Illustrations: Beehive (Nadene Naude, Andrew Pagram)
Photos: Shutterstock
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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
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.
access to a dedicated app with digital sources for pupils to use at home or in school on devices
Engaging animations feature the Maths and Me characters in relatable maths-based real-life scenarios.
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.
Digital Resources for 6th Class, Unit 1: Place Value
1-2
1Place Value
3-4
2Decimal Numbers
53 Millions
64 Estimating and Rounding Numbers
7-8
5Positive and Negative Numbers
96 Positive and Negative Numbers on the Number Line
Do We Have a Base Ten System?
The Place Value System
What Value Does this Represent? (A)
What Value Does this Represent? (B)
Decimals
Same But Different –Numbers to Millions
How Big is a Million?
Which One Doesn’t Belong? – Estimating and Rounding Numbers
Rounding Numbers
Concept Cartoon, with Think-PairShare Concept Cartoon
Reason & Respond, with WriteHide-Show Video
Quick Images, with Write-HideShow Quick Images
Quick Images, with Write-HideShow Quick Images
Reason & Respond, with WriteHide-Show
Video
Reason & Respond, with ThinkPair-Share Slideshow
Reason & Respond, with WriteHide-Show Video
Reason & Respond, with ThinkPair-Share Slideshow
Reason & Respond, with WriteHide-Show
Video
Which is the Greatest Value? Concept Cartoon, with Think-PairShare Concept Cartoon
The Elevator Three-Act Task
Same But Different –Positive and Negative Numbers
Three-Act Task
Reason & Respond, with ThinkPair-Share Slideshow
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
Pupil’s Book Contents
Note: The contents shown indicate what is included in the full Pupil’s Book.
Unit 1: Place Value
Unit 2: Operations 1
Unit 3: Operations 2
Unit 4: Time Review 1
Unit 5: Shapes and Angles
Unit 6: Fractions
Unit 7: Operations 3
Review 2
Unit 8: Fractions, Decimals and Percentages
Unit 9: Measuring 1
Unit 10: Data
Review 3
Unit 11: Money
Unit 12: Location and Transformation
Unit 13: Patterns, Rules and Relationships
Review 4
Unit 14: Expressions and Equations
Unit 15: Measuring 2
Unit 16: Ratio
Unit 17: Chance Review 5
Try More
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.
Let’s talk!
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 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?
Write each number using digits (standard form).
Remember!
There must be 3 digits between each comma.
1. Two million, fifty-six thousand, five hundred and two
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
Our place value system extends infinitely in two directions towards very large numbers and very small numbers.
If you can read a 3-digit number, you can read any large number.
Don’t forget to use zero as a placeholder where necessary
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
2,056,502
C Let’s play! 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.
Variation
● Play as above, but each player inputs a number with 3 decimal places (to thousandths) and 3 whole number places (to hundreds).
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.
3. The value of a digit depends on its position in the number.
Is there any difference between the way large numbers are written in this book and the way they appear on your calculator display? Can you give examples to prove it?
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?
Unit 1: Place Value. Days 1 and 2, Lesson 1
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 in the rounded number above
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 . The number is .
Decimal Numbers
What (a) decimal fraction, and (b) fraction (thousandths) is coloured? Where possible, express the answer in its simplest form.
In what (a) decimal fraction, and (b) fraction of each grid is uncoloured?
1. (a) (b)
3. (a) (b)
5. (a) (b)
In above, what…
2. (a) (b)
4. (a) (b)
6. (a) (b)
1. is the largest decimal fraction that is (a) coloured? (b) uncoloured?
2. is the smallest decimal fraction that is (a) coloured? (b) uncoloured?
3. decimal fraction is (a) greater than a half? (b) equal to 1 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)
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)
Write the answers to these as decimals.
For 80 + 1 + 3 1,000, Lexi wrote 81·003
1. 3 + 5 10 + 7
+ 2
=
= 3. 2 + 4 10 +
=
=
6 + 245 1,000 =
Write these as expanded fractions.
For 0·935, Dara wrote 9 10 + 3
=
=
+ 5 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.
Write the correct symbol (<, > or =) to make these true.
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
Place Value. Days 3 and 4, Lesson 2
Millions
Let’s talk!
Look at the numbers in these headlines. What do you notice? What do you wonder?
Why are the numbers written this way? What does ‘m’ stand for after the numbers? What else can ‘m’ stand for in maths?
€5.4m invested in local
4 4m in full standard form is 4,400,000. What would the other numbers be in full standard form?
Look at the table and answer the questions.
1. In your copy, write out the population of each city in its full standard form.
2. Which of the cities has the…
(a) largest population? (b) smallest population?
3. The population 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 greater is the population of Berlin than that of Dublin (city)?
Look at the table and answer the questions.
1. In your copy, write the area in sq km of each desert in millions.
2. Which of the deserts has the… (a) largest area?
(b) smallest area?
3. Complete this: The area of the Desert is just over twice the area of the Desert.
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.
€4.4m
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)
Mars6,792 (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. 1. €6,270,000
3. €7,837,000
Round each number to…
3. 67 055
4. 52 039
5. 33.064 (a) one decimal place (b) two decimal places
Try this! Ring the number below that is closest to the number 1.
What model could you use to prove your answer? 1. 81.295 2. 49 613
Positive and Negative Numbers
Let’s talk!
Which of the statements below describe positive numbers? Which describe negative numbers?
The temperature is 12°C above zero.
The temperature is 8°C below zero.
Mathsville United have scored 16 goals.
Aria’s bank account is overdrawn by €50.
Eva’s golf score was 1 over par
Maggie lives 15 floors above the ground floor in an apartment block.
The Dead Sea is 423m below sea level.
Tanush has €30 in his bank account.
Sumtown United have not scored any goals, but have let in 15 goals.
Aaron’s golf score was 3 under par
Ben Nevis is 1,344m above sea level.
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 in above.
Answer these.
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?
6. What would each of the temperatures be if they fell by 5 degrees Celsius?
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 of players: 2
Number Paths Race
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!
Positive and Negative on the Number Line
Identify the missing value indicated by each box.
Write the correct symbol (<, > or =) to make these true.
C Maths eyes
use a number line to help me.
1. What is the difference in degrees between the temperatures in…
(a) Dublin and Reykjavik? °C
(b) New York and Moscow? °C
(c) Ottawa and Algiers? °C
(d) Athens and Oslo? °C
2. Find two cities that have
(a) temperatures the same number of degrees from 0°C and
(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? 2. What number is halfway between 8 and –4?
Teacher’s Planning Book Extract Contents
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
● Your Guide to Maths and Me
● Supporting Maths Learning in Your Classroom
● 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
● Let’s Deepen PCMs
● Let’s Strengthen Suggestions for Teachers
● Maths Journal Prompts PCMs
● Home/School Links PCMs
● Games Bank
Additionally an Answer Booklet and various printables (such as manipulative printables, Maths Language Lists and Equipment List) are also available.
Str and(s) > Str and Unit(s) Number > Place Va lue and Base Te n; Fr actions.
( s )T hr ough appr opriately pla yful and engaging learning experiences childr en should be able to in ve stigate ho w decimals and per centages (and fr actions) can be compar ed, order ed and expr essed in re lated terms; explor e (model, compar e and con ve rt ) the re lationships betw een fr actions, decimals and per centages; in ve stigate pr opor tionality and ra tios of quantities (sets).
Experiences Assessment
Intuitiv e Assessment: re sponding to emer ging misconceptions
D Concept Car toon L1, 5 D Think -P air -Shar e L1, 3–6 C D Re ason & Re spond L1–4, 6 C D Wr ite-Hide-Sho w L1–4, 6 C Build it; Sk etch it; Wr ite it L1 C Re ading, Comparing and Ordering Numbers L1
Planned Inter actions: re sponding to insights gleaned fr om childr en’ s re sponses to learning experiences Assessment Ev ents: inf ormation gather ed fr om completion of the unit assessment in the Pr ogr ess Assessment Booklet page XX
Ke y: Elements: (U&C ) Understanding and Connecting; (C ) Communicating; (R) Re asoning; (A&PS) Applying and Pr oblem-Solving. CM: Cuntas Míosúil: please tick when yo u ha ve completed the fo cus of learning. Learning Experiences: C concr ete activity; D digital activity; P activity based on printed materials, fo llo we d by lesson numbers. Maths and Me : 6th Class –Shor tTe rm Plan, Unit 1: Place Va lue (September: We eks 1&2)
Outcome
Learning
Lesson Fo cus of Learning (with Elements)
1 Place Va lue: Identifies and gener alises ho w place value wo rks [the value of each digit and the value of the entir e number] (R); Explor es the idea that the po we rs of base ten continue infinitely (U&C )
2 Decimal Numbers: Re cognises and uses thousandths and re lates them to tenths, hundr edths and decimal equivalents (U&C )
Quick Images L2
Decimal Fr actions L2
Thr eeAct Ta sk L5 Print re sour ces Pupil’ s Book pages 6–1 4 PCM XX
3 Millions: Extends pr evious conceptual and pr actical wo rk to include lar ger numbers (U&C )
4 Estimating and Ro unding Numbers: Uses their skills of ro unding and estimating (R)
5 Po sitiv e and Negativ e Numbers: Identifies positiv e and negativ e numbers in context (U&C )
6 Po sitiv e and Negativ e Numbers on the Number Line: Re cognises negativ e numbers and extends re gular patterns that include negativ e numbers (R)
Additional information for planning
Progression Continua
Maths Language
Equipment
Inclusive Practices
Integration
See ‘6th Class Maths and Me Progression Continua Overview’ for a detailed breakdown of how all progression continua are covered.
See ‘6th Class Maths and Me Maths Language Overview’ (Appendix 2), individual lesson plans and Unit 1 Maths Language Cards.
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.
● See Unit 1 Let’s Strengthen Suggestions for Teachers. (These address the Common Misconceptions and Difficulties listed below.)
● See Unit 1 Let’s Strengthen PCM.
● See Unit 1 Let’s Deepen PCM.
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: 0.125 = 125 thousandths ( 125 1,000 ) = 1 tenth, 2 hundredths and 5 thousandths ( 1 10 + 2 100 + 5 1,000 ).
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
● Tenths, hundredths and thousandths grids
● Place value grids
● Place value counters
● Base ten blocks
● Base ten money
● Thermometers
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
Days 1 and 2, Lesson 1
Place Value
● Explores the idea that the powers of base ten continue infinitely (U&C) 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)
Digital activity: Do We Have a Base Ten System?
MAM Routines: Concept Cartoon, with Think-Pair-Share
Concrete activity: How Much is Here? MAM Routines: Reason & Respond, with Write-Hide-Show
Video: The Place Value System
MAM Routines: Reason & Respond, with Write-Hide-Show
Concrete activity: Zero as a Placeholder
MAM Routine: Build it; Sketch it; Write it
Concrete activity: Reading, Comparing and Ordering Numbers
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?
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.
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).
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
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 place, it could be expressed as 8 tenths ( 8 10 ), 80 hundredths ( 80 100 ) or 800 thousandths ( 800 1,000 ) Repeat as required with other numbers.
Main event
D Video: The Place Value System 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.
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.
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.)
C Concrete activity: Reading, Comparing and Ordering Numbers
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.
● Reading: Pass the numbers around the group for the children to read each one.
● Comparing: In pairs, both children compare their numbers and write <, > or = to show the relationship.
● Ordering: Lay out the numbers in ascending order (growing) and then descending order (shrinking).
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.
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).
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 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.
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
Review and Reflect Use the prompt questions in the Review and Reflect Poster.
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
Digital activity: What Value Does This Represent? (A) and (B)
MAM Routines: Quick Images, with Write-Hide-Show
Video: Decimals
MAM Routines: Reason & Respond, with Write-Hide-Show
Concrete activity: Decimals
Concrete activity: Recording Decimal Numbers on a Place Value
Grid MAM Routine: Write-Hide-Show
Pupil’s Book pages 8–9: Decimal Numbers
Maths language
Warm-up
● PCMs xx, xx Equipment
● Reusable dry-erase pockets (if available)
● fraction(s), decimal(s), point, whole, parts, divide, equal, tenth(s), hundredth(s), thousandth(s), standard form, expanded form
D Digital activity: What Value Does This Represent? (A) and (B) MAM Routines: Quick Images, with Write-Hide-Show
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’)?
Teaching tip
For every image, prompt the children to suggest multiple different ways to write the amount, e.g. 48 hundredths ( 48 100 ) = 4 tenths and 8 hundredths = 4 10 + 8 100 = 0.48 = 0.4 + 0.08.
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.
Main event
D Video: Decimals 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.
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
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:
● 3 tenths = 3 10 = 30 100 = 300 1,000 = 0.3
● 7 hundredths = 7 100 = 70 1,000 = 0.07
● 365 thousandths = 365 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.
Let’s deepen
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.
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.
C Concrete activity: Recording Decimal Numbers
on a Place Value Grid
MAM Routine: Write-Hide-Show
Teaching tip
Decimals can be written…
● in standard form (e.g. 1.345)
● in expanded form (e.g. 1 + 0.34 + 0.05)
● as an equivalent fraction in standard form (e.g. 1 345 1,000 )
● as an equivalent fraction in expanded form (e.g. 1 + 3 10 + 4 100 + 5 1,000 ).
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. th 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?
Unit 1: Place Value
● 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.)
Suggested numbers:
4 tenths and 7 hundredths 5 hundredths and 1 thousandth 9 tenths, 3 hundredths and 4 thousandths 8 tenths and 6 thousandths
2 (ones) and 3 hundredths 5 (ones) and 2 thousandths
4 (ones) and 13 thousandths 2 tenths, 7 hundredths and 5 thousandths
Let’s strengthen
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).
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).
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
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.
P Pupil’s Book page 8–9: Decimal Numbers
Day 5, Lesson 3
Millions
Focus of learning (with Elements)
● Extends previous conceptual and practical work to include larger numbers (U&C)
Learning experiences
Digital activity: Same But Different – Numbers to Millions MAM Routines: Reason & Respond, with Think-Pair-Share
Video: How Big is a Million?
MAM Routines: Reason & Respond, with Write-Hide-Show
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
Equipment
● There is no equipment needed for this lesson.
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
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:
● Where might we see or hear about millions in everyday life?
Teaching tip
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.).
P Pupil’s Book page 10: Millions
Optional consolidation and extension possibilities
Maths Journal Use the Lesson 3 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.
Games Bank Play ‘4 Spins to 1,000,000’ or ‘Spin and Place’.
Story Read How Much is a Million? by David M. Schwartz. A reading of the story is available at: edco.ie/snvg
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 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.
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.
Day 6, Lesson 4
Estimating and Rounding
Numbers
Focus of learning (with Elements)
● Uses their skills of rounding and estimating (R)
Learning experiences
Digital activity: Which One Doesn’t Belong? – Estimating and Rounding
Numbers MAM Routines: Reason & Respond, with Think-Pair-Share
Video: Rounding Numbers
MAM Routines: Reason & Respond, with Write-Hide-Show
Concrete activity: Rounding Numbers MAM Routine: Write-Hide-Show
Pupil’s Book page 11: Estimating and Rounding Numbers
Maths language
● There is no equipment needed for this lesson. Equipment
● 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.
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.
C Concrete activity: Rounding Numbers
MAM Routine: Write-Hide-Show
Write a 7-digit number (e.g. 2,934,517) on the board, and using Write-Hide-Show, ask/say:
● 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?
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.
Repeat as required with other 7-digit numbers and a selection of decimal numbers.
Let’s deepen
As appropriate, challenge the children to:
● round the numbers to their nearest half thousand or half million.
● identify the most significant (important) digit in each number and how they might round a number to its most significant digit.
P Pupil’s Book page 11: Estimating and Rounding Numbers
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)
Digital activity: Which is the Greatest Value? MAM Routines: Concept Cartoon, with Think-Pair-Share
Digital activity: The Elevator MAM Routine: Three-Act Task
Pupil’s
● There is no equipment needed for this lesson. Equipment
(*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
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:
● 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.
● How can we find out who is correct?
Encourage the children to present their suggested approaches and/or solutions.
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.
Using Think-Pair-Share, click to play or ask:
● What do you notice?
● What do you wonder?
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?
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.
The children work in pairs or small groups to answer the focus question. If necessary, prompt them by asking:
● 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?
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?
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:
● Is this the answer that you expected? Why or why not?
● What ‘I wonder’ questions did you answer?
● Do you have any new ‘I wonder’ questions?
Teaching tip
Maths Journals: The children could record, using images and/or words, what they built, sketched or wrote above
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
Optional consolidation and extension possibilities
Maths Journal Use the Lesson 5 prompt from the 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.
Display The children could contribute samples of their own work from this lesson and label them.
Integration History: Create timelines of historical events using negative numbers to represent years BC.
STEM Maximise on opportunities to incorporate and 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.
Review and Reflect Use the prompt questions in the Review and Reflect Poster.
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
Digital activity: Same But Different – Positive and Negative Numbers
MAM Routines: Reason & Respond, with Think-Pair-Share
Concrete activity: Patterns in Positive and Negative Numbers
MAM Routines: Reason & Respond, with Write-Hide-Show
Pupil’s Book page 14: Positive and Negative Numbers on the Number Line
● There is no equipment needed for this lesson.
● 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
Optional consolidation and extension possibilities
Maths Journal Use the Lesson 6 prompt from the Unit 1 Maths Journal Prompts PCM. Games Bank Play ‘Tug o’ War!’. Online Games Play these games:
● ‘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
Display The children could contribute samples of their own work from this lesson and label them.
Digital Online Tools Use this tool to explore and 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.
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!
Classroom poster: Review and Reflect
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.
Maths language
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.
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
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.
Let’s strengthen
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.
Let’s play!
Play any of the games for Unit 1 from the Games Bank.
Play or use some of the online digital resources referenced in the unit (see the Optional Consolidation and Extension Possibilities throughout).
Maths strategies and models
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?
Maths eyes
Decimal Number Scavenger Hunt: Give the children specific examples to search for (e.g. a decimal number with one/two/three decimal places).
