Download Year 5 Week 3 - Pearson Schools and FE Colleges

Plan: Plan for Year 5
Block B1.a: Make general statements about odd and even numbers
Block B1.b: Construct number sequences; recognise and explain patterns
Day
1
2
3
Mental oral starter
Objectives
Main teaching
*
Find one-eighth by finding
one-half of one-quarter.
Prepare 2×5 grid. Place
Post-it with number, eg 100,
over each space. Below
Post-it write 1/8 of number,
eg 12.5 or 12 1/2. Chn make
grid and write 1/8 of visible
number in each space. Child
reveals number beneath
Post-it. Check by doubling
each number 3 times.
[Y5] Make general
statements about odd
or even numbers,
including their sums
and differences
Say a number lying halfway between two numbers.
Write pairs: 26/52, 66/88,
104/204, 1/21, 1000/2000,
336/361. Chn find half-way
numbers (five pairs have a
single half-way number; one
pair has two). Model method:
52–26=26. Half 26=13.
26+13=39. The number halfway between 26 and 52 is
39.
[Y5] Explain a
generalised
relationship (formula)
in words
Multiply by 5 by
multiplying by 10, then
halving. Place 1–100 cards
in hat. Child picks one, eg
29. Chn multiply it by 10 and
write (290). Chn halve this
number by halving hundreds
and tens separately and
combining (145). Write
answer. Check answers.
Repeat for different
numbers.
[Y5] Construct number Start at 17. Count in 25s, from pair to
sequences
pair. What patterns can you
[Y5] B1.b.1
see?4×25=100, so every 4 numbers
we add 100. Write 17 then sequence
[Y5] Recognise and
explain patterns and
adding 100: 17, 117…Pairs find 11th
relationships,
number in sequence. Which number
generalise and predict in sequence will 2017 be? Chn
generate sequence counting in 75s,
[Y5] Recognise and
starting at 17. Relate to sequence of
25s. [ITR B1.b]
extend number
sequences formed by
counting from any
[Y5] Make and
investigate a general
statement about
familiar numbers or
shapes by finding
examples that satisfy it
Chn write 4-digit number and show.
Say Evenonly. Even nos show. If last [Y5] B1.a.1
digit is 2,4,6,8 or 0, whole number
will be even. Repeat for Oddonly.
Child writes 6-digit number, with all
odd digits except last. Odd or even?
Pairs add board numbers after
predicting odd/even result. Find
rules about adding odd/even
numbers. [ITR B1.a]
Chn write 3-digit number. Show
even, then odd numbers. Pairs work
out odd/even patterns in
differences between odd/even
numbers. Predict and record
[Y5] Use knowledge of answers. Write rules: even–
sums or differences of even=even; even–odd=odd, odd–
even=odd; odd–odd=even. Chn
odd/even numbers to
investigate if: sum of digits of odd
check calculations
number is always odd.
[Y5] B1.a.2
**
[Y5] 5.1 p19
***
****
[Y5] 5.1 p22
[Y5] 5.1 p20
[Y5] B1.a.2
[Y5] 5.1 p24
[Y5] B1.a.2
[Y5] B1.b.2
[Y5] 3.3
[Y5] Ch. p8
[Y5] Ch. P9
Plenary
Outcomes
What do we get if we
add four odd
numbers? Four even
numbers? How about
adding five odd
numbers? Five even
numbers?
 Recognise odd and
even numbers and
know their
properties.
 Know rules about
adding odd/even
numbers.
Write some
combinations:
Even+odd–even=?
Odd+odd–even=?
Chn discuss in pairs
and complete
sentences.
 Work out patterns
when finding the
difference between
odd/even numbers.
 Predict answers
using the patterns.
 Know the rules for
subtracting
odd/even numbers.
Discuss how we might  Recognise patterns
generate a sequence
when counting.
that counts in 12s.
 Complete
Ask chn how far they
sequences.
can get. What
 Work out missing
patterns are there?
numbers within a
sequence.
Day
4
5
Mental oral starter
Objectives
Say the next multiple of a
number after a given
multiple. Divide class into 3
teams. Say a multiple of 4.
Point to a team to say next
multiple. Next team
continues. Repeat for
multiples of different
numbers. Start and extend
multiples beyond tenth
multiple, eg start at 80 for
mutiples of 8.
number in steps of
constant size,
extending beyond zero
when counting back,
including decimals
Read the time to 1 minute
on an analogue clock.
Draw ‘hours in day’ time line:
7 o’clock, 8 o’clock…7 in
evening. Discuss hourly
events. Show analogue clock
at 25 minutes to 11. Child
points to this time on line.
Pairs work out analogue time
and write as digital time.
Repeat.
Main teaching
*
Count in 0.1s starting 0.7. Count
back 15 numbers in 0.1s starting at
1. Discuss negative numbers. Extend [Y5] 5.1 p24
1/2, 1, 1 1/2, 2 orally. Write 1/4 and
count on in 1/2s. Discuss patterns.
Pairs count in 5s, others in 50s, rest
in 500s starting 0 and counting 20
numbers. Record in table. What if
these sequences began with 3, not
0?
Write 15, 30, 45…Chn find pattern.
Repeat with 19, 34, 49, 64…What
are the start numbers for these 2
sequences? Find difference (4) and
add on to numbers in 1st sequence.
Chn find communality between 12,
24, 36… and 17, 29, 41…(steps of
12) What are the hidden start
numbers? Repeat for 2 sequences
with steps of 20.
[Y5] B1.b.4
**
[Y5] B1.b.3
***
****
[Y5] 5.1 p26
[Y5] 3.2
[Y5] 5.1 p25
[Y5] 3.1
© Pearson Education Ltd 2009
[Y5] B1.b.5
[Y5] Ch. p10
Plenary
Outcomes
Start at 10. Count
back in 0.1s, pointing
at different children to
say next number.
Write them on board
as children say them.
 Recognise patterns
when counting in
decimal numbers,
fractions and
negative numbers.
 Extend sequences
of decimals,
fractions and
negative numbers.
Choose a child to
invent a sequence
and write it on board.
Can others guess the
pattern?
 Compare two
number sequences.
 Extend number
sequences and find
hidden starting
numbers.