Curriculum Requirements:
- Explore and describe number patterns resulting from performing multiplication (ACMNA081)
- Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
- Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction (ACMNA083)
e.g.
- Explore and describe number patterns resulting from performing multiplication (ACMNA081)
- Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
- Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction (ACMNA083)
e.g.
- writing number sentences to represent and answer questions such as: ‘When a number is added to 23 the answer is the same as 57 minus 19. What is the number?’
- using partitioning to find unknown quantities in number sentences
- investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
Problem Solving - Find a Pattern and Follow a Rule
Finding Patterns
Visual Patterns
Warm Up Games
Week 3 Guided Maths
WALT: Use our knowledge of mental maths to solve missing numbers in problems.
WILF: identifying patterns and connections in problems
Warm Up:
WILF: identifying patterns and connections in problems
Warm Up:
Modelled:
Can you create the inverse number sentence for the following questions:
a) 4 + __ = 9 becomes 9 - 4 =
b) _ - 4 = 8 becomes 8 + 4 =
Can you write your own?
a) 4 + __ = 9 becomes 9 - 4 =
b) _ - 4 = 8 becomes 8 + 4 =
Can you write your own?
Guided - Ready, Set, Go
Ready
a) 6 + __ = 12 becomes 12 - 6 = b) ___ - 11 = 15 becomes 15 + 11 = c) 2 x ___ = 16 becomes 16 ÷ 2 = d) 10 ÷ ____ = 5 becomes _ x 5 = 10 e) Can you create your own? |
Set
a) 9 + __ = 18 becomes 18 - 9 = b) ___ - 11 = 42 becomes 42 + 11 = c) 3 x ___ = 27 becomes 27 ÷ 3 = d) 100 ÷ ___ = 5 becomes ___ x 5 = 100 e) 8 ? 2 = 16 becomes 16 ? 2 = 8 f) Can you create your own |
Go
a) 19 + __ = 180 becomes 180 - 19 = b) ___ - 11 = 102 becomes 102 + __ = __ c) 9 x ___ = 27 becomes __ ÷ 9 = d) 150 ÷ ___ = 5 becomes ___ x 5 = 150 e) 4 ? 9 = 36 becomes ___ ? ___ = ___ f) Can you create four of your own that use all four symbols. |
Consolidation:
Target Number is..... 45
List all the ways you can make 45 using all four symbols.
Target Number is..... 45
List all the ways you can make 45 using all four symbols.
Guided Maths - Multiplication
Rotations:
a) Mrs Roberts/Mrs Harvie - Guided Maths
b) Independent - Mathletics Multiplication Tasks
c) Mrs Martin/Mrs Rees - Maths Games with dice and cards (Table dice, practice, HiLo, Three Score)
d) Independent - Worksheet task
a) Mrs Roberts/Mrs Harvie - Guided Maths
b) Independent - Mathletics Multiplication Tasks
c) Mrs Martin/Mrs Rees - Maths Games with dice and cards (Table dice, practice, HiLo, Three Score)
d) Independent - Worksheet task
Hint : Can you use your strategies to be 'smart lazy'?
Ready:
14 x 3 24 x 5 55 x 4 32 x 5 43 x 2 |
Set:
24 x 5 68 x 9 110 x 4 64 x 8 86 x 4 531 x 7 803 x 3 |
Go:
183 x 5 836 x 3 882 x 4 323 x 8 129 x 7 983 x 6 287 x 9 2 345 x 2 |
Zoom:
9 283 x 6 2 287 x 9 2 345 x 2 299 x 4 427 x 9 8 821 x 2 1 382 x 7 73 281 x 3 3 999 x 4 |
Gridlock Maths Task
Warm Up:
WALT: Use our understanding of inverse relationships to solve multiplication problems
WILF: Try our Best - Possibilities
I DO: (first box)
WE DO: (next three boxes)
WILF: Try our Best - Possibilities
I DO: (first box)
WE DO: (next three boxes)
YOU DO: Gridlock task on seesaw
Check the Clues
Use the four clues to identify which of the four numbers is the 'secret number'