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Weekly Planning – Numeracy Mon Mr Botten 5B Summer Term Recognise multiples of 6, 7, 8 & 9. Double any two-digit number, halve any two-digit number. Use doubling to multiply two-digit numbers and simple three-digit numbers by 4. Know and apply tests of divisibility by 2, 4, 5, 10 or 100. Weekly NNS Objectives (Teacher Input): Recognise and extend number sequences formed by counting from any number in steps of constant size, extending beyond zero when counting back. For example: count in steps of 25 to 1000 and then back; count on or back in steps of 0.1, 0.2, 0.3… Recognise multiples of 6, 7, 8 and 9 up to the tenth multiple. Know and apply tests of divisibility by 2, 4, 5, 10 or 100. Make and investigate a general statement about familiar numbers or shapes by finding examples that satisfy it. Suggest extensions by asking ‘What if…?’. Learning Objectives Mental/ Oral Starter Teacher Input Main Activity Teacher group Activity Success Criteria Plenary Recognise and extend number sequences formed by counting on or back from any number in steps of constant size. Show the children a number wall. On individual whiteboards, ask the children to identify multiples of 6 and 7. What is the rule for identifying these? On the whiteboard use the constant function to display the following sequence of numbers and ask the children to put their hands up as soon as they recognise the rule: 84, 77, 70, 63, 56 etc. Establish that this is a descending sequence because the numbers are decreasing by 7. Agree the rule is subtract 7. Ask the children to describe the next number in the sequence in terms of the last number. Introduce the shorthand NN and LN for the next number and last number. Establish that the next number is the last number take away 7 and that this could be written as: NN = LN – 7. Using the OHP calculator constant function, display the following sequence of numbers and ask the class to work out the rule; 50, 56, 62, 68, 74, 80. Move onto sequences involving negative numbers. AA Level 5 SAT problems Support AA in more complex problems By the end of the lesson, the children should be able to: TA to support A group Show the children a SAT style number sequence. Discuss what strategies the children would use to solve such a problem. Mallard maths, then number wall for establishin g multiples of 6 and 7 Write the following sequence on the board: 58, 67, 76, 85, ?, 103, 112, ? Establish that this is an ascending sequence and that the missing numbers are 94 and 121. Collect answers. Use the shorthand to confirm NN = LN + 9. Write the following sequence on the board: 227, 219, 211, ?, 195, 187, ? Collect answers and confirm NN = LN – 8 Establish that for a simple ascending or descending sequence the difference between any two consecutive terms is the same. Once the rule has been worked out any missing numbers can be found. Display the following sequence on the board: 722, 632, 542, ?, 362, 272, 182, ?, with the two missing terms. AA Number sequences web resource LAPTOPS A Level 5 SAT problems Using a100 square recap how to identify multiples. Ask the children how they know if a number is a multiple of 2, 5, 10 etc? Number square again and find which number has the most multiples. Use Venn diagram to identify common multiples of 4 and 8. AA Spotlight p.10 Vocabulary: sequence term rule ascending descending generate Recognise and extend number sequences formed by counting on or back from any number in steps of constant size. Vocabulary: Tues consecutive sequence term rule Make and investigate a general statement about familiar numbers by finding examples that satisfy it. Wed Weekly Objectives (Mental/ Oral): Know and apply tests of divisibility by 2, 4, 5, 10 or 100. Learn premium multiples game, then number wall for multiples of 8 and 9 A Abacus 6 p.65 BA Abacus 5 p. 41 BA Level 4 SAT problems 1st support AA with Web based problems, then TA 2nd Support A with SAT problems By the end of the lesson, the children should be able to: A Spotlight p.10 BA Abacus 5 p.44 Support A, TA to support BA Recognise and extend number sequences formed by counting on or back from any number; Explain the rules orally and in writing. Recognise and extend number sequences formed by counting on or back from any number; Explain a rule orally and in writing. I can: Identify multiples of 2, 5, 10, 4, 8 Display the following on the board: 23, ?, ?, ?, 47 Say that a sequence has 5 terms, but only first and the last terms are given: Q What are the three missing terms? Collect answers, and discuss children’s strategies. Discuss how you would establish which numbers were multiples of 246? Make and investigate a general statement about familiar numbers by finding examples that satisfy it. Write 304, 2321 and 1025 on board. Ask children what numbers they think each is divisible by. How do they know? Introduce the idea of divisibility rules. Discuss simple divisibility rules for 2, 5, and 10. Jumbled times table challenge On the board write: 1, 2, 3. Collect answers without comment and continue the sequence; 1, 2, 3, 5, 8. Agree it is 13. Establish that the next term is found by adding the last two terms, so that 5 + 8 = 13, 8 + 13 = 21 etc. Ask children to continue the sequence. Collect and discuss answers. Explain that this sequence is different from the earlier sequences where the children were always adding or subtracting the same amount. On the board write: 1, 3, ?, ?, 11. Say that this is another sequence where the last two terms are summed to get the next term. Collect answers and agree the sequence is: 1, 3, 4, 7, 11, 18, …On the board write: 2, ?, ?, 10. Collect suggestions. Agree the sequence is 2, 4, 6, 10, 16, … Establish that the two terms must sum to 10 and the third term is 2 plus the second term. Give children other sequences to complete such as 3, ?, ?, 11; 3, ?, ?, 9; 4, ?, ?, 14; 10, ?, ?, 50. Collect answers and record on the board AA Write divisibility Support BA, TA rules for x0-10 to support A A Spotlight p.11 By the end of the lesson, the children should be able to: BA TA Focus on areas of weakness Thurs Know and apply tests of divisibility by 2, 4, 5, 10 or 100. Ask the children to find multiples of 9 on the number wall. Explain special rule for 9’s Recognise and extend number sequences. Fri Suggest extensions by asking ‘What if?’. Evaluation: AA Spotlight p.8 A Sequences web resource BA Spotlight PCM 4 Know and apply tests of divisibly by 2, 4, 5, 10 or 100; Make and investigate a general statement about familiar numbers by finding examples that satisfy it. Support A with web based activity. By the end of the lesson the children should be able to: TA to support BA Recognise and extend number sequences. Ask AA to share their divisibility rules and test. Discuss how knowing divisibility rules can help with other maths. Review what learning has taken place during the week