T3 Week Ten Activities

Monday

Tuesday

Wednesday

Thursday

Friday
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Monday's Activity
MATH SCAVENGER HUNT
Explore the math in your environment by finding the items below.
You can write them down, physically collect them and take a collective photo, or take individual photos of each item and put the photos together as a collage.
Post your answers to Class Dojo.
You can write them down, physically collect them and take a collective photo, or take individual photos of each item and put the photos together as a collage.
Post your answers to Class Dojo.
Something square
A circle Something shorter than 15cm Something that has 1 line of symmetry A doubledigit odd number A coin Something that comes in pairs A rectangular prism An even number An ‘interesting’ repeating pattern Something that is twice as long as your foot Something in between 5cm and 10cm 
Something spherical
Something that tells the time A rectangular array Something with rotational symmetry Something longer than 15cm A number in the teens Something about the size of an apple (not an apple!) Perpendicular lines Something with an obtuse angle Parallel lines An isosceles (2sides equal) triangle An example of Fibonacci pattern 
scavenger_hunt.docx  
File Size:  37 kb 
File Type:  docx 
Tuesday's Activity
MARBLE RUN
Explore angles, friction, lines, shape, direction and time by making a marble run.
Take a photo or video and post to Class Dojo.
Take a photo or video and post to Class Dojo.
Here are some website links for inspiration:
https://frugalfun4boys.com/epiclegomarblerun/
https://frugalfun4boys.com/cardstockmarblerun/
https://frugalfun4boys.com/epiclegomarblerun/
https://frugalfun4boys.com/cardstockmarblerun/
T3 Week Nine Activities

Monday

Tuesday

Wednesday

Thursday

Friday
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Monday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using long division.
EXPLICIT TEACHING
Definitions:
Dividend = A number which is to be divided by another number.
Divisor = A number which is to be divided into another number.
Quotient = The answer to a division problem.
Remainder = The amount left over after division.
Dividend = A number which is to be divided by another number.
Divisor = A number which is to be divided into another number.
Quotient = The answer to a division problem.
Remainder = The amount left over after division.

New information:
Watch the following video to see how to calculate using long division:
Watch the following video to see how to calculate using long division:
TASK
Show your working out of the following division problems:
 Samuel has 241 marbles at a party. He puts 8 marbles into each gift bag. How many gift bags does he fill?
 DVDs cost $5 each. How many can you buy with $156?
 The teacher gives out 423 sweets. The children are given 6 each. How many children get 6 sweets?
 256 marbles are sorted into boxes of 7. How many boxes are needed?
 313 people are sorted into teams of 9 for a competition. How many teams are there?
REFLECTION
What do you know about divison?
Tuesday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using long division.
EXPLICIT TEACHING
Revision:
Review Youtube video from yesterday if you want:
https://www.youtube.com/watch?v=dFhVECegRqw
https://www.youtube.com/watch?v=dFhVECegRqw
LONG DIVISION STEPS
TASK
Divide the following numbers using long division (show your calculations):
4593 / 8 = 3901 / 5 =
8288 / 3 = 1291 / 6 =
2210 / 9 = 8302 / 5 =
7401 / 4 = 3230 / 9 =
A toy factory produces 4536 toys a day. There are 7 machines making the toys. On average, how many toys does each machine produce?
A farmer has 624 eggs. He stores them in boxes of 6. How many boxes will he fill?
4593 / 8 = 3901 / 5 =
8288 / 3 = 1291 / 6 =
2210 / 9 = 8302 / 5 =
7401 / 4 = 3230 / 9 =
A toy factory produces 4536 toys a day. There are 7 machines making the toys. On average, how many toys does each machine produce?
A farmer has 624 eggs. He stores them in boxes of 6. How many boxes will he fill?
REFLECTION
What do you feel about division?
Thursday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using long division.
EXPLICIT TEACHING
Revision:
LONG DIVISION STEPS
TASK
REFLECTION
What new thing have you learnt about division?
T3 Week Eight Activities

Monday

Tuesday

Wednesday

Thursday

Friday
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Monday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical multiplication.
EXPLICIT TEACHING
Definitions:
Multiplication is repeated addition.
The symbol is x
Multiply: carry out the process of repeated addition or multiplication.
Multiplicand: the number that is to be multiplied.
Multiplier: the number by which another number is multiplied.
Product: the answer to a multiplication problem.
Multiplication is repeated addition.
The symbol is x
Multiply: carry out the process of repeated addition or multiplication.
Multiplicand: the number that is to be multiplied.
Multiplier: the number by which another number is multiplied.
Product: the answer to a multiplication problem.

New information:
Watch the following video to see how to calculate using vertical multiplication:
Watch the following video to see how to calculate using vertical multiplication:
TASK
Show your working out of the following multiplication problems:
 There are 38 boxes of cereal on a shelf. How many boxes on 5 shelves?
 24 taxis travel to an airport. 4 people travel in each taxi. How many people are going to the airport?
 Hanna is a keen archer. One day she shoots 35 arrows. Each arrow scores an 8. What is her total score?
 Bob get $4.75 pocket money from his parents every day of the week if he does all of his chores. How much pocket money would he get in a week?
 A football club has an average attendance of 859 people to each match. What is the total attendance for the 9 matches played on the home ground during the season?
REFLECTION
What do you know about multiplication?
Tuesday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical multiplication.
EXPLICIT TEACHING
Revision:

TASK
Multiply the following numbers using vertical multiplication (show your calculations):
14 x 9 = 17 x 6 =
18 x 7 = 15 x 7 =
123 x 6 = 174 x 3 =
826 x 6 = 234 x 9 =
A Vline train carriage has a capacity of 432 people. If there are 7 carriages travelling to Bendigo, how many people can travel on the train?
The capacity of each terminal at the Melbourne Airport is 963 people. If Melbourne Airport has 9 terminals, how many people can the airport hold at one time?
14 x 9 = 17 x 6 =
18 x 7 = 15 x 7 =
123 x 6 = 174 x 3 =
826 x 6 = 234 x 9 =
A Vline train carriage has a capacity of 432 people. If there are 7 carriages travelling to Bendigo, how many people can travel on the train?
The capacity of each terminal at the Melbourne Airport is 963 people. If Melbourne Airport has 9 terminals, how many people can the airport hold at one time?
REFLECTION
What do you feel about multiplication?
Thursday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical multiplication.
EXPLICIT TEACHING
New Learning:
Watch the following to see how to multiply by a two digit number:
TASK
REFLECTION
What new thing have you learnt about multiplication?
Friday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical multiplication.
EXPLICIT TEACHING
Revision:
Review Youtube video from yesterday if you want:
TASK
Multiply the following numbers using vertical multiplication (show your calculations):
11 x 13 = 19 x 14 =
34 x 27 = 18 x 16 =
312 x 16 = 463 x 23 =
932 x 36 = 629 x 47 =
Bill buys 15 Smartie packets each containing 130 Smarties. How many Smarties has he bought?
The local stockyards have 27 pens. If 823 sheep can fit in each pen, what is the maximum amount of sheep the stockyards can keep at on time?
11 x 13 = 19 x 14 =
34 x 27 = 18 x 16 =
312 x 16 = 463 x 23 =
932 x 36 = 629 x 47 =
Bill buys 15 Smartie packets each containing 130 Smarties. How many Smarties has he bought?
The local stockyards have 27 pens. If 823 sheep can fit in each pen, what is the maximum amount of sheep the stockyards can keep at on time?
T3 Week Seven Activities

Monday

Tuesday

Wednesday

Thursday

Friday
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Monday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical subtraction.
EXPLICIT TEACHING
Definitions:
Subtraction = taking a number away from another.
Difference = the amount by which two numbers differ.
Subtrahend = a number which is to be subtracted from another number.
Minuend = a number from which another number is to be subtracted.
Minus = subtract or take away. The symbol is 
Subtraction = taking a number away from another.
Difference = the amount by which two numbers differ.
Subtrahend = a number which is to be subtracted from another number.
Minuend = a number from which another number is to be subtracted.
Minus = subtract or take away. The symbol is 

New information:
Watch the following video to see how to calculate using vertical subtraction with regrouping:
Watch the following video to see how to calculate using vertical subtraction with regrouping:
TASK
Choose 10 calculations from the mystery picture so you can show your working out using vertical subtraction. When you have finished those questions you can do the remainder of the calculations anyway you like.
Colour the answers in the hundred chart the colour stated.
Where does Mrs Clarke want to be?
Colour the answers in the hundred chart the colour stated.
Where does Mrs Clarke want to be?
REFLECTION
How do you feel about subtraction?
Tuesday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical subtraction.
EXPLICIT TEACHING
Revision:
TASK
1463 
5207 
493 
1274 
8520 
7329 
25 
943 
2307 
6024 
973 
8250 
9003 

3009 
9300 
5820 
7014 
5000 
749 
1300 
8627 
48 
2 
270 
6870 
Value 
1. Which two numbers from the above table have the differences below?
 _______ 520 
 _______ 46 
 ________ 6 600 
 _________ 724 
 ________ 7 246 
 _______ 5 327 
 ________ 6 696 
 _________ 673 
 ________ 807 
2. Use the numbers from the top table to make your own subtraction equations. Solve, showing your working.
REFLECTION
What other way could you do this to prove your calculations are correct?
Thursday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical subtraction.
EXPLICIT TEACHING
Revision:
TASK  3 parts
Part 1.
EXPLAIN/SHOW how to work out the answer to ONE of these problems
[choose a problem that will allow you to show the most you know about subtraction]
EXPLAIN/SHOW how to work out the answer to ONE of these problems
[choose a problem that will allow you to show the most you know about subtraction]
125  34 = 
4 236  362 = 
7 463  1 578 = 
64 678  25 234 = 
Part 2.
5…2  ……4 = 68
What might the missing numbers be?
There are ten possible answers.
5…2  ……4 = 68
What might the missing numbers be?
There are ten possible answers.
Part 3.
Write a subtraction story that has the answer 768.
Write a subtraction story that has the answer 768.
REFLECTION
What do you think of subtraction now?
Friday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical subtraction.
EXPLICIT TEACHING
Revision:
TASK
Solve these worded problems showing your calculations (check answers with a calculator):
 Mary ordered a large pasta for $8.50, garlic bread for $2.25 and a small orange juice for $3.10. How much change did she get from $20.00?
 This year Barry’s Sports Store sold 123 tennis rackets, 534 pairs of shoes, 242 jumpers and 203 basketballs. How many items did he have left to sell if he had a total of 1500 items in store?
 Create your own worded problem and solve.
T3 Week Six Activities

Monday

Tuesday

Wednesday

Thursday

Friday
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Monday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical addition.
EXPLICIT TEACHING
Definitions:
Addition = joining two or more numbers together.
Addends = the numbers joined together.
Sum = the total of the addends.
Addition = joining two or more numbers together.
Addends = the numbers joined together.
Sum = the total of the addends.

New information:
Watch the following video to see how to add using vertical addition with regrouping:
Watch the following video to see how to add using vertical addition with regrouping:
TASK
Complete as many of the following problems as you can. Show your working out as demonstrated in the video.
You can check your answers with a calculator afterwards. If you have made errors, leave them and rework the problem. ERRORS ARE JUST AS IMPORTANT AS CORRECT ANSWERS! Thy show you are learning! It also helps to identify where your thinking processes are and therefore where help can be provided.
You can check your answers with a calculator afterwards. If you have made errors, leave them and rework the problem. ERRORS ARE JUST AS IMPORTANT AS CORRECT ANSWERS! Thy show you are learning! It also helps to identify where your thinking processes are and therefore where help can be provided.
No Regrouping 
Some Regrouping 
All Regrouping 
172 + 113 
102 + 945 
24 987 + 14 667 
373 + 402 
680 + 220 
48 987 + 97 460 
247 + 150 
247 + 162 
72 827 + 7 353 
302 + 291 
155 + 206 
14 978 + 25 356 
564 + 335 
456 + 246 
82 465 + 56 127 
417 + 381 
386 + 497 
81 602 +14 939 
491 + 203 
4 178 + 4 326 
82 546 + 82 493 
456 + 801 
6 534 + 3 038 
13 006 + 97 434 
522 + 817 
5 353 + 7 914 
76 354 + 87 365 
REFLECTION
From the video, what was one tip you would give someone else?
Tuesday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical addition.
EXPLICIT TEACHING
Revision:
TASK
1 463 
5 207 
493 
1 274 
8 520 
7 329 
25 
943 
2 307 
6 024 
973 
8 250 
9 003 

3 009 
9 300 
5 820 
7 014 
5 000 
749 
1 300 
8 627 
48 
2 
270 
6 870 
1. Which two numbers from the above table have the totals below?
+ _______ 295 
+ _______ 50 
+ ________ 9 793 
+ _________ 9 003 
+ ________ 3 952 
+ _______ 6 274 
+ ________ 10 763 
+ _________ 11 027 
+ ________ 8 652 
2. Use the numbers from the top table to make you own addition equations. Solve, showing your working.
REFLECTION
What other way could you do this to prove your calculations are correct?
Thursday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical addition.
EXPLICIT TEACHING
Revision:
TASK  3 parts
Part 1.
EXPLAIN / SHOW how to work out the answer to ONE of these problems.
[Choose a problem that will allow you to show the most you know about addition.]
EXPLAIN / SHOW how to work out the answer to ONE of these problems.
[Choose a problem that will allow you to show the most you know about addition.]
125 + 34 = 
4 236 + 362 = 
7 463 + 1 578 = 
24 678 + 65 234 = 
Part 2.
Using any numbers you like fill in the blanks to solve the following problems.
[Aim to show all you know about vertical addition.]
A family went on a trip to Disney in the USA. Their tickets cost ________________.
Their accommodation cost______________________.
They spent______________________.
How much did their holiday cost altogether?
Using any numbers you like fill in the blanks to solve the following problems.
[Aim to show all you know about vertical addition.]
A family went on a trip to Disney in the USA. Their tickets cost ________________.
Their accommodation cost______________________.
They spent______________________.
How much did their holiday cost altogether?
Part 3.
Write an addition story that has one of these answers:
Write an addition story that has one of these answers:
68 
768 
5 768 
or 
45 768 
REFLECTION
What tips would you give a younger student about addition?
Friday's Activity
LEARNING INTENTION
We are learning to use efficient mental and written strategies along with digital technologies to solve problems.
SUCCESS CRITERIA
I can solve problems using vertical addition.
EXPLICIT TEACHING
Revision:
TASK
Solve these worded problems showing your calculations (check answers with a calculator):
1. Mary ordered a large pasta for $8.50, garlic bread for $2.25 and a small orange juice of $3.10. How much did she spend?
2. This year Barry's Sports Store sold 123 tennis rackets, 534 pairs of shoes, 242 jumpers and 203 basketballs. How many items did he sell?
3. Create your own worded problem and solve.
REMEMBER, YOU ARE USING THESE EXAMPLE TO SHOW THE DEPTH OF YOU UNDERSTANDING OF ADDITION.
Explain your answers.
1. Mary ordered a large pasta for $8.50, garlic bread for $2.25 and a small orange juice of $3.10. How much did she spend?
2. This year Barry's Sports Store sold 123 tennis rackets, 534 pairs of shoes, 242 jumpers and 203 basketballs. How many items did he sell?
3. Create your own worded problem and solve.
REMEMBER, YOU ARE USING THESE EXAMPLE TO SHOW THE DEPTH OF YOU UNDERSTANDING OF ADDITION.
Explain your answers.
T3 Week Five Activities

Monday

Tuesday

Wednesday

Thursday

Friday
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Monday's Activity
LEARNING INTENTION
We are learning to calculate perimeter and area.
SUCCESS CRITERIA
I can calculate the perimeter and area of a pixel image of myself.
EXPLICIT TEACHING
Revision:
Perimeter = the length of all the sides of a closed shape added together.
New information:
Area = the amount of surface or the size of the surface of a 2D shape.
It is measured in square units.
The area of a rectangle is measured by multiplying its length by its width.
Perimeter = the length of all the sides of a closed shape added together.
New information:
Area = the amount of surface or the size of the surface of a 2D shape.
It is measured in square units.
The area of a rectangle is measured by multiplying its length by its width.
TASKIn Microsoft Excel (or any online form) or drawing on paper, create a pixel image of yourself using blocks that represent 1cm squares. See example.
Calculate the total perimeter around yourself. Calculate the total area of your shape. Hint: break your image up into rectangles, multiply the smaller areas then add them all together. 
REFLECTION
If you moved your arms or legs in your picture would your calculations stay the same? Why/Why not?
Tuesday's Activity
LEARNING INTENTION
We are learning to calculate perimeter and area.
SUCCESS CRITERIA
I can calculate the perimeter and area of a zoo.
EXPLICIT TEACHING
Revision:
Perimeter = the length of all the sides of a closed shape added together.
Area = the amount of surface or the size of the surface of a 2D shape.
It is measured in square units.
The area of a rectangle = length x width.
New information: Finding the area of irregular shapes.
Sometimes we may need to create rectangles within irregular shapes to calculate the area of the shape more easily.
Watch this YouTube clip to see how this is done.
Perimeter = the length of all the sides of a closed shape added together.
Area = the amount of surface or the size of the surface of a 2D shape.
It is measured in square units.
The area of a rectangle = length x width.
New information: Finding the area of irregular shapes.
Sometimes we may need to create rectangles within irregular shapes to calculate the area of the shape more easily.
Watch this YouTube clip to see how this is done.
Summary:
The original shape below has been cut into Shape A + Shape B to make calculating the total Area easier.
Shape A: Area = 8cm x 3cm = 24 square cm
Shape B: Area = 4cm x 3cm = 12 square cm
Total Area = Shape A + Shape B = 24 + 12 = 36 square cm
The original shape below has been cut into Shape A + Shape B to make calculating the total Area easier.
Shape A: Area = 8cm x 3cm = 24 square cm
Shape B: Area = 4cm x 3cm = 12 square cm
Total Area = Shape A + Shape B = 24 + 12 = 36 square cm
TASK
MUST DO: Calculate the perimeter and area of each building and exhibit at the zoo. Show your math equations!
OPTIONAL EXTRA: Design a crocodile exhibit with a perimeter of 30 square meters. What is the area of your exhibit?
OPTIONAL EXTRA: Design a crocodile exhibit with a perimeter of 30 square meters. What is the area of your exhibit?
REFLECTION
What other way could you do this to prove your calculations are correct?
Thursday's Activity
LEARNING INTENTION
We are learning to calculate volume.
SUCCESS CRITERIA
I can calculate the volume of bricks needed to wall my zoo.
EXPLICIT TEACHING
Revision:
Perimeter = length of all the sides added together.
Area (of rectangle) = length x width.
New information: Volume
Volume = the amount of space a solid takes up.
It is measured in cubic units.
Watch this YouTube clip for a better understanding.
Perimeter = length of all the sides added together.
Area (of rectangle) = length x width.
New information: Volume
Volume = the amount of space a solid takes up.
It is measured in cubic units.
Watch this YouTube clip for a better understanding.
Summary:
TASK
Example:
Have some fun and build your zoo out of Lego!
REFLECTION
How else could you set out your number equation/s?
Friday's Activity
Go onto Essential Assessment and do My Numeracy Activities
Focus
Measurement & Geometry  Area
Focus
Measurement & Geometry  Area