Year 6

Term: 1

Mathematics
Unit: 3

Strand: Number and Algebra

Substrand: Addition and Subtraction

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:
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving
subtraction with whole numbers (ACMNA123)
solve 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)
Key Ideas

Teaching and Learning

Resources

Assessment

Regn

Select and apply

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

Language
Students should be
able to
communicate using
the following
language: plus,
sum, add, addition,
increase, minus, the
diference between,
subtract,
subtraction,
decrease, equals, is
equal to, operation,
digit

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

Imaths p.
154-155, 160
Maths Plus 6
p.6

Missing Digits
I did a subtraction task last night but I can only remember the answer
and that it looked like this:

57
What might the missing numbers be? Describe all the possibilities.
Dice Subtraction
1. Students choose a number between 70 and 100.
2. Roll a die on the smartboard and students mentally subtract that
number form their number. Continue rolling and subtracting.
3. Students must finish on 0.
Explicit Mathematical Teaching- Mental Computation Stategies
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, particularly for
the case of subtraction. 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?
Friendly chunks- jump back Show all examples on number lines
$3.50- 75c=$3.50-50c-20c-5c=$2.75
1-0.36= 1-0.3-0.06=0.64
$1.80-55c= $1.80-50c-5c=$1.25
Friendly Balance- jump forwards
0.54-0.45=0.45+0.05+0.04= 0.09
$9.00-$4.55= $4.55+45c+ $4.00= $4.45
$5.00-$2.40= $2.40+ 60c+$2.00=$2.60
Friendly balance- compensation- add same number to both
$9.40-$2.90= $9.50-$3.00=$6.50
+10
+10
$3.25-$1.95= $3.30-$2.00= $1.30
+5
+5

Differentiatio
n
Adjust the
difficulty of the
sums based on
ability level
ExtensionExcel Year 7p.5

Pre-Assess
Demonstrate
a range of
strategies to
solve a
particular
subtraction
problem e.g.
jump, split,
compensation
, bridging.

Post Assess

3.7-1.9= 3.8 - 2.0 = 1.8

+0.1 +0.1
Friendly balance- compensation- subtract same number from both
$8.10-$2.60= $8.00-$2.50= $5.50
-10
-10
$3.05-75c= $3.00-70c= $2.30
-5
-5
$20.10-$10.60= $20.00- $10.50= $9.50
-10c
-10c
Friendly and fix- compensation
$6.60- $3.90= $6.60-$4.00=$2.10+10c=$2.70
$12.05-$1.50= $12.00- $1.50= $10.50+5c= $10.55
10-4.95=10-5= 5+0.05= 5.05
Place value- Split
16.8-14.7=(10-10)+(6-4)+(0.8-0.7)= 2.1
9.66-2.05= (9-2)+(0.6.0.0)+(0.06-0.05)= 7.61
37.59-11.35= (30-10)+ (7-1)+(0.5-0.3)+(0.09-0.05)= 26.24
Discount- Subtract one tenth for 10% discount, one quarter for 25%
discount and one half for 50% discount.
$90-10%= $90-$9=$81
$200-25%= $200-$50=$150
$60-%50=$60-$30=$30
Computer Learning Objects
Wishball-Stage 2-3
Stage 3 Hyper Link Below
Wishball: tournament - (TLF L8460 v2.0.0)
Stage 2 Hyper Link Below
Wishball: whole numbers - (TLF L867 v4.0.0)
The Wishball series of learning objects encourages thinking about place value.
It also provides opportunities for mental addition and subtraction.
Stage 3

Year 6
Term: 1

Mathematics
Unit: 3

Strand: Measurement and Geometry

Substrand: Area

Outcomes:
selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles MA310MG
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
Content:
investigate the area of a triangle by comparing the area of a given triangle to the area of the rectangle of the same
length and perpendicular height, eg use a copy of the given triangle with the given triangle to form a rectangle
explain the relationship between the area of a triangle and the area of the rectangle of the same length and
perpendicular height (Communicating, Reasoning)
establish the relationship between the base length, perpendicular height and area of a triangle
record, using words, the method for finding the area of any triangle, eg 'Area of triangle = base perpendicular
height'

Key Ideas

Teaching and Learning

Develop a strategy
to find areas of
triangles and record
the strategy in
words.

Ignition Activities
Halve it
Call out numbers and students halve the given number
Explicit Mathematical Teaching
Area of a triangle =1/2 base x perpendicular height
A=1/2bh

Resources
Studyladder
Maths Online
Maths Plus 6
p.43

Assessment
Pre-Assess
What is area?
Calculating
area of squares
and rectangles

Post Assess

1.
Interactive Links
https://www.studyladder.com.au/teacher/resources/activit
y?activity_id=13135
Relationship Rectangle to Triangle
Teacher models that a triangle is simply half a rectangle.
Students investigate the area of a triangle by comparing the area
of a given triangle to the area of the rectangle of the same length
and perpendicular height, eg use a copy of the given triangle with
the given triangle to form a rectangle
Students complete reflecting explaining the relationship between
the area of a triangle and the area of the rectangle of the same
length and perpendicular height.

Regn