Mathematics Teaching & Learning Experiences Term 2 Wk 3

Multiplication and Division 1 (p.77)

Find the total number of objects using skip counting
Model division by sharing the number of objects equally into a given number of groups to determine how many in each group
Describe the part left over when a collection cannot be shared equally
10 min whole number
Magic Number by 2, 5 and 10
Hidden Fingers (Refer to pg 46 in Primary Maths)

Percussion Counting (Refer to pg 46 in Primary Maths)
Passing the ball (Refer to pg 46 in Primary Maths)

Problem of the Day (using NEA):
If ten teachers each park a car at your school, how many
car wheels are there?
Problem of the Day (using NEA):
If five teachers each park a motorbike at school, how many
motorbike wheels are there?
Problem of the Day (using NEA):
If 4 teachers each park a tricycle at school, how many
tricycle wheels are there?

Modelled/Explicit Teaching:
Counting by 2 5 and 10 on a hundreds chart-Use the IWB to
identify patterns on the hundreds chart when counting by
2,5 and 10.

Assessment Activity- Use this activity to determine
groups for report
Sharing counters. Give each student 15 counters, and a
whiteboard. Ask them to show how they would share
counters between 3 people. Observe how each student
shares to determine group for the rest of the week
- share by 1s and count each item ? (level 0)
- use groups or multiples , skip counting, still using
counters (1)
- equal groups without using counters (ie straight
to whiteboard)

Modelled/Explicit Teaching:
Making groups- sit students on floor with partner. Use
double dice on electronic whiteboard to determine how
many groups and how many in each group.

Assessment Activity- Independent activity complete skip
counting patterns of 2 5 and 10, on and off the decade.

See attached template


Modelled/Explicit Teaching:
Use the proforma attached to represent groups of. Each
student has a set of numeral cards (1-10). Turn over 2
cards




Differentation: Lower students use cards 1-6. Extension
students write the symbol = for equals.

Students can only use the 1 card once.
Whole Class Reflection/Evaluation:


Whole Class Reflection/Evaluation:

Whole Class Reflection/Evaluation:

Resources: Primary Maths p.46-48

Resources dice, counters, whiteboards, whiteboard
markers, maths books

Resources: numeral cards (1-10). One set per student.
Worksheet

Mathematics Teaching & Learning Experiences





Space and Geometry (p.108-109)
Use the term face to describe flat surfaces of 3 dimensional objects with flat edges.
Identify and name familiar 3 dimensional objects (cones, cubes, cylinders, spheres and prisms)
Recognise that 3 dimensional objects look different from different vantage points.
10 min whole number
Magic Number by 2, 5 and 10
Hidden Fingers (Refer to pg 46 in Primary Maths)

Modelled/Explicit Teaching:
Cubes and Prisms

Face is a flat surface with straight edges
Examine properties of 3D shapes cube
Draw a face on each face of the net of a cube. Cut out and make cube


Modelled/Explicit Teaching:
Cubes and Prisms

Face is a flat surface with straight edges
Examine properties of 3D shapes prism
Draw a face on each face of the net of a triangular prism. Cut out and make triangular prism

Whole Class Reflection/Evaluation: Whole Class Reflection/Evaluation:

Resources:


Resources
IWB with link to Rosies walk or hard copy of story