alice vigors ~ maths program


Patterns and Algebra
Stage 3 (Year 6) Patterns and Algebra Unit
This unit assists students to identify and describe rules for a range of number patterns that include both increasing and decreasing patterns. It also asks students to create number patterns based on a given rule.
This unit assists students to identify and describe rules for a range of number patterns that include both increasing and decreasing patterns. It also asks students to create number patterns based on a given rule.
Mass
Stage 3 (Year 6) Mass unit.
This unit asks students to use decimal notation to record mass and convert between common metric units of mass.
The indicators addressed are:
recognise the equivalence of wholenumber and decimal representations of measurements of mass
interpret decimal notation for masses
measure mass using scales and record using decimal notation of up to three decimal places
convert between kilograms and grams and between kilograms and tonnes
explain and use the relationship between the size of a unit and the number of units needed to assist in determining whether multiplication or division is required when converting between units
This unit asks students to use decimal notation to record mass and convert between common metric units of mass.
The indicators addressed are:
recognise the equivalence of wholenumber and decimal representations of measurements of mass
interpret decimal notation for masses
measure mass using scales and record using decimal notation of up to three decimal places
convert between kilograms and grams and between kilograms and tonnes
explain and use the relationship between the size of a unit and the number of units needed to assist in determining whether multiplication or division is required when converting between units
Angles
Stage 3 (Year 6) unit on Angles.
This unit ask students to investigate, with and without the use of digital technologies, angles on a straight line, angles at a point, and vertically opposite angles; and use the results to find unknown angles. Student will:
Identify and name angle types formed by the intersection of straight lines, including right angles, 'angles on a straight line', 'angles at a point' that form an angle of revolution, and 'vertically opposite angles'
Recognise right angles, angles on a straight line, and angles of revolution embedded in diagrams (Reasoning)
Identify the vertex and arms of angles formed by intersecting lines (Communicating)
Recognise vertically opposite angles in different orientations and embedded in diagrams (Reasoning)
Investigate, with and without the use of digital technologies, adjacent angles that form a right angle and establish that they add to 90°
Investigate, with and without the use of digital technologies, adjacent angles on a straight line and establish that they form a straight angle and add to 180°
Investigate, with and without the use of digital technologies, angles at a point and establish that they form an angle of revolution and add to 360°
This unit ask students to investigate, with and without the use of digital technologies, angles on a straight line, angles at a point, and vertically opposite angles; and use the results to find unknown angles. Student will:
Identify and name angle types formed by the intersection of straight lines, including right angles, 'angles on a straight line', 'angles at a point' that form an angle of revolution, and 'vertically opposite angles'
Recognise right angles, angles on a straight line, and angles of revolution embedded in diagrams (Reasoning)
Identify the vertex and arms of angles formed by intersecting lines (Communicating)
Recognise vertically opposite angles in different orientations and embedded in diagrams (Reasoning)
Investigate, with and without the use of digital technologies, adjacent angles that form a right angle and establish that they add to 90°
Investigate, with and without the use of digital technologies, adjacent angles on a straight line and establish that they form a straight angle and add to 180°
Investigate, with and without the use of digital technologies, angles at a point and establish that they form an angle of revolution and add to 360°
2D Space
Stage Three (Year 6) Two Dimensional Space unit.
This unit requires students to investigate the diagonals of twodimensional shapes. The indicators addressed are:
Identify and name 'diagonals' of convex twodimensional shapes
Determine and draw all the diagonals of convex twodimensional shapes
Compare and describe diagonals of different convex twodimensional shapes
Identify and name parts of circles
Create a circle by finding points that are all the same distance from a fixed point (the centre)
Identify and name parts of a circle, including the centre, radius, diameter, circumference, sector, semicircle and quadrant
This unit requires students to investigate the diagonals of twodimensional shapes. The indicators addressed are:
Identify and name 'diagonals' of convex twodimensional shapes
Determine and draw all the diagonals of convex twodimensional shapes
Compare and describe diagonals of different convex twodimensional shapes
Identify and name parts of circles
Create a circle by finding points that are all the same distance from a fixed point (the centre)
Identify and name parts of a circle, including the centre, radius, diameter, circumference, sector, semicircle and quadrant
fractions and Decimals
This unit asks students to demonstrate an ability to:
Compare fractions with related denominators and locate and represent them on a number line
Make connections between equivalent fractions, decimals and percentages.
Compare fractions with related denominators and locate and represent them on a number line
Make connections between equivalent fractions, decimals and percentages.
Fractions and decimals is a hard concept for students to grasp as it can be so abstract. For beginners we used coloured cubes to see the progression along a number line (visual), others were segmenting the number line (0  1) based on the denominator and using dominoes to support. Higher ability worked with plotting improper fractions on a number line and are beginning to use this to add fractions with and without the same denominator.
Base 10 blocks are also really handy for working with fractions: hundreds block = 1, tens block = tenths and ones block = hundredths. I find you have to begin with concrete materials and build out to abstract. We can never assume in Stage 3 that they have already understood that. I didn't specify the length of the line, only that we are beginning at zero and going to 1. We then divided the number line up in to parts or segments based on the fraction we were working with, e.g. 1/6 we divided the number line up into sixths'. You could even place an empty number line using masking tape on the floor and have the students physically represent the segments, manipulating in a larger more collaborative way. 
chance
Stage Three (Year 6) unit on Chance. The unit explores the following indicators:
Compare observed frequencies across experiments with expected frequencies
Describe probabilities using fractions, decimals and percentages
Compare observed frequencies across experiments with expected frequencies
Describe probabilities using fractions, decimals and percentages
addition and subtraction
Stage 3: Addition and Subtraction unit (5 sessions). The learning focus is on solving multistep problems involving addition and subtraction.
Alice sourced the problems from a variety of sources, including:
 Website: http://nrich.maths.org
 Book: Openended Maths activities
 Book: Teaching and assessing Maths through openended activities
 Book: Advanced Primary Maths 6
 Website: http://nrich.maths.org
 Book: Openended Maths activities
 Book: Teaching and assessing Maths through openended activities
 Book: Advanced Primary Maths 6