1. Multiplication and Division WeekOutcomeContentTown Activity Week 6 Solve problems involving division by a one-digit number, including those that result in a remainder (ACMNA101) show the connection between division and multiplication, including where there is a remainder, apply appropriate mental and written strategies, and digital technologies, to solve division word problems See TOWN program Teaching Activities Lesson 1 & 2. Introduction to inverse operations Lesson3. Inverse operations with a remainder and word problems Evaluation Resources Dice Task cards Inverse operation triangle worksheet M&D Sheet 1 Word problems worksheet

2. Lesson 1Lesson 2Lesson 3 Using task cards demonstrate that division is a re-arrangement of a multiplication question using the same set of numbers just in different order with different symbols. e.g. 4 x 6 = 24 24 ÷ 6 = 4 Students roll 6 sided dice twice to create a 1 digit multiplication question. On whiteboards they need to rearrange the three multiplication questions to make a division question before their partner. Complete the inverse operations triangles Watch the LearnZillion video at https://learnzillion.com/less on_plans/8460-understand- multiplication-and-division- relationships#fndtn-lesson. https://learnzillion.com/less on_plans/8460-understand- multiplication-and-division- relationships#fndtn-lesson This reviews inverse operations from addition to subtraction and introduces and explains multiplication to division. Complete M&D Sheet 1. Introduce students to division with remainders. Ask the students to solve the following problem we have 23 lollies and we need to share them equally between three groups. How many lollies in each group and how many are left over? Discuss how our knowledge of multiplication facts can help solve this problem. Complete the word problems worksheet showing working out using multiplication facts.

3. Area WeekOutcomeContentTown Activity Week 6/7Choose appropriate units of measurement for area (ACMMG108) recognise the need for a formal unit larger than the square metre identify situations where square kilometres are used for measuring area, e.g. a suburb recognise and explain the need for a more convenient unit than the square kilometre record areas using the abbreviations for square kilometres (km 2 ) and hectares (ha) See TOWN program Teaching Activities Lesson 1. How to find the area of a rectangle. Lesson2. Identifying areas around us km 2, ha Lesson 3. Area worksheet km 2 and ha Evaluation Resources Newspaper Hectares worksheet Large areas worksheet

4. Lesson 1Lesson 2Lesson 3 Introduce area as the ‘amount of space inside shape’. Speak about the different situations in which it helps to know the area of a space – sport, housing etc. Demonstrate calculating the area of a rectangle by multiplying length by width. Using Maths grid books copy a variety of rectangles into students books and multiply the length by the width to find the area. Discuss that the answer should reflect how many 1cm squares fit inside the shape. Discuss that square centimetres is not always an appropriate unit of measurement. What other units can we use? m 2, km 2 and hectares. Using newspaper create a square metre and measure an object in the classroom – whiteboard, the door, a window etc. Introduce the terms square kilometre and hectare for measuring even larger areas. What areas around us could be measured by square kilometres or in hectares? Note that 1 ha = 0.1km 2 Discuss the difference between hectares and square kilometres. Demonstrate the lengths of a perfect square kilometre against a hectare. 1km sides – 100m sides. Discuss when it may be appropriate to use hectares measurement and when it may be appropriate to use square kilometres. Work through the hectares and the large areas worksheets as appropriate.