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Transcript
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. My word the chd really struggled with this!!!! 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 Repeat the lesson as above but use slightly Lower lv3 – use a blank number Sketch a line from L.I to Count from any L.I to Count from own success more simple decimals on the number line line with the tenths marked on 0 to 1. Mark but given number in wholeany given number in criteriaexample. and place numbers with 1 dp not label where number and decimal whole-number and numbers 0.63 would be. I’m steps, extending beyond decimal steps, Starting with thinking of a zero when counting extending beyond Lv3- use a blank number line with number on this 4 backwards; relate the zero when counting 0.1 0.3 0.5 0.7 0.9 1.1 the tenths marked on and place line. You can numbers to their position backwards; relate numbers with 1 dp and 2dp suggest a number on a number line the numbers to I have in mindThen move on to numbers their position on a and I will tell you Identify the number line whether my Head to Head tables value of units. 0.10 0.20 0.45 0.7 1.0 1.2 Lv4 +- use a blank number line number is more or Minute maths Use counting stick teach 7 times tables Round a number with one or two decimal places to the nearest whole number Identify the value of tens. Identify the value of hundreds. Identify the value of thousands. Then try 0.01 0.03 0.05 0.09 1.10 Then see if we could extend the MA with 0.025 0.050 0.060 0.080 1.50 with the tenths marked on and place numbers with 2 dp numbers 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. 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 Play countdown digit represents in whole each digit own success Today we are going to move on to an investigation style lesson. game give them 1 numbers and decimals represents in whole criteriaDisplay on the board the number lines 1 diagram. Explain to the chd that they need min rather than 30 with up to two places, numbers and to put in the numbers 1-7 in each circle so that the total of every line is 12. tell them secs. Chd who solve and partition, round and decimals with up to that it will involve moving the numbers around a lot so you will give them lots of it to show how they order these numbers two places, and copies of the different circle and line diagrams. worked it out. 5 partition, round Times table head to head and order these I have in mindOnce have explained this one explain the circle diagram and explain that on this one Min maths numbers the children need to put the digits 1 to 11 in the circles so that every line has the Use counting stick teach same total. Again explain about why they have been given lots of copies of it. 7 times tables Set these two groups off. Then explain the investigation type for the more able chd. Talk about how a calculator has been used but they need to work on it some more. Explain how they need to type numbers into the calculator and work out the buttons that Eric pressed to get to the number that he did. Tell them they can write in their books any workings out that they need. Remind all chd of jotting books. All chd to carry out investigations. 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