* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Year 5 Week 3 - Pearson Schools and FE Colleges
Survey
Document related concepts
Law of large numbers wikipedia , lookup
Infinitesimal wikipedia , lookup
Ethnomathematics wikipedia , lookup
Mathematics of radio engineering wikipedia , lookup
Georg Cantor's first set theory article wikipedia , lookup
Positional notation wikipedia , lookup
Location arithmetic wikipedia , lookup
Elementary arithmetic wikipedia , lookup
Bernoulli number wikipedia , lookup
Proofs of Fermat's little theorem wikipedia , lookup
Large numbers wikipedia , lookup
Hyperreal number wikipedia , lookup
Real number wikipedia , lookup
Elementary mathematics wikipedia , lookup
Transcript
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.