw to construct 2D shapes such as rectangles and triangles in correct and specific measurement.
Success Criteria: I can/have...
- draw my Olympics Mascot design using a range of rectangles and triangles
- measure the perimeter of compound shapes using the correct metric unit
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… work out to solve the perimeter and area for 2D shapes such as rectangles and triangles, and demonstrate correct working step by step.
Success Criteria: I can/have...
- work out the perimeter and area of rectangles
- work out the perimeter and area of triangles
- work out the perimeter and area of compound shapes
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… practise and apply working strategies to solve addition / subtraction problems of fractions with different denominators.
- We are PLANNING... so that we can… practise and apply working strategies to solve multiplication / division problems of fractions with mixed numbers.
Success Criteria: I can/have...
- add and subtract fractions with the same denominator
- add and subtract fractions with different denominators
- multiply fractions using cross-cancellation
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… evaluate if there are still gaps in metric unit conversion in measurement.
- We are REFLECTING… evaluate our learning journey in measurement and review the size analysis of our Olympics mascot design.
Success Criteria: I can/have...
- complete measurement assessment task
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… evaluate if there are still gaps in metric unit conversion in measurement.
- We are REFLECTING… evaluate our learning journey in measurement and review the size analysis of our Olympics mascot design.
Success Criteria: I can/have...
- complete measurement assessment task
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
-
-
Context:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING fractions by finding and calculating the actual fraction value of a whole number, while conceptualising multiplication and division facts.
Success Criteria: I can/have...
- work out specific fraction values of a whole amount
- use multiplication and division facts to calculate the fraction value
- verbalise or explain how to solve fraction value problems
- make connections to percentage and apply it in shopping discounts
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing a number in scientific notation so that we can clarify the value of a number using power of ten.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… perform the written form of numeral-expression with power of 10 in scientific notation, and vice versa.
Success Criteria: I can/have...
- convert normal number (numerical value) into scientific notation by expressing the value using power of ten
- convert scientific notation into normal number (numerical value)
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING algebra by conceptualising and observing numerical and geometrical patterns, so that we can recognise and discover the rules that connect to these patterns.
- We are EXPLORING algebra by discovering a rules from a pattern so that predict and find the nth terms in the pattern.
Success Criteria: I can/have...
- identify patterns in numerical and geometrical series
- find or describe the rule for a numerical or geometrical pattern
- find out the value of the nth term of the series (pattern)
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing basic algebra concepts so that we can identify like terms in algebraic expressions.
- We are FOCUSING on developing basic algebra concepts so that we can multiply, divide, and simplify algebraic expressions to solve algebraic indices
Success Criteria: I can/have...
- identify like terms in algebraic expressions
- add and/or subtract like terms in algebraic equations
- simplify algebraic indices; e.g. multiply, divide terms, and brackets with exponential powers
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… practise and apply the column method or vertical form strategies to confidently solve addition and subtraction problems.
- We are FOCUSING… so that we can… practise and apply the column method or vertical form strategies to confidently solve multiplication problems.
- We are FOCUSING... on long and/or short division working strategy to develop the logical methodology and confidence to solve division problems.
Success Criteria: I can/have...
- use column method to solve addition problems with 2 or more digits; may involve "carry over"
- use column method to solve subtraction problems with 2 or more digits; may involve "borrowing", decomposition
- use column method to solve multiplication problems with 2 or more digits
- use long and/or short division method to solve division problems with 2 or more digits; may involve remainder
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 2D shapes by observing and recognising their unique geometrical features so that we classify them.
Success Criteria: I can/have...
- define a range of basic geometrical features and phenomena; e.g. corner, side, straight, curve, parallel, perpendicular, types of angle such as acute, obtuse, right, flat, reflexive, etc.
- identify a range of 2-dimentional shapes based on their unique geometrical features, and their proper names
- draw and/or label 2D shapes with the correct symbols that represent the geometrical features
- classify 2D shapes based on their geometrical features
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on 3D solids to define prism and pyramid, so that we can compare their key geometrical features, and confidently discuss their differences.
Success Criteria: I can/have...
- define the main geometrical features and phenomena of 3D solids/shapes; i.e. face, edge, vertex
- identify a range of basic 3D solids based on their unique geometrical features
- compare and contrast prisms and pyramids
- find the volume of a range of prisms and pyramids
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply geometrical concepts of 2D shapes and nets so that we can design and construct 3D solids that clearly demonstrate the key spatial features of these 3D shapes / solids.
Success Criteria: I can/have...
- identify nets that can fold into a cube
- identify or draw nets to match the correct 3D shapes
- construct a range of 3D solids from 2D nets
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
-
Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply geometrical concepts of 2D shapes and nets so that we can design and construct 3D solids that clearly demonstrate the key spatial features of these 3D shapes / solids.
Success Criteria: I can/have...
- identify nets that can fold into a cube
- identify or draw nets to match the correct 3D shapes
- construct a range of 3D solids from 2D nets
Activities:
- Catch up & review work on the assigned exercises from last week
- Complete the exercises assigned on Google Classroom, Maths Buddy, Transum and/or BraindPop
- Continual regular maintenance and practice of Basic Facts Practice on Ludi
- Quick 20 of Maths Starter questions as a warm-up routine
- Assessment task
Homework:
- MathsBuddy to be completed by Thursday night each week.
- Worksheet/s and learning tasks assigned on Google Classroom.
- Review or catch up with unfinished class learning tasks.
Resources:
- MHOL, external websites
- Google Classroom (differentiated)
- Maths Buddy (differentiated)
- Ludi Basic Facts (differentiated)
- Maths Starter
- BrainPop
- Transum (differentiated)
