Year

6 Mathematics Term: 2 Unit: 2

Strand : Number and Algebra Substrand: Addition and Subtraction 2
Outcomes:
selects and applies appropriate strategies for subtraction with counting numbers of any size MA3-5NA
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA3-3WM
Content:

solve addition and subtraction word problems involving whole numbers of any size, including problems that require more than one operation, eg 'I have saved $40
000 to buy a new car. The basic model costs $36 118 and I add tinted windows for $860 and Bluetooth connectivity for $1376. How much money will I have left over?'

select and apply appropriate mental and written strategies, with and without the use of digital technologies, to solve unfamiliar problems (Problem Solving)
explain how an answer was obtained for an addition or subtraction problem and justify the selected calculation method (Communicating, Problem Solving,
Reasoning)
reflect on their chosen method of solution for a problem, considering whether it can be improved (Communicating, Reasoning)
record the strategy used to solve addition and subtraction word problems
use selected words to describe each step of the solution process (Communicating, Problem Solving)

Key Ideas

Teaching and Learning

Resources

Select and apply efficient

mental, written and
calculator strategies to
solve word problems and
record the strategy used

Ignition Activities

Maths Starters
http://mathsstarters.net/
Many good games to promote mental computation


Make 100 or 1000
1.The aim is to score 1000 as close as possible without busting (passing 1000).
2.The teacher rolls the die and announces the number. Students may choose to
multiply that number by 10 or 100 or score it at face value, e.g. 2 may be scored
as 2 or 20 or 200. Once a decision has been made it cannot be changed.
3.The die is rolled again. If the number is (say) 4, students decide to score this
as 4 or 40 or 400 and record it, completing the progressive total.
4.This continues until 9 rolls have been completed. Note: All rolls must be used.
5.The student who scores 1000 the number closest to (but below) 1000 wins.
Variations
(a)Use a 16 die or a 09 die. Ask students how they will vary their strategies if

Maths Plus 6 p. 2,
30

Language

Differentiation

Assessment
Pre-Assess

Problem: Peter
collected 568 blue
cards, 392 red cards
and 175 green
cards. Sue had a
total of 1534 cards.
How many more
cards did Sue have
than Peter?

Regn

Students should be able

to communicate using the
following language: plus,
sum, add, addition,
increase, m inus, the
difference between,
subtract, subtraction,
decrease, equals, is equal
to, operation, digit

you change from a 16 to a 09 die.

(b)Set a different target.
(i)Target = 200 How will you vary your strategies from the original game?
(Students should realise that they will need to multiply by 10 more often.)
(ii)Target = 1000 and you may multiply by 100 once and once only during the
game.
(c)Allow addition or subtraction of each number rolled.

Explicit Teaching
Missing Addends 1
Write the following problems on the board for students to solve. Before
beginning, discuss with the students all of the possible strategies they could use
to solve addition problems.
List these with examples of each as a reference point.
1. 70 + _ + 20 = 1520 2. 421 + 147 + _ = 661
3.
+ 110 + 339 = 451
4. 25 + _ + 747 = 1586
5. 771 + + 43 = 1166
6. 441 + 1 +_ = 470
7. 894 + + 826 = 1725 8. _ + 262 + 81 = 984
9. 941 + 339 + = 1334 10. 623 + 83 +
= 1456
11. 607 + 431 + = 1137 12. + 498 + 253 = 763
13. + 126 + 351 = 535 14. 711 + 505 +
= 1293
15. 989 + + 930 = 1981 16. + 137 + 19 = 359
When students have completed the problems and answers have been checked.
Invite students to explain which strategy they used for solving the problems.
Ask them:
- Do you think that was the best strategy? Why/why not?
- What alternate strategy could you have used?

Missing Addends 2
Using the strategy list from the previous lesson, have students choose a suitable
strategy to solve the following. Write the following examples on the board:
1. 15 + 31 +
_ + 49 + 2600 = 2819 2. + 91 + 86 + 151 + 2000 =2337
3. 6 + 10 + 68 + _ + 2900 = 3146 4.
+ 800 + 80 + 147 + 11 =1043
5.
+ 76 + 39 + 111 + 300 = 531
6. 168 + 49 + + 1500 = 1768
Invite students to explain what their strategy was and whether they felt it was
effective.
Working in pairs have students create 5 addends each for their partner to solve.
Check and discuss answers with each other.

Adjust the
difficulty of the
sums based on
ability level

Advanced Primary Post Assess
Maths p.6, 79

Addition of 2, 3, 4, 5 and 6 digit Numbers With Trading

Revise place value lining up with numbers of different sizes e.g
234
65
+9402

Missing addends
3567_
+ 6_ _2
4_1 31

Year 6 Mathematics Term: 2 Unit: 2

Strand: Statistics and Probability Substrand : Data 2
Outcomes:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3- 1WM
gives a valid reason for supporting one possible solution over another MA3-3WM
uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables MA3-18SP
Content:
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
interpret data presented in two-way tables
create a two-way table to organise data involving two categorical variables, eg
Key Ideas
Interpret and create two-
way tables in digital
media and elsewhere






Language
Students should be able to
communicate using the
following language: data,
collect, category, display,
table, column graph, scale,
axes, two-way table, side-
by-side column graph,
misleading, bias.

Teaching and Learning

Explicit Teaching

Two-Way Tables
Activities found at syllabus bites site:

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14118/14118_03.htm

Gathering Data
Discuss variables and how to ask questions that specify the variables. Targeting Maths
6 p.194

Hands On Collecting Data Activities
Nelson Maths 6 p.80,81,82. Students collect data and rule tables to display data

Resources
Targeting Maths 6
p.194

Nelson Maths 6
p.80,81,82

Assessment

Pre-Assess













Post Assess

Regn