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Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths Week Beginning: 5thNovemberr 2012 Algebra Vocabulary: algebra, replace, symbol, equations, equal substitute, problem, rule, letter symbols, represent unknown, variables, algebraic operations, arithmetic operations, linear equations, integer coefficients. 1 Starter Learning intention Minute maths (Count in steps 0.5 while collecting) Main Learning Intention L.I to use knowledge from term 1 to complete task Success Criteria/Targets - produce a poster teaching another child a maths strategy L.I. to Introduce the meaning of a+b and simple substitution. Chd to build own success criteria- Example of Direct Teaching Diff Activities Focus group in bold. Plenary Complete posters Counting stick tables 8x L.I. to Introduce the meaning of a+b and simple substitution. Minute maths (Count in steps 0.5 while collecting) Counting stick tables 8x Use flashcards y=2, w=5, c=3, k=10, e=7, t=0.5 2 Point to 2 cards and ask chd to write down on their whiteboards What is y+w, k-e, k+w-c? Who can use the letters to get an answer of….? What are three lots of w? What are two lots of c plus k? I have in mind-decide which need to symbols -decide what the symbols will be -substitute the object for a letter - Record the equation Show the chd the clip http://www.tes.co.uk/teaching-resource/Algebra-inAction-6084851/ So set the chd the problem of… If 5 apples is 1 scarf and 6 scarves is 1 jacket Lower lv5 – Each symbol is worth a number. Work out the number which the picture stands for. All the symbols in one question are worth the same amount. With a focus on addition and subtraction. Sweet bag 1 If n is amount of bags chd write equations that expressive the pictures. Tables showdown How many apples would one jacket be? Get the chd to work in pairs to work out this problem. Chd who solved problem to come to front and explain who they solved this. How could we write down with sybmols what happened in the story. 5a = s and 6s = c where a is apples, s are scarfs and c is a coat Can you then substitute apples for scarfs in the second sum to create an expresion for how many apples make a scarf (6 x 5a = c) If the old lady also knitted hats and 1 hat was worth 3 apples. How many hats would she need to exchange for a coat? Lv5- Each symbol is worth a number. Work out the number which the picture stands for. All the symbols in one question are worth the same amount. With a focus on addition and subtraction and multiplication. Lv5 +- Each symbol is worth a number. Work out the number which the picture stands for. All the symbols in one question are worth the same amount. With a focus on all four operations -, +, x and ÷ Stop during tasks for mini plenary. AFL Level 5c- Use letter symbols to represent unknown numbers or variables; know the meaning of word equation. Level 5b- Understand that algebraic operations follow the same conventions and order as arithmetic operations. Level 5a- Construct and solve simple linear equations with integer coefficients (unknown on one side only) using an appropriate method (e.g. inverse operations). L.I to use letter symbols to L.I. to use letter Chd to build own Ask a child to come to the front and shake their Mixed ability groups – represent unknown symbols to represent success criteriahand, ask them how many handshakes can two Chd to work together and come up 3 numbers or variables; unknown numbers or people make? with an algebra rule for handshake variables; Write on the board investigation. Sweet bag 2 If n is amount of bags chd write equations now that Minute maths (Count in steps 0.5 while collecting) Counting stick tables 7x Brain Warm Up Problem solving Repeat the task from yesterday with some more difficult questions such as W x y? K = w –c? I have in mind-decide which need to symbols -decide what the symbols will be -substitute the object for a letter - Record the equation Nb people Nb hands Nb handshake 1 2 0 Repeat with 2 people shaking hands and recording on the bd. Repeat with 3 and 4 people. Nb people Nb hands Nb handshake 2 4 1 3 6 3 4 8 6 Talk about how we know the number of people and then ask them to talk pair share what they notice about the number of hands (double). Ask them if anyone can spot the pattern in the number of handshakes column(adding 1, adding 2 and adding 3 ) Ask talk pair share how many handshakes for 4 people? How do they know?? How many handshakes would 10, 15 and 20 make? Can they work on this together and come up with an algebra rule? Chd to share their working out and rules with each other. AFL Level 5c- Use letter symbols to represent unknown numbers or variables; know the meaning of word equation. Level 5b- Understand that algebraic operations follow the same conventions and order as arithmetic operations. Level 5a- Construct and solve simple linear equations with integer coefficients (unknown on one side only) using an appropriate method (e.g. inverse operations). L.I to use letter symbols to L.I. to use letter Chd to build own http://www.teachers.tv/videos/algebra-what-theLower lv5 – work out what each represent unknown symbols to represent success criteriapattern letter in equations stands for numbers or variables; unknown numbers or (addition only) then make some of Min maths variables; It’s two friends’ party and they are trying to work out own. Use counting stick teach 6 how many people they can sit at their party table. Of times tables course the birthday boy and girl must sit at opposite I have in mindends of the table with all their guests sitting down Lv5- work out what each letter in Brain Warm Up -decide which either side. equations stands for (addition and Function Machine need to symbols subtraction and multiplication.) Ask for a single digit -decide what the One table can sit 6 children, one at each end and two then make some of own. number and put it in to the symbols will be on either side, when a second table is added 10 function machine. Look t -substitute the children can be seated (2 at either end and 4 at each Lv5 +- work out what each letter in the output, on whbds ask object for a letter side). As the tables and the number of children grow equations stands for (all four 4 chd to write down the - Record the a pattern starts to appear. Can your pupils work out operations -, +, x and ÷) then make function that occurred equation the pattern and predict how many children could some of own. Repeat. come to the party if there were 100 tables. Tell them we are looking Stop during tasks for mini plenary. for rules. After viewing ask questions such as: How many children were at the party when there was 1, 2, 3, 4 and 5 tables. Descibe what is happened each time a table is added How many children would be at the party if there were 100 tables? Can you work out a formula for how many children there would be for any number of we know how many sweets are in each bag what does n represent in each picture? Head to Head tables chd to ask questions Have a couple of questions from today’s task on the bd and ask them to come to front to solve them, explaining what they have done, Tables Showdown (names on bd) - tables n = (t x 4) + 2 when n is the number of children and t is the number of tables. What if 3 children could sit either side of the table, how would the formula change? AFL Level 5c- Use letter symbols to represent unknown numbers or variables; know the meaning of word equation. Level 5b- Understand that algebraic operations follow the same conventions and order as arithmetic operations. Level 5a- Construct and solve simple linear equations with integer coefficients (unknown on one side only) using an appropriate method (e.g. inverse operations). L.I to use letter symbols to represent unknown numbers or variables; Min maths Use counting stick teach 6 times tables 5 Brain Warm Up Function Machine Ask for a single digit number and put it in to the function machine. Look t the output, on whbds ask chd to write down the function that occurred Repeat. Tell them we are looking for rules. L.I. Use letter symbols to represent unknown numbers or variables; know the meaning of word equation. Chd to build own success criteria- Davinci codes Work in small gps for a head to head.. Give the chd a code to solve, quickest person to solve the code will get a point. I have in mindRepeat with codes that use all four operations. Lower lv5 – solve simple equations for all four operations all four operations -, +, x and ÷. Lv5- solve simple equations for all four operations all four operations -, +, x and ÷. Then try simplifying equations. Lv5 +- solve simple equations for all four operations all four operations -, +, x and ÷, simplifying equations. then try some if x=9 what is y? Stop during tasks for mini plenary. AFL Level 5c- Use letter symbols to represent unknown numbers or variables; know the meaning of word equation. Level 5b- Understand that algebraic operations follow the same conventions and order as arithmetic operations. Level 5a- Construct and solve simple linear equations with integer coefficients (unknown on one side only) using an appropriate method (e.g. inverse operations). Have a couple of questions from today’s task on the bd and ask them to come to front to solve them, explaining what they have done, Tables Showdown