Medium / Short Term Maths Plan

Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths

Week Beginning: 12thNovemberr 2012 Ordering Negative Numbers, Partitioning, Using signs and Symbols

Vocabulary: number, count, how many…? odd, even, every other, how many times? multiple of, digit, next, consecutive, sequence, continue, predict, pattern, pair, rule number, count, how many…next, consecutive, sequence, continue, predict, pattern, pair, rule

Starter Main Learning Success Diff Activities Example of Direct Teaching Plenary Learning intention Intention Criteria/Targets Focus group in bold. Minute maths L.I to order positive Chd to build own Explore a range of number sequences Lower 3b – use a picture of a blank On the bd have and negative success criteria- For the sequence of numbers 1, 3, 7, 15, 31, ..., find thermometer and order the numbers some word Chd count forwards in jumps numbers (number the rule (double the number and add 1) to get the correctly on the thermometer. problems relating of 19 from 7 and backwards line, temperature). next number in the sequence. to temperature and in 7s starting at 19 and For the sequence of numbers 5, 9, 17,33 , 65, ..., find ask chd to work out continuing below zero. the rule (double the number and minus 1) Lv4- order the integers and negative and explain to I have in mind- For the sequence of numbers 1, -5,-12, -20, -29, ..., numbers correctly and solve others how they Chd count in thirds from 0 -decide which the find the rule (subtract the next consecutive number) temperature related word problems worked them out. using mixed numbers and in number is a Explore a range of numbers steps of 0.3 from 0, and whole number or -I started with a number and rounded it to the Lv4 +- add and subtract positive and Tables showdown backwards in 100s from 21 a negative nearest integer. The answer was 42. What number negative integers in context. and 213. number could I have started with? -place all the Are there any other numbers that it could have numbers above 0 been? What is the largest/smallest number that I on one side and could have started with? How do you know? all the numbers below zero on the Display several numbers on the bd, ask each gp the 1 other. order the sets of numbers from lowest to highest… -numbers above - 0, 5, -8, 3, -1, 11, -6 zero order in - 2, 7, -20, 5, -3, 13, -8 ascending order - 4, 9, -12, 7, -5, 16, -11 from left to right - 0.24, 5.35, -8.25, 3.5, -1.9, 11.5, -6.7 - numbers below - 0.123, 5.456, -8.235, 3.123, -1.324, 0.11, zero order in -6.5 ascending order from right to left Display several numbers on the bd, ask each gp the order the sets of numbers from highest to lowest… - -2, 3, -5, 0, -4, 9, -9 - 1, 6, -19, 4, -2, 13, -7 - 6, 11, -10, 5, -3, 18, -9 - 0.1, 5.3, -8.25, 3.54, -1.91, 11.8, -6.73 - 12.36, 54.58, -82.35, 31.23, -13.24, 0.141, -16.25

AFL Level 3b- Recognises negative numbers as being below zero - Can read negative numbers in the context of temperature using a thermometer with a simple scale (increasing/ decreasing in ones) Level 4c- Recognise and extend number sequences formed by counting from any number in steps of a constant size, extend beyond zero when counting back. Level 4b- Order a set of negative integers. Level 5- Understand negative numbers as positions on a number line; order, add and subtract positive and negative integers in context. L.I. to Introduce the L.I to order positive Chd to build own Chd use a number line to order a set of positive and Lower lv3 – complete the number On the bd have meaning of a+b and simple and negative success criteria- negative numbers. Show them how they find the lines with the missing numbers both some word substitution. numbers (number difference between pairs of negative numbers, or positive and negative numbers. problems relating line, temperature). one positive and one negative number, in context. to temperature and Minute maths 1. say that a rise from –3 °C to +1 °C shows working out the (Count in steps 0.5 while that the temperature has risen by 4 Lv4- work out how much money you diff between the collecting) I have in mind- degrees. Then read a table showing have, how much money you spend temperatures chd -decide which the temperatures in five different cities on the and how much money overdrawn you to work out and order positive and negative number is a same day and put the temperatures in would be. explain to others numbers in context whole number or order from lowest to highest. Then give how they worked a negative each gp one to find the new temperature Lv5 +- find the difference between them out. number in each city when the temperature rises by negative and positive numbers in the -place all the 2 degrees or drops by 5 degrees. context of temperatures. Tables showdown 2 numbers above 0 2. Ask them to tell you two temperatures on one side and that lie between 0 °C and –8 °C. Which is Stop during tasks for mini plenary. all the numbers the higher? How can you tell? What is the below zero on the difference between the higher other. temperature and –8 °C? -numbers above Which of these places had the greatest zero order in temperature rise? ascending order 3. Put on the board the following sum from left to right 15 + -8= chd to work this out then come to - numbers below the front and explain how? Repeat with 23 zero order in - -6. ascending order from right to left AFL Level 3b- Recognises negative numbers as being below zero - Can read negative numbers in the context of temperature using a thermometer with a simple scale (increasing/ decreasing in ones) Level 4c- Recognise and extend number sequences formed by counting from any number in steps of a constant size, extend beyond zero when counting back. Level 4b- Order a set of negative integers. Level 5- Understand negative numbers as positions on a number line; order, add and subtract positive and negative integers in context. L.I to multiply and divide L.I L.I to add Chd to build own Recap prior learning of partitioning decimals. Check numbers by 10, 100 and numbers. success criteria- Make sure children can partition numbers like Lower lv3 – – simple addition, no understanding 1000. 1.6 and 2.3. 1 + 0.6 and 2 + 0.3. carrying to practice method. with a word problem relating L.I to partition numbers. Show the chd two decimal numbers. 7.2 and 1. Lv4- adding decimals and other to addition. I have in mind- 6. I want to add these together. How could I do numbers. * Layout the this? Either partition into 7 + 1 and 0.2 + 0.6 or calculation column addition. Partitioning with decimals Lv5 +- adding a variety of could be quite tricky so teach addition using numbers with different decimal 3 * Add from right to left column method. Can we add these decimals places eg 5.6 + 3.44. * if you number using column addition. Recap the idea of is more than 10, carrying. Make sure children are clear what to write down the do if the number created goes over 10. unit and carry the 1 to the next column. * Answer the question AFL Level 3b- Partition into tens and units, adding tens first. Add three2- digit multiples of 10 Level 3a- Develop, refine written methods for column addition/subtraction. Level 4c- Partition into HTU and add most significant digits first. L.I to partition numbers. L.I to multiply using Chd to build own Show chd a multiplication such as 8 x 17. How Have a couple the grid method. success criteria- can we solve this? We could do 8 x 10 and 8 x 7 lv3 –grid method for start with TU of questions and add them together. Explain that there is an x U, from today’s easy way to set this out. Can they recall the grid task on the bd and ask them method. Get chd to copy it down. Lv4- grid method for HTU x U to come to I have in mind- Repeat step by step how to solve. Use the SC as front to solve * Layout the a guide. Get the chd to try some on their Lv5 +- grid method for ThHTU x them, whiteboards. U and explaining 4 grid * Partition the what they Extend them if can to htu x tu and numbers have done, thhtu x tu and maybe thhtu x htu * Multiply the numbers Tables * Add them Showdown together (names on bd) * Answer the question. AFL Level 3b- Understand that multiplication calculations can be broken down using partitioning e.g. 6 x 15 = (6 x 10) + (6 x 5) Level 4c- Partition into HTU and add most significant digits first. - Partition e.g. 47 x 6 = (40 x 6) + (7 x 6) Level 4b- Extend written methods to ThHTU x U and short multiplication involving decimals Level 4a- Multiply HTU by TU Level 5- Multiply and divide three-digit by two-digit whole numbers; extend to multiplying and dividing decimals with one or two places by single-digit whole numbers. L.I to use < > = < > with L.I to understand Chd to build own Recap prior learning- What are negative Use the <, > signs Check decimals. negative numbers. success criteria- numbers? understanding with In what ‘real-life’ situations would you see or Use the <, > and = signs a word problem use negative numbers? Discuss and share. involving decimals. Look at a blank number line – can we place the Use the <, >, > < and = signs I have in mind- correct digits on the number line? * negative numbers below Use a counting stick to ask the children to tell me what the missing digits are. 5 zero have a minus sign. * Negative numbers work backwards after zero. * Read the question * Solve the question AFL Level 3b- Can use < and > to compare up to four-digit numbers understands the idea of more than, less than, half way between Level 4c- Use symbols <, =, >, ≥, ≤ . Level 4b- Give a decimal lying between two others e.g. 3.4 and 3.5.