Teaching pack · Year 6 Numberseegongsik /au
Mathematical Modelling: a week of ready-to-teach maths
Five days of lessons for Year 6 Number. Print this pack and the week is prepared.
AC9M6N09
use mathematical modelling to solve practical problems involving natural and rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “The modelling cycle”, “Formulating the problem”, “A party budget”, “Choosing a strategy”, “Solving the problem”.
seegongsik.com/au/y6/number/AC9M6N09
Aligned to Australian Curriculum V9 (AC9M6N09). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | The modelling cycle | Practise the idea with talk, board and worksheet | Board: The modelling cycle |
| 2 | Formulating the problem | Practise the idea with talk, board and worksheet | Board: Formulating the problem |
| 3 | A party budget | Practise the idea with talk, board and worksheet | Board: A party budget |
| 4 | Choosing a strategy | Practise the idea with talk, board and worksheet | Board: Choosing a strategy |
| 5 | Solving the problem | Practise the idea with talk, board and worksheet | Board: Solving the problem |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on mathematical modelling. Ask: What did you practise today?
seegongsik.com/au/y6/number/AC9M6N09/pack
Day 1 · Teacher planDay 1 of 5
The modelling cycle
Children practise “The modelling cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the modelling cycle in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The modelling cycle”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The modelling cycle”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The modelling cycle” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N09
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the modelling cycle.
Day 1 · Worksheet
The modelling cycle
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Formulating the problem
Children practise “Formulating the problem” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain formulating the problem in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Formulating the problem”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Formulating the problem”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Formulating the problem” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N09
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about formulating the problem.
Day 2 · Worksheet
Formulating the problem
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
A party budget
Children practise “A party budget” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a party budget in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A party budget”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A party budget”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A party budget” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N09
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a party budget.
Day 3 · Worksheet
A party budget
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Choosing a strategy
Children practise “Choosing a strategy” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain choosing a strategy in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Choosing a strategy”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Choosing a strategy”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Choosing a strategy” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N09
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about choosing a strategy.
Day 4 · Worksheet
Choosing a strategy
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Solving the problem
Children practise “Solving the problem” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving the problem in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Solving the problem”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Solving the problem”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Solving the problem” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N09
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about solving the problem.
Day 5 · Worksheet
Solving the problem
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Mathematical Modelling
Cut out. Hold up a card and give an example.
The modelling cycle
Give an example.
Formulating the problem
Give an example.
A party budget
Give an example.
Choosing a strategy
Give an example.
Solving the problem
Give an example.
Store in an envelope labelled AC9M6N09.
Mini-check · End of week
Show what you know: Mathematical Modelling
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (mathematical modelling) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.