Year

6 Mathematics Term: 2 Unit: 1

Strand: Number and Algebra Substrand: Whole Number 2
Outcomes:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA3-3WM

orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA

Content:
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)
Key Ideas
Identify and
describe prime
and composite
numbers

Teaching and Learning

Ignition Activities
Fruit Shoot
http://www.sheppardsoftware.com/mathgames/numbers/fruit_shoot_prime.htm

Studyladder Prime Number challenge
http://www.studyladder.com.au/teacher/resources/activity?activity_id=24769

Prime Maths games
http://www.mathnook.com/math/skill/primecompositegames.php

Explicit Teaching Primes and Composites
Prime and Composite Numbers
Prime numbers and composite numbers are defined by their factors. Explain to students that their job is to examine
the patterns below and determine what prime and composite numbers are.
Prime numbers:
Some prime numbers are 2, 3, 5, 7, 11, 19
For each of these numbers, list all of their factors:
- What pattern do you notice?
15 is not a prime number. List its factors and determine why it is not a prime number.
- How many distinct factors do prime numbers have?
Composite numbers:
Some composite numbers are 4, 6, 8, 9, 10, 12
For each of these numbers, list all of their factors:
- What pattern do you notice?

Resources

Assessmen
t
Nelson Maths 6 Pre-Assess
p.25,26
Nelson
Imaths 6 p.32,33
Maths 6
Maths Plus 6 p.41 p.27












Post Assess

Regn

23 is not a composite number. List its factors and determine why it is not a composite
number.
- How many distinct factors do composite numbers have?
Ask students to explain what composite and prime numbers are.
Give some of your own examples.

A prime number is a whole number that only has two factors which are itself and one. A composite number
has factors in addition to one and itself. The integers 0 and 1 are neither prime nor composite. All even
numbers are divisible by two and so all even numbers greater than two are composite numbers.
All numbers that end in five are divisible by five; all numbers that end with five and are greater than five are
composite numbers.

Students find all prime numbers between 2 and 100. Answer:
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89 and 97.

Prime Number Challenge:
Great Granddad is very proud of his telegram from the Queen congratulating him on his hundredth birthday
and he has friends who are even older than he is. Great Granddad was born in the year A (where A is the
product of 3 prime numbers), he was 20 years old in the year B (where B is the product of a prime number
and a square number), he was 80 years old in the year C (where C is the product of two prime numbers) and
he celebrated his 100th birthday in the year D (where D is even and the product of 4 prime numbers). When
was he born?
http://nrich.maths.org/828

Prime or Composite?
http://au.ixl.com/math/year-6/prime-or-composite

http://au.ixl.com/math/year-5/prime-and-composite-numbers

Year 6 Mathematics Term: 2 Unit: 1

Strand: Measurement and Geometry Substrand: 3D Space 2
Outcomes:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM
identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different
views MA3-14MG
Content:
Construct simple prisms and pyramids (ACMMG140)
create prisms and pyramids using a variety of materials, eg plasticine, paper or cardboard nets, connecting cubes
construct as many rectangular prisms as possible using a given number of connecting cubes (Problem Solving)
Key Ideas
Construct
prisms and
pyramids using
a variety of
materials, and
given drawings
from different
views










Language
Students should
be able to
communicate
using the
following
language:
object, shape,

Teaching and Learning

Resources

Ignition Activities
Nelson Maths 6

p.34
Shape description- hide 3D shapes in a bag and get students to give clues to others- encourage the use of

correct mathematical language
Maths Plus 6 p.21


Interactive shape game
Advanced
https://www.studyladder.com.au/teacher/resources/activity?activity_id=21338
Primary Maths

p.82
Explicit Teaching

Examine 3D shapes and work as a group to brainstorm definitions of pyramids and prisms. List features for

each including: Prisms- uniform cross section, two end faces which give the name, all other faces are

rectangles, edges, vertex

Pyramids- polygon base, all other faces are triangles, edges, vertex



View study ladder explanation of prisms and pyramids

https://www.studyladder.com.au/teacher/resources/activity?activity_id=4300

Constructing Pyramids

Discuss with students that pyramids can have bases of any number of sides the simplest have equilateral

triangles on all four surfaces, but pyramids can be made with any regular polygon as a base, for example,
3D shapes
square pyramids are made of triangular sides, but have square bases.
Paper nets
Give students nets of triangular and square-based pyramids, and ask students to construct the paper
Matchsticks
pyramids.
Blue tac
Next, place some straws or matches on each groups desk and ask if they can, using string or sticky tape, make
the same pyramids out of these materials, using their paper model as a guide. Have students share what they
did to make their pyramids and discuss how they overcame problems along the way.
Constructing Prisms

Assessment
Pre-Assess
Nelson
Maths 6
p.39












Post Assess

Regn

three-
dimensional
object (3D
object), prism,
cube, pyramid,
base, uniform
cross-section,
face, edge,
vertex
(vertices), top
view, front
view, side view,
net.

As for the previous lesson, discuss with students the properties of prisms. Provide the students with a net of a
cube and a net of a rectangular prism to construct out of paper. Before providing students with straws and/or
matches, discuss with the students what they learnt from constructing pyramids out of these materials and
how this knowledge could be applied to constructing prisms.
Groups construct cubes and rectangular prisms, using their paper model as a guide.
Discuss with students what they did to construct their models and what prior knowledge was and was not
helpful in the process this time around.

Construct as many rectangular prisms as possible given a certain number of cubes. Start with 8 and work up.
Record findings. What do you notice?