week 6 year 5 and 6 mathematics all packages

| NSW Department of Education - Parents and carers guide

education.nsw.gov.au

Week 6 - Package 1 - Year 5 and 6

Mathematics - Colour in fractions

Things you need

Have these things available so your child can complete this task.

Ideal

● Colour in fractions video

● 2 copies of fraction wall game board (Activity sheet 1)

● spinner labelled 1, 2, 2, 3, 3, 4 (Activity sheet 2)

● spinner labelled *2 ,*3 ,*4 ,*6 ,*8 ,*12 (Activity sheet 2)

● paper clip

● pen

● coloured pencils or markers.

Back up

● Read the instructions about how to play the game.

● A spinner is suggested to be used instead of the dice shown in the video.

Why is this activity important?

This activity offers your child the opportunity to represent fractions, develop a sense of the

relative size of fractions, practise the language associated with fractions and explore the

concept of equivalence.

Before you start

Make sure you have the required resources ready. Create the spinners by using the

spinner templates (activity sheet 1), a pen and paper clip.

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-3/contexts-for-practise/colour-in-fractions

© NSW Department of Education 1

Check that the video is working and the audio settings are correct for your child.

What your child needs to know and do

This game encourages your child to explore fractions. They should also look for patterns

and think of strategies to beat their opponent.

What to do next

View Colour in fractions

How to play

● Players take turns to have a spin on their spinners. They make a fraction, the 1-4

spinner being the numerator and the * spinner being the denominator.

● They then colour the equivalent of the fraction shown on their fraction wall game

board. For example, if a player rolls a 2 and *4 (or spins 2 and quarters) then they

can colour in:

○ 2/4 of one line, or

○ 4/8 of one line, or

○ 1/4 of one line and 2/8 of another, or

○ any other combination that is the same as 2/4.

● For each spin, the player should use a different colour pencil or marker.

● If a player is unable to use their turn, they “pass.”

● Players continue to take it in turns to spin and make fractions, marking them on

their fraction wall game board.

○ If the fraction or its equivalence cannot be shaded, they miss a turn. This

becomes more frequent later in the game.

● Players are not allowed to break up a “brick.”

● In finishing off the game, the player must have had 18 turns or have filled their

fraction wall game board. A larger fraction is not acceptable to finish.

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-3/contexts-for-practise/colour-in-fractions


● The first player who colours in their whole wall is the winner, but the other player is

encouraged to keep going (with the support of the first player) to fill their fraction

wall, or the greatest number of wholes.

○ If after 18 turns neither player colours in their whole wall, the player with the

greatest number or wholes wins!

Options for your child

Activity too hard?

Encourage your child to watch the video again. They may like another opportunity to think

about the mathematical ideas explored in the video.

Discuss, in the fraction a/b, b is the name or size of the part (for example, fifths have this

name because 5 equal parts can fill a whole) and a is the number of parts of that name or

size. (Clarke and Roche, 2014)

Activity too easy?

Ask your child to explore their game board to investigate equivalent fractions. Then record

something interesting that they discovered when exploring equivalent fractions.


Follow-up questions to ask your child

● What are you hoping to spin?

● If you played the game tomorrow, what would you do differently?

● If you were giving some hints to a younger brother or sister or friend who was

about to play the game, what would you say to him or her to help them win?

Extension/additional activity

Play Colour in fractions again and investigate equivalent fractions on the game board.

Pose this problem: Michelle recorded 2 halves (2/2) as being equivalent in value to 2

quarters 2 eighths + 3 twelfths (2/4 + 2/8 + 3/12). How many other ways can you find to

rename Michelle's chosen section of 2-halves?


Use the game board to explore:

● 4 eighths + 1 half is...

● 4 eighths + 6 twelfths is...

● 3 sixths + 6 twelfths is...

● 3 thirds is…

What is something interesting that you discovered when exploring equivalent fractions

today?

This activity has been adapted from D. Clarke and A. Roche, Engaging Maths: 25

Favourite Maths Lessons (2014).


Activity sheet 1


Activity sheet 2




Mathematics - Imagining fractions

Things you need


Ideal

● Imagining fractions video

● Activity sheet 1

● Pencil or pen

Back up

Read the instructions.


This activity is designed to get your child thinking about different ways we can think about

numbers, especially fractions.

Before you start

● Make sure your child has the required resources ready.

● Check that the video is working and the audio settings are correct for your child.


This activity encourages your child to use their mathematical imagining skills to explore

fractions especially halves and quarters.

What to do next View Imagining fractions

Complete the activities on the Activity Sheet 1.

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-3/targeted-teaching/imagining-fractions-1

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-3/targeted-teaching/imagining-fractions-1



Activity too hard?

Encourage your child to notice some lemon parts that are:

● half

● quarter

● 3-quarters

Encourage your child to record and represent their mathematical imaginations by using

colours and drawings. For example:


Activity too easy?

Are there any other ways you can reimagine these fractional slices moving?


● How can you use whole numbers to help you?

● How is your thinking similar or different to the example shared in the video?


What if there was another frame around this image. How would it look and how many

lemon slices would there be?


Activity sheet 1

What are some things you notice?

(Image from Adam Hillman)

How many lemon slices are there? How might we work it out?



What’s a different way you could have imagined the fractional slices of lemon moving?

Draw pictures to capture your thinking.





Mathematics - youcubed math cards

Things you need


Ideal

● youcubed number cards

● pair of scissors

● clear space to place the cards

Back up

Watch the video from youcubed to see one way of playing with the number cards.


This activity offers your child the opportunity to develop their understanding of

multiplication without time constraints.

Before you start

● Make sure you have the required resources ready.

● This activity can be played individually, with a partner or with a group of people.


This activity encourages your child to make connections between different representations

of numbers and gain flexibility with multiplication.

https://www.youcubed.org/tasks/math-cards/

https://www.youcubed.org/resources/math-cards-3-6-video/



What to do next

How to play

● Play this game is like memory or concentration. Using the youcubed math cards,

you are aiming to match cards with the same value shown through different

representations.

● Print the youcubed math card handout and cut out the individual cards.

● Lay all the cards down on a table and then take turns to pick them up, looking for a

match.

○ For example 9 fours can be shown with an area model, a set of objects such

as dominoes, and the number sentence (equation) as well as the product,

36.

● When players match the cards they should explain how they know that the different

cards are equivalent in value.


Activity too hard?

Encourage your child to watch the video again. They may like another opportunity to think

about the mathematical ideas explored in the video.

Have a look at the cards on page 1 and discuss how the representations relate. Then use

the first 3-5 pages of the math cards.

Activity too easy?

Ask your child to think of other ways to show a representation of the number fact

represented.



● How are you deciding that these cards go together?

● What does that card mean?

● Why are those two representations the same?

● How many dominoes can you see?

○ How many are represented on each domino?

○ What’s the total on that card?

● Can you explain your thinking a little more?


Encourage your child to create their own cards to use in this game.

You can find out more about youcubed number visuals at youcubed from Stanford

University.






Mathematics - Origami cube and net

exploration

Things you need


Ideal

● 6 paper squares or 6 pieces of A4 paper

● pair of scissors

● a pencil or marker

● some A4 paper

Back up

Instead of creating a cube your child could use a rubik's cube to explore the net of a cube.


This activity offers your child the opportunity to explore how a net requires each face

needs to be connected to at least one other face. It also encourages your child to

investigate and make the variety of nets that can be used to create a cube.

Before you start

Make sure your child has the required resources ready. View instructions to make a square

if your child does not have square pieces of paper.

There are 11 ways to make a cube of a net.

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-3/targeted-teaching/how-to-make-a-square


Also check that the video is working and the audio settings are correct for your child.


This activity encourages your child to explore the nets of a cube

What to do next

View Origami cube to learn how to make a modular origami cube.

Make 1 or 2 (more more if you like) cubes.

Instructions to make a cube, as shown in the video.

Fold one piece of square paper in half to make a crease and then open.

Fold the bottom edge to the crease you just made.

https://creativecommons.org/licenses/by-sa/4.0?ref=ccsearch&atype=rich

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-3/targeted-teaching/origami-cube


Do the same with the top edge.

Fold each section inwards.

Fold in half, create the crease, then reopen


Fold the top left corner down.

Fold the bottom right corner up


Once the creases have been made unfold the piece of paper.

Using the existing crease the small triangles in the top right corner and bottom left corner.

Fold the top edge back down and then the top left corner along the existing crease.

Create a little pocket and slide the bottom right corner into this pocket.


Turn the paper over.

Fold the corners in to create a square.

Follow these steps five more times, so you end up with 6 pieces.


Interlock the pieces together to create a cube.

Congratulations you have made a cube!

View net exploration

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-3/targeted-teaching/net-exploration


Use the cube created to make the net in the video and then use the cube to explore and

make the other 10 nets.

Options for your child Activity too hard?

Your child will need to use their observational skills and may also need patience to create

the cubes. Remind your child that they can make the origami cube as they watch the video

and to pause the video if needed.

Activity too easy?

Ask your child to think about other nets of three-dimensional objects that they could

create.

Follow-up questions to ask your child ● What helped you find the possible nets?

● What do you notice about these nets?


View the episode about cubes from Look Kool on ABC iview.

https://iview.abc.net.au/show/look-kool

https://iview.abc.net.au/show/look-kool




Mathematics - Dot card talk 2

Things you need


Ideal

● Dot card talk 2 video

● Activity 1 sheet

● Pencils or markers

Back up

● Paper

● Collection of items


This activity is designed to get your child thinking about different ways we can think about

numbers in particular multiplicative situations. It supports the ideas that quantities can look

different but have the same value and that they can be represented in different ways.

Before you start

Make sure your child has the required resources ready.

Check that the video is working and the audio settings are correct for your child.

https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-2/targeted-teaching/dot-card-talk-2



This activity encourages your child to imagine and explore collections reforming them into

arrays.

What to do next

View the Dot card talk 2 video and pause it to complete the task on Activity sheet 1.


Activity too hard?

Have your child view Sharon’s example on the video after the task is posed.

Activity too easy?

Encourage your child to investigate other square numbers, like in Sharon’s example in the

video.


● Can you convince me that this array (point to your child’s thinking) shows that

collection of Lucy’s, Sharon's or Michael’s?

● What do you notice about how quantities can be shown?

● How does an array help us understand multiplicative situations?


How do people in your family see the representations?




Activity sheet 1

Imagining these collections from Michael, Sharon and Lucy reforming into arrays. Draw

what they would look like.

week 6 year 5 and 6 mathematics all packages

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