Maths and Me 6 Sample

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A playful, flexible and inclusive Maths programme Maths and Me is a highly engaging programme, seamlessly integrating interactive digital resources, high-quality pupil’s books, and comprehensive teacher’s supports.

Developed by experienced primary teachers, authors and maths experts, it is fully aligned to the new Primary Maths Curriculum and is designed for today’s classroom.

Maths and Me provides an exciting range of components for Sixth Class:

11 12 1 2 10 3 9 4 8 7 6 5

Pupil’s Book Pupil’s Progress Assessment Booklet FREE Teacher’s Pack FREE Digital Platform Access FREE Pupil/Parent App FREE Manipulatives Supports

Sixth Class The Educational Company of Ireland Maths & Me Sixth Class-Sample Art_Cover.indd All Pages

Pupil’s Book

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Mia

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Jay

Lexi

Dara

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and

Me

Class

Maths

Maths

and

Me

A member of the Smurfit Westrock Group plc © The Educational Company of Ireland 2026 Design and layout: Design!mage and Carole Lynch Illustrations: Beehive (Nadene Naude, Andrew Pagram) Photos: Shutterstock All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior permission of the Publisher or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dún Laoghaire, Co. Dublin.

While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.

Web references in this book are intended as a guide for teachers. At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. However, The Educational Company of Ireland and the authors do not accept responsibility for the views or information contained on these websites. Content and addresses may change beyond our control and pupils should be supervised when investigating websites.

As per the requirement of the General Product Safety Regulation, please contact us at safety@edcolearning.ie in relation to any product safety queries.

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Contents Digital Resources Digital Platform Overview

4

Digital Resources for Unit 1: Place Value

6

Link to Online Demo of Digital Resources

7 Pupil’s Book Extract

Pupil’s Book Contents

9

Unit 1: Place Value

10 Teacher’s Planning Book Extract

Teacher’s Planning Book Extract Contents

19

Unit 1: Short-Term Plan

20

Unit 1: Lesson Plans

23

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Maths and Me – Innovative Digital Resources Maths and Me provides access to an extensive range of over 2,500 fun, innovative, easy-to-use and engaging FREE Interactive Digital Resources including editable planning documents and a full range of printables. All resources are central to the programme and integrated into lessons, providing rich learning opportunities for children, by encouraging active participation and positive engagement.

Designed specifically for Maths and Me, with the key pedagogical practices in mind, the resources promote maths talk, allow for formative assessment, include cognitively challenging tasks, mathematical modeling and lots more.

The extensive range of digital resources include: n

Rich multimedia resources – engaging videos and animations

n

Interactive classroom activities

n

Virtual manipulatives

n

Editable planning documents

n

Printables

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Explainer videos help pupils to understand key maths concepts and strategies.

Classroom activities such as Concept Cartoons, Quick Images and Three-Act Tasks engage learners, support key pedagogies such as maths talk and playful learning, help pupils develop skills such as reasoning and allow for formative assessment.

Engaging animations feature the Maths and Me characters in relatable maths-based real-life scenarios.

Free access to a dedicated web app with digital resources for pupils to use at home or in school on devices.

An extensive range of colourful printable resources can also be accessed via the platform, including Maths Language Cards and Manipulative Printables.

Digital resources are accessed through an easy-to-use web platform.

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Digital Resources for 6th Class, Unit 1: Place Value Day

Lesson

1-2

1

3-4

5

6

7-8

9

2

3

4

5

6

Lesson Title Place Value

Decimal Numbers

Millions

Estimating and Rounding Numbers

Positive and Negative Numbers Positive and Negative Numbers on the Number Line

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Resource Title

MAM Routine

Resource Type

Do We Have a Base Ten System?

Concept Cartoon, with Think-PairShare

Concept Cartoon

The Place Value System

Reason & Respond, with WriteHide-Show

Video

What Value Does this Represent? (A)

Quick Images, with Write-HideShow

Quick Images

What Value Does this Represent? (B)

Quick Images, with Write-HideShow

Quick Images

Decimals

Reason & Respond, with WriteHide-Show

Video

Same But Different – Numbers to Millions

Reason & Respond, with ThinkPair-Share

Slideshow

How Big is a Million?

Reason & Respond, with WriteHide-Show

Video

Which One Doesn’t Belong?

– Estimating and Rounding Numbers

Reason & Respond, with ThinkPair-Share

Slideshow

Rounding Numbers

Reason & Respond, with WriteHide-Show

Video

Which is the Greatest Value? Concept Cartoon, with Think-PairShare

Concept Cartoon

The Elevator

Three-Act Task

Three-Act Task

Same But Different – Positive and Negative Numbers

Reason & Respond, with ThinkPair-Share

Slideshow

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Scan the QR code below to access a selection of our new digital resources for Maths and Me 5th and 6th Class:

FOR A DEMO OF THE NEW DIGITAL RESOURCES

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Pupil’s Book Contents

Note: The contents shown indicate what is included in the full Pupil’s Book.

Unit 1: Place Value

Review 3

Unit 2: Operations 1

Unit 11: Money

Unit 3: Operations 2

Unit 12: Location and Transformation

Unit 4: Time

Unit 13: Patterns, Rules and Relationships

Review 1

Review 4

Unit 5: Shapes and Angles

Unit 14: Expressions and Equations

Unit 6: Fractions

Unit 15: Measuring 2

Unit 7: Operations 3

Unit 16: Ratio

Review 2

Unit 17: Chance

Unit 8: Fractions, Decimals and Percentages

Review 5

Unit 9: Measuring 1

Let’s Try More

Unit 10: Data

Glossary

The Maths and Me Pupil’s Pack includes a Progress Assessment Booklet and the following inserts to support learning: mini-whiteboard with open-number line on reverse, spinners (for playing games) and a cut-out Fraction Wall.

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Unit 1x Digital Resources

T

O

1,

7

4

1

0,

3

Thousandths

M , HTh TTh Th , H

Tenths

Ones

·

Hundredths

Decimals

Tens

Thousands

Ten thousands

Hundred thousands

Ones

Hundreds

HM TM

Thousands

Millions

Ten millions

Hundred millions

Millions

Place Value

h

th

· t 5 · 1

Our place value system extends infinitely in two directions towards very large numbers and very small numbers.

Let’s talk!

If you can read a 3-digit number, you can read any large number.

Look at Jay. Do you agree? Why or why not?

With a partner, take turns to read these numbers aloud: 45,681 432.52 307,570 5,611,20 5,487,011

30,145 721.395

656,409 8,054.3

4,861,220

243.452

8,504,062

What is the value of the digit 5 in each of the numbers?

In which number above does the digit 4 have (a) the greatest value, and (b) the least value?

Write each number using digits (standard form).

Remember!

There must be 3 digits between each comma.

10

Don’t forget to use zero as a placeholder where necessary.

1. Two million, fifty-six thousand, five hundred and two

2,056,502 __________

2. Three hundred and fifty-six and seven thousandths

__________

3. Seven million, eighty-four thousand, seven hundred and eight

__________

4. Nine hundred and ninety-two thousand, six hundred and nine

__________

5. Eight million, five hundred and seventy thousand and nineteen

__________

6. Fifteen thousand, four hundred and eleven and twenty-five hundredths

__________

7. Eighty-seven thousand, one hundred and fifty-six

__________

8. One million, two hundred and ninety-nine and four thousandths

__________

Unit 1: Place Value. Days 1 and 2, Lesson 1

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C Let’s play!

Wipeout!

% R.CM

ON

M-

M+

7

8

4

9

+

Number of players: 2–6 You will need: calculator, mini-whiteboard, and marker per player ● To start, each player inputs a 7-digit number (any digits except 0) on their calculator and writes the number on their mini-whiteboard. ● A caller (perhaps the teacher) calls out a digit, for example, 6. ● Any player with a digit 6 on their calculator display wipes out only this digit, so that there is a 0 in its place. They record how they did it on their mini-whiteboard. ● Only one digit can be wiped out each time. ● The player who wipes out all their digits first wins the game.

5

1

6

2

-

3

0

=

+

Variation ● Play as above, but each player inputs a number with 3 decimal places (to thousandths) and 3 whole number places (to hundreds).

Is there any difference between the way large numbers are written in this book and the way they appear on your calculator display?

What is the greatest number of digits your calculator screen can display?

D Are these always (A), sometimes (S) or never (N) true?

1. Our place value system extends infinitely in two directions. ___ 2. The digits in numbers are organised in groups of three. ___

Can you give examples to prove it?

3. The value of a digit depends on its position in the number. ___ 4. Numbers with a decimal point are smaller than whole numbers. ___ 5. As you move away from the decimal point, the value of each place is 10 times greater. ___ 6. If a digit is moved to the column to the right, the value of the digit is now 10 times greater. ___ 7. A number with more digits is always greater than a number with fewer digits. ___ 8. Zeros do not affect the value of a number. ___

Try this! Mystery numbers! What 7-digit numbers did they make?

1. In Lexi's number, the nearest thousand is 6,476,000. The tens digit is half the millions digit. It is a multiple of 10.

The hundreds digit is the Unit 1: Place Value. Days 1 and 1 same as 2, theLesson ones digit in the rounded number above.

The number is ____________.

Unit 1: Place Value. Days 1 and 2, Lesson 1

AMA6645P Maths and Me 6 Sample Booklet.indd 11

2. In Dara's number, the tens digit is one third of the thousands digit.

The hundred-thousands digit is double the tens digit. The digits from millions to thousands are all consecutive numbers. The thousands digit is even. All the remaining digits are multiplies of eight.

The number is ____________.

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Decimal Numbers What (a) decimal fraction, and (b) fraction (thousandths) is coloured?

Where possible, express the answer in its simplest form.

2.

3.

(a) ______ (b) ______ 100 0·1

(a) ______ (b) ______

(a) ______ (b) ______

4.

5.

6.

(a) ______ (b) ______

(a) ______ (b) ______

(a) ______ (b) ______

1.

1 ____

In

what (a) decimal fraction, and (b) fraction of each grid is uncoloured?

1. (a) ______ (b) ______

2. (a) ______ (b) ______

3. (a) ______ (b) ______

4. (a) ______ (b) ______

5. (a) ______ (b) ______

6. (a) ______ (b) ______

In

above, what…

1. is the largest decimal fraction that is (a) coloured? ______ (b) uncoloured? ______ 2. is the smallest decimal fraction that is (a) coloured? ______ (b) uncoloured? ______ 1

3. decimal fraction is (a) greater than a half? ______ (b) equal to ___ 40 ? ______

Let’s talk!

If you add the number of coloured parts to the number of uncoloured parts in each grid in , what do you notice? Can you explain why this is so?

The children each coloured in part of a grid. Write as a decimal fraction the amount (a) coloured, and (b) uncoloured for each.

1. Mia coloured in 6 tenths, 4 hundredths and 2 thousandths. (a) ______ (b) ______

12

2. Dara coloured in 28 hundredths.

(a) ______ (b) ______

3. Jay coloured in 37 thousandths.

(a) ______ (b) ______

4. Lexi coloured in 648 thousandths, and then crossed out 6 hundredths.

(a) ______ (b) ______

Unit 1: Place Value. Days 3 and 4, Lesson 2

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Write the answers to these as decimals. _____ , Lexi wrote 81·003 For 80 + 1 + 1,000 3

5

7

2

2.

4

5

7

4.

_____ ____ 1. 3 + ___ 10 + 100 + 1,000 = ________ _____ ____ 3. 2 + ___ 10 + 100 + 1,000 = ________ 4

8

_____ ____ = ________ + 1,000 5. 9 + 5 + 100

6.

245

_____ = ________ 7. 6 + 1,000

8.

2 6 _____ ___ 10 + 8 + 1,000 = ________ 8 1 3 _____ ____ 7 + ___ 10 + 100 + 1,000 = ________ 8 4 + ___ 10 = ________ 73 _____ = ________ 50 + 1,000

Write these as expanded fractions. __9__

3 ____

5 _____

For 0·935, Dara wrote 10 + 100 + 1,000 1. 0.154 = ____________________ 3. 0.081 = ____________________

2. 0.102 = ____________________ 4. 0.26 = ____________________

5. 0·509 = ____________________

6. 0.006 = ____________________

Write the number that each arrow is pointing to in (a) standard decimal form, and (b) fraction form.

A 3

B 3·02

C 3·04

3·06

3·08

3·1

A (a) ______ (b) ______ B (a) ______ (b) ______ C (a) ______ (b) ______

Write the correct symbol (<, > or =) to make these true.

1.

1 4 3 ___ ____ _____ 10 + 100 + 1,000

14 3 ____ _____ 100 + 1,000

2. 0.802

4 4 2 ___ ___ _____ 10 + 10 + 1,000

1,000 people attended a local food festival. Express each amount as a decimal fraction of the total attendees.

1. 235 of them wore hats.

______

2. 197 children attended.

______

3. 460 women attended.

______

4. Half of the women wore sunglasses. ______

Try this! Write these as decimal numbers. Explain your reasoning to another.

1.

7 17 ____ _____ 100 and 1,000 ________

2.

1,007 _____ 1,000 ________

3.

1,117 _____ 1,000 ________

4.

1,700 _____ 1,000 ________

5.

2,070 _____ 1,000 ________

6.

170 ____ 100 ________

Unit 1: Place Value. Days 3 and 4, Lesson 2

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Millions Let’s talk!

€5.4m invested in local sports clubs Beach

Look at the numbers in these headlines. house What do you notice? sells for What do you wonder? €3.25m Why are the numbers written this way?

What does ‘m’ stand for after the numbers?

What else can ‘m’ stand for in maths?

4.4m in full standard form is 4,400,000.

What would the other numbers be in full standard form?

Ireland to plant 9·5m native trees this year

€4.4m raised for children’s charity 1.5m hurling fans tune in for All-Ireland

Look at the table and answer the questions.

Population in millions

City

1. In your copy, write out the population of each city in its full standard form.

Sydney

5·249m

2. Which of the cities has the…

London

9·841m

New York

8·478m

Dublin (city)

0·593m

(a) just over five and a half million? _____________

Hong Kong

7·769m

(b) almost eight and a half million? _____________

Paris

2·139m

(c) just less than ten million?

Berlin

3·677m

(a) largest population?

_____________

(b) smallest population?

_____________

3. The population of which city is…

_____________

4. Approximately how many times greater is the population of Berlin than that of Dublin (city)? ___

Look at the table and answer the questions.

The Kalahari Desert is 0.9 million sq km.

1. In your copy, write the area in sq km of each desert in millions.

2. Which of the deserts has the…

Desert

(a) largest area? _____________ Desert

(b) smallest area? _____________ Desert 3. Complete this: The area of the _____________ Desert is just over twice the area of the _____________ Desert.

Area in sq km

Kalahari Desert

900,000

Arabian Desert

2,331,000

Great Australian Desert

2,700,000

Sahara Desert

8,598,000

Patagonian Desert

673,000

Gobi Desert

1,300,000

Try this! Lexi saw a maths fact that said 1 tonne = 1,000kg.

She then told Mia that there are a million grams in a tonne. With evidence, prove that Lexi is correct or incorrect.

14

Unit 1: Place Value. Day 5, Lesson 3

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Estimating and Rounding Numbers Answer these.

1. Complete the table below by rounding each diameter to the nearest thousand km.

2. In the table, the diameter of which planet is…

(a) nearly fifty thousand km? ___________ (b) just over fifty thousand km? ___________ (c) approximately twelve thousand km? ______ (d) less than five thousand km? ___________ (e) slightly less than one hundred and forty-three thousand km? ___________ Planet

Diameter (km)

Rounded to the nearest thousand km

Mercury

4,879

(a)

Venus

12,104

(b)

Earth

12,756

(c)

Mars

6,792

(d)

Jupiter

142,984

(e)

Saturn

120,536

(f)

Uranus

51,118

(g)

Neptune

49,528

(h)

One of the planets is sometimes called ‘Earth’s twin’. Which one do you think it is? Why?

Express each of these concert ticket sales rounded to the nearest tenth of a million.

6·3 1. €6,270,000 ____________

2. €8,520,000 ____________

3. €7,837,000 ____________

4. €3,391,000 ____________

5. €9,719,500 ____________

6. €5,684,500 ____________

Round each number to… (a) one decimal place

(b) two decimal places

1. 81.295 2. 49.613 3. 67.055 4. 52.039 5. 33.064

Try this! Ring the number below that is closest to the number 1.

0·9

1·1

0·91

Unit 1: Place Value. Day 6, Lesson 4

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1·09

0·919

1·101

What model could you use to prove your answer?

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Positive and Negative Numbers Let’s talk!

Which of the statements below describe positive numbers?

Which describe negative numbers?

1

2

3

4

The temperature is 12°C above zero.

Aria’s bank account is overdrawn by €50.

The Dead Sea is 423m Aaron’s golf score was below sea level.

3 under par.

5

6

7

8 Online Banking Balance:

€30

The temperature is 8°C below zero.

Eva’s golf score was 1 over par.

Tanush has €30 in his bank account.

Ben Nevis is 1,344m above sea level.

9

10

11

12

Mathsville United have Maggie lives 15 floors Sumtown United have scored 16 goals. above the ground floor not scored any goals, in an apartment block. but have let in 15 goals.

Shane parks his car 3 floors below the ground floor in his large office building.

Use a positive or negative number to represent each of the statements above. in 1. ___

2. ___

3. ___

4. ___

5. ___

6. ___

7. ___

8. ___

9. ___

10. ___

11. ___

12. ___

–15 –14 –13 –12 –11 –10 –9

16

–8

–7

–6

–5

–4

–3

–2

–1

0

Unit 1: Place Value. Days 7 and 8, Lesson 5

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+1

Answer these. (a)

(b)

15°C

(c)

15°C

15°C

(d)

15°C

(e)

15°C

10°C

10°C

10°C

10°C

10°C

5°C

5°C

5°C

5°C

5°C

0°C

0°C

0°C

0°C

0°C

–5°C

–5°C

–5°C

–5°C

–5°C

–10°C

–10°C

–10°C

–10°C

–10°C

–15°C

–15°C

–15°C

–15°C

–15°C

____°C

____°C

____°C

____°C

____°C

1. Write the temperature of each thermometer above.

2. What is the highest temperature? ____°C 3. What is the lowest temperature? ____°C 4. Which temperature is the furthest from zero? ____°C 5. What would each of the temperatures be if they rose by 5 degrees Celsius?

(a) ____°C

(b) ____°C

(c) ____°C

(d) ____°C

(e) ____°C

6. What would each of the temperatures be if they fell by 5 degrees Celsius?

(a) ____°C

(b) ____°C

(c) ____°C

(d) ____°C

(e) ____°C

Try this! Research the average monthly temperature in January for some capital cities around the world. Identify two that have negative temperatures, and two that have positive temperatures. Answer these questions:

1. Which is the (a) hottest city? _______________ (b) coldest city? _______________ 2. What is the difference in temperature between them? ____°C

D Let’s play!

Number Paths Race

I’ll move 5 spaces forwards

Number of players: 2 You will need: paperclip per player, deck of playing cards with picture cards and 6–10 cards removed ● To start, each player places their paperclip at zero on the number path below. ● Each player, in turn, turns over the top card. ● If the card is black, the player moves forwards that amount.

If the card is red, the player moves back that amount. ● A player wins the game by being first to reach +15, or loses the game by being first to reach –15!

0

+1

+2

+3

+4

+5

+6

+7

+8

Unit 1: Place Value. Days 7 and 8, Lesson 5

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I’ll move 2 spaces back.

+9 +10 +11 +12 +13 +14 +15

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Positive and Negative on the Number Line Identify the missing value indicated by each box. (a)

1.

(b)

–3

–5 –4

–2 –1

0

1

(a)

3.

3

4

5

25

–20 –10 0

30 40 50

(b) 25

(a)

6.

1

10

–25

(b)

–15

(b)

4. (a)

0

(a)

(a)

–50 –40

(b)

–25

5.

2.

3

(b)

–20

0

Write the correct symbol (<, > or =) to make these true.

1. +5

5

2. +8

4

3. –4

0

4. 3

–6

5. –9

–7

6. –13

2

20

I’ll use a number line to help me.

C Maths eyes 1. What is the difference in degrees between the temperatures in…

(a) Dublin and Reykjavik? ___°C

Reykjavic –3ºC

(b) New York and Moscow? ___°C (c) Ottawa and Algiers? ___°C

Ottawa –11ºC

(d) Athens and Oslo? ___°C 2. Find two cities that have…

(a) temperatures the same number of degrees from 0°C. _________ and _________

New York –1ºC

Oslo –5ºC

Dublin 5ºC Madrid 6ºC

Moscow –9ºC

Algiers Athens 10ºC 11ºC

(b) a temperature difference of 11°C. _________ and _________

Try this!

I think this one is zero.

What do you think?

1. What number is missing at the arrow? ___

0

18

2. What number is halfway between 8 and –4? ___

–4

?

8

Unit 1: Place Value. Day 9, Lesson 6

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Teacher’s Planning Book Extract Contents

Unit 1: Place Value Unit 1 Short-Term Plan

20

Unit 1 Lesson Plans

23

The Maths and Me Teacher’s Pack contains a Teacher’s Planning Book and a Teacher’s Resources Book.

Along with the plans for each unit, the Teacher’s Planning Book also contains a comprehensive introductory section featuring the following sections: ●

How Maths and Me Aligns to the Primary Maths Curriculum

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Your Guide to Maths and Me

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Supporting Maths Learning in Your Classroom

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Yearly Overview

The Maths and Me Teacher’s Resources Book includes all additional materials outside of planning.

A range of photocopiable materials (PCMs) will be available, including general PCMs. For each unit the following are provided: ●

Let’s Strengthen PCMs

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Let’s Deepen PCMs

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Let’s Strengthen Suggestions for Teachers

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Maths Journal Prompts PCMs

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Home/School Links PCMs

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Games Bank

Additionally an Answer Booklet and various printables (such as manipulative printables, Maths Language Lists and Equipment List) are also available.

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Decimal Numbers: Recognises and uses thousandths and relates them to tenths, hundredths and decimal equivalents (U&C)

Millions: Extends previous conceptual and practical work to include larger numbers (U&C)

Estimating and Rounding Numbers: Uses their skills of rounding and estimating (R)

Positive and Negative Numbers: Identifies positive and negative numbers in context (U&C)

Positive and Negative Numbers on the Number Line: Recognises negative numbers and extends regular patterns that include negative numbers (R)

2

3

4

5

6

CM

D Write-Hide-Show L1–4, 6

C

Print resources Pupil’s Book pages 6–14 PCM XX

D Three-Act Task L5

C Decimal Fractions L2

D Quick Images L2

Numbers L1

C Reading, Comparing and Ordering

C Build it; Sketch it; Write it L1

D Reason & Respond L1–4, 6

C

D Think-Pair-Share L1, 3–6

D Concept Cartoon L1, 5

Learning Experiences

Key: Elements: (U&C) Understanding and Connecting; (C) Communicating; (R) Reasoning; (A&PS) Applying and Problem-Solving. CM: Cuntas Míosúil: please tick when you have completed the focus of learning. Learning Experiences: C concrete activity; D digital activity; P activity based on printed materials, followed by lesson numbers.

Place Value: Identifies and generalises how place value works [the value of each digit and the value of the entire number] (R); Explores the idea that the powers of base ten continue infinitely (U&C)

1

Focus of Learning (with Elements)

20

Assessment Events: information gathered from completion of the unit assessment in the Progress Assessment Booklet page XX

Planned Interactions: responding to insights gleaned from children’s responses to learning experiences

Intuitive Assessment: responding to emerging misconceptions

Assessment

Through appropriately playful and engaging learning experiences children should be able to investigate how decimals and percentages (and fractions) can be compared, ordered and expressed in related terms; explore (model, compare and convert) the relationships between fractions, decimals and percentages; investigate proportionality and ratios of quantities (sets).

Learning Outcome(s)

Lesson

Number > Place Value and Base Ten; Fractions.

Maths and Me: 6th Class – Short-Term Plan, Unit 1: Place Value (September: Weeks 1&2)

Unit 1: Place Value

Strand(s) > Strand Unit(s)

Editable planning document

Unit 1: Place Value

Additional information for planning Progression Continua

See ‘6th Class Maths and Me Progression Continua Overview’ for a detailed breakdown of how all progression continua are covered.

Maths Language

See ‘6th Class Maths and Me Maths Language Overview’ (Appendix 2), individual lesson plans and Unit 1 Maths Language Cards.

Equipment Inclusive Practices

See ‘6th Class Maths and Me Maths Equipment Overview’ (Appendix 3) and individual lesson plans. ●

See Let’s Strengthen and Let’s Deepen suggestions throughout lesson plans.

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See Unit 1 Let’s Strengthen Suggestions for Teachers. (These address the Common Misconceptions and Difficulties listed below.)

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See Unit 1 Let’s Strengthen PCM.

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See Unit 1 Let’s Deepen PCM.

Integration

See individual lesson plans.

Home/School Links

See the Unit 1 Home/School Links PCM and Pupil/Parent App.

Background and rationale ●

This unit is a two-week block of content incorporating whole number and decimal number learning experiences (see progression continua levels j and k) from the strand units of Place Value and Base Ten, and Fractions. Its purpose is to review and further develop the children’s understanding of the base ten number system, including that it extends infinitely in both directions.

●

The final lesson in this unit reviews the children’s understanding of positive and negative numbers (introduced in 5th Class), and lays the groundwork for operations involving positive and negative numbers in Unit 2 Operations 1. While negative numbers might seem like a separate concept, there is a strong rationale for including them as part of a unit of work on place value, which is fundamentally about understanding the structure of the number system and the relative value of digits. Introducing negative numbers expands the number line beyond zero, showing the children that numbers extend infinitely in both directions. This reinforces the idea that numbers have both magnitude (size) and direction (positive or negative).

●

In keeping with the new PMC 2023, Maths and Me uses the terminology of ‘tens and ones’ as opposed to ‘tens and units’. That said, it would be beneficial to explicitly explain that the terms ‘units’ and ‘ones’ are interchangeable, especially as the children may encounter ‘units’ elsewhere.

●

As was emphasised in Maths and Me for 3rd Class and 4th Class, the children should be encouraged from the beginning to use both decimal language and fractional language when verbalising decimal notation (i.e. expressing 7.185 as ‘seven point one eight five’ and also as ‘seven and 185 thousandths’). Using fractional language to read decimals in this way reinforces the value of the digit(s) in the decimal place(s).

●

The children should be encouraged to model and express values in multiple ways in order to reinforce their understanding of the connections between equivalent forms, for example: 125 1 2 5 ) = 1 tenth, 2 hundredths and 5 thousandths ( __ + __ + 1,000 ).

0.125 = 125 thousandths ( 1,000 10

100

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Unit 1: Place Value

Common misconceptions and difficulties ●

The children may have difficulty understanding the base ten system and/or grasping its infinite nature.

●

They may have trouble comprehending the scale of millions, and struggle to relate them to realworld quantities.

●

They may incorrectly assume that thousandths are bigger than hundredths (i.e. struggle with the inverse relationship between the size of the decimal place value and its magnitude).

●

They may not appreciate that a zero can be unnecessary (e.g. at the front of a whole number or the end of a decimal number), or that it can be a necessary placeholder in the middle of a number.

●

They may incorrectly read, write and/or represent numbers (e.g. demonstrate incorrect usage of the comma as a digit separator; read 7.38 as ‘seven point thirty-eight’, or 2.12 as ‘two and one twelfth’; not realise that one-tenth can be written as 0.1, .1, 0.10, 0.100, and so on). Expressing decimals in a variety of equivalent forms can help reinforce children’s understanding of their equivalency, including the role of zero.

●

They may incorrectly assume that a number with more digits is always greater, regardless of place value (e.g. thinking that 12.34 is bigger than 999).

●

They may have trouble grasping the concept of numbers less than zero, as they may not have real-world experience with them. They may also incorrectly assume that the bigger the negative number, the larger the value (e.g. that –10 is greater than –5 because 10 is bigger than 5).

The Unit 1 Let’s Strengthen Suggestions for Teachers address the common misconceptions and difficulties listed above.

Mathematical models and representations ●

Number lines

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Tenths, hundredths and thousandths grids

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Place value grids

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Place value counters

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Base ten blocks

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Base ten money

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Thermometers

3·08

3·1

Ones

5°C

Decimals

Thousandths

5 ·

3

Hundredths

O

7

0,

Tenths

Ones

T

1,

1

t

h

th

· Tens

Thousands

0°C Ten thousands

Hundred thousands

3·06

10°C

M , HTh TTh Th , H

4

C 3·04

15°C

Hundreds

HM TM

B 3·02

Number line

Thousands

Millions

Ten millions

Hundred millions

Millions

A 3

Place value grid

·

–5°C –10°C –15°C

Thousandths grid

Thermometer

Teaching tip The following manipulative printables are available to support the unit: Open Number Lines, Hundredths Grid, Thousandths Grid, Place Value Grid, Place Value Counters, Base Ten Blocks, Base Ten Money. Click on the resources icon on the Maths and Me book cover on edcolearning.ie

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Unit 1: Place Value

Days 1 and 2, Lesson 1

Place Value Focus of learning (with Elements) ●

Identifies and generalises how place value works [the value of each digit and the value of the entire number] (R)

●

Explores the idea that the powers of base ten continue infinitely (U&C)

Learning experiences

Equipment

D Digital activity: Do We Have a Base Ten System?

MAM Routines: Concept Cartoon, with Think-Pair-Share

●

PCM xx

C Concrete activity: How Much is Here? MAM Routines: Reason & Respond, with Write-Hide-Show D Video: The Place Value System MAM Routines: Reason & Respond, with Write-Hide-Show C Concrete activity: Zero as a Placeholder MAM Routine: Build it; Sketch it; Write it C Concrete activity: Reading, Comparing and Ordering Numbers P Pupil’s Book pages 6–7: Place Value

Maths language ●

ones, tens, hundreds, thousands, millions, place value, base ten system, digit, decimal (point), comma (digit group separator), unnecessary/necessary zero, placeholder, compare, order, greater than (>), less than (<)

Teaching tip This lesson explores the core ideas of our base ten place value system: the ten-times relationship between places; the role of decimals; the significance of commas as digit-group separators and of zero as a placeholder.

Warm-up Do one of these warm-up activities on each day.

D Digital activity: Do We Have a Base Ten System?

MAM Routines: Concept Cartoon, with Think-Pair-Share Display the Concept Cartoon, in which the characters are looking at a place value grid and discussing whether our number system should be called a ‘base ten system’. Click to hear each character’s thoughts.

Then, using Think-Pair-Share, ask: ●

What do you think?

●

(Point to a specific character.) Do you agree with their idea? Explain why.

●

Do you think something different? What do you think? Why do you think this?

If appropriate, record the children’s responses to these questions on the board. Allow the children the opportunity to respond to (agree/disagree with or query) others’ responses, but do not confirm or reject any of the ideas. Afterwards, ask/say: ●

Does our number system only go up to thousands?

●

What group is bigger than the thousands group?

And what is bigger than that?

●

I wonder if it is just a coincidence that individual numbers are called digits and fingers are also called digits, and that ten is an important part of our number system and we have ten fingers.

What do you think?

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Unit 1: Place Value Teaching tip The most likely reason for the origin of our base ten system is that humans have ten fingers.

When early humans needed to count things like animals, tools or people, they naturally used their fingers. Each finger represented one, and since we have ten fingers, it was logical to group things in sets of ten.

C Concrete activity: How Much is Here?

MAM Routines: Reason & Respond, with Write-Hide-Show

Write a random number on the board. As appropriate to the ability of the class, the number chosen can be a whole number only up to and including millions (not beyond 9.9 million), and/or include up to three decimal places.

Teaching tip

Let’s deepen Challenge the children to give other examples of number systems we use that are based on ten (e.g. metric measures), and those that are not (e.g. imperial measures, time).

Use a 0–9 spinner or an online number generator to create a random number.

Underline a digit, and ask: ●

How much is here?

Repeat with the other digits. Encourage the children to express the value of the digit in multiple ways, for example, if the underlined digit is 8 in the tenths 8 ), place, it could be expressed as 8 tenths ( __ 10 800 80 __ ) ) or 800 thousandths ( 1,000 80 hundredths ( 100

Repeat as required with other numbers.

Main event D Video: The Place Value System MAM Routines: Reason & Respond, with Write-Hide-Show

To promote discussion, ask/say: ●

Does it change the value of this number, or its model, if a zero is inserted after the digit 5?

Explain why. (No, because it is unnecessary; at the end of a decimal number adding zeros does not change the value.)

●

Does it change the value of this number, or its model, if a zero is inserted between the 5 and the decimal point? Explain why. (Yes, because now there are 0 tenths and the 5 has become 5 hundredths.)

●

Does it change the value of this number, or its model, if a zero is inserted between the 3 and the decimal point? Explain why. (Yes, because now there are 0 ones and the 3 has become 3 tens or thirty.)

●

Does it change the value of this number, or its model, if a zero is inserted before the 3? Explain why. (No, because it is unnecessary; at the front of a whole number adding zeros does not change the value.)

●

What can you say about the effect of the zeros?

(Zeros make a difference in the middle of a number, i.e. they are necessary zeroes, and act like spacers, keeping the other digits in their correct places. They show that there is nothing in that particular place value.)

Play the video and, using Write-HideShow, ask the children to respond to the questions on their MWBs, giving reasons for their responses as appropriate.

Let’s deepen Challenge the children to suggest the name given to the values that come to the right of thousandths (ten thousandths, hundred thousandths, millionths, etc.).

C Concrete activity: Zero as a Placeholder MAM Routine: Build it; Sketch it; Write it

Distribute PCM xx Place Value Grid. Write the number 3.5 on the board, and using Build it; Sketch it; Write it, ask the children to model the number: ●

Build it! Use any classroom resources to represent the number (e.g. with base ten money – three €1 coins and five 10c coins, or with straws – three whole straws and five cut-up tenths).

●

Sketch it! Draw area models (e.g. circles, rectangles, squares), linear models (e.g. bar models, open number line on the children’s MWBs).

●

Write it! Place it on a place value grid (PCM xx), recording it as 3 ones and 5 tenths.

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Unit 1: Place Value P Pupil’s Book pages 6–7: Place Value Unit 1 Digital Resources

●

●

●

1,

7

3

Thousandths

O

0,

Hundredths

Ones

T

1

t

h

th

·

M , HTh TTh Th , H

4

Tenths

Decimals

Tens

Thousands

Ten thousands

Hundred thousands

Ones

Hundreds

HM TM

Place Value

Thousands

Millions

Hundred millions

Millions

· 5 ·

Our place value system extends infinitely in two directions towards very large numbers and very small numbers.

Let’s talk!

If you can read a 3-digit number, you can read any large number.

Look at Jay. Do you agree? Why or why not?

With a partner, take turns to read these numbers aloud: 45,681 432.52 307,570

Reading: Pass the numbers around the group for the children to read each one.

5,611,20

30,145

656,409

5,487,011

721.395

8,054.3

4,861,220

243.452

8,504,062

What is the value of the digit 5 in each of the numbers?

In which number above does the digit 4 have (a) the greatest value, and (b) the least value?

C Let’s play!

% R.CM

7

M-

8

4

5

1

2

0

ON

M+

9 6 3 =

+

Variation ● Play as above, but each player inputs a number with 3 decimal places (to thousandths) and 3 whole number places (to hundreds).

Is there any difference between the way large numbers are written in this book and the way they appear on your calculator display?

What is the greatest number of digits your calculator screen can display?

D Mystery numbers! What 7-digit numbers did they make?

Write each number using digits (standard form).

Remember!

There must be 3 digits between each comma.

Comparing: In pairs, both children compare their numbers and write <, > or = to show the relationship.

Wipeout!

Number of players: 2–6 You will need: calculator, mini-whiteboard, and marker per player ● To start, each player inputs a 7-digit number (any digits except 0) on their calculator and writes the number on their mini-whiteboard. ● A caller (perhaps the teacher) calls out a digit, for example, 6. ● Any player with a digit 6 on their calculator display wipes out only this digit, so that there is a 0 in its place. They record how they did it on their mini-whiteboard. ● Only one digit can be wiped out each time. ● The player who wipes out all their digits first wins the game.

+

With the children working together in groups of four, five or six, ask them to write a 6-digit whole number on their MWBs or a piece of paper.

Ten millions

C Concrete activity: Reading, Comparing and Ordering Numbers

Don’t forget to use zero as a placeholder where necessary.

1. In Lexi's number, the nearest thousand is 6,476,000. The tens digit is half the millions digit. It is a multiple of 10. The hundreds digit is the same as the ones digit.

2. In Dara's number, the tens digit is one third of the thousands digit. The hundredthousands digit is double the tens digit.

The digits from millions to thousands are all consecutive numbers. The thousands digit is even. All the remaining digits are multiplies of eight.

The number is ____________.

The number is ____________.

Try this! Are these always (A), sometimes (S) or never (N) true?

1. Our place value system extends infinitely in two directions. ___ 2. The digits in numbers are organised in groups of three. ___

6

Ordering: Lay out the numbers in ascending order (growing) and then descending order (shrinking).

1. Two million, fifty-six thousand, five hundred and two

2,056,502 __________

3. The value of a digit depends on its position in the number. ___

2. Three hundred and fifty-six and seven thousandths

__________

4. Numbers with a decimal point are smaller than whole numbers. ___

3. Seven million, eighty-four thousand, seven hundred and eight

__________

4. Nine hundred and ninety-two thousand, six hundred and nine

__________

5. As you move away from the decimal point, the value of each place is 10 times greater. ___

5. Eight million, five hundred and seventy thousand and nineteen

__________

6. Fifteen thousand, four hundred and eleven and twenty-five hundredths

__________

7. Eighty-seven thousand, one hundred and fifty-six

__________

8. One million, two hundred and ninety-nine and four thousandths

__________

6. If a digit is moved to the column to the right, the value of the digit is now 10 times greater. ___ 7. A number with more digits is always greater than a number with fewer digits. ___ 8. Zeros do not affect the value of a number. ___

Unit 1: Place Value. Days 1 and 2, Lesson 1

Unit 1: Place Value. Days 1 and 2, Lesson 1

Can you give examples to prove it?

7

Teaching tip When verbalising numbers, ensure the correct word form is spoken (e.g. for the number 32,150, say ‘thirty-two thousand, one hundred and fifty’, rather than ‘three two one five oh’). Encourage all adults supporting the children, including other teachers, assistants and parents, to use the correct word form when reading out numerals.

Also, when verbalising the digit zero, say ‘zero’, rather than ‘O’ (O is a letter of the alphabet and therefore not a digit).

Teaching tip Maths Journals: The children could record the comparing and ordering phases of this activity, using the appropriate symbols.

Let’s strengthen The children may benefit from being able to model the numbers as part of this activity. While it is often not efficient or feasible to model larger numbers using physical materials, the Place Value tool in the e-Toolkit could also be used for this purpose. Counters could also be used to model the structure of up to 6-digit numbers, and decimal numbers to 3 places. The counters can also be composed/decomposed.

Optional consolidation and extension possibilities Maths Journal Use the Lesson 1 prompt from the Unit 1 Maths Journal Prompts PCM.

Display Set up a display for Place Value in the

classroom. This could include examples of the children’s work from this and subsequent units, alongside appropriate labels (see the Unit 1 Maths Language Cards).

Games Bank Play ‘Win Big’ or ‘Less is Best’.

Integration History: Watch this video to learn more

How Much Is Here? Working in pairs, one child

writes a 6-digit whole number on their MWBs, underlines (or points to) one digit, and asks, ‘How much is here?’ Repeat for each digit in turn. Swap roles for the next number. Variation: Underline two adjoining digits each time.

Digital Online Tools ●

This virtual manipulative uses counters to model the structure of up to 7-digit numbers and decimal numbers to 4 places. The counters can also be composed/decomposed: White Rose Place Value Chart at edco.ie/hhae

●

This virtual manipulative can be used to model the written structure of whole numbers of up to 7 digits (note that in US English, as used in this resource, the word ‘and’ is not used after ‘hundred’): Toy Theatre Place Value Chart at edco.ie/szs3

about the origins of our base ten number system and other number systems: edco.ie/4due

Maths Eyes The children could research the various ways that numbers are represented in different countries. For example, in most English-speaking countries, commas are typically used as digit-group separators (e.g. 3,000,000), but in many other countries, spaces are used (e.g. 3 000 000). In some European countries, full stops are used (eg.

3.000.000) and a comma is used instead of the decimal point.

Review and Reflect Use the prompt questions in the Review and Reflect Poster.

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Unit 1: Place Value

Days 3 and 4, Lesson 2

Decimal Numbers Focus of learning (with Elements) Recognises and uses thousandths and relates them to tenths, hundredths and decimal equivalents (U&C)

●

Learning experiences

Equipment

D Digital activity: What Value Does This Represent? (A) and (B) MAM Routines: Quick Images, with Write-Hide-Show

●

D Video: Decimals MAM Routines: Reason & Respond, with Write-Hide-Show

●

Reusable dry-erase pockets (if available) PCMs xx, xx

C Concrete activity: Decimals C Concrete activity: Recording Decimal Numbers on a Place Value Grid MAM Routine: Write-Hide-Show P Pupil’s Book pages 8–9: Decimal Numbers

Maths language ●

fraction(s), decimal(s), point, whole, parts, divide, equal, tenth(s), hundredth(s), thousandth(s), standard form, expanded form

Warm-up Teaching tip

D Digital activity: What Value Does This Represent? (A) and (B) MAM Routines: Quick Images, with Write-Hide-Show

For every image, prompt the children to suggest multiple different ways to write the amount, e.g. __ ) = 4 tenths and 8 hundredths 48 hundredths ( 48 100 4 8 + __ = 0.48 = 0.4 + 0.08. = __

Teaching tip While this is a Quick Images resource, because of the nature of detail in the graphics, each image may need to remain on screen for longer.

Display the slideshow. Click to briefly reveal and then hide the image on the first slide, which shows a representation of a number. Ask the children to record the value represented on their MWBs, and to ‘show’ their proposed answer when called upon.

Record all of the proposed answers on the board, being careful not to give any undue weight to the correct answer. Ask: ●

Which answer are you going for?

●

What proof do you have?

●

Does anybody have different proof?

●

Are there any proposed answers that are equivalent forms, representing the same amount or value (‘same value, different appearance’)?

10

100

If any unreasonable answers are suggested, ask: ●

Are there any answers that are unreasonable/ unlikely because they don’t make sense?

Which ones?

●

Why do you think this?

When there are no new strategies to discuss, reveal the image again and confirm the answer using a variety of possible strategies. Repeat for the remaining images.

Teaching tip For the images showing number lines, ask the children to suggest what the intervals represent and how that could be used to help to identify the missing value.

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Unit 1: Place Value

Main event Let’s deepen

D Video: Decimals MAM Routines: Reason & Respond, with Write-Hide-Show

Challenge the children to suggest strategies for identifying the value of the uncoloured amount, and to come up with a way to justify their approach. If not suggested, prompt them to realise that if there are 1,000 thousandths in total, they can use their understanding of bonds of 100 and 1,000 to help identify the uncoloured part.

Play the video and, using Write-HideShow, ask the children to respond to the questions on their MWBs, giving reasons for their responses as appropriate.

C Concrete activity: Decimals

Distribute a copy of PCM xx Thousandths Grids to each child. Ask the children to use each grid to represent a random decimal fraction.

Teaching tip Maths Journals: The children could record what they have learned in this lesson, and/or paste in their completed thousandths grids from PCM xx.

Teaching tip The PCMs could be placed inside reusable dryerase pockets (if available) and used with markers.

The children should colour in the amount and record the values in both fraction and decimal form below the pictorial representation, for example: ● ● ●

C Concrete activity: Recording Decimal Numbers on a Place Value Grid MAM Routine: Write-Hide-Show

Teaching tip

3 __ = 300 = 0.3 = 30 3 tenths = __ 1,000 10

100

Decimals can be written…

100

●

in standard form (e.g. 1.345)

●

in expanded form (e.g. 1 + 0.34 + 0.05)

●

as an equivalent fraction in standard form 345 ) (e.g. 1 1,000

70 7 7 hundredths = __ = 0.07 = 1,000

365 365 thousandths = 1,000 = 0.365

Teaching tip Depending on the availability of digital devices, online virtual manipulatives could also be used to model fractions. See the suggestions in the Optional Consolidation and Extension Possibilities section for this lesson.

The following questions could be asked during or after the activity to assess understanding: ●

Show me your representation. How do you know you are correct?

●

How might you do this in an efficient way? (e.g. for 365 thousandths, instead of colouring in and counting 365 individual parts, instead colour three full rows/columns and 6 hundredth squares, and 5 thousandths/half of 1 hundredth.)

●

●

Does this remind you of any other fraction or decimal? (If not suggested, prompt the children to recognise how each full row/column is also a tenth of the whole shape.)

What value is represented by the uncoloured parts of the grid? How do you know? Do you need to count all of the uncoloured parts? Explain why.

as an equivalent fraction in expanded form 5 3 4 ). + __ + 1,000 (e.g. 1 + __

●

10

100

It is very important that the children recognise this and can change an amount from one form to another.

On their MWBs, ask the children to draw a place value grid of:

O

.

t

h

th

Alternatively, if available, reusable dry-erase pockets and markers could be used with PCM xx Place Value Grid.

Call out a random decimal number (see suggestions below) and, using Write-Hide-Show, ask/say: ●

Write and read out this number as a decimal using digits. This is a decimal in standard form.

●

What digit is in the tenths (or thousandths/ones/ hundredths) place?

●

Which place has the greatest value?

●

Which place has the least value?

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Unit 1: Place Value ●

Let’s strengthen

Write and read out this number as a decimal in expanded form using the plus symbol so that we can see all of the different parts. (This is also called partitioning the decimal into expanded form.)

●

In what other way could this number be written?

●

Write and read out this number as a fraction using a fraction line (fraction notation). This is a fraction in standard form.

●

Write and read out this number as a fraction in expanded form using the plus symbol so that we can see all of the different parts. (This is also called partitioning the fraction into expanded form.)

The children may benefit from using the Unit 1 Let’s Strengthen PCM, which shows some of the equivalent ways in which the same fraction or decimal can be expressed. If the children struggle to identify the value of each digit within the decimal part of the number, encourage them to sketch the number using thousandths grids (see PCM xx).

P Pupil’s Book page 8–9: Decimal Numbers Decimal Numbers

2.

_____ For 80 + 1 + 1,000 , Lexi wrote 81.003 3

5

7

2

____ _____ 1. 3 + ___ 10 + 100 + 1,000 = ________

3.

4

5

2.

7

____ _____ 3. 2 + ___ 10 + 100 + 1,000 = ________ 8

6 2 ___ _____ 10 + 8 + 1,000 = ________ 3 1 8

____ _____ 4. 7 + ___ 10 + 100 + 1,000 = ________

4

8

____ _____ 5. 9 + 5 + 100 + 1,000 = ________

6. 4 + ___ 10 = ________

245

73

_____ 7. 6 + 1,000 = ________

Suggested numbers: 4 tenths and 7 hundredths 9 tenths, 3 hundredths and 4 thousandths 2 (ones) and 3 hundredths 4 (ones) and 13 thousandths

Write the answers to these as decimals.

What (a) decimal fraction, and (b) fraction (thousandths) is coloured?

Where possible, express the answer in its simplest form.

1.

_____ 8. 50 + 1,000 = ________

Write these as expanded fractions.

1 ____

5 hundredths and 1 thousandth 8 tenths and 6 thousandths 5 (ones) and 2 thousandths 2 tenths, 7 hundredths and 5 thousandths

(a) ______ (b) ______ 100 0·1

(a) ______ (b) ______

(a) ______ (b) ______

4.

5.

6.

__9__

3 ____

5 _____

For 0·935, Dara wrote 10 + 100 + 1,000 1. 0.154 = ____________________

2. 0.102 = ____________________

3. 0.081 = ____________________

4. 0.26 = ____________________

5. 0·509 = ____________________

6. 0.006 = ____________________

Write the number that each arrow is pointing to in (a) standard decimal form, and (b) fraction form. (a) ______ (b) ______

In

(a) ______ (b) ______

(a) ______ (b) ______

1. (a) ______ (b) ______

2. (a) ______ (b) ______

3. (a) ______ (b) ______

4. (a) ______ (b) ______

5. (a) ______ (b) ______

6. (a) ______ (b) ______

In

A

what (a) decimal fraction, and (b) fraction of each grid is uncoloured?

3

above, what…

1.

1

Let’s talk!

If you add the number of coloured parts to the number of uncoloured parts , what do you notice? Can you explain why this is so? in each grid in

The children each coloured in part of a grid. Write as a decimal fraction the amount (a) coloured, and (b) uncoloured for each.

8

(a) ______ (b) ______

3. Jay coloured in 37 thousandths.

(a) ______ (b) ______

4. Lexi coloured in 648 thousandths, and then crossed out 6 hundredths.

(a) ______ (b) ______

Unit 1: Place Value. Days 3 and 4, Lesson 2

3·06

3·08

3·1

1 4 3 ___ ____ _____ 10 + 100 + 1,000

14 3 ____ _____ 100 + 1,000

2. 0.802

4 4 2 ___ ___ _____ 10 + 10 + 1,000

1,000 people attended a local food festival. Express each amount as a decimal fraction of the total attendees.

3. decimal fraction is (a) greater than a half? ______ (b) equal to ___ 40 ? ______

1. Mia coloured in 6 tenths, 4 hundredths and 2 thousandths. (a) ______ (b) ______

C 3·04

Write the correct symbol (<, > or =) to make these true.

1. is the largest decimal fraction that is (a) coloured? ______ (b) uncoloured? ______ 2. is the smallest decimal fraction that is (a) coloured? ______ (b) uncoloured? ______

2. Dara coloured in 28 hundredths.

B 3·02

A (a) ______ (b) ______ B (a) ______ (b) ______ C (a) ______ (b) ______

1. 235 of them wore hats.

______

2. 197 children attended.

______

3. 460 women attended.

______

4. Half of the women wore sunglasses. ______

Try this! Write these as decimal numbers. Explain your reasoning to another.

1.

7 17 ____ _____ 100 and 1,000 ________

2.

1,007 _____ 1,000

________

3.

1,117 _____ 1,000

________

4.

1,700 _____ 1,000

________

5.

2,070 _____ 1,000

________

6.

170 ____ 100 ________

Unit 1: Place Value. Days 3 and 4, Lesson 2

9

Optional consolidation and extension possibilities Maths Journal Use the Lesson 2 prompt from the Unit 1 Maths Journal Prompts PCM.

Display The children could contribute samples of

their own work from this lesson and label them.

‘Number of the Day’: Create a 2-D and/or 3-D display for a particular whole or decimal number illustrating all the different ways to represent that number. Each day, a number of significance could be used (e.g. population of a city or country, the asking price of a local house, the distance in km between major cities).

Digital Online Tools Use these place value tools: ●

‘Decimal Squares’, virtual manipulatives that can be used to model and compare tenths, hundredths and/or thousandths, at: edco.ie/7any

●

‘Number Line’, a tool that can be used to represent decimal numbers to three decimal places, at: edco.ie/uup8

Review and Reflect Use the prompt questions in the Review and Reflect Poster.

Online Game Play this game, which only goes to

tenths, but is quite challenging and provides good reinforcement for visualising where a decimal number is located in relation to another (choosing ‘decimals’): ‘Battleship Numberlines’ at edco.ie/as3v

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Unit 1: Place Value

Day 5, Lesson 3

Millions Focus of learning (with Elements) ●

Extends previous conceptual and practical work to include larger numbers (U&C)

Learning experiences

Equipment

D Digital activity: Same But Different – Numbers to Millions MAM Routines: Reason & Respond, with Think-Pair-Share

●

D Video: How Big is a Million?

MAM Routines: Reason & Respond, with Write-Hide-Show

There is no equipment needed for this lesson.

P Pupil’s Book page 10: Millions

Maths language ●

There is no new maths language for this lesson.

Warm-up D Digital activity: Same But Different – Numbers to Millions MAM Routines: Reason & Respond, with Think-Pair-Share

Play the slideshow and, using Think-Pair-Share, ask the children to propose reasons for why the images are the same and why they are different.

Main event D Video: How Big is a Million? MAM Routines: Reason & Respond, with Write-Hide-Show

P Pupil’s Book page 10: Millions

Play the video and, using Write-Hide-Show, ask the children to respond to the questions on their MWBs, giving reasons for their responses as appropriate. Afterwards, ask: ●

Millions

Let’s talk!

Look at the number s in Ireland to €5.4m invested What do you notice? these headlines. in local plant Beach 9·5m sports clubs What do you wonder? house native trees sells this year Why are the number for s written this way? €3.25m What does ‘m’ €4.4m raised for stand for after the numbers? children’s charity What else can ‘m’ stand for in maths?

4.4m in full standar 1.5m hurling fans d form is 4,400,0 tune What would the in for All-Irelan 00. d other numbers be in full standar d form?

Look at the table

and answer the

questions.

1. In your copy, write full standard form. out the population of each city in its 2. Which of the cities has the… (a) largest populat ion? __________ (b) smallest populat ___ ion? __________ 3. The populat ___ ion of which city is… (a) just over five and a half million? __________ (b) almost eight ___ and a half million? __________ (c) just less than ___ ten million? __________ 4. Approximately ___ how many times of Berlin than that of Dubin? greater is the population ___

Look at the table

City Sydney London New York Dublin Hong Kong Paris Berlin

Population in millions 5·249m 9·841m 8·478m 0·593m 7·769m 2·139m 3·677m

and answe

r the questions.

1. In your copy, write the area The Kalahari in sq km of each in millions. desert Desert is 0.9 2. Which of the million sq km. deserts has the… (a) largest area? __________ Desert ___ Desert Area in sq km (b) smallest area?

Kalahari Desert 900,000 __________ Arabian Desert ___ Desert 3. Complete 2,331,000 this: Great Australian Desert The area of the 2,700,000 __________ ___ Sahara Desert Desert is just over twice the area 8,598,000 of the __________ Patagonian Desert ___ Desert.

673,000 Gobi Desert 1,300,000 Try this! Lexi saw a maths She then told Mia fact that said 1 tonne = 1,000kg that there are a tonne. With a million grams . evidence, prove that Lexi is correct in or incorrect.

Where might we see or hear about millions in everyday life?

Teaching tip

10

Unit 1: Place Value.

Day 5, Lesson

3

While it is not essential that the children know the groups that follow millions, many of them might have encountered billions and trillions in the media. Others might be interested in the pattern of prefixes (billions, trillions, quadrillions, quintillions, etc.).

Optional consolidation and extension possibilities Maths Journal Use the Lesson 3 prompt from the

Games Bank Play ‘4 Spins to 1,000,000’ or ‘Spin and

Display The children could contribute samples of

Story Read How Much is a Million? by David M. Schwartz. A reading of the story is available at: edco.ie/snvg

Unit 1 Maths Journal Prompts PCM.

their own work from this lesson and label them.

Place’.

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Unit 1: Place Value Integration History and Geography: Explore

statistics with large numbers (e.g. casualties in battles and wars, population sizes, statistics about space and the planets).

STEM Maximise on opportunities to incorporate and

explore numbers up to and in the millions, and decimal numbers to 4 places and beyond. For example, use technology to explore number sequences (e.g. Fibonacci numbers), or build scale models of large objects, such as bridges or buildings, and calculate/express the actual dimensions.

Integration Geography: Walk to a location that is a

Estimation Station Estimate how many grains of

rice there are in a 1kg bag. Ask the children: ‘How can we arrive at a good estimate without counting all of the grains?’ (Find out how many grains of rice there are in a tablespoon or scoop and then how many tablespoons/scoops can be filled from the bag; find out how many grains equal 1g/10g and multiply that number by 1000/100.) Next, using the first estimate, estimate how many 1kg bags of rice are needed to have more than 1 million grains.

Review and Reflect Use the prompt questions in the Review and Reflect Poster.

distance of 1km (i.e. 1 milllion mm) from the school, or use a GPS map to pinpoint a location that distance away on a map.

Day 6, Lesson 4

Estimating and Rounding Numbers Focus of learning (with Elements) ●

Uses their skills of rounding and estimating (R)

Learning experiences

Equipment

D Digital activity: Which One Doesn’t Belong? – Estimating and Rounding Numbers MAM Routines: Reason & Respond, with Think-Pair-Share D Video: Rounding Numbers MAM Routines: Reason & Respond, with Write-Hide-Show

●

There is no equipment needed for this lesson.

C Concrete activity: Rounding Numbers MAM Routine: Write-Hide-Show P Pupil’s Book page 11: Estimating and Rounding Numbers

Maths language ●

estimate, roughly (approximately), closer to, between, round to one/two decimal place(s)

Warm-up D Digital activity: Which One Doesn’t Belong?

– Estimating and Rounding Numbers MAM Routines: Reason & Respond, with Think-Pair-Share

Play the slideshow and, using Think-Pair-Share, ask

the children to propose reasons for why each does not belong. Encourage them to give reasons for their responses.

For possible reasons why each image doesn’t belong, go to the Information panel of this digital resource.

Main event D Video: Rounding Numbers MAM Routines: Reason & Respond, with Write-Hide-Show

Play the video and, using Write-HideShow, ask the children to respond to the questions on their MWBs, giving reasons for their responses as appropriate.

Afterwards, ask the children to round various whole and decimal numbers to a given place and to explain or demonstrate their strategy.

Allow time to discuss, display and compare the efficiency and accuracy of the strategies used.

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Unit 1: Place Value Teaching tip Ensure that the children realise that if a number is exactly half-way between both options, by convention, we round to the greater number.

Repeat as required with other 7-digit numbers and a selection of decimal numbers.

Let’s deepen As appropriate, challenge the children to:

C Concrete activity: Rounding Numbers MAM Routine: Write-Hide-Show

●

round the numbers to their nearest half thousand or half million.

Write a 7-digit number (e.g. 2,934,517) on the board, and using Write-Hide-Show, ask/say:

●

identify the most significant (important) digit in each number and how they might round a number to its most significant digit.

Round this number to the nearest million. How did you do it? What strategies did you use?

●

Round this number to the nearest hundred thousand (or ten thousand, thousands, and so on). How did you do it? What strategies did you use?

●

Estimating and

Answer these.

Rounding Num

bers

1. Complete the table below by rounding each diameter to the nearest thousan d km.

2. In the table, the diameter of which planet is… (a) nearly fifty thousand km? __________ (b) just over fifty _ thousand km? __________ (c) approximately _ twelve thousan d km? _____ (d) less than five _ thousand km? __________ (e) slightly less _ than one hundred and forty-three thousand km? __________ Diamet Planet er _ Rounded to the nearest (km) thousand km One of the planets Mercury 4,879 is sometimes (a) called Venus ‘Earth’s twin’.

Which 12,104 one do you think (b) it Earth is? Why? 12,756 (c) Mars 6,792 (d) Jupiter 142,984 (e) Saturn 120,536 (f) Uranus 51,118 (g) Neptune 49,528 (h)

P Pupil’s Book page 11: Estimating and Rounding Numbers

Express each of these concert ticket sales rounde nearest tenth of a million. d to the

Allow time for the children to justify their answer and/or explain or demonstrate their strategy. Discuss and compare the efficiency of the strategies used.

1. €6,270,000 __________ 6·3 __ 3. €7,837,000 __________ __ 5. €9,719,500 __________ __

Round each numbe

r to….

1. 81.295

(a) one decima

2. €8,520,000 __________ __ 4. €3,391,000 __________ __ 6. €5,684,500 __________ __

l place

(b) two decima

2. 49.613

l places

3. 67.055 4. 52.039 5. 33.064

Try this! Ring the number 0·9 Unit 1: Place Value.

1·1

below that is closest

0·91

Day 6, Lesson

1·09

to the number

0·919

1·101

1.

What model could you use to prove your answer?

4

11

Optional consolidation and extension possibilities Maths Journal Use the Lesson 4 prompt from the Unit 1 Maths Journal Prompts PCM.

Display The children could contribute samples of their own work from this lesson and label them.

Maths Eyes Ask the children to identify and round

real-world examples of large number facts (e.g. the population of Ireland or a nearby town or city, the cost of various cars or local houses, the capacities of major venues and sports stadia).

Large Number Scavenger Hunt Give the children

specific examples to search for (e.g. a video with over 10,000 views, a website with over 100,000 visitors, a celebrity with over 500,000 followers, a song that has been streamed more than 1 million times).

Games Bank Play ‘Round Out Them Millions’, ‘Round Out Them Ones’, ‘Win Big Rounding’ or ‘Less is Best Rounding’.

Review and Reflect Use the prompt questions in the Review and Reflect Poster.

Days 7 and 8, Lesson 5

Positive and Negative Numbers Focus of learning (with Elements) ●

Identifies positive and negative numbers in context (U&C)

Learning experiences D Digital activity: Which is the Greatest Value?

MAM Routines: Concept Cartoon, with Think-Pair-Share

Equipment ●

There is no equipment needed for this lesson.

D Digital activity: The Elevator MAM Routine: Three-Act Task P Pupil’s Book pages 12–13: Positive and Negative Numbers

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Unit 1: Place Value Maths language ●

negative, positive, above/below zero, plus*, minus*

(*While acknowledging that the terms ‘plus’ and ‘minus’ are commonly used, it is more mathematically correct to use ‘positive’ and ‘negative’.)

Teaching tip At primary level, positive and negative numbers can often be referred to as ‘directed’ numbers. However, it is more mathematically accurate to refer to them as integers, which is also the terminology that is used at post-primary level. Integers are the set of numbers that include all positive whole numbers (e.g. 1, 2, 3…), all negative whole numbers (e.g. –1, –2, –3…), and zero.

If you believe it will not overwhelm the children, introducing the term ‘integers’ now will be more beneficial for their long-term learning and ease the transition to post-primary maths. Maths and Me deliberately avoids the use of ‘directed’ numbers, as this will ultimately be discarded in favour of integers, and the use of interchangeable terminology may lead to confusion.

Warm-up D Digital activity: Which is the Greatest Value?

MAM Routines: Concept Cartoon, with Think-Pair-Share

●

Do you think something different? What do you think?

●

Display the Concept Cartoon, in which the characters are looking at the temperature in three cities and discussing which value they think is the greatest.

Click to hear each character’s thoughts. Then, using Think-Pair-Share, ask:

Why do you think this?

If appropriate, record the children’s responses to these questions on the board. Allow the children the opportunity to respond to (agree/disagree with or query) others’ responses, but do not confirm or reject any of the ideas.

●

What do you think?

●

●

(Point to a specific character.) Do you agree with their idea? Explain why.

Encourage the children to present their suggested approaches and/or solutions.

How can we find out who is correct?

Main event D Digital activity: The Elevator MAM Routine: Three-Act Task

This is a Three-Act Task to work out the final floor that an elevator stopped at.

Act 1: Notice & Wonder Play the animation, which shows Jay using an elevator in a tall building.

Act 2: Productive Struggle Look at the image. Using Think-Pair-Share and Write-Hide-Show, click to play or ask: ●

Write an estimate that is too high on your MWB.

●

Write an estimate that is too low.

●

Write a reasonable estimate.

●

What do you notice?

The children work in pairs or small groups to answer the focus question. If necessary, prompt them by asking:

●

What do you wonder?

●

Using Think-Pair-Share, click to play or ask:

Record the children’s responses to both questions on the board. Allow the children the opportunity to respond to (agree/disagree with or query) others’ responses, but do not confirm or reject any of the ideas. ●

(Reveal the focus question.) What was the final floor that Jay was at?

Do you have enough information? What else do you need to know?

Once the children explain that they need to know more about the direction and number of floors travelled, click to flip the image over and play the next part of the animation. Click to play or ask: ●

What information do you have now?

●

To get an answer, what needs to be done?

●

What strategies can you use?

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Unit 1: Place Value Using Build it; Sketch it; Write it, the children choose their preferred way to mathematically model their strategies/solution(s).

Act 3: The Big Reveal The children share and discuss their strategies and solutions. Click to play or ask: ●

What answer did you get?

●

What strategies did you use to get the answer?

●

What do you think was the most efficient strategy?

Let’s deepen Challenge the children to create their own problems for others to solve (e.g. If Jay gets back on at -2, and he travels up 4 floors, what floor will he be on then?).

P Pupil’s Book pages 12–13: Positive and Negative Numbers Positive and Negative Numbers

1

3

15°C

4

The temperature is 12°C above zero.

Aria’s bank account is overdrawn by €50.

The Dead Sea is 423m Aaron’s golf score was below sea level.

3 under par.

(b)

5

6

7

(c)

15°C

15°C

(d)

15°C

(e)

15°C

10°C

10°C

10°C

10°C

10°C

5°C

5°C

5°C

5°C

5°C

0°C

0°C

0°C

0°C

0°C

–5°C

–5°C

–5°C

–5°C

–10°C

–10°C

–10°C

–10°C

–15°C

–15°C

–15°C

–15°C

____°C

____°C

____°C

–5°C –10°C –15°C

____°C

1. Write the temperature of each thermometer above.

2. What is the highest temperature? ____°C

8

3. What is the lowest temperature? ____°C 4. Which temperature is the furthest from zero? ____°C

Online Banking

5. What would each of the temperatures be if they rose by 5 degrees Celsius?

Balance:

€30

(a) ____°C

(b) ____°C

(c) ____°C

(d) ____°C

(e) ____°C

6. What would each of the temperatures be if they fell by 5 degrees Celsius?

The temperature is 8°C below zero.

Eva’s golf score was 1 over par.

Tanush has €30 in his bank account.

Ben Nevis is 1,344m above sea level.

9

10

11

12

(a) ____°C

(b) ____°C

(c) ____°C

(d) ____°C

(e) ____°C

Try this! Research the average monthly temperature in January for some capital cities around the world. Identify two that have negative temperatures, and two that have positive temperatures. Answer these questions:

1. Which is the (a) hottest city? _______________ (b) coldest city? _______________ 2. What is the difference in temperature between them? ____°C

Mathsville United have Maggie lives 15 floors Sumtown United have scored 16 goals. above the ground floor not scored any goals, in an apartment block. but have let in 15 goals.

D Let’s play!

Shane parks his car 3 floors below the ground floor in his large office building.

1. ___

2. ___

3. ___

4. ___

5. ___

7. ___

8. ___

9. ___

10. ___

11. ___

–15 –14 –13 –12 –11 –10 –9

12

Do you have any new ‘I wonder’ questions?

–8

–7

–6

–5

–4

6. ___ 12. ___

–3

–2

Number Paths Race

I’ll move 5 spaces forwards

Number of players: 2 You will need: paperclip per player, deck of playing cards with picture cards and 6–10 cards removed ● To start, each player places their paperclip at zero on the number path below. ● Each player, in turn, turns over the top card. ● If the card is black, the player moves forwards that amount.

If the card is red, the player moves back that amount. ● A player wins the game by being first to reach +15, or loses the game by being first to reach –15!

Use a positive or negative number to represent each of the statements above. in

What ‘I wonder’ questions did you answer?

●

2

____°C

Is this the answer that you expected? Why or why not?

●

(a)

Which of the statements below describe positive numbers?

Which describe negative numbers?

Click to flip the card and play the final part of the animation to reveal the answer (the final floor Jay was at was -2). Click to play or ask: ●

Answer these.

Let’s talk!

–1

0

+1

+2

+3

+4

+5

+6

+7

+8

I’ll move 2 spaces back.

+9 +10 +11 +12 +13 +14 +15

Unit 1: Place Value. Days 7 and 8, Lesson 5

Unit 1: Place Value. Days 7 and 8, Lesson 5

13

Teaching tip Maths Journals: The children could record, using images and/or words, what they built, sketched or wrote above.

Optional consolidation and extension possibilities Maths Journal Use the Lesson 5 prompt from the

STEM Maximise on opportunities to incorporate and

Unit 1 Maths Journal Prompts PCM. The children could also create their own personal fractions, decimals and percentages reference grid for the new equivalent forms they identified in this lesson in their Maths Journals.

explore the concept of positive and negative numbers. For example, investigate the effects of temperature changes on materials, or design containers that keep liquid at the same temperature for longer.

Display The children could contribute samples of

Review and Reflect Use the prompt questions in

their own work from this lesson and label them.

the Review and Reflect Poster.

Integration History: Create timelines of historical

events using negative numbers to represent years BC.

Day 9, Lesson 6

Positive and Negative Numbers on the Number Line Focus of learning (with Elements) ●

Recognises negative numbers and extends regular patterns that include negative numbers (R)

Learning experiences D Digital activity: Same But Different – Positive and Negative Numbers MAM Routines: Reason & Respond, with Think-Pair-Share C Concrete activity: Patterns in Positive and Negative Numbers MAM Routines: Reason & Respond, with Write-Hide-Show

Equipment ●

There is no equipment needed for this lesson.

P Pupil’s Book page 14: Positive and Negative Numbers on the Number Line

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Unit 1: Place Value Maths language ●

pattern, symmetry

Warm-up D Digital activity: Same But Different – Positive and Negative Numbers MAM Routines: Reason & Respond, with Think-Pair-Share

Play the slideshow and, using Think-Pair-Share, ask the children to propose reasons for why the images are the same and why they are different.

Main event C Concrete activity: Patterns in Positive and Negative Numbers MAM Routines: Reason & Respond, with Write-Hide-Show

Using the same resource as in the Warm-up, and with slide 6 on display (showing the horizontal number line), ask: ●

What patterns do you notice in the numbers?

●

What do you notice about one and negative one, two and negative two, and so on? (In each pair, the numbers are the same distance from zero.)

●

Is there a type of symmetrical pattern visible?

If yes, where would the line of symmetry be? (at zero)

●

What do you notice about the scale intervals used on each slide?

●

Is zero always given? If zero is not always given, how might you identify its position?

Ask the children to use their MWBs to complete various number lines representing negative numbers (e.g. with zero in the middle and going from zero in intervals of 1, 2, 5, 10, 4).

Let’s strengthen The children may benefit from turning their MWBs to create vertical number lines first, before rotating them back to the typical horizontal position.

P Pupil’s Book page 14: Positive and Negative Numbers on the Number Line

Positive and

Identify the missin 1.

(a)

2.

0

2.

1

3

(a)

4

5

(b)

(a)

–50 –40

4. (a)

0

(a)

the Number

ed by each box.

(b) –2 –1

–25

5.

Negative on

g value indicat

–3

–5 –4

25

Line

(b) –20 –10 0

10

30 40 50

(b)

–25 25

(b)

6.

–15 1

3

(a)

(b)

–20

0

20

Write the correct symbol (<, > to make these or =) true.

1. +5

5

4. 3

2. +8

–6

4

5. –9

3. –4

0

–7

6. –13

2

C Maths eyes

I’ll use a number line to help me.

1. What is the differen

ce in degrees between the temperatures (a) Dublin and in…

Reykjavik? ___°C (b) New York and Moscow? ___°C Reykjavic (c) Ottawa and Algiers? ___°C –3ºC Oslo (d) Athens and –5ºC Ottawa Oslo? ___°C Dublin Moscow –11ºC 2. Find two cities 5ºC –9ºC that have…

Madrid New York (a) temperatures 6ºC the –1ºC of degrees from same number 0°C. Algiers Athens _________ and 11ºC 10ºC _________ (b) a tempera ture differen 11°C. _________ ce of and _________

Try this!

1. What number is arrow? ___

missing at the

2. What number is 8 and –4? ___

0

14

Unit 1: Place Value.

–4

Day 9, Lesson

?

I think this one

halfway between

is zero.

8

6

Optional consolidation and extension possibilities Maths Journal Use the Lesson 6 prompt from the

Display The children could contribute samples of

Games Bank Play ‘Tug o’ War!’.

Online Games Play these games:

Digital Online Tools Use this tool to explore and

Unit 1 Maths Journal Prompts PCM.

●

‘Placing Numbers on a Number Line’ (negative and positive numbers) at edco.ie/uqcf

●

‘Coconut Ordering’ (ordering positive and negative numbers) at edco.ie/7mtf

their own work from this lesson and label them.

locate positive and negative numbers on a number line using various intervals: edco.ie/uup8

Review and Reflect Use the prompt questions in the Review and Reflect Poster.

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Unit 1: Place Value

Day 10, Lesson 7

Review and Reflect Focus of learning (with Elements) ●

Reviews and reflects on learning (U&C)

Warm-up Carry out a warm-up activity of your choice from one of the lessons in this unit.

Main event Choose from this menu of activity ideas, or choose your own way to best structure this last lesson to suit your needs and the needs of your class.

Let’s talk!

Let’s play!

Classroom poster: Review and Reflect

Play any of the games for Unit 1 from the Games Bank.

Use Think-Pair-Share alongside the prompt questions to review the unit. Individual children could present examples of their own drawings/work/ constructions to the class, and talk about what they have learned.

Play or use some of the online digital resources referenced in the unit (see the Optional Consolidation and Extension Possibilities throughout).

Maths language

Maths strategies and models

Ask the children to explain the following terms (perhaps using examples or drawings on their MWBs): ones, tens, hundreds, thousands, millions, place value, base ten system, digit, comma, unnecessary/necessary zero, placeholder, compare, order, greater than (>), less than (<), fraction(s), decimal(s), point, whole, parts, divide, equal, tenth(s), hundredth(s), thousandth(s), standard form, expanded form, estimate, roughly (approximately), closer to, between, round to one/ two decimal place(s), negative, positive, above/ below zero, plus, minus, pattern, symmetry.

Ask the children to give examples of the strategies they used in this unit (e.g. reading large and decimal numbers, estimating, rounding). Ask the children to give examples of the models they used in this unit (e.g. the ways that they can build, sketch and/ or write numbers). Which strategies and models did they prefer and why? What needs to be considered when choosing the ‘best’ strategy and model for each situation?

Use the Unit 1 Maths Language Cards to revise the key terms. For example: if the image and text are cut apart, can the children match them?

Progress Assessment Booklet

Maths eyes

Complete questions xx–xx on pages xx–xx.

Alternatively, these can be left to do as part of a bigger review during the next review week.

Decimal Number Scavenger Hunt: Give the children specific examples to search for (e.g. a decimal number with one/two/three decimal places).

Let’s strengthen

Let’s deepen

Identify children who might benefit from extra practice with some of the key concepts or skills in this unit. Consult the Unit 1 Let’s Strengthen Suggestions for Teachers and/or use the Unit 1 Let’s Strengthen PCM.

Use the Unit 1 Let’s Deepen PCM.

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Notes

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