Year 6

Term: 1

Mathematics
Unit: 9

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:
use mental strategies to multiply and divide numbers by 10, 100, 1000 and their multiples
solve word problems involving multiplication and division, eg 'A recipe requires 3 cups of flour for 10 people. How many
cups of flour are required for 40 people?'
use appropriate language to compare quantities, eg 'twice as much as', 'half as much as' (Communicating)
use a table or similar organiser to record methods used to solve problems (Communicating, Problem Solving)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn
Use the formal
algorithm for
multiplication
by one- and
two-digit
operators

Language

Ignition Activities
Salute!
This game is played with a pack of cards. One player is the dealer
who deals a single
card to each player. When the dealer deals the cards he/she says
Salute and the
two other players hold the card up to their forehead so that the dealer
and the other
player can see the card. The dealer multiplies the cards mentally and
announces the
total. The first player to calculate the number on their own card wins
both cards.
The winner is the one with the most cards by the end of the deck. The
dealer
plays the winner and the game continues.(Value of the Ace is one and
Value of
Jack, Queen, King cards can be ten)
Multiplication Grid Race

Targeting
Maths 6 p.
63, 64
Imaths 6
p.38, 39

Pre-Assess
Solve given
problems
34x10, 46x25

Maths Plus 6
p.86

Post Assess
Differentiatio
n

Students
should be able
to
communicate
using 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.

Students race to finish a 10X10 grid of multiplication

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

Explicit Teaching
Number Patterns
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=4214
Students are given a table such as:

They are asked to continue the pattern and describe the number
pattern created.
Students are encouraged to create further number patterns and are
given access to a calculator. Further number patterns could include:

Possible questions include:

what happens if you multiply a number by a multiple of ten?
what happens if you divide a number by a multiple of ten?
can you devise a strategy for multiplying by a multiple of ten?
can you devise a strategy for dividing by a multiple of ten?
https://www.studyladder.com.au/teacher/resources/activity?
activity_id=4468
Demonstrate the formal method for multiplication. EXPLAIN that the
multiplication
of a digit in the tens place value is multiplying by a multiple of ten and
that is why

we put the 0 place holder in the algorithm.

Year 6
Term: 1

Mathematics
Unit: 9

Working Mathematically-Problem Solving

Outcomes:
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: Newmans Analysis Steps for solving problems, Guess and Check strategy,
Key Ideas

Teaching and Learning

Resources

Assessment

Regn

Ignition Activities
http://www.ixl.com/math/grade-6/guess-and-check-wordproblems

iMaths 6
p.132-133
Jigsaw Maths
7 p.7-8

Explicit Teaching
- revise Newmans Analysis steps
Guess and Check
This strategy involves guessing the answer, then checking to see
if it solves the problem. Trial and error is involved.
https://www.teachervision.com/math/problem-solving/48896.html
Model setting out the following problem Jigsaw Maths 7 p.7
Language

Charlie has created some marvellous cup cakes for Grommet and
Roxy. She baked 37 cup cakes to be shared so Grommet would
receive 13 more than Roxy.

Differentiation

Pre-Assess
Give problems
to solve
Blaze and Pete
were collecting
shells from the
beach. When
they counted
their shells they
had 32
altogether.
Blaze had 4
more than Pete.
How many
shells did each
have?

How many cupcakes did Grommet and Roxy collect?

Post Assess