Medium term Plan for Summer Year 3
|
|
|
- Stephanie Kennedy
- 7 years ago
- Views:
Transcription
1 Medium term Plan for Summer Year 3 Week Main focus of teaching and activities each day Starter Outcomes of each day 1 Place Value and number Day 1: Partition and represent 3-digit numbers using Place Value cards and multi-base equipment (Dienes). Day 1: Starter Count in steps of 100. Place Value and number Day 1: 1. Say what each digit represents in a 3-digit number. 2. Use equipment to represent 3-digit numbers. Day 2: Order and compare 3-digit numbers, place on an ENL, find a number between. Day 3: Place 3-digit numbers on landmarked lines (sections with 10s, then just 100s marked) and round to the nearest 10 and 100. Day 4: Place value in money, writing in pounds and pence. Day 5: Use place value to add and subtract pounds, 10ps and 1ps, e.g p and p. 2 Addition and subtraction Day 1: Revise using expanded and compact addition to add any pair of 3-digit numbers. Day 2: Use compact addition to add pairs of 3-digit numbers, estimate totals. Day 3: Use compact addition to add any pair of 3-digit numbers; look for patterns and make generalisations. Day 4: Revise using Frog to subtract 2-digit numbers from 3-digit numbers, e.g Day 5: Revise using Frog to subtract 3-digit numbers within same century, e.g Day 2: Starter Multiply and divide by 10. Day 3: Starter Months of the year. Day 4: Starter Measure a line in centimetres. Day 5: Starter Count in steps of 20. Day 1: Starter Know total of any pair of singledigit numbers. Day 2: Starter Round 3- digit numbers to nearest 10 and 100. Day 3: Starter Add three single-digit numbers. Day 4: Starter Adding to next 10. Day 5: Starter Match digital and analogue times. Day 2: 1. Place 3-digit numbers on an empty number line. 2. Compare pairs of 3-digit numbers and find a number in between. Day 3: 1. Round 3-digit numbers to the nearest 10 or 100. Day 4: 1. Know what each digit in an amount between 1 and 10 stands. for. 2. Make ordered lists to help with an investigation. Day 5: 1. Use place value to add and subtract pounds, 10ps and 1ps, e.g p and p. Addition and subtraction Day 1: 1. Use compact addition to add any pair of 3-digit numbers. Day 2: 1. Use compact addition to add any pair of 3-digit numbers. 2. Round to the nearest 10 or 100 to estimate totals. Day 3: 1. Use compact addition to add any pair of 3-digit numbers. 2. Look for patterns and make generalisations. Day 4: 1. Use Frog to subtract 2-digit numbers from 3-digit numbers, e.g Day 5: 1. Use Frog to subtract pairs of numbers within the same century, e.g Look for patterns and make generalisations.
2 3 Multiplication and Division Day 1: Revise doubling numbers to 50 using partitioning. Day 1: Starter Add 1- digit numbers to 2-digit Multiplication and Division Day 1: 1. Double numbers to 50 using partitioning. Day 2: Revise halving numbers to 100 using partitioning. numbers. Day 2: 1. Halve numbers to 100 using partitioning. Day 3: Revise times tables and division facts (1x, 2x, 3x, 4x, 5x, 8x, 10x). Day 4: Begin to use the grid method to multiply 2-digit numbers (teens) by 1-digit numbers. Day 5: Begin to use the grid method to multiply 2-digit numbers (numbers < 30) by 1-digit numbers; Find and test rules. 4 Measures and data Day 1: Measure in litres and millilitres and convert between the two units. Day 2: Revise measuring in millimetres and centimetres, draw a bar chart. Day 3: Revise measuring in metres and centimetres, find perimeters. Day 4: Revise am and pm; Begin to tell the time to the nearest minute. Day 5: Tell time to nearest minute; Compare time durations. Day 2: Starter and by 10 and 100. Day 3: Starter 3 and 4 times table. Day 4: Starter Single digit numbers x 20. Day 5: Starter 30 times table. Day 1: Starter Units of time. Day 2: Starter Convert litres to millilitres and vice versa. Day 3: Starter Convert centimetres to metres and vice versa. Day 4: Starter Match digital and analogue times. Day 5: Starter Months of the year. Day 3: 1. Know times tables and division facts (1x, 2x, 3x, 4x, 5x, 8x, 10x). Day 4: 1. Begin to use the grid method to multiply 2-digit numbers (teens). by 1-digit numbers. Day 5: 1. Begin to use the grid method to multiply 2-digit numbers (numbers < 30) by 1-digit numbers. 2. Find and test rules. Measures and data Day 1: 1. Measure in multiples of 100 millilitres. 2. Convert between whole/half litres and millilitres. Day 2: 1. Measure in millimetres. 2. Draw a bar chart where one square represents 2 units. Day 3: 1. Measure perimeters of 2D shapes to the nearest centimetre. Day 4: 1. Understand am and pm. 2. Tell the time to nearest minute. Day 5: 1. Compare time durations.
3 5 Addition and subtraction Day 1: Add three or four 2-digit numbers using expanded or compact addition. Day 1: Starter Add 4 single-digit numbers. Addition and subtraction Day 1: 1. Add three or four 2-digit numbers using expanded or compact addition. Day 2: Add three or four 2-digit numbers using compact addition; estimate answers. Day 3: Add three or four 2-digit numbers using compact addition; Find and test rules. Day 4: Use Frog to help calculate change from 5, 10 and 20. Day 5: Use frog to find the difference between amounts of money. 6 Place Value Day 1: Count in 50s and 100s. Day 2: Count in 4s and 8s. Day 3: Work out the rule for a sequence. Day 4: Introduce 4-digit numbers, counting above Day 5: Place value in numbers from 1000 to Day 2: Starter Add multiples of 10. Day 3: Starter Subtract single-digit numbers. Day 4: Starter Pairs with total of 10. Day 5: Starter Pairs with a total of 100. Day 1: Starter Count in 100s. Day 2: Starter Odd and even numbers. Day 3: Starter Count back in 3s. Day 4: Starter Add and subtract multiples of 10/100. Day 5: Starter Add and subtract multiples of 10p. Day 2: 1. Add three or four 2-digit numbers using compact addition. 2. Use rounding to estimate totals. Day 3: 1. Add three or four 2-digit numbers using compact addition. 2. Find and test rules. Day 4: 1. Use Frog (counting up) to help calculate change from 5, 10 and 20. Day 5: 1. Use Frog (counting up) to find the difference between amounts of money. Place value Day 1: 1. Count in steps of 50 or 100 from any number up to Day 2: 1. Count in steps of 4 or 8 from 4 and Identify patterns. Day 3: 1. Find and test rules for sequences (counting up or down in a consistent step). Day 4: 1. Count in 1s beyond Day 5: 1. Begin to understand place value in numbers between 1000 and 2000.
4 7 Multiplication and division Day 1: Scale up by multiplying by 4 (double twice) and by 10 Day 2: Scale down by dividing by 4 (halve twice) and by 10 Day 3: Divide numbers just beyond the times tables (no Day 4: Divide numbers just beyond the times tables (no Day 5: Divide numbers just beyond the times tables (with Day 1: Starter Double numbers to 50 Day 2: Starter Halve even numbers to 100 Day 3: Starter Division facts for the 3 and 4 times tables Day 4: Starter 8 times table Multiplication and division Day 1: 1. Scale up by multiplying by 4 (double twice) and by 10 Day 2: 1. Scale down by dividing by 4 (halve twice) and by 10 Day 3: 1 Divide numbers just beyond the 3, 4 and 5 times tables (no. Day 4: 1. Divide numbers just beyond the times tables (no Day 5: 1. Divide numbers just beyond the 3, 4, 5 and 8 times tables (with 8 Shape, measures and data Day 1: Recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn Day 2: Identify whether angles are greater than or less than a right angle Day 3: Identify perpendicular and parallel lines Day 4: Count faces, vertices and edges of 3D shapes Day 5: Revise units of time Day 5: Starter Find a time later Day 1: Starter Add multiples of ten Day 2: Starter Multiply and divide by 10 on a PV grid Day 3: Starter Match digital and analogue times, revise am and pm Day 4: Starter 3D shapes Day 5: Starter Months of the year Shape, measures and data Day 1: 1. Recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn Day 2: 1. Identify whether angles are greater than or less than a right angle Day 3: 1. Sort shapes according to whether they have parallel lines, perpendicular lines or both Day 4: 1. Count faces, vertices and edges of 3D shapes. Look for patterns and generalise Day 5: 1. Know units of time and the relationship between them
5 9 Fractions Day 1: Understand tenths, and find tenths of amounts Day 2: Fractions as numbers and as operators; find unit fractions of quantities Day 3: Find non-unit fractions of amounts Day 4: Find fractions which are equivalent to ½ and to ¼ Day 5: Add and subtract fractions with the same denominator within one whole 10 Addition or subtraction Day 1: Revise adding three or four 2-digit numbers using compact addition; estimate answers Day 1: Starter Multiply and divide by 10 Day 2: Starter Halve even numbers to 100 Day 3: Starter Division facts for 3 times table Day 4: Starter Place fractions on a line Day 5: Starter Fractions with a total of 1 Day 1: Starter Add 3 multiples of 10 Fractions Day 1: 1. Understand the concept of tenths 2. Find one tenth, then several tenths of multiples of 10 Day 2: 1. Understand fractions as numbers and as operators 2. Find unit fractions of amounts Day 3: 1. Find non-unit fractions of amounts Day 4: 1. Find fractions which are equivalent to ½ and to ¼ Day 5: 1. Add and subtract fractions with the same denominator, answers less than 1, using a supporting image Addition or subtraction Day 1: 1. Add three or four 2-digit numbers using compact addition 2. Use rounding to estimate answers Day 2: Use column addition to add three 3-digit numbers Day 3: Use column addition to amounts of money (one carry between 1ps and 10ps or from 10ps to s) Day 4: Use column addition to amounts of money; Revise finding the change from 5, 10 and 20 using Frog Day 5: Find change from 100 using Frog Day 2: Starter Round 3- digit numbers to nearest 100 Day 3: Starter Round amounts of money to the nearest pound Day 4: Starter Say the amount need to make 1 Day 5: Starter Subtraction facts Day 2: 1. Use column addition to add three 3-digit numbers 2. Use rounding to estimate answers Day 3: 1. Use column addition to add two amounts of money 2. Use rounding to estimate answers Day 4: 1. Use counting up (Frog) to find change from 5, 10 and 20 Day 5: 1. Use counting up (Frog) to find change from 100
6 11 Addition and subtraction/multiplication and division Day 1: Add 3-digit numbers using place value; Add near multiples of 100 Day 2: Subtract 3-digit numbers using place value; Subtract near multiples of 100 Day 3: Use the grid method to multiply 2-digit numbers (numbers < 40) by 1-digit numbers Day 4: Divide numbers within and just beyond the times tables (with Day 5: Solve correspondence problems Day 1: Starter Adding multiples of 10 and 100 to 3-digit numbers Day 2: Starter Place value subtractions Day 3: Starter 30 times table Day 4: Starter Division facts for the 4 times table Day 5: Starter 8 times table Addition and subtraction/multiplication and division Day 1: 1. Add three-digit numbers using place value 2. Add near multiples of 100 Day 2: 1. Subtract three-digit numbers using place value 2. Subtract near multiples of 100 Day 3: 1. Use the grid method to multiply numbers between 20 and 40 by 1-digit numbers Day 4: 1. Divide numbers within and just beyond the times tables (with Day 5: 1. Solve correspondence problems Title of topic colour code (see below) GREEN Place Value or number ORANGE Addition or subtraction PURPLE Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY Fractions or decimals or percentages or ratio BLUE shape or measures or data BROWN Algebra BROWN Algebra The Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings. However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage: sofhamiltontrust.aspx
Medium term Plans for Spring Year 5
Medium term Plans for Spring Year 5 Help these children be in a better position to achieve good results in the Y6 Sats in 2015. Although these tests will officially be based on the old curriculum, it is
Primary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
Charlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
Unit 9. Unit 10. Unit 11. Unit 12. Introduction Busy Ant Maths Year 2 Medium-Term Plans. Number - Geometry - Position & direction
Busy Ant Maths Year Medium-Term Plans Unit 9 Geometry - Position & direction Unit 0 ( Temperature) Unit Statistics Unit Fractions (time) 8 Busy Ant Maths Year Medium-Term Plans Introduction Unit Geometry
Numeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
How we teach calculations in Maths A Parent s Guide
How we teach calculations in Maths A Parent s Guide Belmont Maths Department 2011 1 Contents Introduction...Page 3 Maths at Belmont...Page 4 Addition...Page 5 Subtraction...Page 7 Multiplication...Page
My Year 1 Maths Targets
My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and
The National Curriculum 2014 Programmes of Study for Mathematics
The National Curriculum 2014 Programmes of Study for Mathematics Information inserted by the Lancashire Mathematics Team to support schools and teachers in identifying elements of the curriculum that have
SIL Maths Plans Year 3_Layout 1 06/05/2014 13:48 Page 2 Maths Plans Year 3
Maths Plans Year 3 Contents Introduction Introduction 1 Using the Plans 2 Autumn 1 7 Autumn 2 21 Spring 1 43 Spring 2 59 Summer 1 75 Basic Skills 89 Progression 97 The Liverpool Maths team have developed
Mathematics K 6 continuum of key ideas
Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least
Summary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.
Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in
Mathematics standards
Mathematics standards Grade 6 Summary of students performance by the end of Grade 6 Reasoning and problem solving Students represent and interpret routine and non-routine mathematical problems in a range
Wigan LEA Numeracy Centre. Year 3 Time Block 3 Mental Arithmetic Test Questions
Wigan LEA Numeracy Centre Year 3 Time Block 3 Mental Arithmetic Test Questions Produced by Wigan Numeracy Centre September 2000 Test 3 (end of week 2) Year 3 Block 3 I will read every question twice. In
Autumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place value. Counting. 2 Sequences and place value.
Autumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place Counting. 2 Sequences and place Number facts and counting. Money and time. Length, position and
Cambridge Primary Mathematics Curriculum Framework (with codes)
Cambridge Primary Mathematics Curriculum Framework (with codes) Contents Introduction Stage 1...1 Stage 2...5 Stage 3...9 Stage 4...14 Stage 5...18 Stage 6...24 Note on codes Each learning objective has
Decimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
MATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels
Key Stage 2 Mathematics Programme of Study
Deeloping numerical reasoning Identify processes and connections Represent and communicate Reiew transfer mathematical to a ariety of contexts and eeryday situations identify the appropriate steps and
MINISTRY OF EDUCATION, SPORT AND CULTURE PRIMARY SCHOOL MATHEMATICS SYLLABUS GRADES 4 5 FIRST EXAMINATION 2008
MINISTRY OF EDUCATION, SPORT AND CULTURE PRIMARY SCHOOL MATHEMATICS SYLLABUS GRADES 4 5 FIRST EXAMINATION 2008 Curriculum Development Unit P. O. Box MP 133 Mount Pleasant HARARE All Rights Reserved 2006
Autumn - 12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014
A Year 5 Mathematician Planning of coverage and resources. Autumn - 12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place
Unit 5 Length. Year 4. Five daily lessons. Autumn term Unit Objectives. Link Objectives
Unit 5 Length Five daily lessons Year 4 Autumn term Unit Objectives Year 4 Suggest suitable units and measuring equipment to Page 92 estimate or measure length. Use read and write standard metric units
Topic Lesson Widget HOTsheet
Numbers to 1000 and beyond Numbers to 1000 Words and numbers Number machine Ordering numbers Numbers beyond 1000 Number creator Jersey numbers Number grid puzzles Number creator Digit cards Passwords Splitting
Calculation Policy Fractions
Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised
Unit 11 Fractions and decimals
Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;
Five daily lessons. Page 23. Page 25. Page 29. Pages 31
Unit 4 Fractions and decimals Five daily lessons Year 5 Spring term Unit Objectives Year 5 Order a set of fractions, such as 2, 2¾, 1¾, 1½, and position them on a number line. Relate fractions to division
CALCULATIONS. Understand the operation of addition and the associated vocabulary, and its relationship to subtraction
CALCULATIONS Pupils should be taught to: Understand the operation of addition and the associated vocabulary, and its relationship to subtraction As outcomes, Year 4 pupils should, for example: Use, read
Measurement with Reasoning
compare, describe and solve practical problems for: * lengths and heights [e.g. long/short, longer/shorter, tall/short, double/half] * mass/weight [e.g. heavy/light, heavier than, lighter than] * capacity
CALCULATIONS. Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order
CALCULATIONS Pupils should be taught to: Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order As outcomes, Year 1 pupils should, for example:
How To Learn To Understand And Understand The Math Of The Year
Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from -0, place them in order and say which number is
Year 3 Year 4 Year 5 Year 6. Strand 1 Number
NRICH http://nrich.maths.org problems linked to the primary national curriculum for mathematics in Years 3, 4, 5 and 6 The stars indicate the level of confidence and competence needed to begin the activity.
Securing number facts, calculating, identifying relationships
1 of 19 The National Strategies Primary Year 4 Block E: Three 3-week units Securing number facts, calculating, identifying relationships Tables 10 10; multiples Written methods: TU U; TU U; rounding remainders
Arithmetic 1 Progress Ladder
Arithmetic 1 Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes
Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
Mathematics. Steps to Success. and. Top Tips. Year 5
Pownall Green Primary School Mathematics and Year 5 1 Contents Page 1. Multiplication and Division 3 2. Positive and Negative Numbers 4 3. Decimal Notation 4. Reading Decimals 5 5. Fractions Linked to
Bridging Documents for Mathematics
Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry and
Year 3 Mental Arithmetic Test Questions
Year 3 Mental Arithmetic Test Questions Equipment Required Printed question and answer sheet for the reader Printed blank answer page for child Stopwatch or timer Pencil No other equipment is required
National curriculum tests. Key stage 2. Mathematics test framework. National curriculum tests from 2016. For test developers
National curriculum tests Key stage 2 Mathematics test framework National curriculum tests from 2016 For test developers Crown copyright 2015 2016 key stage 2 mathematics test framework: national curriculum
Day 1. Mental Arithmetic Questions KS3 MATHEMATICS
Mental Arithmetic Questions. The tally chart shows the number of questions a teacher asked in a lesson. How many questions did the teacher ask? KS3 MATHEMATICS 2. How many seconds are there in two minutes?
YEAR 6 BLOCK 2 ASSESSMENT
WIGAN LEA NUMERACY STRATEGY YEAR 6 BLOCK ASSESSMENT 6 Name: Date: KEY OBJECTIVES ASSESSED Question Order a mixed set of numbers with up to three decimal places. 3 Reduce a fraction to its simplest form
These tests contain questions ranging from Level 3 to Level 4. They get progressively more difficult. Children should have five seconds to
These tests contain questions ranging from Level to Level. They get progressively more difficult. Children should have five seconds to answer questions in each test and ten seconds to answer questions.
Number and Place Value. September 2014 1. Year 3 Year 4 Year 5 Year 6
NRICH http://nrich.maths.org problems linked to the primary national curriculum for mathematics in Years 3, 4, 5 and 6 The stars indicate the level of confidence and competence needed to begin the activity.
SPRING UNIT 13. second half. Fractions of quantities. Fractions and percentages. Changing fractions to decimals. Ordering fractions and decimals
PART SPRING second half FRACTIONS DECIMALS PERCENTAGES RATIO AND PROPORTION SECTION Fractions of quantities SECTION Fractions and percentages SECTION Changing fractions to decimals SECTION Ordering fractions
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
MATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
The Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
Fractions, decimals and percentages
Fractions, decimals and percentages Some notes for the lesson. Extra practice questions available. A. Quick quiz on units Some of the exam questions will have units in them, and you may have to convert
Multiplication. Year 1 multiply with concrete objects, arrays and pictorial representations
Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical
FOREWORD. Executive Secretary
FOREWORD The Botswana Examinations Council is pleased to authorise the publication of the revised assessment procedures for the Junior Certificate Examination programme. According to the Revised National
Intermediate Phase New Day-by-Day Planning Pack MATHEMATICS
Intermediate Phase Planning Pack MATHEMATICS Contents: Work Schedules: Page Grade 4 2 Grade 5 4 Grade 6 5 Lesson Plans: Grade 4 6 Grade 5 21 Grade 6 36 Milestones: Grade 4... 52 Grade 5 57 Grade 6 62 Rubrics:
Paper 1. Calculator not allowed. Mathematics test. First name. Last name. School. Remember KEY STAGE 3 TIER 5 7
Ma KEY STAGE 3 Mathematics test TIER 5 7 Paper 1 Calculator not allowed First name Last name School 2009 Remember The test is 1 hour long. You must not use a calculator for any question in this test. You
Record counting on method using the empty number line. +600 +50. Q What are the four related number sentences for this calculation?
Unit 11 Addition and subtraction Five daily lessons Year 5 Autumn term Unit Objectives Year 5 Find difference by counting up through next multiple of 10, 100 or 1000. Partition into H, T and U adding the
Three daily lessons. Year 5
Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest
Wigan LEA Numeracy Centre. Year 6 Mental Arithmetic Tests. Block 1
Wigan LEA Numeracy Centre Year 6 Mental Arithmetic Tests Block 1 6 Produced by Wigan Numeracy Centre July 2001 Year Six Mental Arithmetic Test 1 (5 seconds response time) 1. Write the number three hundred
NUMBERS AND THE NUMBER SYSTEM
NUMBERS AND THE NUMBER SYSTEM Pupils should be taught to: Read and write whole numbers, know what each digit in a number represents, and partition numbers into thousands, hundreds, tens and ones As outcomes,
Parts and Wholes. In a tangram. 2 small triangles (S) cover a medium triangle (M) 2 small triangles (S) cover a square (SQ)
Parts and Wholes. L P S SQ M In a tangram small triangles (S) cover a medium triangle (M) small triangles (S) cover a square (SQ) L S small triangles (S) cover a parallelogram (P) small triangles (S) cover
Standards and progression point examples
Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to
10-4-10 Year 9 mathematics: holiday revision. 2 How many nines are there in fifty-four?
DAY 1 Mental questions 1 Multiply seven by seven. 49 2 How many nines are there in fifty-four? 54 9 = 6 6 3 What number should you add to negative three to get the answer five? 8 4 Add two point five to
Wigan LEA Numeracy Centre. Year 3 Mental Arithmetic Test Questions
Wigan LEA Numeracy Centre Year 3 Mental Arithmetic Test Questions Produced by Wigan Numeracy Centre September 000 Test (end of week ) Year 3 Time Block I will read every question twice. In this first set
Manitoba Curriculum. Alignment with Mathletics. Supported by independent evidence-based research and practice. Powerful reporting.
Supported by independent evidence-based research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & Pre-Calculus
Minnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
Key Stage 2 Mathematics SATs Practice Papers
Key Stage 2 Mathematics SATs Practice Papers Levels 3-5 Set 1 www.online-maths-tutor.com Visit www.online-maths-tutor.com for Printable Resources Video Tutorials Online Classes You are free to copy and
Oral and mental starter
Lesson Objectives Order fractions and position them on a number line (Y6) Vocabulary gauge, litre numerator, denominator order Resources OHT. individual whiteboards (optional) Using fractions Oral and
Convert between units of area and determine the scale factor of two similar figures.
CHAPTER 5 Units of Area c GOAL Convert between units of area and determine the scale factor of two. You will need a ruler centimetre grid paper a protractor a calculator Learn about the Math The area of
SAMPLE BOOKLET Published July 2015
National curriculum tests Key stage 2 Mathematics Mark schemes SAMPLE BOOKLET Published July 2015 This sample test indicates how the national curriculum will be assessed from 2016. Further information
Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.
Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example
Paper 1. Calculator not allowed. Mathematics test. First name. Last name. School. Remember KEY STAGE 3 TIER 4 6
Ma KEY STAGE 3 Mathematics test TIER 4 6 Paper 1 Calculator not allowed First name Last name School 2009 Remember The test is 1 hour long. You must not use a calculator for any question in this test. You
Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)
PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and
Junior Assessment of Mathematics (JAM)
Junior Assessment of Mathematics (JAM) Student Response record sheet Child s Name: Room: Date of birth: Module One: Number (Additive Strategies) 0-1 - Pre Level 1 2-3 - Early Level 1 4 - At Level 1 Early
Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
Everyday Mathematics GOALS
Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
LESSON PLANS FOR PERCENTAGES, FRACTIONS, DECIMALS, AND ORDERING Lesson Purpose: The students will be able to:
LESSON PLANS FOR PERCENTAGES, FRACTIONS, DECIMALS, AND ORDERING Lesson Purpose: The students will be able to: 1. Change fractions to decimals. 2. Change decimals to fractions. 3. Change percents to decimals.
Mathematical goals. Starting points. Materials required. Time needed
Level N7 of challenge: A/B N7 Using percentages to increase quantities quantities Mathematical goals Starting points Materials required Time needed To enable learners to: make links between percentages,
Illinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
Questions. Strategies August/September Number Theory. What is meant by a number being evenly divisible by another number?
Content Skills Essential August/September Number Theory Identify factors List multiples of whole numbers Classify prime and composite numbers Analyze the rules of divisibility What is meant by a number
The Australian Curriculum Mathematics
The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year
Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.
Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L-34) is a summary BLM for the material
Maths Assessment Year 4: Fractions
Name: Maths Assessment Year : Fractions 1. Recognise and show, using diagrams, families of common equivalent fractions. 2. Count up and down in hundredths. 3. Solve problems involving increasingly harder
In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
Grade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
Teaching children to calculate mentally
Teaching children to calculate mentally Teaching children to calculate mentally First published in 2010 Ref: 00365-2010PDF-EN-01 Disclaimer The Department for Education wishes to make it clear that the
Number boards for mini mental sessions
Number boards for mini mental sessions Feel free to edit the document as you wish and customise boards and questions to suit your learners levels Print and laminate for extra sturdiness. Ideal for working
ISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
Such As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
Maths Workshop for Parents 2. Fractions and Algebra
Maths Workshop for Parents 2 Fractions and Algebra What is a fraction? A fraction is a part of a whole. There are two numbers to every fraction: 2 7 Numerator Denominator 2 7 This is a proper (or common)
1 of 20 The National Strategies Primary Year 4 Block D: Calculating, measuring and understanding shape
1 of 20 The National Strategies Primary Year 4 Block D: Three 2-week units Calculating, measuring and understanding shape Standard metric units Reading from partly numbered scales am, pm, 12-hour clock
BRIEF ON THE CHANGES TO THE NEW NATIONAL MATHS CURRICULUM FROM SEPTEMBER 2014
BRIEF ON THE CHANGES TO THE NEW NATIONAL MATHS CURRICULUM FROM SEPTEMBER 2014 Page 0 of 84 Table of Contents TIMELINE TIMELINE FOR IMPLEMENTATION OF NEW NATIONAL MATHS CURRICULUM... 4 KEY TIMELINE FOR
Revision Notes Adult Numeracy Level 2
Revision Notes Adult Numeracy Level 2 Place Value The use of place value from earlier levels applies but is extended to all sizes of numbers. The values of columns are: Millions Hundred thousands Ten thousands
Lesson 3.1 Factors and Multiples of Whole Numbers Exercises (pages 140 141)
Lesson 3.1 Factors and Multiples of Whole Numbers Exercises (pages 140 141) A 3. Multiply each number by 1, 2, 3, 4, 5, and 6. a) 6 1 = 6 6 2 = 12 6 3 = 18 6 4 = 24 6 5 = 30 6 6 = 36 So, the first 6 multiples
Day 1. 1. What number is five cubed? 2. A circle has radius r. What is the formula for the area of the circle?
Mental Arithmetic Questions 1. What number is five cubed? KS3 MATHEMATICS 10 4 10 Level 7 Questions Day 1 2. A circle has radius r. What is the formula for the area of the circle? 3. Jenny and Mark share
Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
MACMILLAN/McGRAW-HILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAW-HILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
Differentiated plans for Years 5 & 6. Fractions, decimals, percentages & ratios
Differentiated plans for Years 5 & 6 Fractions, decimals, percentages & ratios Ian Lowe, MAV Professional Officer, 2006 IF YOU USE ANY OF THIS PLEASE PROVIDE FEEDBACK TO IAN AT ilowe@mav.vic.edu.au THIS
Fractions to decimals
Worksheet.4 Fractions and Decimals Section Fractions to decimals The most common method of converting fractions to decimals is to use a calculator. A fraction represents a division so is another way of
Maths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
2 Fractions, decimals and percentages
2 Fractions, decimals and percentages You can use fractions, decimals and percentages in many different practical problems. Fractions You need to know how to: Read, write and compare common fractions Example
Year 3 Vocabulary bookmark. Year 3 Vocabulary bookmark. Calculations. Calculations. Addition and subtraction. Addition and subtraction
Calculations Addition and subtraction +, add, addition, more, plus make, sum, total altogether score double, near double one more, two more... ten more... one hundred more how many more to make...? how
Maths methods Key Stage 2: Year 3 and Year 4
Maths methods Key Stage 2: Year 3 and Year 4 Maths methods and strategies taught in school now are very different from those that many parents learned at school. This can often cause confusion when parents
Mathematics Syllabus Grade 2. /Desktop Files Returned by Experts, August 2008/ Grade 2
Mathematics Syllabus Grade 2 /Desktop Files Returned by Experts, August 2008/ Grade 2 Learning and Teaching in Grade Two The Grade Two child has acquired the basics of number, measurement, data handling
Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting
Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December