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YEAR 5 NUMERACY PLANNING BLOCK A Counting, partitioning and calculating Unit 1 2 weeks Unit 2 2 weeks Unit 3 2 weeks Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols A123C123E12 Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols A123C123E12 Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols A123C123E12 Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line A123 Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use A23D123E13 Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use A23D123E13 Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers A123 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 2.7, half of 5.6, double 0.34) A123B23E2 Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line A123 Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line A123 Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers A123 Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers A123 Use efficient written methods to add and subtract whole numbers and decimals with up to two places A12B13D23 Recall quickly multiplication facts up to 10 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts A123B123E1 Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9) A12B1E1 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 2.7, half of 5.6, double 0.34) A123B23E2 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 2.7, half of 5.6, double 0.34) A123B23E2 Use efficient written methods to add and subtract whole numbers and decimals with up to two places A12B13D23 Recall quickly multiplication facts up to 10 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts A123B123E1 Recall quickly multiplication facts up to 10 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts A123B123E1 Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U and HTU U A3D23E13 Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9) A12B1E1 Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000 A12D12 Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find of 150g); interpret the display correctly in the context of measurement A23B3D123E12 Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12 9), to multiply by 25 (e.g. 16 25), to subtract one near multiple of 1000 from another (e.g. 6070 - 4097) A12E1 Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations A123B123D23 Use a calculator to solve problems, including those Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000 A12D12 Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12 9), to multiply by 25 (e.g. 16 25), to subtract one near multiple of 1000 from another (e.g. 6070 - 4097) A12E1 Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations A123B123D23 D:\234832119.doc YEAR 5 NUMERACY PLANNING involving decimals or fractions (e.g. to find of 150g); interpret the display correctly in the context of measurement A23B3D123E12 Key Assessment Opportunities Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers Use knowledge of place value and addition and subtraction of twodigit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 2.7, half of 5.6, double 0.34) Use efficient written methods to add and subtract whole numbers and decimals with up to two places EUAO1 Children create sequences by counting on and back from any start number in equal steps. They describe and explain the patterns in a sequence. They use and discuss mental strategies for special cases of harder types of calculation D:\234832119.doc Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations A123B123D23 Prior Learning Check that children can already: count from any given number in whole-number steps use positive and negative numbers in practical contexts; position them on a number line add or subtract mentally pairs of two-digit whole numbers, e.g. 47 58, 91 - 35 use efficient written methods to add and subtract two- and threedigit whole numbers and .p recall multiplication and division facts to 10 10 multiply or divide numbers to 1000 by 10 and then 100 (wholenumber answers) use written methods to multiply and divide TU U, TU U use decimal notation for tenths and hundredths in the context of money and measurement order decimals to two places and position them on a number line use a calculator to carry out oneand two-step calculations involving all four operations; interpret the display correctly in the context of money use the relationship between m, cm and mm Vocabulary problem, solution, calculate, calculation, equation, operation, answer, method, explain, reasoning, reason, predict, relationship, rule, formula, pattern, sequence, term, consecutive place value, digit, numeral, partition, decimal point, decimal place, thousands, ten thousands, hundred thousands, millions, tenths, hundredths, positive, negative, above/below zero, compare, order, ascending, descending, greater than ( ), less than ( ), round, estimate, approximately add, subtract, multiply, divide, sum, total, difference, plus, minus, product, quotient, remainder, factor, multiple calculator, display, key, enter, clear, constant pound ( ), penny/pence (p), units of measurement and their abbreviations, degree Celsius ( C) RESOURCES1 MATHEMATICAL CHALLENGE 60 – THREE DIGITS MATHEMATICAL CHALLENGE 54 - JOINS MATHEMATICAL CHALLENGE 65 – AGE OLD PROBLEMS MATHEMATICAL CHALLENGE 61 – MAKE FIVE NUMBERS MATHEMATICAL CHALLENGE 66 – ZIDS AND ZODS MATHEMATICAL CHALLENGE 62 – MAZE SPRINGBOARD 5 UNIT 2 SPRINGBOARD 5 UNIT 2 SUPPLEMENTARY SPRINGBOARD 5 UNIT 6 SPRINGBOARD 5 UNIT 6 SUPPLEMENTARY SPRINGBOARD 5 UNIT 7 SPRINGBOARD 5 UNIT 7 SUPPLEMENTARY SPRINGBOARD 5 UNIT 8 SPRINGBOARD 5 UNIT 8A PART 1 SUPPLEMENTARY SPRINGBOARD 5 UNIT 8A PART 2 SUPPLEMENTARY SPRINGBOARD 5 UNIT 9 SPRINGBOARD 5 UNIT 9 SUPPLEMENTARY DECIAML TARGET BOARD YEAR 5 NUMERACY PLANNING DECREASING NUMBER GRID GENERATOR MOVING DIGITS ITP MULTIPLICATION AND DIVISION FACTS MULTIPLICATION TABLES ITP PLACE VALUE CHARTS AND PARTITIONING TOOL TWENTY CARDS ITP EUAO2 Children solve a range of one- and two-step problems, choosing whether to use mental, written or calculator methods. They record their method in a clear and logical way, using jottings and diagrams where appropriate. They compare their methods with others, recognising where another method is more efficient than the one that they chose RESOURCES2 EUAO3 Children solve word problems and number puzzles using all four operations. They record their methods clearly and logically using jottings or diagrams where appropriate. They explain their method and justify their choices RESOURCES3 D:\234832119.doc MATHEMATICAL CHALLENGE 60 – THREE DIGITS MATHEMATICAL CHALLENGE 54 - JOINS MATHEMATICAL CHALLENGE 65 – AGE OLD PROBLEMS MATHEMATICAL CHALLENGE 61 – MAKE FIVE NUMBERS MATHEMATICAL CHALLENGE 66 – ZIDS AND ZODS MATHEMATICAL CHALLENGE 62 – MAZE SPRINGBOARD 5 UNIT 2 SPRINGBOARD 5 UNIT 2 SUPPLEMENTARY SPRINGBOARD 5 UNIT 6 SPRINGBOARD 5 UNIT 6 SUPPLEMENTARY SPRINGBOARD 5 UNIT 7 SPRINGBOARD 5 UNIT 7 SUPPLEMENTARY SPRINGBOARD 5 UNIT 8 SPRINGBOARD 5 UNIT 8A PART 1 SUPPLEMENTARY SPRINGBOARD 5 UNIT 8A PART 2 SUPPLEMENTARY SPRINGBOARD 5 UNIT 9 SPRINGBOARD 5 UNIT 9 SUPPLEMENTARY ARRAY CREATOR COUNTING OVER BOUNDARIES DECREASING NUMBER GRID GENERATOR INCREASING NUMBER GRID GENERATOR 4 DIGITS MULTIPLICATION TABLES ITP MATHEMATICAL CHALLENGE 60 – THREE DIGITS MATHEMATICAL CHALLENGE 54 - JOINS MATHEMATICAL CHALLENGE 65 – AGE OLD PROBLEMS MATHEMATICAL CHALLENGE 61 – MAKE FIVE NUMBERS SPRINGBOARD 5 UNIT 2 SPRINGBOARD 5 UNIT 2 SUPPLEMENTARY SPRINGBOARD 5 UNIT 5 SPRINGBOARD 5 UNIT 5 SUPPLEMENTARY SPRINGBOARD 5 UNIT 9 SPRINGBOARD 5 UNIT 9 SUPPLEMENTARY SPRINGBOARD 5 UNIT 10 SPRINGBOARD 5 UNIT 10 SUPPLEMENTARY WAVE 3 3 Y4 +/WAVE 3 4 Y4 +/WAVE 3 4 Y4 X/÷ WAVE 3 5 Y4 X/÷ WAVE 3 6A Y4 X/÷ WAVE 3 6B Y4 X/÷ YEAR 5 NUMERACY PLANNING WAVE 3 6C Y4 X/÷ WAVE 3 7 Y4 X/÷ MONEY PROBLEMS MULTIPLICATION GRID ITP NUMBER BOARDS NUMBER DIALS ITP SEQUENCES UNIT 1 Lesson Teaching Sequence Stage Objectives Objective linked assessment questions Starter Teaching LA MA HA Plenary Evaluation Objectives Objective linked assessment questions Starter Teaching LA MA HA Plenary Evaluation 1 2 3 4 5 6 7 8 9 10 UNIT 2 Lesson Teaching Sequence Stage 1 2 3 4 5 D:\234832119.doc YEAR 5 NUMERACY PLANNING 6 7 8 9 10 UNIT 3 Lesson Teaching Sequence Stage 1 2 3 4 5 6 7 8 9 10 D:\234832119.doc Objectives Objective linked assessment questions Starter Teaching LA MA HA Plenary Evaluation