teaching resource

Interactive Maths Review – Activities for Years 5, 6 and 7

Updated: 11 Sep 2024

Review important maths concepts covered in years 5, 6 and 7 with a student-led interactive activity.

Editable: PowerPoint, Google Slides
Pages: 1 Page
Years: 5 - 7

Curriculum

VC2M5N01

Interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line <ul> <li>making models of decimals including tenths, hundredths and thousandths by subdividing materials or grids, and explaining the multiplicative relationship between consecutive places; for example, explaining that thousandths are 10 times smaller than hundredths, or writing numbers into a place value chart to compare and order them</li> <li>renaming decimals to assist with mental computation; for example, when asked to solve 0.6 ÷ 10 they rename 6 tenths as 60 hundredths and say, ‘If I divide 60 hundredths by 10, I get 6 hundredths’ and write 0.6 ÷ 10 = 0.06</li> <li>using a number line or number track to represent and locate decimals with varying numbers of decimal places and numbers greater than one and justifying the placement; for example, 2.335 is halfway between 2.33 and 2.34, that is, 2.33 < 2.335 < 2.34, and 5.283 is between 5.28 and 5.29 but closer to 5.28</li> <li>interpreting and comparing the digits in decimal measures, for example, the length or mass of animals or plants, such as a baby echidna weighing 1.78 kilograms and a platypus weighing 1.708 kilograms</li> <li>interpreting plans or diagrams showing length measures as decimals, placing the numbers into a decimal place value chart to connect the digits to their value</li> </ul>
VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5M02

Solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units <ul> <li>investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’</li> <li>using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result</li> <li>solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space</li> <li>creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden</li> <li>using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter</li> <li>exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs</li> </ul>
VC2M6N04

Apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answers <ul> <li>applying estimation strategies to addition and subtraction of decimals to at least thousandths before calculating answers or when a situation requires just an estimation</li> <li>applying whole-number strategies; for example, using basic facts, place value, partitioning and the inverse relationship between addition and subtraction, and properties of operations to develop meaningful mental strategies for addition and subtraction of decimal numbers to at least hundredths</li> <li>working additively with linear measurements expressed as decimals up to 2 and 3 decimal places; for example, calculating how far off the world record the athletes were at the last Olympic Games in the women’s long jump or shot-put and comparing school records to the Olympic records</li> <li>deciding to use a calculator as a calculation strategy for solving additive problems involving decimals that vary in their number of decimal places beyond hundredths; for example, 1.0 − 0.0035 or 2.345 + 1.4999</li> </ul>
VC2M6A01

Recognise and use rules that generate visually growing patterns and number patterns involving rational numbers <ul> <li>investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern, looking for patterns in the way the numbers increase or decrease</li> <li>using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9 …, 210 × 11, 211 × 11, 212 × 11 …, 111 × 11, 222 × 11, 333 × 11 …, or 100 ÷ 99, 101 ÷ 99, 102 ÷ 99 …</li> <li>creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $2.50 for an incursion as 2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50 …</li> <li>investigating the number of regions created by successive folds of a sheet of paper (one fold, 2 regions; 2 folds, 4 regions; 3 folds, 8 regions) and describing the pattern using everyday language</li> <li>creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using 3 for one triangle, 5 for 2 triangles and 7 for 3 triangles and describing the pattern as ‘Multiply the number of triangles by 2 and then add one for the extra toothpick in the first triangle’</li> </ul>
VC2M6M02

Establish the formula for the area of a rectangle and use it to solve practical problems <ul> <li>using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides</li> <li>using one-centimetre grid paper to construct a variety of rectangles, recording the side lengths and the related areas of the rectangles in a table to establish the formula for the area of a rectangle by recognising the relationship between the length of the sides and its calculated area</li> <li>solving problems involving the comparison of lengths and areas using appropriate units</li> <li>investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter</li> </ul>

teaching resource

Interactive Maths Review – Activities for Years 5, 6 and 7

Updated: 11 Sep 2024

Review important maths concepts covered in years 5, 6 and 7 with a student-led interactive activity.

Editable: PowerPoint, Google Slides
Pages: 1 Page
Years: 5 - 7

Review important maths concepts covered in years 5, 6 and 7 with a student-led interactive activity.

Self-Paced Maths Activities

With this downloadable resource, students will read the directions in the slideshow. First, they sort the 12 concepts into categories based on their confidence level. They get to choose standards to work on based on their self-evaluation. Each concept is linked to an accompanying slide that includes notes about that skill as well as practise problems. (If using the Powerpoint version, direct the student to right-click and select ‘Open Hyperlink’. This will take them to the appropriate skill practise page.)

Teachers need to assign a specific number of required tasks to be completed. Implementation suggestions include:

require one task a day during your maths review days, or a total of 3, or just give students a designated amount of time to work on as many of the tasks as they can.
assign this slideshow for independent student completion while the teacher is meeting with a small group. While some of the standards are first addressed in years 5 and year 6, this activity is a great review of those important concepts while giving the opportunity to practise some year 7 maths topics as well.

Students will practice concepts such as:

comparing and ordering decimals
dividing unit fractions and whole numbers
area, perimeter, and volume

And much more!

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your maths lessons.

In addition to individual student work time, use this activity to enhance learning through guided maths groups, whole class lessons or remote learning assignments.

If you have a mixture of above and below-level learners, we have a few suggestions for keeping students on track with these concepts:

🆘 Support Struggling Students

For students needing a challenge, ask them to complete all concepts as a review. Then, ask them to create a slide with notes and practice questions and an answer key for any concepts that are not in the slideshow already, such as recognising, representing and solving problems involving ratios.

➕ Challenge Fast Finishers

To support students, there are notes already embedded in the slideshow to provide help. Additionally, students can use their resources in the classroom such as anchor charts, maths notebooks, a peer tutor, calculator or teacher. You can also reduce the workload/choice element by assigning just a specific concept to work on each day.

Easily Prepare This Resource for Your Students

Use the dropdown arrow next to the Download button to choose between the Powerpoint of interactive Google Slides version of this resource.

If using the Google Slides version, assign this interactive activity to Google Classroom.

For both file types, please be sure to use Edit mode, not Presentation mode.

This resource was created by Lorin Davies, a Teach Starter Collaborator.

Curriculum

VC2M5N01

Interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line <ul> <li>making models of decimals including tenths, hundredths and thousandths by subdividing materials or grids, and explaining the multiplicative relationship between consecutive places; for example, explaining that thousandths are 10 times smaller than hundredths, or writing numbers into a place value chart to compare and order them</li> <li>renaming decimals to assist with mental computation; for example, when asked to solve 0.6 ÷ 10 they rename 6 tenths as 60 hundredths and say, ‘If I divide 60 hundredths by 10, I get 6 hundredths’ and write 0.6 ÷ 10 = 0.06</li> <li>using a number line or number track to represent and locate decimals with varying numbers of decimal places and numbers greater than one and justifying the placement; for example, 2.335 is halfway between 2.33 and 2.34, that is, 2.33 < 2.335 < 2.34, and 5.283 is between 5.28 and 5.29 but closer to 5.28</li> <li>interpreting and comparing the digits in decimal measures, for example, the length or mass of animals or plants, such as a baby echidna weighing 1.78 kilograms and a platypus weighing 1.708 kilograms</li> <li>interpreting plans or diagrams showing length measures as decimals, placing the numbers into a decimal place value chart to connect the digits to their value</li> </ul>
VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5M02

Solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units <ul> <li>investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’</li> <li>using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result</li> <li>solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space</li> <li>creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden</li> <li>using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter</li> <li>exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs</li> </ul>
VC2M6N04

Apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answers <ul> <li>applying estimation strategies to addition and subtraction of decimals to at least thousandths before calculating answers or when a situation requires just an estimation</li> <li>applying whole-number strategies; for example, using basic facts, place value, partitioning and the inverse relationship between addition and subtraction, and properties of operations to develop meaningful mental strategies for addition and subtraction of decimal numbers to at least hundredths</li> <li>working additively with linear measurements expressed as decimals up to 2 and 3 decimal places; for example, calculating how far off the world record the athletes were at the last Olympic Games in the women’s long jump or shot-put and comparing school records to the Olympic records</li> <li>deciding to use a calculator as a calculation strategy for solving additive problems involving decimals that vary in their number of decimal places beyond hundredths; for example, 1.0 − 0.0035 or 2.345 + 1.4999</li> </ul>
VC2M6A01

Recognise and use rules that generate visually growing patterns and number patterns involving rational numbers <ul> <li>investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern, looking for patterns in the way the numbers increase or decrease</li> <li>using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9 …, 210 × 11, 211 × 11, 212 × 11 …, 111 × 11, 222 × 11, 333 × 11 …, or 100 ÷ 99, 101 ÷ 99, 102 ÷ 99 …</li> <li>creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $2.50 for an incursion as 2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50 …</li> <li>investigating the number of regions created by successive folds of a sheet of paper (one fold, 2 regions; 2 folds, 4 regions; 3 folds, 8 regions) and describing the pattern using everyday language</li> <li>creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using 3 for one triangle, 5 for 2 triangles and 7 for 3 triangles and describing the pattern as ‘Multiply the number of triangles by 2 and then add one for the extra toothpick in the first triangle’</li> </ul>
VC2M6M02

Establish the formula for the area of a rectangle and use it to solve practical problems <ul> <li>using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides</li> <li>using one-centimetre grid paper to construct a variety of rectangles, recording the side lengths and the related areas of the rectangles in a table to establish the formula for the area of a rectangle by recognising the relationship between the length of the sides and its calculated area</li> <li>solving problems involving the comparison of lengths and areas using appropriate units</li> <li>investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter</li> </ul>

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