Embedded Files
Maths Term 4 - Time
Maths Term 4 - Time
Goals:
Goals:
During Year 4
Tell the time to the hour, half-hour, and quarter past and quarter to the hour (Year 3)
Tell the time to the nearest 5 minutes, using the language of ‘minutes past the hour’ and ‘to the hour’ (Year 4)
Specific to Year 5
Specific to Year 6
Time: Year 4 Learn tasks
Time: Year 4 Independent tasks
Big ideas:
Big ideas:
Year 4
Year 5/6
Algebra: Year 5/6 Learn tasks
Algebra: Year 5/6 Learn tasks
Algebra: Year 5/6 Independent tasks
Algebra: Year 5/6 Independent tasks
Maths Term 4 - Algebra
Maths Term 4 - Algebra
Goals:
Goals:
During Year 4
Recognise and describe the rule for a growing pattern using words, tables, and diagrams, and make conjectures about further elements in the pattern.
Create and use an algorithm for generating a pattern or pathway.
Year 5/6
Specific to Year 5
Develop a rule for the pattern in words, and make conjectures about further elements or terms in the pattern.
Create and use an algorithm for generating a pattern, procedure, or pathway
Use tables to recognise the relationship between the ordinal position and its corresponding element in a growing pattern, develop a rule for the pattern in words, and make conjectures about further elements or terms in the pattern.
Specific to Year 6
Use tables, XY graphs, and diagrams to recognise relationships in a linear pattern, develop a rule for the pattern in words (i.e., that there is a constant amount of change between consecutive elements or terms), and make conjectures about further elements in the pattern.
Create and use algorithms for making decisions that involve clear choice.
Algebra: Year 4 Learn tasks
Algebra: Year 4 Independent tasks
Year 4 Task Board
Year 4 Task Board
Big ideas:
Big ideas:
Year 4
Patterns are sequences (repeating or growing) made of numberic or spatical elements governed by a rule.
Patterns exist both in the world and in mathematics. The same pattern structure can be found in many different forms (e.g., numbers, shapes, colours, and rhythm.
A pattern can be described using a rule, or you can create a pattern from a rule. To find the rule for a pattern, you need to identify the unit of the pattern (what is repeated or what grows)
In a pattern, the relationship between the ordinal position (e.g., first, second, and third) and the corresponding element is more useful for finding the pattern's rule than the relationship between successive elements. Identifying the rule of a pattern brings predictability and allows generalisation to be developed.
Generalisation can be expressed with both words and symbols.
Year 5/6
Patterns are sequences (repeating or growing) made of numeric or spatial elements governed by a rule.
Patterns exist both in the world and in mathematics. The same pattern structure can be found in many different forms (e.g., numbers, shapes, colours, and rhythm).
A pattern can be described using a rule or you can create a pattern from a rule. To find the rule for a pattern, you need to identify the unit of the pattern (what is repeated or what grows).
In a pattern, the relationship between the ordinal position (e.g., first, second, and third) and the corresponding element is more useful for finding the pattern’s rule than the relationship between successive elements. Identifying the rule of a pattern brings predictability and allows generalisations to be developed.
Generalisations can be expressed with both words and symbols.
Variables are symbols that take the place of numbers, or ranges of numbers. They have different meanings depending on whether they are being used as representations of quantities that vary or change, representations of specific unknown variables, or placeholders in a generalised expression or formula.
Algebra: Year 5/6 Learn tasks
Algebra: Year 5/6 Learn tasks
Algebra: Year 5/6 Independent tasks
Algebra: Year 5/6 Independent tasks
Maths Term 3 - Geometry
Maths Term 3 - Geometry
Goals:
Goals:
During Year 4
identify, classify, and describe the attributes of polygons (including triangles and quadrilaterals) using properties of shapes, including line and rotational symmetry
Compare angles in 2D shapes, classifying them as equal to, smaller than, or larger than a right angle
Identify the 2D shapes that compose 3D shapes (e.g., a triangular prism is made from two triangles and three rectangles)
Visualise, predict, and identify which shape is a reflection, rotation, or translation of a given 2D shape
Create and use an algorithm for generating a pattern or pathway
Interpret and describe pathways, including those involving half and quarter turns and the distance travelled.
Use grid references to identify regions and plot positions on a grid map
Year 5/6
Identify, classify, and explain similarities and differences between: 2D shapes, including different types of triangle prisms and pyramid
Identify and describe the interior angles of triangles and quadrilaterals
Interpret and create grid references and simple scales on maps › use directional language, including the four main compass points, turn (in degrees), and distance (in m, km) to locate and describe positions and pathways.
Create and use algorithms for making decisions that involve clear choices
Specific to Year 5
visualise 3D shapes and connect them with nets, 2D diagrams, verbal descriptions, and the same shapes drawn from different perspectives.
resize (enlarge or reduce) a 2D shape
interpret and create grid maps to plot positions and pathways, using grid references and directional language, including the four main compass points
Specific to Year 6
visualise and draw nets for rectangular prisms.
visualise, create, and describe 2D geometric patterns and tessellations, using rotation, reflection, and translation and identifying the properties of shapes that do not change
Big ideas:
Big ideas:
Year 4
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes. Shapes have sides that are parallel, perpendicular, or neither.
Shapes have line symmetry, rotational symmetry, or neither. Shapes are similar, congruent, or neither.
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes.
A transformation is a way of moving a shape, and a shape that remains unchanged under a transformation is said to have symmetry.
Transformations provide a significant way to think about the ways properties change or do not change when a shape is moved on a plane.
Line symmetry is a component of the transformation called a reflection. Shapes can be described in terms of their location in a plane or space.
Shapes can be described in terms of their location in a plane or space.
Coordinate systems can be used to describe these locations precisely. The coordinate view of shape offers another way to understand certain properties of shapes
Year 5/6
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes. Shapes have sides that are parallel, perpendicular, or neither.
Shapes have line symmetry, rotational symmetry, or neither. Shapes are similar, congruent, or neither
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes.
Transformations provide a significant way to think about the ways properties change or do not change when a shape is moved on a plane
A transformation is a way of moving a shape, and a shape that remains unchanged under a transformation is said to have symmetry.
Shapes can be described in terms of their location in a plane or space.
Coordinate systems can be used to describe these locations precisely.
The coordinate view of shape offers another way to understand certain properties of shapes.
Maths term 3 - Fractions
Maths term 3 - Fractions
Goals:
Goals:
During Year 4
Add and subtract fractions with the same denominators to make up one whole
For fractions with related denominators of 2,4, 8,3, and 6, or 5 and 10: -compare and order the fractions - identify when two fractions are equivalent by directly comparing them, noticing the simplest form.
Convert (using number lines) between mixed numbers and improper fractions with denominators of 2,3,4,5,6,8, and 10.
Find a unit fraction of a whole number, using multiplication or division facts and where the answer is a whole number
Identify from a unit fraction part of a set, the whole set.
During Year 5
During Year 6
Big ideas:
Big ideas:
Year 4
Numbers can be described in many different ways, including as fractions.
The whole is important in naming fractions. A fraction is relative to the size of the whole or unit.
A comparison of a part to the whole can be represented using a fraction.
A fraction describes the division of a whole (region, set,segment) into equal parts.
The bottom number in a fraction tells how many equal parts the whole or unit is divided into. The top number tells how many equal parts are indicated.
The real-world actions for addition and subtraction of whole numbers are the same for operations with fractions and decimals.
Different real world interpretations can be associated with division calculations involving fractions(decimals).
Year 5/6
Numbers can be described in many different ways including as fractions.
The whole is important in naming fractions. A fraction is relative to the size of the whole or unit
A comparison of a part to the whole can be represented using a fraction.
A fraction describes the division of a whole (region, set, segment) into equal parts.
The bottom number in a fraction tells how many equal parts the whole or unit is divided into. The top number tells how many equal parts are indicated.
A fraction describes division (a/b = a ÷ b, a & b are integers & b -0), and it can be interpreted on the number line in two ways. For example, 2/3= 2 ÷ 3. On the number line, 2 ÷ 3 can be interpreted as 2 segments where each is 1/3 of a unit (2 x 1/3) or 1/3 of 2 whole units (1/3x 2); each is associated with the same point on the number line.
Maths term 2 - Measurement.
Maths term 2 - Measurement.
Goals:
Goals:
During Year 5/6
Estimate and then accurately measure length, mass (weight), capacity, temperature, and duration, using appropriate metric or time-based units or a combination of units
Select and use an appropriate tool for a measurement and the appropriate unit for the attributes being measured.
During Year 5
Visualise, estimate, and calculate: – the perimeter of regular polygons (in m, cm, and mm) – the area of shapes covered with squares or partial squares – the volume of rectangular prisms filled with centicubes, taking note of layers and stacking.
During Year 6
Visualise, estimate, and calculate the area of rectangles and rightangled triangles (in cm2 and m2) and the volume of rectangular prisms (in cm3), by applying multiplication.
Big ideas:
Big ideas:
Year 5/6
There are a range of attributes that we can measure including length, mass, time, area, angle, and volume. When we measure, we use comparison, specifically, we compare like properties to see which is greater. We can make comparisons using standard or nonstandard units of measure and we use mathematical language to describe these.
Conceptual understanding of measurement requires understanding of conservation and transitivity. Conservation requires understanding that when moved or subdivided, an object will retain its size. Transitivity involves understanding that the measures of two objects can be compared to a third object. For example, if object A weighs more than object B, and object B weighs more than object C, then object A will weigh more than object C.
There are key principles related to measurement including that the size of the measurement unit remains the same (including identical units or subdivisions), units are repeated with no gaps or overlaps (iteration), the unit is part of a whole and the measurement is expressed as the total number of units used.
Mānuka Taskboards
Mānuka Taskboards
Maths term 2 - Multiplication/ Decimals and percentages
Maths term 2 - Multiplication/ Decimals and percentages
Goals:
Goals:
During Year 5
Use rounding, estimation, and inverse operations to predict results and to check the reasonable of calculations.
Identify, read, write and represent tenths and hundredths as fractions and decimals
Divide whole numbers by 10 and 100 to make decimals.
During Year 6
Use rounding, estimation, and inverse operations to predict results and to check the reasonable of calculations.
Identify, read, write, and represent fractions, decimals (to two places), and percentages, and convert decimals and percentages to fraction
Compare and order fractions, decimals (to two places), and percentages, and convert decimals and to fractions
Add and subtract whole numbers and decimals to two decimal places (e.g., 250.11 + 135.29 = 385.4)
Big ideas:
Big ideas:
Year 5/6
A percent is another way to write a decimal that compares part to a whole where the whole is 100 and thus can be associated with the corresponding point on the number line.
Percent is relative to the size of the whole. A percent is a special type of ratio where a part is compared to a whole and the whole is 100.
A decimal is another name for a fraction and thus can be associated with the corresponding point on the number line.
A percent is another way to write a decimal that compares part to a whole where the whole is 100 and thus can be associated with the corresponding point on the number line. Percent is relative to the size of the whole. A percent is a special type of ratio where a part is compared to a whole and the whole is 100.
Benchmark fractions like (0.5) and (0.25) can be used to estimate calculations involving fractions and decimals.
If two quantities vary proportionally, the quantities are either directly related (as one increases the other increases) or inversely related (as one increases the other decreases).
Mānuka Taskboards
Maths term 1 - Statistics
Maths term 1 - Statistics
Term 1- Number
Goals:
Explain the face, place, and total value of the digits in numbers.
Explain and justify the use of place value to solve subtraction problems.
Explain and justify the use of equivalence and compensation to solve
subtraction problems.
Use and justify the inverse relationship between addition and subtraction to
solve problems.
Represent equations on an empty number line, in notation and using a place value house.
Big Ideas:
Our number system is based on groupings often or base ten. Groupings of ones, tens, hundreds, and thousands can be taken apart in different ways.
There are arithmetic properties that characterise addition and multiplication as operations. These are the commutative, associative, distributive, and identity properties. Addition andsubtraction and multiplication and division have an inverse relationship.
Year 4
Year 5/6
Goals:
Goals:
During Year 4
identify, classify, and describe the attributes of polygons (including triangles and quadrilaterals) using properties of shapes, including line and rotational symmetry
Compare angles in 2D shapes, classifying them as equal to, smaller than, or larger than a right angle
Identify the 2D shapes that compose 3D shapes (e.g., a triangular prism is made from two triangles and three rectangles)
Visualise, predict, and identify which shape is a reflection, rotation, or translation of a given 2D shape
Create and use an algorithm for generating a pattern or pathway
Interpret and describe pathways, including those involving half and quarter turns and the distance travelled.
Use grid references to identify regions and plot positions on a grid map
Year 5/6
Identify, classify, and explain similarities and differences between: 2D shapes, including different types of triangle prisms and pyramid
Identify and describe the interior angles of triangles and quadrilaterals
Interpret and create grid references and simple scales on maps › use directional language, including the four main compass points, turn (in degrees), and distance (in m, km) to locate and describe positions and pathways.
Create and use algorithms for making decisions that involve clear choices
Specific to Year 5
visualise 3D shapes and connect them with nets, 2D diagrams, verbal descriptions, and the same shapes drawn from different perspectives.
resize (enlarge or reduce) a 2D shape
interpret and create grid maps to plot positions and pathways, using grid references and directional language, including the four main compass points
Specific to Year 6
visualise and draw nets for rectangular prisms.
visualise, create, and describe 2D geometric patterns and tessellations, using rotation, reflection, and translation and identifying the properties of shapes that do not change
Big ideas:
Big ideas:
Year 4
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes. Shapes have sides that are parallel, perpendicular, or neither.
Shapes have line symmetry, rotational symmetry, or neither. Shapes are similar, congruent, or neither.
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes.
A transformation is a way of moving a shape, and a shape that remains unchanged under a transformation is said to have symmetry.
Transformations provide a significant way to think about the ways properties change or do not change when a shape is moved on a plane.
Line symmetry is a component of the transformation called a reflection. Shapes can be described in terms of their location in a plane or space.
Shapes can be described in terms of their location in a plane or space.
Coordinate systems can be used to describe these locations precisely. The coordinate view of shape offers another way to understand certain properties of shapes
Year 5/6
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes. Shapes have sides that are parallel, perpendicular, or neither.
Shapes have line symmetry, rotational symmetry, or neither. Shapes are similar, congruent, or neither
Two-and-three dimensional objects with or without curved surfaces can be described, classified, and analysed by their attributes.
Transformations provide a significant way to think about the ways properties change or do not change when a shape is moved on a plane
A transformation is a way of moving a shape, and a shape that remains unchanged under a transformation is said to have symmetry.
Shapes can be described in terms of their location in a plane or space.
Coordinate systems can be used to describe these locations precisely.
The coordinate view of shape offers another way to understand certain properties of shapes.
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