Está en la página 1de 3

# Mathematics Teaching & Learning Experiences

relationships

Term 3

Wk 9

relationships

## Aspect: Pattern and Number Structure

Problem of the Day: 10 min whole number counting forwards or backwards by ones, from a given two-digit number identifying the number before and after a given two-digit number counting forwards and backwards by twos, fives and tens counting forwards and backwards by tens, on and off the decade Modelled/Explicit Teaching: Counting Patterns The students are divided into two groups. A hundreds chart is displayed. The class counts by fives (to 100), referring to the hundreds chart. As they count, the groups take turns to name the next number in the sequence eg 5, 10, 15, 20, 25, 30 (where Group B says the bold numbers and Group A says the numbers in between). Possible questions include: what do you notice about the numbers we are saying? what do you notice about the numbers your group is saying? look at all of the numbers we are saying on the hundreds chart. What pattern do you notice? did we count number 35, 51, 85? How do you know?Variation: Students count by other multiples eg tens, twos. Whole Class Reflection/Evaluation:

## Aspect: Pattern and Number Structure

Problem of the Day: 10 min whole number counting forwards or backwards by ones, from a given two-digit number identifying the number before and after a given two-digit number counting forwards and backwards by twos, fives and tens counting forwards and backwards by tens, on and off the decade Modelled/Explicit Teaching: Relating Repeating Patterns to Number Patterns Part A Students are asked to choose three differentcoloured counters and create a repeating pattern. They are asked to assign a counting number to the last counter in each group and discuss. eg 3 6 9 12 Students create a repeated pattern with two, four or five different-coloured counters. They assign counting numbers, record their patterns and discuss their results.

## Aspect: Pattern and Number Structure

Problem of the Day: 10 min whole number counting forwards or backwards by ones, from a given two-digit number identifying the number before and after a given two-digit number counting forwards and backwards by twos, fives and tens counting forwards and backwards by tens, on and off the decade Modelled/Explicit Teaching: Part B Students are asked to record their repeating pattern (from Part A) on a 10 10 grid. They continue their pattern to complete the grid. Students assign a number to the last counter in each group. Possible questions include: look at the colours, what pattern do you see?can you tell me about the numbers you have recorded? who can see a pattern in the numbers? What is the pattern? what is the fourth number you have recorded? when you count by threes, do you say the number 25?36?.30?.100? can you show me the number that is the answer to 3 + 3 + 3? and 3 + 3 + 3 + 3 + 3?

Resources:

Resources:

. Resources:

## Mathematics Teaching & Learning Experiences

Area Outcome: Compare & order two or more areas.
Record measurements by referring to the number & type of informal units use. Problem of the Day:

## Area Outcome: Compare & order two or more areas.

Record measurements by referring to the number & type of informal units used. Problem of the Day:

10 min whole number counting forwards or backwards by ones, from a given two-digit number identifying the number before and after a given two-digit number counting forwards and backwards by twos, fives and tens counting forwards and backwards by tens, on and off the decade

10 min whole number counting forwards or backwards by ones, from a given two-digit number identifying the number before and after a given two-digit number counting forwards and backwards by twos, fives and tens counting forwards and backwards by tens, on and off the decade

Modelled/Explicit Teaching: Shadows Students work in groups of three or four to trace the outline of each others shadow on the playground using chalk. The teacher provides students with different-sized lids. Each group selects a lid to trace around. Students are asked to cover each shadow with outlines of their lid to find the area. eg The area of my shadow is about 14 ice cream lids. Students compare the area of their shadow with those of others and discuss whose shadow has the biggest/smallest area. Possible questions include: . Did your lid-shape leave gaps? . Is there a shape that would have been better to use? Why? Whole Class Reflection/Evaluation:

Modelled/Explicit Teaching: Rectangles Students are given 12 square tiles. They create a rectangle with an area of 12 tiles. Students draw their rectangles on grid paper then rearrange the tiles to create as many different shapes as they can, with the area remaining unchanged. They record them on grid paper. Students discuss strategies used to create their shapes. Extension: Students create further shapes, selecting different units to measure = 1 area, and record them on grid paper eg = 1 unit, about the number of units needed to cover their shapes.

Resources:

Resources: