9C2 Mathematics
Weekly outline
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Strand: Number & Algebra (number knowledge)
Number Properties- L5 Know commonly used fraction, decimal, percentage, ratio
- L5 Know and use prime numbers, common factors and multiples
- L5 Round numbers to significant figures
- L5 Know and apply (numbers in) standard form and scientific notation
- L5 Understand operations on numbers including fractions, decimals, & integers
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Strand: Geometry (angles and lines, triangle theories)
Shapes
L4 Identify classes of two- and three-dimensional shapes by their geometric properties
L5 Deduce the angle properties of intersecting and parallel lines and the angle properties of polygons
and apply these properties
Triangle Theories
L5 Apply trigonometric ratios and Pythagoras’ theorem in two dimensions
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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, including decimals so that we can conceptualise number in a meaningful way
- We are EXPLORING the different number properties so that we classify them
- We are EXPLORING numbers and operations so that we can recognise the practical application of number and number sense
Kia Ora and Good Morning...
Welcome (back) to MHJC – Coast Whanau.
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 30-45 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 30 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 The Me in Team. 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 properties and operation skills that we have learned previously. We will do a self-analysis of our strengths and weaknesses in Math in our books.
After that, you may want to review your knowledge of our number system, number properties and operations using the following link:
- http://arch.naist.jp/~hong/Lecture/Reconfig_Computing/4_Number_System.pdf
- https://www.transum.org/Maths/Activity/Beat_The_Clock/
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Context:
- The Me in Team
Explore (Setting the scene)
- 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
We will be learning about numbers and operations this term. Our Whanau context for this term is The Me in Team and we will link what we learn to the context by learning about our own strengths and weaknesses in our own maths learning.
We will start by revising decimal place value and rounding numbers especially rounding decimals.
MHJC Learning Framework Step:
EXPLORE / TŪHURA
Learning Intentions:
Activities:
- Mind mapping of Mathematics in relation to the world
- History background of our based-10 (decimal) number system.
- Reading and understanding whole numbers and decimal numbers, linking to fractions.
- Self-analysis of own strengths and weaknesses in maths (over a range of math topics learned so far); including identify own gaps.
Resources:
MHOL, Reading and understanding whole numbersWhy is Math important?
Place Value with decimals
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Context:
MHJC Learning Framework Step:
EXPLORE / TŪHURA
Learning Intentions:
- We are EXPLORING integers and operations so that we connect numbers meaningfully to daily life, objects and incidents.
- We are EXPLORING positive and negative integers, and the operations of them so that we can recognise the practical application of integers in the logical number sense.
Success Criteria: I can/have...- figure out the value of positive and negative integers and make meaningful connections to real-life situations
- add and subtract integers confidently in directed number operations
- multiply and divide integers confidently in directed number operations
Activities:
- Quick 20 warm-up at the beginning of each session
- Worksheets on Google Classroom
- Review video resources on Google Classroom
- Maths Buddy assigned task of focused topic of the week (homework)
- Maths Buddy weekly revision (homework)
- Fun Quiz (time permitting)
Resources:
- MHOL
- Google Classroom
- external websites
Directed numbers | Addition | Subtraction
Maths Help - 35. Addition & Subtraction of Directed Numbers
Maths Help - 37. Multiplication of Directed Numbers
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA
Learning Intentions:
- We are FOCUSING on rounding numbers to decimal place values so that we can develop an understanding and confidence that in rounding whole numbers and decimals.
- We are FOCUSING on powers of 10 so that we can identify numbers in the scientific notations, and confidently express numbers using the scientific notation and vice versa.
Success Criteria: I can/have...
- round whole numbers to the nearest of a specific place value
- round decimals to the nearest of a specific decimal place value
- express a given number or decimal in the scientific notation format; using power of ten
- convert a value expressed in scientific notation into a general number format, including decimals
Activities:
- Quick 20 warm-up at the beginning of each session
- Worksheets on Google Classroom
- Review video resources on Google Classroom
- Maths Buddy assigned task of focused topic of the week (homework)
- Maths Buddy weekly revision (homework)
- Fun Quiz (time permitting)
Resources:
- MHOL
- Google Classroom
- external websites
Math Antics - Scientific Notation: -
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA
Learning Intentions:
- We are FOCUSING on rounding numbers so that we can develop an understanding and confidence that in rounding whole numbers and decimals to a specific number of significant figures.
- We are FOCUSING on decimals so that we can develop our confidence and skills in adding and subtracting decimal numbers.
Success Criteria: I can/have...
- round whole numbers to a specific number of significant figures
- round decimal numbers to a specific number of significant figures
- add decimals accurately and confidently
- subtract decimals accurately and confidently
Activities:
- Quick 20 warm-up at the beginning of each session
- Worksheets on Google Classroom
- Review video resources on Google Classroom
- Maths Buddy assigned task of focused topic of the week (homework)
- Maths Buddy weekly revision (homework)
- Fun Quiz (time permitting)
Resources:
- MHOL
- Google Classroom
- external websites
How to Round Numbers to Significant Figures #20:
Adding decimals: example 1 | Decimals | Pre-Algebra | Khan Academy:
Adding Decimals: -
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA
Learning Intentions:
- We are FOCUSING on decimal number line so that we can develop a comparative sense of decimal values.
- We are FOCUSING on decimals so that we can develop our confidence and skills in multiplying and dividing decimal numbers.
Success Criteria: I can/have...
- round whole numbers to a specific number of significant figures
- round decimal numbers to a specific number of significant figures
- multiply decimals accurately and confidently
- divide decimals accurately and confidently
Activities:
- Quick 20 warm-up at the beginning of each session
- Worksheets on Google Classroom
- Review video resources on Google Classroom
- Maths Buddy assigned task of focused topic of the week (homework)
- Maths Buddy weekly revision (homework)
- Fun Quiz (time permitting)
Resources:
- MHOL
- Google Classroom
- external websites
Multiply a Decimal by a Decimal | Math with Mr J:
How to Divide a Decimal by a Whole Number | Math with Mr J:
How to Divide a Decimal by a Decimal | Math with Mr J: -
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on prime numbers so that we can develop the skill of prime factor-tree to deduce numbers into prime factors
- We are FOCUSING on multiplicative skills so that we can identify the factors and multiples of a number
- We are FOCUSING on composite numbers so that we can identify the difference between these and prime numbers
Success Criteria: I can/have...
- explain what a prime number is, and what a composite number is
- identify the prime numbers from 1-100
- work out the divisibility of numbers if they are multiples of these common prime, i.e. 2, 3, 5
- factorise numbers using times table facts and prime numbers
Activities:
- Quick 20 warm-up at the beginning of each session
- Worksheets on Google Classroom
- Review video resources on Google Classroom
- Maths Buddy assigned task of focused topic of the week (homework)
- Maths Buddy weekly revision (homework)
- Fun Quiz (time permitting)
Resources:
- MHOL
- Google Classroom
- external websites
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply prime number knowledge so that we can solve problems involving prime and composite numbers
- We are PLANNING to practise and produce factor trees so that we can factorise numbers using prime numbers
- We are PLANNING to practise and apply rounding number skills so that we can round numbers to the nearest place value as well as significant figures for both whole and decimal numbers
Success Criteria: I can/have...
- work out problems that involve prime numbers and composite numbers
- factorise numbers using a prime factor tree
Activities:
- Quick 20 warm-up at the beginning of each session
- Worksheets on Google Classroom
- Review video resources on Google Classroom
- Maths Buddy assigned task of focused topic of the week (homework)
- Maths Buddy weekly revision (homework)
- Fun Quiz (time permitting)
Resources:
- MHOL
- Google Classroom
- external websites
Prime Numbers and Composite Numbers
Multiples vs. Factors | What are Multiples and Factors?
Prime Factor Decomposition
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply prime number knowledge so that we can solve problems involving prime and composite numbers
- We are PLANNING to practise and produce factor trees so that we can factorise numbers using prime numbers
- We are PLANNING to practise and apply rounding number skills so that we can round numbers to the nearest place value as well as significant figures for both whole and decimal numbers
(Catch-up week due to numerous interruptions and lack of progress)
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Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our progress and gaps in order to review our knowledge and skills in rounding numbers effectively
- We are REFLECTING on how we are able to work out prime factorisation so that we can evaluate our understanding of prime numbers
Success Criteria: I can/have...
- show understanding and confidence with prime numbers and composite numbers, including prime factorisation
- round numbers and decimals to a specific place value or to significant figures
Activities:
- Quick 20 warm-up at the beginning of each session
- Worksheets on Google Classroom
- Review video resources on Google Classroom
- Maths Buddy assigned task of focused topic of the week (homework)
- Maths Buddy weekly revision (homework)
- Fun Quiz (time permitting)
Resources:
- MHOL
- Google Classroom
- external websites
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Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our progress and gaps in order to review our knowledge and skills in rounding numbers effectively
- We are REFLECTING on how we are able to work out prime factorisation so that we can evaluate our understanding of prime numbers
(revision of this term's overall learning)
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Context:
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING algebraic expressions to conceptualise the use of variables in mathematic equations and operation.
- We are EXPLORING algebra to integrate our knowledge in numbers with variables and algebraic expressions.
Learning Intentions: We are learning to (WALT)...
- solve addition and subtraction of like terms of algebraic expressions
- identify number patterns and completing them
- substitute the value of x or y to find the value of the other from a given algebraic equation
- continue to build and/or strengthen basic facts recall and number knowledge that involved 2-digit numbers as well as decimals.
Success Criteria: I can/have...
- add and subtract like terms confidently and accurately with algebraic expressions
- identify number patterns and complete them accordingly
- round numbers including decimals to the correct number of significant figures
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
Algebra Basics: What Is Algebra?
Combining Like Terms
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on like terms so that we can solve addition and subtraction operations in algebra.
- We are FOCUSING on multiplying expressions so that we can deduce multiple terms of both numerical and variable parts.
Learning Intentions: We are learning to (WALT)...
- solve addition and subtraction of like terms of algebraic expressions
- solve multiplication and division of algebraic expressions
- continue to build and/or strengthen basic facts recall and number knowledge that involved 2-digit numbers as well as decimals.
Success Criteria: I can/have...
- add and subtract like terms confidently and accurately with algebraic expressions
- multiply and divide algebraic expressions confidently and accurately
- round numbers including decimals to the correct number of significant figures
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
Multiplying Algebraic Terms
Dividing Algebraic Expressions
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on algebraic indices so we can transform multiple algebraic expressions (as in multiplication, division, or exponential power) into a simplified term.
- We are FOCUSING on algebraic expansion so we can develop the skill and confidence in this.
Learning Intentions: We are learning to (WALT)...
- simplify algebraic indices that involve multiplication, division, or in brackets (exponential powers)
- expand algebraic expressions with a multiple and a bracket with 2 terms
- continue to build and/or strengthen basic facts recall and number knowledge that involved 2-digit numbers as well as decimals.
Success Criteria: I can/have...
- multiply or divide algebraic indices correctly and confidently
- expand a single bracket (two terms) with a multiple
- develop or maintain confidence with addition/subtraction of algebraic like terms
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
Laws of Indices
Algebra | expanding brackets
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Context:
Year 9 Museum & VR Voom Trip
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on algebraic indices so we can transform multiple algebraic expressions (as in multiplication, division, or exponential power) into a simplified term.
- We are FOCUSING on algebraic expansion so we can develop the skill and confidence in this.
Learning Intentions: We are learning to (WALT)...
- simplify algebraic indices that involve multiplication, division, or in brackets (exponential powers)
- expand algebraic expressions with a multiple and a bracket with 2 terms
- continue to build and/or strengthen basic facts recall and number knowledge that involved 2-digit numbers as well as decimals.
Success Criteria: I can/have...
- multiply or divide algebraic indices correctly and confidently
- expand a single bracket (two terms) with a multiple
- develop or maintain confidence with addition/subtraction of algebraic like terms
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
Laws of Indices
Algebra | expanding brackets
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our knowledge in number and algebra so that we can correctly perform algebraic binomial expansion.
- We are PLANNING to practise our number and algebra concepts so that we can demonstrate our ability of factorisation of algebraic expressions.
- We are PLANNING to plot graphs using the the x-axis and y-axis so that we can solve linear equations.
Learning Intentions: We are learning to (WALT)...
- perform binomial expansion (expand double brackets)
- factorise basic algebraic expression
- plot ordered pairs on a basic graph of coordinate plane (using the x-axis and y-axis)
- continue to build and/or strengthen basic facts recall and number knowledge that involved 2-digit numbers as well as decimals.
Success Criteria: I can/have...
- expand double brackets (binomial expansion) correctly and confidently
- factorise basic algebraic expressions with a common factor (HCF) and a single bracket
- plot coordinates (ordered pairs) correctly on a graph with x- and y-axes
- develop or maintain confidence with addition/subtraction of algebraic like terms
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
Factorising Algebraic Expressions ( factoring / factorizing )
Algebra - expanding brackets - binomials
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our knowledge in number and algebra so that we can correctly perform algebraic binomial expansion.
- We are PLANNING to practise our number and algebra concepts so that we can demonstrate our ability of factorisation of algebraic expressions.
- We are PLANNING to plot graphs using the the x-axis and y-axis so that we can solve linear equations.
Learning Intentions: We are learning to (WALT)...
- perform binomial expansion (expand double brackets)
- factorise basic algebraic expression
- plot ordered pairs on a basic graph of coordinate plane (using the x-axis and y-axis)
- continue to build and/or strengthen basic facts recall and number knowledge that involved 2-digit numbers as well as decimals.
Success Criteria: I can/have...
- expand double brackets (binomial expansion) correctly and confidently
- factorise basic algebraic expressions with a common factor (HCF) and a single bracket
- plot coordinates (ordered pairs) correctly on a graph with x- and y-axes
- develop or maintain confidence with addition/subtraction of algebraic like terms
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
Graphing in Algebra: Ordered Pairs and the Coordinate Plane
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to plot graphs using the the x-axis and y-axis so that we can solve linear equations.
- We are PLANNING to use points or line of plotted graphs find and justify the gradient of the linear equation.
Success Criteria: I can/have...
- plot coordinates (ordered pairs) correctly on a graph with x- and y-axes
- express coordinates (points plotted on a graph plain) using (x,y) format
- find the gradient of a linear equation by calculating the rise (change in y) over run (change in x)
- express linear equations using the formula: y = mx + c
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to plot graphs using the the x-axis and y-axis so that we can solve linear equations.
- We are PLANNING to use points or line of plotted graphs find and justify the gradient of the linear equation.
Success Criteria: I can/have...
- plot coordinates (ordered pairs) correctly on a graph with x- and y-axes
- express coordinates (points plotted on a graph plain) using (x,y) format
- find the gradient of a linear equation by calculating the rise (change in y) over run (change in x)
- express linear equations using the formula: y = mx + c
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
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Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our progress as we assess our learning and understanding of mathematical operations with algebraic expressions.
- We are REFLECTING on our learning journey in algebraic graphing so that we can evaluate our skills and confidence in solving problems of linear equations.
Success Criteria: I can/have...
- expand double brackets (binomial expansion) correctly and confidently
- factorise basic algebraic expressions with a common factor (HCF) and a single bracket
- develop or maintain confidence with addition/subtraction of algebraic like terms
- plot coordinates (ordered pairs) correctly on a graph with x- and y-axes
- express coordinates (points plotted on a graph plain) using (x,y) format
- find the gradient of a linear equation by calculating the rise (change in y) over run (change in x)
- express linear equations using the formula: y = mx + c
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
- Revision tasks
- Assessment Practice on identifying patterns and algebra word problems
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
-
Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our progress as we assess our learning and understanding of mathematical operations with algebraic expressions.
- We are REFLECTING on our learning journey in algebraic graphing so that we can evaluate our skills and confidence in solving problems of linear equations.
Success Criteria: I can/have...
- expand double brackets (binomial expansion) correctly and confidently
- factorise basic algebraic expressions with a common factor (HCF) and a single bracket
- develop or maintain confidence with addition/subtraction of algebraic like terms
- plot coordinates (ordered pairs) correctly on a graph with x- and y-axes
- express coordinates (points plotted on a graph plain) using (x,y) format
- find the gradient of a linear equation by calculating the rise (change in y) over run (change in x)
- express linear equations using the formula: y = mx + c
- show consistent progress or maintain the ability of basic facts' accuracy and speed of recall
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
- Revision tasks
- Assessment tasks
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- Maths Starter
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Context:
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING… to classify and conceptualise the geometric features (such as parallel lines, types of angles) of a range of polygons, such as squares, retangles, triangles, etc.
Success Criteria: I can/have...
- list and describe a range of 2D geometric features previously learnt
- discuss and differentiate a variety of 2D shapes using geometric features and terminology and symbols
Activities
- Catch up & review work on the assigned exercises from last week
- Explore Term 3 context and establish meaningful links to the possible concepts in Maths
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- BrainPop
- Maths Starter
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… to identify the important geometric features of 2D shapes, such as: parallel & perpendicular lines, vertices, and edges
- We are FOCUSING… to deduce the interior and exterior angles of triangles.
Success Criteria: I can/have...
- work out the interior and exterior angles of triangles using the concept of 180 degrees
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- BrainPop
- Maths Starter
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… to describe and explain types of angles, especially those found in triangles and other quadrilaterals.
- We are FOCUSING… to identify the important geometric features of 2D shapes, such as: parallel & perpendicular lines, vertices, and edges
Success Criteria: I can/have...
- identify and describe a range of 2D geometric features such as parallel and perpendicular lines, vertices and edges
- label and explain the types of angles found in a straight line, triangles and quadrilaterals
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to apply the Pythagoras' theorem so that we can solve geometry problems that involes the sides of right-angled triangles.
Success Criteria: I can/have...
- identify and describe the long side of a right-angled triangle using the term hypothenuse
- recall the formula for Pythagoras' theorem, and apply it to find the value of one remain side of a given right-angled triangle
- work out square and square-root of a number
- give reasons for the relevance of Pythagoras' theorem in real-life situations
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to apply the Pythagoras' theorem so that we can solve geometry problems that involes the sides of right-angled triangles.
- We are PLANNING... to apply basic trigonometry concepts so that we can solve geometry problems that involes two sides and an angle of right-angled triangles.
Success Criteria: I can/have...
- identify and describe the long side of a right-angled triangle using the term hypothenuse
- recall the formula for Pythagoras' theorem, and apply it to find the value of one remain side of a given right-angled triangle
- work out square and square-root of a number
- give reasons for the relevance of Pythagoras' theorem in real-life situations
- use the basic trigonometry ratio to find the length of the missing side of a given right-angled triangle
- use the basic the basic sine, cosine, and tangent formulae to find the length of the missing side, or the angle of the missing angle, of a given right-angled triangle
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- BrainPop
- Maths Starter
Basic trigonometry | Basic trigonometry | Trigonometry | Khan Academy
Why is Trigonometry so important?
Trigonometry Basics : how to find missing sides and angles easily (6 Golden Rules of SOH-CAH-TOA)
-
Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to apply the Pythagoras' theorem so that we can solve geometry problems that involes the sides of right-angled triangles.
- We are PLANNING... to apply basic trigonometry concepts so that we can solve geometry problems that involes two sides and an angle of right-angled triangles.
Success Criteria: I can/have...
- identify and describe the long side of a right-angled triangle using the term hypothenuse
- recall the formula for Pythagoras' theorem, and apply it to find the value of one remain side of a given right-angled triangle
- work out square and square-root of a number
- give reasons for the relevance of Pythagoras' theorem in real-life situations
- use the basic trigonometry ratio to find the length of the missing side of a given right-angled triangle
- use the basic the basic sine, cosine, and tangent formulae to find the length of the missing side, or the angle of the missing angle, of a given right-angled triangle
Activities
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- BrainPop
- Maths Starter
Basic trigonometry | Basic trigonometry | Trigonometry | Khan Academy
Why is Trigonometry so important?
Trigonometry Basics : how to find missing sides and angles easily (6 Golden Rules of SOH-CAH-TOA)
-
Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to review our understanding of 2D and 3D shapes in geometry.
- We are REFLECTING on our progress as we assess our learning and understanding of Geometry that relates to angle types, triangle's interior and exterior angles, and triangle theories.
Success Criteria: I can/have...
- review to consolidate the concepts of geometrical properties covered so far, and apply these to solve maths problems, such as: vertically opposite angles and angles at a point, types of triangles, angles - types and labelling, angle sum of a triangle, angles on a straight line, exterior angle of a triangle, parallel lines and perpendicular lines
- review to consolidate more advanced triangle theories of Pythagoras and Trigonometry, and apply these to solve maths problems, such as: finding a shorter side, finding the hypotenuse, finding an angle, and trigonometry ratios
Activities
- Mock Assessment practice questions
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to review our understanding of 2D and 3D shapes in geometry.
- We are REFLECTING on our progress as we assess our learning and understanding of Geometry that relates to angle types, triangle's interior and exterior angles, and triangle theories.
Success Criteria: I can/have...
- review to consolidate the concepts of geometrical properties covered so far, and apply these to solve maths problems, such as: vertically opposite angles and angles at a point, types of triangles, angles - types and labelling, angle sum of a triangle, angles on a straight line, exterior angle of a triangle, parallel lines and perpendicular lines
- review to consolidate more advanced triangle theories of Pythagoras and Trigonometry, and apply these to solve maths problems, such as: finding a shorter side, finding the hypotenuse, finding an angle, and trigonometry ratios
Activities
- Mock Assessment practice questions
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to review our understanding of 2D and 3D shapes in geometry.
- We are REFLECTING on our progress as we assess our learning and understanding of Geometry that relates to angle types, triangle's interior and exterior angles, and triangle theories.
Success Criteria: I can/have...
- review to consolidate the concepts of geometrical properties covered so far, and apply these to solve maths problems, such as: vertically opposite angles and angles at a point, types of triangles, angles - types and labelling, angle sum of a triangle, angles on a straight line, exterior angle of a triangle, parallel lines and perpendicular lines
- review to consolidate more advanced triangle theories of Pythagoras and Trigonometry, and apply these to solve maths problems, such as: finding a shorter side, finding the hypotenuse, finding an angle, and trigonometry ratios
Activities
- Mock Assessment practice questions
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to review our understanding of 2D and 3D shapes in geometry.
- We are REFLECTING on our progress as we assess our learning and understanding of Geometry that relates to angle types, triangle's interior and exterior angles, and triangle theories.
Success Criteria: I can/have...
- review to consolidate the concepts of geometrical properties covered so far, and apply these to solve maths problems, such as: vertically opposite angles and angles at a point, types of triangles, angles - types and labelling, angle sum of a triangle, angles on a straight line, exterior angle of a triangle, parallel lines and perpendicular lines
- review to consolidate more advanced triangle theories of Pythagoras and Trigonometry, and apply these to solve maths problems, such as: finding a shorter side, finding the hypotenuse, finding an angle, and trigonometry ratios
Activities
- Mock Assessment practice questions
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
-
-
Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate and produce a visual summary to share and present our understanding so that we can demonstrate our understanding of 2D features of different types of angles, triangles and quadrilaterals.
Success Criteria: I can/have...
- explain my understanding of geometrical properties of triangles
- give reasons for the relevance of Pythagoras' theorem in real-life situations
- use the basic trigonometry ratio to find the length of the missing side of a given right-angled triangle
- use the basic the basic sine, cosine, and tangent formulae to find the length of the missing side, or the angle of the missing angle, of a given right-angled triangle
Activities
- Catch up & review work on the assigned exercises from last term
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our progress as we assess our learning and understanding of Geometry that relates to angle types, triangle's interior and exterior angles, and triangle theories.
- We are REFLECTING on our progress as we assess our learning and understanding of Algebraic methods in solving one-step and two-step equations, linear equations, and simultaneous equations.
Success Criteria: I can/have...
- review to consolidate the concepts of geometrical properties covered so far, and apply these to solve maths problems, such as: vertically opposite angles and angles at a point, types of triangles, angles - types and labelling, angle sum of a triangle, angles on a straight line, exterior angle of a triangle, parallel lines and perpendicular lines
- review to consolidate more advanced triangle theories of Pythagoras and Trigonometry, and apply these to solve maths problems, such as: finding a shorter side, finding the hypotenuse, finding an angle, and trigonometry ratios
Activities
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING… observe patterns in numbers and spatial patterns to connect our understanding of variables and find their value from the equations.
Success Criteria: I can/have...
- identify the patterns in a series of shapes or numbers
- continue to list subsequent number or shapes that follow a specific pattern or rule
- use variables to express their relationship in a pattern or equation
- work out the value of a variable from an equation
Activities
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING… algebraic expressions to conceptualise the use of variables in linear and quadratic equations.
Success Criteria: I can/have...
- use variables to represent the relationship of corresponding values in a linear and/or quadratic equation
- explain the meaning and relationship of variables in a linear and/or quadratic equation
- add or subtract variables of like terms
- work out the value of a variable in a one-step or two-step equation
Activities
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… to solve simultaneous equations using the elimination method.
- We are FOCUSING… to solve simultaneous equations using the substitution method.
Success Criteria: I can/have...
- identify the variable (with the same coefficient) that can be eliminated by adding or subtracting the two equations
- multiply an equation, if necessary, to make the coefficient the same between the variable in two equations
- add or subtract variables of like terms
- work out the value of a variable in a one-step or two-step equation
- rearrange the equation tidily in terms of one of the variable
Activities
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… to solve simultaneous equations using the graphing method.
- We are FOCUSING… to compare and contrast the different methods to solve simultaneous equations.
Success Criteria: I can/have...
- use a simple table to work out the x and y values from an equation
- plot the graphs of linear equations
- find the intersection of the two equations and work out the coordinates of the intersection
- evaluate the effectiveness and efficiency of the methods of solving simultaneous equations, and choose the method to use favourably and selectively
Activities
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
-
Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… to solve simultaneous equations using the elimination method.
- We are FOCUSING… to solve simultaneous equations using the substitution method.
- We are FOCUSING… to solve simultaneous equations using the graphing method.
- We are FOCUSING… to compare and contrast the different methods to solve simultaneous equations.
Success Criteria: I can/have...
- use a simple table to work out the x and y values from an equation
- plot the graphs of linear equations
- find the intersection of the two equations and work out the coordinates of the intersection
- evaluate the effectiveness and efficiency of the methods of solving simultaneous equations, and choose the method to use favourably and selectively
Activities
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
36 Simultaneous Equations Basic Elimination
38 Simultaneous Equations Using Substitution
Graphical Solution Of Simultaneous Linear Equations
Extra challenge for experts [ Try the Corbett Maths questions ]
http://mrbartonmaths.com/topics/solving-equations/solving-simultaneous-equations/worksheets.html -
Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to apply the formulae to work out the volume and surface area of a range of prisms and pyramids and solve geometry problems.
Success Criteria: I can/have...
- identify the unique features of prisms and pyramids, and differentiate them
- work out volume and surface area of various prisms and pyramids using formulae
- solve problems that involve volume and surface area of prisms and pyramids
Activities
- Google Meet lessons and tutorial
- Extra optional online support
- Catch up & review work on the assigned exercises from last week
- Complete topic-assigned tasks on Maths Buddy and/or the exercises assigned on Google Classroom
- Continual regular maintenance and practice of Basic Facts and Number Knowledge with Maths Buddy Weekly Revision Task
- Quick 20 of Maths Starter questions as a warm-up routine
- Focus Friday Workshop on targeted students
Resources:
- MHOL, external websites
- Google Classroom
- Google Meet
- Maths Buddy
- BrainPop
- Maths Starter
- Volume and Surface area of Spheres and Cones:
- Surface Area of a Cone:
- Surface Area and Volume of a Cylinder:
- SurfaceArea of a Cylinder:
-