Download Year 2008/09 - Bishopsworth

Bishopsworth Cof E Junior School: Maths Planning Sheet
Year 2008/09
Class 5/6 High
Ability
Teacher L
Haslop
Term 1
Week 1
W/b 8/9
Unit Block A:
Counting,
Partitioning,
Calculating
Curricular
targets
Must
I know all my times tables up to 10
I can use my knowledge of number facts and inverse operation to
estimate and check my calculations.
Should
I can find the difference between positive and negative numbers or
between two negative numbers.
I can multiply and divide numbers, including decimals by a single
digit number.
Could
I can use time tables facts to quickly work out squares of numbers
up to 12 x12
I can multiply and divide numbers, including decimals by a single
digit number.
I can subtract negative numbers.
Assessment
focus
Level 4c
 Know by heart all multiplication facts to 10
 Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations.
Level 4b
 Know multiplication facts up to 10 x 10 and quickly derive
corresponding division facts including decimals.
 Find the difference between any positive and negative number or
between two negative numbers
 Carry out multiplication and division of numbers involving
decimals by a single digit number.
Level 4a/5c
 Use knowledge of multiplication facts to derive quickly squares of
numbers to 12 x 12.
 Carry out multiplication and division of numbers involving
decimals by a single digit.
 Subtract negative numbers
WALT
Mental/Oral starter
Main Lesson Activity
Independent Activities – Must / Should / Could
Plenary
Mon
Ask children to chant 8 times tables.
Continue to count in multiples from 80.
Continue until children start to struggle.
Discuss strategy they could use to help
them: (add 10, then subtract 2) Try
again. Repeat for multiples of 80 or 0.8.
Try counting in multiples of 0.8 from
different starting point eg 1.8, 2.5
Write the following number sequence on the board, 15, 30, 45. Explain that each number is a term in a
sequence. Ask the children to identify the pattern. Ask: If the sequence continued, what would be the
seventh term? Model another sequence eg. 2.5, 4, 5.5, ?, 8.5, ? ?) Ask children to fill in the missing terms.
What are the steps in the sequence? Show how, if the steps are equal ,a calculator can be used to
continue a sequence. On the calculator pad, press 1.5 + =. Explain that each time the + is pressed 1.5 is
added to the sequence. Show that the steps in a sequence are not always equal, for example 2,5,9,14,20.
What is happening in this sequence? The pattern increase by one each time +3, +4, +5 and so on.
Children use times- tables
Paired work: Children make up
Create sequences where the gap
sequences, eg 4X, 6x before
number sequences for their
between the numbers consists of
moving on
partner to solve.
2 different steps for example:
2,5,11,14,20 (+3,+6)
Choose some of the children’s
number sequences for the class
to solve. Then challenge them
with the following sequence:
2,5,11,23,47 (double previous
number +1)
Present the children with a division
statement (56 divided by 7 =8) Ask
them what other multiplication and
division facts can be derived from this.
Ask them to consider what would
happen if 7 was mulitpilied by 0.8 (5.6)
Remind children of square numbers (Year 5 may not have come across this before so will need time to
pracise). List all the square numbers up to 100. How can larger square numbers be calculated? For
example 20 squared. Show partitioning method if the children do not come up with the idea themselves.
Use 2 squared as a starting point. Remind children it is important to estimate first to check the
reasonableness of the answer. Estimate 16 suared and then check with a calculator. More confident
children estimate 2.5 squared.
Recap square numbers to 100.
Ask children to list square
numbers to 10. 000
What do they notice? Can
anyone work out 200 squared?
WALT Explain
reasoning using
words, symbols or
diagrams.
Tues
WALT
As above
Objectives for the week:
Use knowledge of place value and
multiplication facts to 10 x 10 to derive related
multiplication and division facts using decimals.
Explain reasoning and conclusions using words,
symbols or diagrams.
Use approximations, inverse operations and
tests of divisibility to estimate and check
results.
ICT
Vocabulary
Problem, solution, calculate,
calculation, operation, answer,
method, strategy, explain,
reason, predict, relationship,
rule, formula, sequence, term,
consecutive, place value, digit,
numeral, partition, integer,
decimal point, decimal place,
thousandths, positive, negative,
order, ascending, descending,
round, estimate , approximate,
approximately, add, subtract,
multiply, divide, suare number,
pair, calculator, display, key,
enter, clear, constant, memory.
Resources
Bishopsworth Cof E Junior School: Maths Planning Sheet
Class
WALT
Wed
WALT Find the
difference
between a positive
integer or two
negative integers
in context.
Thu
WALT As above
Fri
WALT
Term
Week
Mental/Oral starter
Main Lesson Activity
Independent Activities – Must / Should / Could
Also 5.6 divide by 7 (0.8) 5.6 divide by 8
(o.7) Repeat with other multiplication
and division statements. 5 x 9 =45, 60
divide by 10 =6. What number
multipkied by 8 = 3.2 ? (0.4) What
number divided by 6 = 0.7? (4.2)
Teacher to support use
Multiplication Squares.
Put up a sequence on whiteboard
involving symbols/ diagrams a swell as
numbers. Eg use multiple of 3 in a
suare, triangle, then circle. Ask children
to predict which numbers will come up
on certain shapes eg. Which number will
come up in the next circle? Next
square?What shape will the number42
come on? 60? What will the 20th shape
be? 36th shape?
Tell the children they are going to work with positive and negative numbers. Children shuffle the –10 to
10 digit cards in front of them. Children should put the numbers in order in front of them to create a
number line. Children find difference between numbers by pointing to the moves they are making on the
number line. Remind them that negative numbers go left and positive numbers go right. 4 to –6 (10), -3
to –5 (2), -2 to 8 (10) 3 to –7 (10)
Use thermometer ITP to illustrate practical purposse. Ask children questions eg. Temperature rises from –
2 to 7 degress, how much has it risen? What is the temperature difference if it fell from 3 to –4?
Explain to the children the meaning of the term’goal difference’, as apllied to football league tables (the
difference between the number of goals scored and the number of goals conceded)
Use support version of’Goals
Individual or in pairs complete
Use extension version of activity
Galore’ with only 4 teams.
’Goals Galore’ activity sheet
sheet which has 10 teams.
Provide them with number line –
10 to 0 so they can physically
count on.
Check solutions with children.
Make sure that they have
understood that goal difference
can be a negative number if
teams have conceded more
goals than they have scored.
Revise counting up and back using
positive and negative numbers. Count on
in 3s in a negative direction from 10
(10,7,4,1, -2, -5 and so on)Or count in
5s from a positive direction from –20 (20, -15, -10, -5, 0 5)
Show ‘Golfing Score Card’ sheet and ask children a series of questions about it. Discuss the emaning of
‘par for the course’ (the standard number of shots it should take to go round the wholecourse). For
example, if a course is par 60 and the scores are Smith 63, Brown, 58, Jones 65, Davis 55, and Evans 59,
how far over par is Smith (3)How far under par is Dvais (5) What is the difference between the scores of
Evans and Jones? (From 59 (-1) to 65 (5) is six shots.
Ask children to devise their own
score cards based on the same
format and set some questions of
their own.
Children display their scores and
invite other class members to
answer their questions.
Revise finding difference between
positive and negative numbers using
thermometer ITP. How many degrees
does the temperature rise between –3
and 5? Ask children to pose own
questions to the rest of the class.
Draw a decimal place value chart on the board: T U . t h th. Place digits on the chart and discuss values.
Eg 0.02 = 2/100, 0.007 = 7/1000, 0.46 = 46/100. Begin to relate this to measurements. Tell the children
a class is running in a charity race. They have to run 1km. How many metres is that? After 0.735kn, 2 of
the class have to stop for a rest. Discuss the value of each digit 7/10km, 3/100 km, and 5/1000 km. Ie
700m, 30m, 5m, so how far is left to run?
Repeat for other distances ensuring the children know the value of each digit.
May need support in writing of
Children measure various objects
Encouarge children to measure
measurements as decimal
in the classroom. Results should
larger distances around the
fractions.
be written in both centimetres
school (length of rooms,
and as a decimal fraction of a
corridors, playground etc)
metre eg 38cm = 0.38m
Write 67.5cm on board. Ask for
ideas on how this could be
written in metres. Elicit that
there are 0 meters, 6 tenths, 7
hundredthd and 5 thousandths.
All Square Activity Sheet.
Homework
Target children

Next steps

Plenary
Extended version of ‘All Square’
involves finding squares of
decimal numbers.
Bishopsworth Cof E Junior School: Maths Planning Sheet
Class
Term
Week