Te Kete Ipurangi
Communities
Schools

### Te Kete Ipurangi user options:

Activities:

Activities:

Maths activities:

Stats activities:

# Level 5/6 learning programme example

• The learning programme examples are divided into three terms of work. Each term has an overarching mathematical and statistical focus to support the learning.
• Possible teaching and learning activities are given, from which teachers could select activities that best meet the needs of the students in their class/school. In addition teachers could select teaching and learning activities that they currently use, or source others that would meet student needs and address the focus.
• Each term has a list of possible achievement objectives to select from, the choice of which will depend on the teaching and learning activities selected.
• The intent is to be more holistic in the selection of achievement objects to allow for natural connections between and within strands.
• Some achievement objectives could be summatively assessed directly through achievement or unit standards; others could be assessed through in-class formative or summative assessment. Not all achievement objectives need to be assessed.

## Term 1 – Geometrical focus

The focus for this term is to place a geometrical lens over the teaching and learning of mathematics and statistics.

### Suggested achievement objectives

Select from below depending on the teaching and learning activities chosen.

#### Number strategies and knowledge

• NA6-1 Apply direct and inverse relationships with linear proportions.
• NA6-3 Apply everyday compounding rates.

#### Equations and expressions

• NA6-5 Form and solve linear equations and inequations, quadratic and simple exponential equations, and simultaneous equations with two unknowns.

#### Patterns and relationships

• NA6-6 Generalise the properties of operations with rational numbers, including the properties of exponents.
• NA6-7 Relate graphs, tables, and equations to linear, quadratic, and simple exponential relationships found in number and spatial patterns.
• NA6-8 Relate rate of change to the gradient of a graph.

#### Measurement

• GM6-1 Measure at a level of precision appropriate to the task.
• GM6-2 Apply the relationships between units in the metric system, including the units for measuring different attributes and derived measures.
• GM6-3 Calculate volumes, including prisms, pyramids, cones, and spheres, using formulae.

#### Shape

• GM6-4 Deduce and apply the angle properties related to circles.
• GM6-5 Recognise when shapes are similar and use proportional reasoning to find an unknown length.
• GM6-6 Use trigonometric ratios and Pythagoras’ theorem in two and three dimensions.

#### Statistical investigation

• S6-1 Plan and conduct investigations using the statistical enquiry cycle:
• C – identifying and communicating features in context (trends, relationships between variables, and differences within and between distributions), using multiple displays
• D – making informal inferences about populations from sample data
• E – justifying findings, using displays and measures.

#### Probability

• S6-3 Investigate situations that involve elements of chance:
• B – calculating probabilities in discrete situations.

## Term 2 – Statistical focus

The focus for this term is to place a statistical lens over the teaching and learning of mathematics and statistics.

### Ideas for teaching and learning activities

• Possible context elaborations for AO S6-1:
• Growing scatterplots
• Sleeping sheep
• Do boy babies tend to be heavier than girl babies?
• Does practice make perfect?
• You can’t fool me by giving me a cheap cola
• Possible context elaborations for AO S6-2:
• Speed is the biggest killer on NZ roads
• Figure this activities
• "Dice" throwing with non-intuitive objects, for example, plastic dinosaurs or pass the pigs.
• Probabilities associated with Weetbix cards, for example, getting the whole All Black team.

Possible context elaborations for AO S6–3:

• Is this die fair?
• Exploring paper, scissors or rock
• Quiz or no quiz
• Exploring spinners
• Sum of two dice

### Suggested achievement objectives

Select from below depending on the teaching and learning activities chosen.

#### Patterns and relationships

• NA6–7 Relate graphs, tables, and equations to linear, quadratic, and simple exponential relationships found in number and spatial patterns.

#### Measurement

• GM6–1 Measure at a level of precision appropriate to the task.

#### Statistical investigation

• S6–1 Plan and conduct investigations using the statistical enquiry cycle:
• A – justifying the variables and measures used
• B – managing sources of variation, including through the use of random sampling
• C – identifying and communicating features in context (trends, relationships between variables, and differences within and between distributions), using multiple displays
• D – making informal inferences about populations from sample data
• E – justifying findings, using displays and measures.

#### Statistical literacy

• S6–2 Evaluate statistical reports in the media by relating the displays, statistics, processes, and probabilities used to the claims made.

#### Probability

• S6–3 Investigate situations that involve elements of chance:
• A – comparing discrete theoretical distributions and experimental distributions, appreciating the role of sample size
• B – calculating probabilities in discrete situations.

## Term 3 – Graphical focus

The focus for this term is to place a graphical lens over the teaching and learning of mathematics and statistics.

### Suggested achievement objectives

Select from below depending on the teaching and learning activities chosen.

#### Number strategies and knowledge

• NA6–2 Extend powers to include integers and fractions.
• NA6–4 Find optimal solutions, using numerical approaches.

#### Equations and expressions

• NA6-5 Form and solve linear equations and inequations, quadratic and simple exponential equations, and simultaneous equations with two unknowns.

#### Patterns and relationships

• NA6–6 Generalise the properties of operations with rational numbers, including the properties of exponents.
• NA6–7 Relate graphs, tables, and equations to linear relationships found in number and spatial patterns.
• NA6–8 Relate rate of change to the gradient of a graph.

## Resources

1. Lovitt, C., & Clarke, D. (1992). MCTP professional development package: Activity bank volume 1. Carlton, Victoria: Curriculum Corporation
2. Lovitt, C., & Clarke, D. (1992). MCTP professional development package: Activity bank volume 2. Carlton, Victoria: Curriculum Corporation
3. Drake, M., MacEwan, L., Romana, H., McIntyre, R., & Harvey, R. (1995). Learning experiences for level 6 mathematics. Teacher Support Services, Wellington.

## Possible assessment programme

• AS91027 Mathematics and statistics 1.2 Apply algebraic procedures in solving problems 4 credits; External (CAT)
• AS91028 Mathematics and statistics 1.3 Investigate relationships between tables, equations and graphs – 4 credits; External
• AS91031 Mathematics and statistics 1.6 Apply geometric reasoning in solving problems – 4 credits; External
• AS91035 Mathematics and statistics 1.10 Investigate a given multivariate data set using the statistical enquiry cycle – 4 credits; Internal
• AS91037 Mathematics and statistics 1.12 Demonstrate understanding of chance and data – 4 credits; External

OR

• AS91026 Mathematics and statistics 1.1 Apply numeric reasoning in solving problems – 4 credits; Internal
• AS91028 Mathematics and statistics 1.3 Investigate relationships between tables, equations and graphs – 4 credits; External
• AS91031 Mathematics and statistics 1.6 Apply geometric reasoning in solving problems – 4 credits; External
• AS91035 Mathematics and statistics 1.10 Investigate a given multivariate data set using the statistical enquiry cycle – 4 credits; Internal
• AS91038 Mathematics and statistics 1.13 Investigate a situation involving elements of chance – 3 credits; Internal

Last updated September 9, 2018