# Year 6 Mathematics – Queensland

### QLD Year 6 Mathematics

# | TOPIC | TITLE | |
---|---|---|---|

1 | Study Plan | Study plan – Year 6 | |

Objective: On completion of the course formative assessment a tailored study plan is created identifying the lessons requiring revision. | |||

2 | Addition | Addition up to the number 999 | |

Objective: On completion of the lesson the student will be able to use place value to solve and record addition problems with three digit numbers. | |||

3 | Subtraction | Subtraction up to the number 999 using the renaming method | |

Objective: On completion of the lesson the student will know another way to trade between columns in subtraction using the renaming method. The student will also learn how to solve number sentences with missing numbers. | |||

4 | Counting and numeration | The numbers 10 000 to 99 999 | |

Objective: On completion of the lesson the student will be able to count to 99 999 and use place value to read the value of the numerals within the larger numbers. | |||

5 | Counting and numeration | Addition to 9999 and beyond | |

Objective: On completion of the lesson the student will be able to use the student’s knowledge of place value to solve addition problems with 3, 4 and 5 digit numbers and word problems. | |||

6 | Subtraction | Subtraction involving four digit numbers and beyond using the renaming method. | |

Objective: On completion of the lesson the student will be able to use written methods to solve subtraction problems involving 4 and 5 digit whole numbers. | |||

7 | Counting and numeration | Seven digit numbers | |

Objective: On completion of the lesson the student will be able to use place value knowledge to read and write seven digit whole numbers. | |||

8 | Multiplication | Multiplication using extended algorithms. | |

Objective: On completion of the lesson the student will have understood multiplication using extended algorithms. | |||

9 | Multiplication | Multiplication by 2 and 3 digits | |

Objective: On completion of the lesson the student will be able to solve and record 2 and 3 digit multiplication problems in extended and short form. | |||

10 | Division | Division with and without a remainder. | |

Objective: On completion of the lesson the student will understand division with and without a Remainder. | |||

11 | Division | Dividing two and three digit numbers by a single digit number. | |

Objective: On completion of the lesson the student will understand dividing two and three digit numbers by a single digit number. | |||

12 | Division | Divide whole numbers by a 2 digit divisor | |

Objective: On completion of the lesson the student will be able to solve and record division problems with whole numbers using a two-digit divisor and show any remainders as a fraction. | |||

13 | Multiplication | Multiplying 2-digit numbers by multiple of 10 | |

Objective: On completion of the lesson the student will be able to multiply any 2 digit number by any multiple of 10 using the process of long multiplication. | |||

14 | Multiplication | Multiplying 3 and 4-digit numbers by multiples of 100 | |

Objective: On completion of the lesson the student will be able to multiply any 3 or 4 digit numbers by any multiple of 100 using long multiplication. | |||

15 | Multiplication | Multiplying 2-digit numbers by 2-digit numbers | |

Objective: On completion of the lesson the student will be able to multiply any 2 digit number by any other 2 digit number. | |||

16 | Division/repeat subtraction | Repeated subtraction with divisors less than 20 with no remainders | |

Objective: On completion of the lesson the student will be able to use long division by repeated subtraction with divisors less than 20. | |||

17 | Division/repeat subtraction | Repeated subtraction by multiples of 10 with divisors less than 20 with no remainders | |

Objective: On completion of the lesson the student will be able to use long division with repeated subtraction by multiples of 10 with divisors less than 20 and no remainders. | |||

18 | Division/repeat subtraction | Repeated subtraction by multiples of 2, 3 and 4 with divisors greater than 20 with no remainders | |

Objective: On completion of the lesson the student will be able to use long division with repeated subtraction by multiples of 2,3,4 where divisors are greater than 20 and there are no remainders. | |||

19 | Division/repeat subtraction | Repeated subtraction by multiples of 1,2 and 3 with divisors less than 20 with remainders | |

Objective: On completion of the lesson the student will be able to use long division with repeated subtraction by multiples of 1,2,3 where the divisors are less than 20 and there are remainders. | |||

20 | Division/repeat subtraction | Repeated subtraction by multiples of 10 with divisors less than 20 with remainders | |

Objective: On completion of the lesson the student will be able to use long division with repeated subtraction by multiples of 10 where the divisors are greater than 12 and less than 20, and the dividend is any 3 digit number, and there are remainders. | |||

21 | Division/repeat subtraction | Repeated subtraction with divisors greater than 20 with remainders as fractions | |

Objective: On completion of the lesson the student will be able to use long division by repeated subtraction with divisors greater than 20 and remainders expressed as fractions | |||

22 | Division/repeat subtraction | Repeated subtraction with divisors less than 35 with some remainders | |

Objective: On completion of the lesson the student will be able to use long division by repeated subtraction with divisors less than 35, with some remainders. | |||

23 | Fractions | mixed numbers (mixed numerals) | |

Objective: On completion of the lesson the student will be able to: name and recognise mixed numbers (mixed numerals), count by halves and quarters, and use a number line to represent halves and quarters beyond one. | |||

24 | Fractions | Improper fractions | |

Objective: On completion of the lesson the student will be able to: use diagrams and number lines to recognise and represent mixed numbers and improper fractions, and develop strategies for changing improper fractions to mixed numbers and vice versa, mentally. | |||

25 | Fractions | Fractions 1/5, 1/10, 1/100 | |

Objective: On completion of the lesson the student will be able to: compare fractions with the denominators 5, 10, 100, and represent fractions with the denominator 5, 10, 100. | |||

26 | Fractions | Finding equivalent fractions | |

Objective: On completion of the lesson the student will be able to name and find fractions that represent equal amounts between halves, quarters and eighths – using diagrams and number lines. | |||

27 | Fractions | Multiplying and dividing to obtain equivalent fractions | |

Objective: On completion of the lesson the student will be able to: obtain equivalent fractions using a number line or diagram, develop mental strategies to obtain equivalent fractions, and reduce a fraction to its lowest equivalent form. | |||

28 | Fractions | Reducing fractions to lowest equivalent form | |

Objective: On completion of the lesson the student will be able to reduce a fraction to its lowest equivalent form by dividing the numerator and denominator by a common factor. | |||

29 | Fractions | Comparing and ordering fractions greater than (>) 1 | |

Objective: On completion of the lesson the student will be able to use diagrams, number lines and equivalent fractions to compare and order fractions greater than (>) one. | |||

30 | Length | Compare length by using informal units of measurement | |

Objective: On completion of the lesson the student will be able to measure objects around the student’s home and compare their length to each other. The student will also be able to compare the different ways the student measured the same object. | |||

31 | Length | Using the metre as a formal unit to measure perimeter | |

Objective: On completion of the lesson the student will be able to calculate the perimeter of different shapes in metres. | |||

32 | Length | Using the formal unit of the centimetre to measure length and perimeter | |

Objective: On completion of the lesson the student will be able to measure length and perimeter in centimetres. | |||

33 | Length | Read and calculate distances on a map using the formal unit kilometre | |

Objective: On completion of the lesson the student will be able to read distances in kilometres and calculate total distances between different locations on a map. | |||

34 | Length | Compare and convert formal units of measurement | |

Objective: On completion of the lesson the student will be able to use the formal units millimetre, centimetre, metre and kilometre to measure and convert. | |||

35 | Decimals | Decimals with whole numbers 10th and 100th | |

Objective: On completion of the lesson the student will be able to use and understand place value to show whole numbers, tenths and hundredths as decimals. | |||

36 | Decimals | Adding decimals to two decimal places | |

Objective: On completion of the lesson the student will be able to add decimals with the same number of decimal places (to two decimal places) | |||

37 | Decimals | Subtracting decimals to two decimal places | |

Objective: On completion of the lesson the student will be able to subtract decimals with the same number of decimal places (to two decimal places) | |||

38 | Decimals | Using decimals – shopping problems | |

Objective: On completion of the lesson the student will be able to: read and interpret problems involving money, interpret the everyday use of decimals, and perform calculations with money. | |||

39 | Decimals | Using decimals to record length | |

Objective: On completion of the lesson the student will be able to interpret the everyday use of fractions and decimals and use their knowledge of decimals to record measurements. | |||

40 | Decimals | Rounding decimals | |

Objective: On completion of the lesson the student will be able to round a number with one or two decimal places to the nearest whole number. | |||

41 | Decimals | Decimals to three decimal places | |

Objective: On completion of the lesson the student will be able to express thousandths as a decimal and interpret decimal notation for thousandths. | |||

42 | Decimals | Adding decimals with a different number of decimal places | |

Objective: On completion of the lesson the student will be able to add decimal numbers with different numbers of decimal places. | |||

43 | Decimals | Subtracting decimals with a different number of places | |

Objective: On completion of the lesson the student will be able to subtract decimals with different numbers of decimal places. | |||

44 | Decimals | Multiplying decimals by 10, 100 and 1000 | |

Objective: On completion of the lesson the student will be able to multiply decimal numbers by one hundred and recognise the pattern formed when decimals are multiplied by ten, one hundred and one thousand. | |||

45 | Decimals | Multiplying decimals by whole numbers | |

Objective: On completion of the lesson the student will be able to multiply decimals by whole numbers. | |||

46 | Decimals | Multiplication of decimals by decimals to two decimal places | |

Objective: On completion of the lesson the student will be able to multiply decimals to two digits. | |||

47 | Decimals | Dividing decimals by 10, 100 and 1000 | |

Objective: On completion of the lesson the student will be able to divide decimal numbers by one hundred and recognise the pattern formed when decimals are divided by ten, one hundred and one thousand. | |||

48 | Decimals | Dividing decimal fractions by whole numbers | |

Objective: On completion of the lesson the student will be able to divide decimal fractions by whole numbers. | |||

49 | Decimals | Dividing numbers by a decimal fraction | |

Objective: On completion of the lesson the student will be able to divide numbers by a decimal fraction. | |||

50 | Percentages | Introduction to percentages, including relating common fractions to percentages | |

Objective: On completion of the lesson the student will be able to recognise that the symbol % means ‘per cent’ and relate common fractions to a percentage. | |||

51 | Percentages | Changing fractions and decimals to percentages using tenths and hundredths | |

Objective: On completion of the lesson the student will be able to change simple fractions to percentages and decimals to percentages by using place value conversion. | |||

52 | Measurement – Advanced area | Comparing and Ordering Areas | |

Objective: To estimate size order and count or estimate area as the number of cm squares | |||

53 | Area | Introduction to the square centimetre. | |

Objective: On completion of the lesson the student will be able to calculate the area in square centimetres of surfaces or objects and record their results correctly. | |||

54 | Area | Introducing the rules for finding the area of a rectangle and a parallelogram. | |

Objective: On completion of the lesson the student will be able to investigate areas of rectangles and parallelograms using a given formula of multiplying measurements of sides. | |||

55 | Volume | Introduction to volume. using the cubic centimetre as a standard unit | |

Objective: On completion of the lesson the student will be able to: recognise the need for a formal unit to measure volume, use the abbreviation for cubic centimetre, construct three dimensional objects using cubic centimetre blocks, and use counting to determine vo | |||

56 | 3-D shapes | Constructing models. | |

Objective: On completion of the lesson the student will be able to: Construct rectangular prisms using cubic centimetre blocks and counting to determine volume. Explain the advantages of using a cube to measure volume. Construct different rectangular prisms. | |||

57 | Volume | Using the cubic centimetre to measure volume. | |

Objective: On completion of the lesson the student will be able to: recognise the relationship between the length, breadth, height and volume of a rectangular prism, calculate the volume of rectangular prisms, and find the volume of rectangular prisms by counting. | |||

58 | Capacity | Using the cubic cm and displacement to measure volume and capacity | |

Objective: On completion of the lesson the student will know a way to find volume and capacity. | |||

59 | Capacity | Using the cubic cm as a standard unit of measurement for volume and capacity | |

Objective: On completion of the lesson the student will understand what a cubic centimetre is and how it can be used to find out the volume and capacity of a three dimensional shape. | |||

60 | Capacity | The relationship between the common units of capacity, the litre and the millilitre | |

Objective: On completion of the lesson the student will understand the relationship between the two common units of capacity, the litre and millilitre. | |||

61 | Capacity | Converting between volume and capacity using kilolitres and litres | |

Objective: On completion of the lesson the student will know the formal units of measurement for volume and capacity for bigger objects. The student will also be able to use the knowledge of volume to work out capacity. | |||

62 | Capacity | Estimate, measure and compare the capacity of containers | |

Objective: On completion of the lesson the student will know why and when we might need to estimate and a way to go about it. | |||

63 | Capacity | Converting between volume and capacity using millilitres and litres | |

Objective: On completion of the lesson the student will be able to convert between units of capacity. | |||

64 | Weight/mass | Introducing the concept of mass | |

Objective: On completion of the lesson the student will understand the concepts of mass. | |||

65 | Weight/mass | The kilogram | |

Objective: On completion of the lesson the student will know: how to use the kilogram as a measure of mass., and how to weigh items accurately using scales. | |||

66 | Weight/mass | The gram and net mass | |

Objective: On completion of the lesson the student will understand: why there’s a zero button on digital scales, how to zero some other types of scales, and also how to measure mass in grams. | |||

67 | Weight/mass | The tonne – converting units and problems | |

Objective: On completion of the lesson the student should be able to: choose the correct unit to measure the mass of small, medium or large objects, and convert measurements from one unit to another. | |||

68 | Time, a.m. p.m. | AM and PM time | |

Objective: On completion of the lesson the student will be able to talk about am and pm time and use the correct notation for am and pm time. | |||

69 | Time, 24-hour | 24 hour time | |

Objective: On completion of the lesson the student will be able to: tell the time accurately using twenty-four hour time, change the time from am and pm time to twenty-four hour time, and change the time from twenty-four hour time to am and pm time. | |||

70 | 2-D shapes | Using the prefix to determine polygons | |

Objective: On completion of the lesson the student will be able to recognise and name two-dimensional shapes such as pentagons and hexagons, using the prefix of the shapes name to determine number of angles and sides. | |||

71 | 2-D shapes | Spatial properties of quadrilaterals | |

Objective: On completion of the lesson the student will know how to analyse and explain the spatial properties of quadrilaterals. | |||

72 | Angles | Measure and classify angles | |

Objective: On completion of the lesson the student will be able to recognise, measure and classify angles and measure the angles in a triangle. | |||

73 | 2-D shapes | Recognise and name triangles | |

Objective: On completion of the lesson the student will be able to recognise and correctly name triangles according to their properties. | |||

74 | Tessellating 2-D shapes | Use grids to enlarge/reduce 2D shapes | |

Objective: On completion of the lesson the student will be able to use grids to enlarge or reduce two dimensional shapes and also to recognise shapes that will and won’t tessellate. | |||

75 | Space | Recognise and name prisms according to spatial properties | |

Objective: To name prisms according to the shape of the base | |||

76 | 3-D shapes | Recognise and name pyramids according to spatial properties | |

Objective: On completion of the lesson the student will be able to recognise, describe and name pyramids according to their spatial properties. | |||

77 | 3-D shapes | Recognise nets for prisms, pyramids, cubes and cones | |

Objective: On completion of the lesson the student will be able to predict and recognise nets for prisms, pyramids, cubes and cones. | |||

78 | 3-D shapes | Viewing 3-D shapes. | |

Objective: On completion of the lesson the student will be able to use conventional representations of three-dimensional shapes to show depth etc when drawing or viewing shapes from various angles. | |||

79 | Lines and angles | Mapping and grid references | |

Objective: On completion of the lesson the student will be able to identify specific places on a map and use regions on a grid to locate objects or places. | |||

80 | Data | Pictograms | |

Objective: On completion of the lesson the student will be able to organise, read and summarise information in picture graphs. | |||

81 | Graphs – Basic | Column Graphs | |

Objective: To read and interpret column graphs | |||

82 | Data | Line graphs. | |

Objective: On completion of the lesson the student will be able to organise, read and summarise information in line graphs. | |||

83 | Data | Pie and bar graphs. | |

Objective: On completion of the lesson the student will be able to organise, read and summarise information in pie and bar graphs. | |||

84 | Statistics | Frequency distribution table | |

Objective: On completion of the lesson the student will be able to construct a frequency distribution table for raw data and interpret the table. | |||

85 | Sign word problems | Solving Word Problems by recognising Sign Words | |

Objective: On completion of the lesson the student will be able to solve problems by recognising Sign Words that identify which operation to use: addition, subtraction, multiplication or division. | |||

86 | Equations | Problem solving strategies | |

Objective: On completion of the lesson the student will be able to recall the steps in a strategy for solving word problems. | |||

87 | Number problems | Problems with numbers. | |

Objective: On completion of the lesson the student will be able to solve problems with numbers using a problem solving strategy. | |||

88 | Time, distance, speed | Average speed | |

Objective: On completion of the lesson the student will be able to understand what is meant by the speed of an object, read the instantaneous speed of a vehicle on a speedometer and find the average speed of an object. | |||

89 | Exam | Exam – Year 6 – Level 3 | |

Objective: Exam |