# YEAR 6 MATHS FOCUS

## NUMBERS AND ALGEBRA

Whole Numbers

Learning Experiences

Whole Numbers

## WHOLE NUMBERS

OUTCOME

A student:

MA3-4NA:

orders, reads and represents integers of any size and describes properties of whole numbers

TEACHING POINTS | Students could investigate further the properties of square and triangular numbers, such as all square numbers have an odd number of factors, while all non-square numbers have an even number of factors; when two consecutive triangular numbers are added together, the result is always a square number. |

LANGUAGE | Students should be able to communicate using the following language: number line, whole number, zero, positive number, negative number, integer, prime number, composite number, factor, square number, triangular number. |

Words such as ‘square’ have more than one grammatical use in mathematics, eg draw a square (noun), square three (verb), square numbers (adjective) and square metres (adjective). |

## Expectations of Attainment

Investigate everyday situations that use integers; locate and represent these numbers on a number line (ACMNA124) | recognise the location of negative whole numbers in relation to zero and place them on a number line |

use the term ‘integers’ to describe positive and negative whole numbers and zero {Literacy} | |

interpret integers in everyday contexts, e.g. temperature | |

investigate negative whole numbers and the number patterns created when counting backwards on a calculator | |

– recognise that negative whole numbers can result from subtraction {Reasoning} | |

– ask ‘What if’ questions, e.g. ‘What happens if we subtract a larger number from a smaller number on a calculator?’ {Communicating, Literacy, Critical and creative thinking} |

Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122) | determine whether a number is prime, composite or neither |

– explain whether a whole number is prime, composite or neither by finding the number of factors, eg ’13 has two factors (1 and 13) and therefore is prime’, ’21 has more than two factors (1, 3, 7, 21) and therefore is composite’, ‘1 is neither prime nor composite as it has only one factor, itself’ {Communicating, Reasoning} | |

– explain why a prime number, when modelled as an array, can have only one row {Communicating, Reasoning} | |

model square and triangular numbers and record each number group in numerical and diagrammatic form {Literacy} | |

– explain how square and triangular numbers are created {Communicating, Reasoning, Critical and creative thinking} | |

– explore square and triangular numbers using arrays, grid paper or digital technologies {Communicating, Problem Solving, Information and communication technology capability} | |

– recognise and explain the relationship between the way each pattern of numbers is created and the name of the number group {Communicating, Reasoning, Literacy} |

Learning Experiences

To be added