Learning Intention :We are learning to use addition flexibly to make and reach target numbers in different ways.  

Hook:
Mental computation/Keys to Success

Make 20 (Addition/Subtraction)

Teacher calls two numbers (e.g., 7 and 12).

Students must quickly find what to add/subtract to reach 20.

Example: 7 needs 13, 12 needs 8.

Extension: Change target to 50, 100, or 1,000.

Mini Lesson: 

Quick-fire: What’s the fastest way to make 100? (students shout out equations).

Add in rules (e.g., must use 3 numbers, must include a decimal, must include an odd number).

Independent/Guided:

Using any whole numbers (or decimals for extension), they must make the target using addition only.

Rules: they must use at least 4 numbers, and no number can be repeated.

Low floor: Students add simple numbers (e.g., 100 + 200 + 300 + 400).

High ceiling: Students explore decimals, fractions, and larger numbers (e.g., 999.5 + 0.25 + 0.25 + 0.0).

Reflection
Share different equations.

Discuss: What strategies made it easier to get close to the target?

Exit ticket: “What’s one clever addition strategy you used today?”

Learning Intention: We are learning to apply subtraction strategies and use estimation to check if our answers make sense.

Hook: 
Keys to Success

Mini Lesson:
Play Closest to Zero: Students start with 50 and subtract teacher-called numbers (e.g., subtract 7, subtract 12). Closest to zero without going negative wins. 

Independent/Guided:
Each student gets a DIFFERENT starting number (e.g., 500).

Roll a dice (or use random number cards 1–20, or random number generator). Students subtract that number from their total.

Aim: be the last person with a positive number. Be the closest to the neutral number (0). 

Low floor: Students subtract simple single-digit numbers.

High ceiling: Allow subtraction with decimals or negative numbers, exploring what happens when their total goes below zero.

Extension:

Predict who might win by estimating differences.

Create a strategy: is it better to start with a higher or lower number?

Reflection
Class discussion: Was this more luck or strategy?

Quick journal: “How do you know if your answer is reasonable?”

Learning Intention: We are learning to explore factors and use multiplication to represent numbers in many different ways.

Hook: 
Keys to Success or Double & Halve (Multiplication)

Teacher calls a number (e.g., 24). Students double it, halve it, then say both answers out loud. Example: 24 → double = 48, half = 12. Extension: Push into fractions/decimals (half of 7.5, double 3.6).

Mini Lesson:
Multiplication Stretch: Teacher says a number, students give as many facts as possible (e.g., teacher: 36 → students: 6×6, 9×4, 12×3). 

Independent/Guided:

Choose a factory number (e.g., 240).

Students must find as many multiplication equations as possible to make the number.

Low floor: Students use simple facts (e.g., 24 × 10 = 240).

High ceiling: Students explore factor pairs, arrays, prime factorisation (e.g., 2 × 2 × 2 × 2 × 3 × 5 = 240).

Extension:

Can they represent the number using area models?

Can they find the longest multiplication chain possible (e.g., 2 × 2 × 2 × 2 × 3 × 5)?

Reflection
Share most interesting solutions (e.g., prime factorisation chains).

Exit slip: “What did you notice about factors today?”

Learning Intention: We are learning to solve division problems and explain what remainders mean in real-life situations.

Hook: 
Keys to Success or Teacher fires rapid questions:

“What’s 36 ÷ 6?”

“What’s 100 ÷ 4?”

Students answer as fast as possible.

Extension: Include remainders (e.g., 37 ÷ 6).

Mini Lesson:
Pose quick division questions with remainders: “17 ÷ 5 = ?” Discuss: What could the remainder mean in real life? 

Independent/Guided:

Pose real-world problems: “You have 137 lollies to share equally between 6 friends. How many does each get?”

Students must work out answers and decide what to do with remainders (discard, share differently, cut into pieces, etc.).

Low floor: Divide simple numbers with small remainders.

High ceiling: Division with large numbers, decimals, or fractions.

Extension:

Give open tasks: “Make up a division story problem where the answer has a remainder of 3.”

Challenge them to represent the same division problem using different models (repeated subtraction, arrays, equations, fractions).

Reflection
Share student-created problems.

Class discussion: When is a remainder important? When is it not?

Learning Intention: We are learning to combine all four operations to solve number puzzles and explain our reasoning.

Hook: 
Teacher says two numbers (e.g., 8 and 3).

Students must give four equations using those numbers:

8 + 3 = 11

8 – 3 = 5

8 × 3 = 24

8 ÷ 3 ≈ 2 r2

Extension: Challenge with larger numbers or decimals.

Mini Lesson:
Make 24 Game: Given 4 numbers (e.g., 2, 3, 4, 6), students try to make 24 using +, –, ×, ÷. 

Independent/Guided:

Students get 4 random numbers (e.g., 3, 7, 8, 25).

Their challenge is to combine the numbers using any of the four operations to make a target number (e.g., 100).

Low floor: Students attempt simple combinations (25 × 4 = 100).

High ceiling: Students try to use all four operations in one solution (e.g., (8 × 25) – (7 × 3) = 100 – 21 = 79, then +21).

They may also invent multiple solutions or explain why some targets are impossible.

Extension:

Introduce decimals, fractions, or exponents.

Challenge: Make the biggest number and the smallest number possible with their 4 numbers.

Reflection
Students share their solutions on the board.

Discuss strategies: Which operations worked best?

Exit slip: “Today I learned that _____ is a clever operation to use because _____.”