Year 6

Term: 1

Mathematics
Unit: 5

Strand: Number and Algebra

Substrand: Multiplication and Division

Outcomes:
selects and applies appropriate strategies for multiplication and division, and applies the order of operations to
calculations involving more than one operation MA3-6NA
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:
select and use efficient mental and written strategies, and digital technologies, to divide whole numbers of up to
four digits by a one-digit divisor, including where there is a remainder
estimate solutions to problems and check to justify solutions (Problem Solving, Reasoning)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn
Use and record a
range of mental
and written
strategies to
divide numbers
with three or more
digits by a onedigit operator

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

Maths Starters
Imaths p. 157158, 162
Targeting
Maths 6 p.9

Oral Drill
Put students into 2 teams. Give oral division problems to a pair at
a time. First to answer selects a Doh card for their group. Add
progressive team total.
Explicit Mathematical Teaching
At this Stage, mental strategies need to be continually reinforced
and used to check results obtained using formal algorithms.
Students may find that their own written strategies that are
based on mental strategies may be more efficient than a formal
written algorithm. Students need to discuss and explain possible
approaches and compare them to determine the most efficient.
Present a range of problems and students ask themselves "What
is the best method to find a solution to this problem?

Language
Students should be
able to
communicate using

Division as percent- 50% is half, 25% is one quarter, 10% is one

tenth
50% of 300= 3002=150
25% of $80= $804=$20

Differentiatio
n
Adjust the
difficulty of the
sums based on

Pre-Assess
Present students
with a division
question and ask
them to solve it in
two different
ways.
Present word
problem

the following
language: multiply,
multiplied by,
product,
multiplication,
multiplication facts,
area, thousands,
hundreds, tens,
ones, double,
multiple, factor,
divide, divided by,
quotient, division,
halve, remainder,
fraction, decimal,
equals, strategy,
digit, estimate,
speed, per,
operations, order
of operations,
grouping symbols,
brackets, number
sentence, is the
same as.

10% of $1.70= $1.7010=17c

Split and divide- split the dividend and divide the parts
$123= $123 and 60c3
4 and 20c=$4.20
$36.505=$355 and $1.505
$7 and 30c= $7.30
968= 808 and 168
10
and 2=12
Friendly and Fix- make them friendly and fix the change
1.35=1.310= 0.13, then double= 0.26
$2.305= $2.3010= 23c, then double =46c
$90050= $900100=$9, then double= $18
Place Value- Look for decimal facts then use place value to place
the decimal point
0.459= 459=5, two decimal places= 0.05
4.26= 426= 7, one decimal place=0.7
$8.109=819=9, 2 decimal places= $0.09
Interactive Links
https://www.studyladder.com.au/teacher/resources/activit
y?activity_id=22451

https://www.studyladder.com.au/teacher/resources/activit
y?activity_id=21538

ability level
Post Assess
Present students
with a division
question and ask
them to solve it in
three different
ways.
Present word
problem

Year 6
Term: 1

Mathematics
Unit: 5

Strand: Measurement and Geometry

Substrand: Time

Outcomes:
uses 24-hour time and am and pm notation in real-life situations, and constructs timelines MA3-13MG
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
Content:
Interpret and use timetables (ACMMG139)

read, interpret and use timetables from real-life situations, including those involving 24-hour time

use bus, train, ferry and airline timetables, including those accessed on the internet, to prepare simple travel
itineraries
interpret timetable information to solve unfamiliar problems using a variety of strategies (Problem Solving)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn
Interpret and use
timetables

Ignition Activities
https://www.studyladder.com.au/teacher/resources/activit
y?activity_id=21374

Imathsp.90-91
Nelson Maths
6 p. 102, 104

Pre-Assess
Design a
timetable of a
day in your life

https://www.studyladder.com.au/teacher/resources/activit
y?activity_id=22940
Explicit Mathematical Teaching
Timetables
Look at a TV programme guide.
Television programme guide
BBC 1

ITV 1

5:35 pm Neighbours

5:15 pm

Soapstar Superchef 6:00 pm

BBC News

6:00 pm

London Tonight 6:15 pm

Regional news
Evening News 6:30 pm

6:30 pm ITV
Mission

Post Assess
Nelson Maths 6
p.107 questions
1 and 2

Africa

7:00 pm

Emmerdale

7:25 pm Holiday

7:30 pm

Coronation Street 8:00 pm

Match of the Day
8:00 pm

Cash in your

house

Ask questions such as:

- How long does the programme Mission Africa last?
- If I turn over to BBC 1 at the end of Emmerdale, what programme is
on?
- How long is it until your favourite programme starts? What did
you need to know to work that out?
-How long does Channel 4 spend broadcasting news programmes in
one day? Is it the same on weekdays and at the weekend?
Have students, both predict how long they think will be spent on news
programmes, then work to add up the times. Who was closer to the
actual time?

24 hour time
Explicitly teach converting analogue time to 24hr time
Look at a timetable such as the London to Dublin train and
ferry timetable
Train and
ferry
timetable
London to
Dublin
London Euston train depart:
09:00
11:28
19:38

06:46

Holyhead train arrive:

13:03

15:30
Crewe

11:30

23:29 Change trains at:

direct

Crewe

Holyhead ferry depart:

14:10

17:15

direct
12:00

02:40

Dublin Ferryport arrive:

17:25
19:04
05:55

13:49

Ask questions such as:

- How long does the first train from London Euston take to travel to
Holyhead?
- If you left London Euston at 9:00 am, when should you arrive in
Dublin?
- If you arrive at Holyhead at 15:30, how long do you have to wait for

the ferry to depart?

- you had to be in Dublin by 2:00 pm, which train would you catch from
London Euston?
Which of these journeys from London to Dublin is the quickest?