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Maths Year 4 Weekly Plan: Summer Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion Objectives: Revise multiplication facts for 2, 3, 4, 5, 6, 9 and 10 times tables, and learn corresponding division facts, Begin to learn multiplication facts for the 8 times table, Look at patterns, investigate general statements, Multiply single-digits by 2 to 10, and divide by the same including remainders, Use knowledge of the multiplication to begin to understand simple ideas of ratio and proportion Week 2 Tuesday Week 2 Monday Starters 3 and 6 times tables Ask chn to record the 3 times table in vertical column, and then double these numbers to generate the 6 times table. Ask 6 times tables questions, asking chn to use digit cards to show the answers. Rpt, this time asking chn to turn their papers over. 4 and 8 times tables Throw a bean bag to a child, saying a number to 10 who multiplies that number by 4. If correct they throw it back. Throw the bean bag to a different child saying a different number to 10, and so on. Try and build up some speed. Ask chn to record the multiples of 4 and double them to give the multiples of 8. Chant the 8 times table together. Whole class teaching Guided group and independent paired/indiv practice activities Remind chn how we can revise our times tables facts: The 2x, 5x and 10x tables we know from our infant days! The 9x table we can do on our fingers and all multiples of 9 have digits which add to 9. We know our 3x table! We can double the 2x table to get the 4x for any facts we forget, we can double the 3x table to get the 6x table. Work with a partner to write as many multiplications with 24 as an answer and divisions starting with this number as you can on your w/bs. Take feedback: 8 × 3 = 24, 3 × 8 = 24, 2 × 12 = 24, 12 × 2 = 24, 24 ÷ 3 = 8, 24 ÷ 8 = 3, 24 ÷ 2 = 12, 24 ÷ 12 = 2. Rpt with 20, 40 and 48. Launch the Number grid ITP and use the toggle to highlight multiples of 8. What pattern do you notice? Talk to your partner. Draw out how each number is 2 before the number below the previous multiple of 8 as we can add 8 by adding 10 and subtracting 2 and that the numbers end in 0, 2, 4, 6, or 8. What does that tell us about the multiples of 8? Does that surprise you? Write 8, 16, 24… 80 on Post-its™ and attach to the counting stick. Count along the counting stick. Rpt after removing 8, 24, 48 and 72. Point to where 24 should be. What number goes here? Point to 48 and rpt. Ask questions such as: What are five 8s? Four 8s? How did you work this out? Remember that five 8s will give the same answer as eight 5s! Five 8s is also ½ of ten 8s. We can use our other tables facts to help us work out multiples of 8, and as we haven’t learned our 7 times tables yet, seven 8s is perhaps the hardest fact to learn. But there is a trick to help us! Write 56 = 7 × 8 on the board. Look 5, 6, 7 8! Outcomes Easy/Medium/Hard Chn are given certain multiples to place on a grid (see resources). For some (e.g. 20) there will be several possible positions. They try and place them so that they make as many lines of 4 as possible. Easy: Chn write the numbers in as many places as possible on the grid. TD Plenary Chn sketch a 3 by 2 grid on their w/bs and choose 6 numbers from 1 to 10 to write in it, one in each section. Call out questions such as: How many 6s are in 18? How many 6s are in 54? If chn aren’t sure, remind them how they can count up in 6s, keeping track on their fingers. Chn ring the answer if they have it; 1st to ring all 6 numbers wins. Chn can: 1. Know × facts for the 2, 3, 4 , 5, 6, 9 and 10 times tables Easy/Medium/Hard Give each pair a 1-10 dice. Chn roll the dice and draw that number of hops of 8 on an ENL and write the corresponding multiplication. When they have all the possible multiplications, they turn the ENL over, and sketch a 3 by 2 grid on their w/bs and choose 6 multiples of 8 to write on it. Working in pairs, they roll the dice, work out that number of 8s, and ring the answer if they have it. They turn the ENL over to check. 1st to ring all 6 numbers. Easy: Work with chn to help them to double numbers in the 3 times table to get numbers in the 6 times table, they then play the game as above with hops of 6. TD Hard: When chn record hops of 8, they record both the × and ÷ facts. Plenary Ask chn to record the multiplication facts for the 4 times table, and by the side the 8 times table. What do you notice? Draw out how can we can double the 4 times table to get the facts for the 8 times table. Why do you think this is? So if you struggle to remember what six 8s are, double six 4s! How could we use what we have here to get the 12 times table? Ask chn to add the multiples of 4 and 8 to make multiples of 12. Chn can: 1. Begin to learn the 8 times table © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y4 Week 2 TS3 & TS4 Summer Week 2 Thursday Week 2 Wednesday Maths Year 4 Weekly Plan: Summer Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion Starters Whole class teaching 8x table Stick multiples of 8 on Post-its to a counting stick. Say the 8× table as you point to each Post-it. Remove 8, 36, 48 and 72 and rpt. Point to the empty places. What number goes here? Remove all numbers bar 8, 40 and 80 and rpt. Launch the ITP spinners. Choose 2 hexagonal spinners. If any digit appears twice on a spinner, click to change it. Spin both and ask chn to multiply the numbers together. They respond by quickly holding up digit cards to show the answer. The spinners showed 4 and 7. How did you work it out? Seven 4s or four 7s? Why? Rpt. Now click to choose numbers 3, 4, 5, 6, 8 and 9 on the 1st spinner and numbers 0, 1, 2, 3, 4, 5 on the 2nd. Spin the spinners. Work with a partner to think of a division by 3, which will give a remainder of 2. Write the division sentence. Take feedback, and discuss how chn work them out. Rpt. When the number on the 2nd spinner is bigger, discuss this before spinning the 2nd spinner again, e.g. This time we are dividing by 4 but are asked for a remainder of 5. Is this possible? Why not? Recognise multiples Draw a grid of multiples (see resources) on the board. How many multiples of 5 can you see? Write them on your w/bs. Multiples of 3? Rpt for multiples of 4, 9, then 6. Guided group and independent paired/indiv practice activities Easy/ Medium/Hard Chn work in pairs to shuffle two packs of 1-9 digit cards. They take 2 cards & record a multiplication, e.g. if they have 6 & 7, they write 6 × 7 = 42. They write 6 different multiplications. They then take pairs of cards, & think of a number which when divided by the 1st number will leave the 2nd number as remainder, if possible. TD with Medium group. Easy: Chn write multiplications & the divisions (without remainders) to go with them, e.g. write 3 × 8 = 24 (choosing which way will be easier, three 8s or eight 3s) & then write 24 ÷ 8 = 3 & 24 ÷ 3 = 8. Plenary Read: There are 9 weeks left until the end of term that is 9 lots of 7 days. How many days are left? What multiplication can we use to solve this problem? We haven’t learnt our 7 times table. We could count up in 7s, but can you think of a quicker way to find the answer? Discuss finding seven 9s instead. Write: There are □ groups of □ children. Altogether there are 28 children. Chn work in pairs to find what numbers could go in the boxes. Launch the ITP Function blocks. Chn close their eyes whilst you click Easy/Medium Hard on the yellow arrow, click on the operation to change it to × and use Chn draw at least 5 Display ingredients for a chocolate cake: 4 the toggles to increase the multiplier to 3. Click, then drag a card pairs of towers on eggs; 100g demerara sugar; 100g dark into the input box, then click on the output box. What do you think squared paper such that chocolate; 100g butter; 100g ground almonds. one tower is 4 times the This recipe makes a cake of 8 portions. What the function machine is doing? Try other numbers to test out ideas. height of the other. would we do if we wanted to make a bigger cake The numbers on the right are 3 times as big as those on the left. They then draw as many of 16 portions? Could we just add a bit to each Work with a partner to make a pair of towers from cubes, such that rectangles as they can of the ingredients? Perhaps use 6 eggs, and 200 one tower is 3 times the height of the other. Show pairs of towers. where one side is 4 grams of all the other ingredients? Draw out Discuss how pairs have different numbers of cubes from another times the length of pair, but each pair has the same relationship between the 2 towers. that to keep the taste and consistency the Can you see any measurements in the classroom where one might be 3 another. same, you would need to double all the Easy: Chn draw towers, quantities: this keeps all the ingredients in times the length, width or height of another? Take feedback, e.g. the one tower is twice the proportion with each other. We’d probably have door height might be 3 times as high as the table height. Change the height of the other, to increase the cooking time too! What if we multiplier to 5 whilst chn close their eyes. Click and drag cards into then rectangles where the input box and ask chn to guess the function. This time the want to make a smaller cake of just 4 portions? numbers on the right are 5 times the number on the left. Make a pair one side is twice the What if we wanted to make 3 cakes to stack up length of another. of towers such that one is 5 times as tall as the other. Draw to make a big birthday cake? What if I wanted rectangles: 10 cm by 20cm, 15 cm by 30 cm, 12 cm by 24cm and 10cm to make a cake with 6 portions? 12 portions? TD by 30cm, labelling each side. Which is the odd one out? Why? 3 Plenary This scaling up is used when drawing maps or diagrams, e.g. the real rectangles have one side twice the length of another, whereas the distance might be 100 times as big as the distance on the page, but all the last rectangle has length 3 times as long as the other. It makes the dimensions of the map/drawing will be in proportion. Show a local map using rectangle look different – it doesn’t have the same proportions. mapping program, e.g. Google and discuss the scale. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Outcomes Chn can: 1. Multiply any pairs pair of numbers less than 10 together 2. Find a remainder. Chn can: 1. Begin to use simple ratios. MATHS Y4 Week 2 TS3 & TS4 Summer Maths Year 4 Weekly Plan: Summer Week 2 Friday Starters Multiplication facts Chn draw a 4 x 4 or 5 x 5 grid on their w/bs and fill with numbers of their choice between 45 & 80. Call out multiplication questions e.g. 7 x 9. If they have the answer to this, they ring the number. The winner is the first with 3 in a line in any direction. At the end of the game, discuss the numbers that have been left over. Which sort of numbers have been left? Which numbers might be sensible to choose next time? Encourage chn to make sensible choices for the next game and rpt. Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion Whole class teaching Make two towers of multilink, one of 2 green cubes and 4 blue, and one of 3 green cubes and 6 blue. What’s the same and what’s different about these towers? Draw out that they are different heights, but both have twice as many green cubes as blue. What fraction of the cubes is green? Blue? Work with a partner to make another tower with 1/3 green cubes and 2/3 blue cubes. Share these. Now make 2 different towers where ¼ is blue and ¾ of the cubes are green. Share different towers. Point out that they all have 3 times as many green cubes as blue cubes. Guided group and independent paired/indiv practice activities Easy: Chn make, then Medium draw as many towers Ask chn whether they prefer apples or as they can with ¼ in oranges. Record the results on the f/c. So one colour and ¾ in what fraction prefers oranges? And apples? another colour. If there is an easy relationship, e.g. twice as Hard: Chn make many people like apples as oranges, point it towers with 1/5 in out. Rpt with: Do you like marmite or not? one colour and 4/5 in Do you prefer cheese or tuna sandwiches? another, then 2/5 in Do you prefer salt and vinegar or cheese and one colour and 3/5 in onion crisps? TD another. Plenary I’m thinking of a tower of cubes a ¼ are red, 3 of them. How many cubes in the tower? How many aren’t red? Rpt with similar problems. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Outcomes Chn can: 1. Begin to understand simple proportions. MATHS Y4 Week 2 TS3 & TS4 Summer Maths Year 4 Weekly Plan: Summer Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion Resources Digit cards/number fans Activity sheet of grid and numbers (see resources) Scissors and glue sticks Bean bag ITP Number grid (see resources) Post-its™ Counting stick 1-10 dice ITP Spinners (see resources) 1-9 digit cards ITP Function blocks (see resources) Multilink Cm2 paper Mapping program e.g. maps.google.co.uk Cubes Grid of multiples (see resources) © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y4 Week 2 TS3 & TS4 Summer