Units of Work

This unit uses one of the digital learning objects, Modelling Numbers: Decimals, to support students as they investigate the place value of numbers with three decimal places. The numbers are represented using a variety of place value equipment commonly used in classrooms.

The knowledge section of the New Zealand Number Framework outlines the important items of knowledge that students should learn as they progress through the strategy stages. This unit of work and the associated learning object are useful for students at stage 7, Advanced Multiplicative Part Whole, of the Number Framework.

This unit uses one of the digital learning objects, Modeling Numbers: 6-digit numbers, to support students as they investigate the place value of numbers up to 999 999.

The knowledge section of the New Zealand Number Framework outlines the important items of knowledge that students should learn as they progress through the strategy stages. This unit of work and the associated learning object are useful for students at stage 6, Advanced Additive Part-Whole, of the Number Framework.

This unit uses one of the digital learning objects, Modeling Numbers: 3-digit numbers, to support students as they investigate the place value of numbers up to 999. The numbers are represented using a variety of place value equipment commonly used in classrooms.

The knowledge section of the New Zealand Number Framework outlines the important items of knowledge that students should learn as they progress through the strategy stages. This unit of work and the associated learning object are useful for students at stage 5, Early Additive Part-Whole, of the Number Framework.

This problem solving unit is suitable for Level 5 (or Level 6) students.

In this problem solving unit, we look at the way numbers can be written as the sum of consecutive strings of whole numbers. The point of this unit is to give students a chance to:

• see how mathematicians operate
• display ingenuity and creativity
• practice arithmetic in context
• learn what generalisations, extensions, conjectures, theorems, and proofs are
• work through a completely novel situation and try to develop a mathematical theory around it

This problem solving unit is suitable for Level 5 (or Level 6) students.

In this problem solving unit, we look at the way numbers can be written as the sum of consecutive strings of whole numbers. The point of this unit is to give students a chance to

1. see how mathematicians operate
2. display ingenuity and creativity
3. practice arithmetic in context
4. learn what generalisations, extensions, conjectures, theorems, and proofs are
5. see that some proofs are ‘nicer’ than others
6. work through a completely novel situation and try to develop a mathematical theory around it

This problem solving unit is suitable for Level 5 (or Level 6) students.

In this problem solving unit, we look at numbers that fit into a triangular arrangement of circles. The point of this unit is to give students a chance to

1. see how mathematicians operate
2. display ingenuity and creativity
3. practice arithmetic in context
4. learn what generalisations, extensions, conjectures, theorems, and proofs are
5. work through a completely novel situation and try to develop a mathematical theory around it

This problem solving unit is suitable for Level 5 (or Level 6) students.

In this problem solving unit, we look at numbers that fit into a V-arrangement of circles. The point of this unit is to give students a chance to

1. see how mathematicians operate
2. display ingenuity and creativity
3. practice arithmetic in context
4. learn what generalisations, extensions, conjectures, theorems, and proofs are
5. work through a completely novel situation and try to develop a mathematical theory around it

There is a staff seminar called V numbers based on this unit.

This problem solving unit is suitable for Level 5 (or Level 6) students.

In this unit students investigate the different ways data varies over time looking at variables that fluctuate randomly, those that steadily increase or decrease and those that show seasonable behaviour. They display data, use appropriate vocabulary and determine appropriate statistics. Students choose a time series and, working in groups, formulate questions about the data they have collected and report back their findings.

A graphics calculator or spreadsheet would be useful here to help analyse the data.

This unit seeks to connect learning outcomes across all five content strands, number, geometry, statistics, algebra, and measurement.  The context of houses is used to develop concepts such as drawing and modelling 3-dimensional objects, using co-ordinate systems to locate position, finding all the possibilities of events, and identifying paths through simple networks.  The unit provides an excellent vehicle for students to use a broad range of problem solving strategies.