Download Medium / Short Term Maths plan

Short Term Maths plan – ‘L2a – L4+ Set’ HA Maths
Week Beginning: 24th September 2012
Place Value and Understanding of Number
Vocabulary: units, ones, tens, hundreds, thousands, ten thousand, hundred thousand, million, digit, one-, two-, three- or four-digit number, numeral, ‘teens’ number, place, place
value, stands for, represents, exchange, the same number as, as many as, equal to, Of two objects/amounts:, >, greater than, more than, larger than, bigger than, <, less than, fewer
than, smaller than, ³, greater than or equal to, ², less than or equal to, Of three or more objects/amounts: greatest, most, largest, biggest, least, fewest, smallest, one… ten… one
hundred… one thousand more/less, compare, order, size, ascending/descending order, first… tenth… twentieth, last, last but one
before, after, next, between, half-way between, guess how many, estimate, nearly, roughly, close to, about the same as, approximate, approximately, Å, is approximately equal to,
just over, just under, exact, exactly, too many, too few, enough, not enough, round (up or down), nearest, round to the nearest ten/hundred, round to the nearest thousand, integer,
positive, negative, above/below zero, minus
Starter
Main Learning
Success
Diff Activities
Example of Direct Teaching
Plenary
Learning intention
Intention
Criteria/Targets
Focus group in bold.
L.I to explain what each
L.I to explain what
Chd to build
I feel the chd need to continue working on
Read out the
digit represents in whole
each digit
own success
decimals to really make sure they have a good
Lower lv3 – rounding numbers on following the
numbers and decimals
represents in whole criteriaunderstanding; the lower ones in the group are a number line
numbers chd have
with up to two places,
numbers and
still finding it hard to round decimals to nearest
to round the to
and partition, round and
decimals with up to
whole number.
Lv3- Fill in the table to round each nearest whole
order these numbers
two places, and
list of decimal numbers: to
numberpartition, round
I have in mindGo through the board slides going back over all Nearest Whole number (integer),
2.3
Head to Head tables
and order these
Identify the
the rules of rounding showing the chd how we
Nearest 10, Nearest 100, Nearest
54.6
Minute maths
numbers
value of units.
can use the following strategies…
1000
75.3
Identify the
Rounding nearest whole number using a
23.4
value
of
tens.
number
line
Lv4
+use
and
apply
rounding
11.9
Ordering decimals
Use decimal
Identify
the
Rounding
to
the
nearest
10,
100,
1000.
decimals
to
lengthmeasure
Each child writes a
notation for tenths
value of tenths .
lengths and round to nearest cm.
Read out the
distance between 3 and
and hundredths,
Identify the
The lower level 3 to go out to work with IW on
Use and apply rounding to
following the
4m on their w/bs. Each
Understand what
1 group work to place
value of
rounding numbers on a number line.
percentage word problems.
numbers chd have
each digit
hundredths.
to round the to 1dp
their w/bs in order from represents in
Identify if
I will cont to extend others by working on the
the shortest to
numbers with one
number is
following strategies…
2.34
greatest. Repeat.
and two decimal
above
5
you
Significant
fig
in
a
number
54.67
places, Order
round
up
and
Rounding
decimals
to
1
dp
75.39
numbers with one
below
5
you
Rounding
decimals
to
2
dp
23.43
and two decimal
round
down.
1.19
places and place
Know
what
them on a number
each digit
line,
represents in
numbers with
one and two
decimal places.
AFL
Level 2 – begin to understand the place value of each digit; use this to order numbers up to 100, e.g. – know the relative size of numbers to 100 – use 0 as a placeholder – demonstrate
knowledge using a range of models/images · recognise sequences of numbers, including odd and even numbers, e.g. – continue a sequence increasing/decreasing in regular steps –
recognise numbers from counting in tens or twos
Level 3 – understand place value in numbers to 1000, e.g. – represent/compare numbers using number lines, 100-squares, base 10 materials, etc. – recognise that some numbers can
be represented as different arrays
– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers
Level 4 – recognise and describe number patterns, e.g. – continue sequences involving decimals · use place value to multiply and divide whole numbers by 10 or 100
L.I to explain what each
L.I to explain what
Chd to build
Use the idea of decimals to support those chd Lv2 – chd to use 1-9 cards to make Use a counting
digit represents in whole
each digit
own success
decimal numbers of two digits and stick to support
who are still struggling with the > and <
numbers and decimals
represents in whole criteriasymbols. Shuffle a pack of 1-9 cards, and take write the number sentences e.g.
counting on and
with up to two places,
numbers and
turn over 2 and 4 so write 2.4
out 3 cards. What is the biggest number with
back in steps of
and partition, round and
decimals with up to
2 decimal places that we can make using these then turn over 5 and 6 so write
0.01 from 0 to 0.1,
order these numbers
two places, and
2.4 <5.6
digits? The smallest? e.g. 5.43 > 3.45. Repeat
then from 1 to 1.1,
partition, round
this time asking chd to record the largest and
and then from 1.9
Tables head to head
and order these
I have in mindLv3- chd to use 1-9 cards to make
smallest possible no.s on their whiteboards
to 2.
Min maths
numbers
Identify the
decimal numbers of three digits
Write: □.□□ > □.□□. Shuffle a pack of 1-9
Write 1.25 on
value of units.
and
write
the
number
sentences
cards, and take out a card. Where shall we
board. What is
Identify the
e.g. turn over 2,3 and 4 so write
0.1s and 0.01s
Use decimal
put this card? In the bigger number or the
1/100 more than
23.4 then turn over 5,4 and 6 so
This end of the counting
notation for tenths value of tens.
smaller number? In the 1s, 1/10s or1/100s?
this number?
Identify the
write 23.4 <54.6
and hundredths,
2 stick represents 1m and
Repeat drawing a card (without putting them
Which digit will
value of tenths . back) and discussing where to place it until all
this end represents 2m.
Understand what
change? What is
Identify the
Lv4 +- chd to use 1-9 cards to
Point to ½ way. How do
each digit
6 boxes are filled. Did it work? What other
1/10 less than this
value of
make decimal numbers of four
we write this in metres?
represents in
‘greater than’ statement could we have made
number? Which
hundredths.
digits and write the number
In cm? Chd write
numbers with one
with these cards? Move cards round to show
digit will change?
Identify if
sentences e.g. turn over 2,3,5 and
answers on w/bs. Repeat and two decimal
them. Repeat with □.□□ < □.□□.
I’m thinking of a
number is
4 so write 52.43 then turn over
with 110cm, 190cm,
places, Order
number. I add 0.01
above 5 you
5,7,8 and 6 so write 52.43 <57.86
125cm, 175cm, 139cm
numbers with one
to it and I get
round up and
and 105cm.
and two decimal
4.76. Write 4.76.
below 5 you
places and place
What was my
round down.
them on a number
line,
number?
AFL
Level 2 – begin to understand the place value of each digit; use this to order numbers up to 100, e.g. – know the relative size of numbers to 100 – use 0 as a placeholder – demonstrate
knowledge using a range of models/images · recognise sequences of numbers, including odd and even numbers, e.g. – continue a sequence increasing/decreasing in regular steps –
recognise numbers from counting in tens or twos
Level 3 – understand place value in numbers to 1000, e.g. – represent/compare numbers using number lines, 100-squares, base 10 materials, etc. – recognise that some numbers can
be represented as different arrays
– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers
Level 4 – recognise and describe number patterns, e.g. – continue sequences involving decimals · use place value to multiply and divide whole numbers by 10 or 100
L.I to explain what each
L.I to explain what
Chd to build
Lower lv3 – use a blank number
Show chd a 100 bead bar and say that one
Sketch a line from
digit represents in whole
each digit
own success
line with the tenths marked on
end represents 0 and the other 1. Each bead
0 to 1. Mark but
numbers and decimals
represents in whole criteriaand place numbers with 1 dp
represents one hundredth. How can we write
not label where
with up to two places,
numbers and
numbers
this? Write 1/100 and 0.01 on the board.
0.63 would be. I’m
3 and partition, round and
decimals with up to
What does each group of 10 beads represent?
thinking of a
order these numbers
two places, and
Lv3- use a blank number line with
Talk to your partner. How can we write this?
number on this
partition, round
the tenths marked on and place
Write 10/100, 1/10 and 0.1 on the board. Ask
line. You can
Head to Head tables
and order these
I have in mindchd to come up and hang tags to show 0.1, 0.2, numbers with 1 dp and 2dp
suggest a number
Minute maths
numbers
Identify the
numbers
Use counting stick teach
6 times tables
Round a number with one
or two decimal places to
the nearest whole
number
Use decimal
notation for tenths
and hundredths,
Understand what
each digit
represents in
numbers with one
and two decimal
places, Order
numbers with one
and two decimal
places and place
them on a number
line
value of units.
Identify the
value of tens.
Identify the
value of
hundreds.
Identify the
value of
thousands.
0.3, 0.5, and 0.9. See how 0.5 comes half way
along the bead bar. What’s another way to
write 0.5? What number comes half way
between 0.2 and 0.3? Write 0.25 on a tag and
hang it after the 25th bead. What does the 2
in 0.25 represent? And the 5? Write down 2
(0.23 and 0.27) other numbers that come
between 0.2 and 0.3.
Show a counting stick and say that one end
presents 0 and the other 1. Point to 0.35.
What number goes here? And here? (Pointing
to 0.75, then 0.49 and 0.51). Now say that one
end represents 2 and the other 3. Count from
2 to 3 in steps of 0.1. Point to 2.2 and 2.3. Chd
to write 3 numbers on whiteboards that go
between 2.3 and 2.4. Choose 3 of the chds
whiteboards showing different numbers and
ask chd to help you to put them in order.
Lv4 +- use a blank number line
with the tenths marked on and
place numbers with 2 dp
numbers
and I will tell you
whether my
number is more or
less than that
number Take a
suggestion from
each table. You can
now ask me to
mark on 2
different tenths,
e.g. 0.1 and 0.2 to
help you to guess
my number Which
tenths do you
think would be
useful? Mark on
the tenths they
suggest (e.g. 0.6
and 0.7). Chd
continue to
suggest numbers
and you say
whether the
secret number is
more or less until
they guess it
correctly.
Level 2 – begin to understand the place value of each digit; use this to order numbers up to 100, e.g. – know the relative size of numbers to 100 – use 0 as a placeholder – demonstrate
knowledge using a range of models/images · recognise sequences of numbers, including odd and even numbers, e.g. – continue a sequence increasing/decreasing in regular steps –
recognise numbers from counting in tens or twos
Level 3 – understand place value in numbers to 1000, e.g. – represent/compare numbers using number lines, 100-squares, base 10 materials, etc. – recognise that some numbers can
be represented as different arrays
– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers
Level 4 – recognise and describe number patterns, e.g. – continue sequences involving decimals · use place value to multiply and divide whole numbers by 10 or 100
Chd to build
Lv2 –
L.I to Count from any
L.I to Count from
own
success
given number in wholeany given number in
criteriaLv3-.
number and decimal
whole-number and
4
steps, extending beyond
zero when counting
backwards; relate the
numbers to their position
on a number line
Times table head to head
decimal steps,
extending beyond
zero when counting
backwards; relate
the numbers to
their position on a
number line
Lv4 +-
I have in mind-
AFL
Level 2 – begin to understand the place value of each digit; use this to order numbers up to 100, e.g. – know the relative size of numbers to 100 – use 0 as a placeholder – demonstrate
knowledge using a range of models/images · recognise sequences of numbers, including odd and even numbers, e.g. – continue a sequence increasing/decreasing in regular steps –
recognise numbers from counting in tens or twos
Level 3 – understand place value in numbers to 1000, e.g. – represent/compare numbers using number lines, 100-squares, base 10 materials, etc. – recognise that some numbers can
be represented as different arrays
– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers
Level 4 – recognise and describe number patterns, e.g. – continue sequences involving decimals · use place value to multiply and divide whole numbers by 10 or 100
L.I to explain what each
L.I to explain what
Chd to build
Lv2 –
digit represents in whole
each digit
own success
numbers and decimals
represents in whole criteriaLv3with up to two places,
numbers and
and partition, round and
decimals with up to
Lv4 +5 order these numbers
two places, and
partition, round
Times table head to head and order these
I have in mindMin maths
numbers
AFL
Level 2 – begin to understand the place value of each digit; use this to order numbers up to 100, e.g. – know the relative size of numbers to 100 – use 0 as a placeholder – demonstrate
knowledge using a range of models/images · recognise sequences of numbers, including odd and even numbers, e.g. – continue a sequence increasing/decreasing in regular steps –
recognise numbers from counting in tens or twos
Level 3 – understand place value in numbers to 1000, e.g. – represent/compare numbers using number lines, 100-squares, base 10 materials, etc. – recognise that some numbers can
be represented as different arrays
– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers
Level 4 – recognise and describe number patterns, e.g. – continue sequences involving decimals · use place value to multiply and divide whole numbers by 10 or 100