Weekly Plan for Literacy: Year 1 s1

Maths Year 4 Weekly Plan: Spring – Week 1: TS1 Tenths and hundredths ~ TS2 Ordering & comparing numbers Objectives: Understand decimal notation for tenths and hundredths in context e.g. length, converting 125cm to m, Locate four-digit nos on a 0-10,000 line (1000s labelled), Compare four-digit numbers, use < and > signs Starters Whole class teaching Guided group and independent paired/indiv practice activities Outcomes y

a Locate 2- Show chn a metre stick. How many cm are in a metre? Point to 10cm. What fraction Easy/Medium/Hard Chn can: d n

o digit nos of a metre is this? Show a decimetre rod. How can we write a tenth? We can also Chn mark measurements in both metres and cm on 1. Understand M

Shuffle a write it like this. Record 0.1. How many centimetres is this? Write 0.1m = 10cm on a 0-1m line (see resources). TD with medium group decimal

1 st pack of 0-9 f/c. How many cm are in ½ of a metre? How many tenths in ½ of a metre? Show that Easy: Chn 1 mark on multiples of 10cm and convert notation for k e

e digit cards, there are five rods (tenths). We can write this as 0.5. Point out that 0.5 is half a these to metres. TA if available tenths and

W take 2 to metre which is 50cm. Point to 20cm. How many tenths? How can we write this in Plenary hundredths in make a 2- metres? Talk to partner, write it on your w/bs. Take feedback, agree we write this Write: 0.9m, 0.67m, 0.25m, 0.55m, 0.89m, 0.12m, context e.g. digit number as 0.2m, reading this as two tenths of a metre. Rpt with 4, 6, 7, 8 and 9 tenths. Point 0.33m. Which is the greatest distance? length, Chn use to 1cm. 1cm is one hundredth of a metre. We write one hundredth like this. Write How did you work that out? And the converting estimation 1cm = 0.01m. How do you think we write 2 hundredths? And how many cm would zero least? Ensure that chn realise that 0.9 is 25cm to m. strips to point zero two (0.02) be equivalent to? Write it on your w/bs. (2cm) Point to 25cm. the greatest distance, not seeing this as show the What fraction of a metre is 25cm? ¼, because ¼ of 100 is 25. This is equivalent to 9 compared to 67 or 25 etc and so numbers by two tenths and five hundredths, so we write it like this. Record 25cm = 0.25m. Point thinking it is the least distance. Which moving the to 15cm. How do you think we write this as metres? Talk to your partner. Rpt with distance is between 20cm and 30cm? Which distance is between 50cm and paper clip 35cm, 45cm, 55cm, 65cm, 75cm, 85cm and 95cm. Write 0.27m, 0.2 and 0.3m on the 60cm? Between 10cm and 20cm? 20cm along the board. Which of these do you think is the longest distance? How many cm is and 30cm? Between 60cm and 70cm? Is strip. Rpt. equivalent to each? Discuss how 0.27m is between 0.2 and 0.3m, it being 7cm more this distance nearer to 60cm or 70cm? than 20cm (0.2m) and 3cm less than 30cm (0.3m). Point how 30cm is written as 0.3m So what would this distance be to the not 0.30m and this is different to writing money, where 30p is written as £0.30. nearest 10cm? Mark each on a 0-1 line with 0.1s labelled to confirm each time. y

a Locate 2-digit numbers Show chn counting stick. This end represents Easy Medium/Hard Chn can: d s 2 chn hold 0 and 100 to create an e 1 metre and this end represents 2 metres. Show chn a metre stick. Look around the room. Chn compare long 1. Understand u

T imaginary line across the class. Give Point to ½ way. What distance is this? How do Can you see anything that might have a length, jump results and decimal

1 42 to another and help them stand you think we might write that in metres? And width or height of between 1 and 2 metres? put them in order, notation for k

e in the right place on the line – they in cm? Record 150cm = 1.5m. Rpt with 110cm, Chn find 5 items with measurements between using a 0-2m line tenths and e do not show the number! Other chn W 190cm, 125cm, 175cm, 139cm. How do you 1m and 2m, use a tape measure and then record to help (see hundredths in suggest which number it might be. think we might write 105cm in metres? the measurements in metres and centimetres resources). context e.g. Child responds by saying whether Discuss how there are no tens, just 1 whole on the f/c. Work together to convert the Hard: Also ask chn length, the mystery number is metre, and 5/100s. Record 105cm = 1.05m. measurements into metres only, and cm only. to round each converting greater/less than the guess. Chn Two chn are arguing about who has jumped Which measurement was closest to 2m? 1m? measurement to 125cm to m work in pairs to estimate a range, further in a standing long jump competition. How much more is this distance than 1m? How the nearest 10cm. e.g. between 40 and 50, writing Write 1.3m and 1.24m on the board. These can we tell? TD

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y4 Week 1 TS1 & 2 Spring Maths Year 4 Weekly Plan: Spring – Week 1: TS1 Tenths and hundredths ~ TS2 Ordering & comparing numbers Objectives: Understand decimal notation for tenths and hundredths in context e.g. length, converting 125cm to m, Locate four-digit nos on a 0-10,000 line (1000s labelled), Compare four-digit numbers, use < and > signs this on their w/bs. Place these 2 are the distances they have jumped. Which Plenary numbers on the line, and ask chn to one is the greater distance? How many cm Ask each child to write a distance between 3 and 4 metres on their guess the mystery number Then each equivalent to? What is the difference w/bs. Each group work to place their w/bs in order from the shortest reveal actual number What was a between the 2 distances? to greatest distance. good estimate? Rpt.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y4 Week 1 TS1 & 2 Spring Maths Year 4 Weekly Plan: Spring – Week 1: TS1 Tenths and hundredths ~ TS2 Ordering & comparing numbers Starters Whole class teaching Guided group and independent paired/indiv practice activities Outcomes 1

Rounding Show the results for the 2008 Olympics women’s 200m cycling Easy/Medium/Hard Chn can: k

e st st

e Chn copy a grid sprint (see resources). Look at the 1 time. What might the 1 digit Chn order 100m Olympic finalists’ results and work out how much 1. Order

W of 2-digit after the decimal point stand for? The next digit? Who was under 10s these times were (see resources). Easy: Chn only find numbers y

a numbers, ring all d fastest? She was the only cyclist to have a time of less than 11s. how many 1/100s under 10s for times between 9.9s and 10s. Hard: with two s

e those that round Look at her speed, this equivalent to 40.81 miles per hour! If she Chn could also work out how many 1/100s of a second Usain Bolt was decimal n

d up to next 10 and e cycled at that speed along our high street, she’d break the speed in front of the silver medallist. TD with medium, then hard group places in a

W compare their limit! Write 1 in the position by Victoria’s name. Who got the silver Plenary context, pattern with medal? Which is less, 11.11 or 11.4 seconds? Show a line from 11 to Draft a 0-10 line, with each whole labelled. Shuffle a pack of 1-9 e.g. time. their partner’s. 12 and mark on both times to confirm. Discuss the difference in digit cards and take 3 cards. What’s the greatest number we could Rpt, with new time between the 2nd and 3rd times. At this level 1/100s of a second make with this with 2 decimal places? And the smallest? And one nos, round down. matter! Together work out the position of all the other cyclists. between? Mark the 3 numbers on 0-10 line. Rpt, incl. the 0 card. y

a Placing 3-digit Show a large 0-10,000 landmarked line (1000s marked) and Easy/Medium/Hard Chn can: d s

r numbers count in 1000s along it. Where does 250 go on the line? What Chn work in pairs to choose 4 digit cards to make 2 different 4-digit 1. Locate u

h Rpt Tuesday’s number could we mark to help us? 1750? And 2250? 3250? numbers, mark them on a 0-10,000 line and write 2 sentences using < four-digit T

1 starter, using 3- 5750? 9750? 7900? Chn mark the nos using their knowledge of and > signs. Rpt with another 4 digits for each new line. Easy: Chn’s numbers on

k digit multiples ordering nos 0-1000 to help. Shuffle a pack of 1-9 cards, take accuracy in placing numbers on the line will vary. TD a 0-10,000 e e of 10 on a 0- out 4 cards to form a 4-digit number Replace cards and draw 4 Hard: Chn mark 3 diff nos & write as many < and > sentences as poss. line (1000s W 1000 line. Chn to make a diff 4-digit number Write 2nd number after the 1st. Plenary labelled). estimate a range Which number is greater? Chn help you to place both nos on the Write □ □ □ □ > □ □ □ □. Shuffle a pack of 1-9 cards and take a card. 2. Compare of 100s, e.g. landmarked line to confirm which is greater. What sign could we Where shall we put this card? In the bigger number or the smaller four-digit between 300 put in-between these 2 numbers to show which is less and which number? In the 100s, 100s, 10s or units places? Why? Rpt drawing a numbers, and 400, place is greater? Agree on the > or < sign. If we wanted to use the > card (without putting them back) and discussing where to place it until use < and > these on line, sign, which digits could we swap in each number? Use these each of the 8 boxes is filled. Did it work? What other ‘greater than’ signs. Chn try to guess digits to write another greater than statement on your w/bs, statement could we have made with these cards? Move the cards round the number try and make yours different to your partner’s. Rpt with 8 more to show different inequalities. Rpt with □ □ □ □ < □ □ □ □. digits. Place value Write 1, 7, 5, 2. Chn write as many 4-digit nos on their w/bs as Easy/Medium/Hard Chn can: Chn write 9 4- they can between 5000 and 6000 using these 4 digits only Chn guess what multiples of 1000 are marked on a 0-10,000 landmarked 1. Locate digit nos in a once in each number I’m going to mark one of these numbers line. Easy: Chn are given numbers and asked to match them to the arrows four-digit 3×3 grid. on the line. Try and can guess which it is. Mark. 5721 on a 0- on each line. TD with medium group and as required numbers on

a Cross off any 10,000 landmarked line. Chn discuss with their partners which Plenary a 0-10,000 d i

r number where number it might be, crossing off the nos on their w/bs that Sketch an empty line from 0 to 10,000. Mark on where 5100 might go, but line (1000s F

1 the digit 6 is can’t be right. Chn show their w/bs. Discuss how both 5721 and do not label it. I’m thinking of a multiple of 100 on this line. Take one guess labelled)

k worth 600. Rpt 5712 are very good estimates, as on this scale the 2 would be from each table, and tell them if the mystery number is more or less than and 1000s e e until someone very difficult to tell apart. Which numbers did you discount their guess. What 2 multiple of 1000 would you like me to mark on the on a ENL. W has crossed straight away? Why? Rpt with 4 new digits, this time asking a line? (E.g. 5000 and 6000). Take another guess from each table, say off all 9 nos. pair of chn to choose a number from their w/b, mark it on the whether the number you’re thinking of is less than or greater. If no one Bingo! line. Challenge rest of class to guess which number they chose. guesses the actual number, now mark on 5500. Rpt, with numbers 2400 and 4800.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y4 Week 1 TS1 & 2 Spring Maths Year 4 Weekly Plan: Spring – Week 1: TS1 Tenths and hundredths ~ TS2 Ordering & comparing numbers Resources  0-9 cards  Estimation strips (strips of card) and paper clips  Metre stick  Activity sheet of 0-1m line and measurements (see resources)  Counting stick  Activity sheet of long jump distances to be ordered (see resources)  Table of 2008 Olympic women’s 200m cycling results (see resources)  11-12s line marked in intervals of 0.1s (see resources)  Activity sheet of 2008 Olympic men’s 100m results and questions (see resources)  Large 0-10,000 landmarked line (see resources)  0-10,000 landmarked lines (see resources)  Activity sheet of mystery numbers (see resources)