Maths Planning Year 5/6 Date: 05/10/15

Transcription

1 Maths Planning Year 5/6 Date: 05/10/15 Objective Mental Oral Starter Objective Criteria Main Activity Plenary Mon Derive quickly division facts correspondin g to the 3 times table Using a counting stick, ask children to count in 3s from 0 to 30 as you indicate consecutive divisions on the stick. Point to divisions at random, asking questions such as: How many 3s make 24? What is 18 divided by 3? Repeat with multiples of other numbers. Ask quick fire questions involving division using the 3x table Play the IWB game Division Divers using 3x table fact as stimulus. Identify Right, acute and obtuse s. Looked at the Can you decide on the type? named or organised the Did you repeat this with the other s? What units do you measure s in? Establish the units are. How many in a right Agree there are 90 in a right. Record on the board: 1 right = 90 o (). Hold up a sheet of A4 paper; point to a corner. What is the size of this Establish it is a right or 90 o. What is the name of an smaller than 90 o? Remind children it is an acute. Record on the board: Angles <90 o are called acute s. Show the children an greater than 90 What is the size of this Establish it is greater than 90 o. Explain to the children that an that is bigger than 90 is called Obtuse. Draw a straight line on the board. What is the size of the now? Establish it is 180 o and that this forms a straight line made up of 2 right s. Record on the board: What should these two s sum to? Establish they should sum to 180 o as they lie on a straight line. Explain to the children that they are going to be recognising and naming s FG: Mr Wells MA tables focus on AI, OF, TI and JJ Mrs Calverly LA/SEN tables focus on RB, KA, CT and DS Identify acute and obtuse s and compare and order s up to two right s by size Year 4 The children are shown a range of different s and are asked to label them as Obtuse, acute and right s Know s are measured in : estimate and compare acute, obtuse and reflex s Year 5 different s to categories and define. The children look at and research what a reflex is and give a definition of their own Hold up a 2D shape. Point to one of the. Is it an acute or obtuse Establish which and ask: What size is the Emphasise that while the children s answers are only estimates, they have some wellestablished reference points, such as 90 o and 180 o. Repeat for other s in other shapes. Include 90 o and 180 o s.

2 Tues To order a range of numbers (including negative numbers) Show the children a range of 5 different numbers on the board. Ask the children to order on their whiteboards from largest to smallest. Once done ask the child to explain how they knew. Repeat this activity again using a different set of numbers that include negative numbers. How do the children know the order is correct this time? Play the IWB game Eggs to order using the year 4 and 5 objectives To measure an to the nearest 5 Look at Use a protractor to work out Check Write measurement Repeat A whole turn = 4 right s = 360 o. Remind children that it is possible to turn through more than 360 o. Turn the strip a whole turn and another 90 o. How many has the strip turned now? Establish it is 360 o + 90 o = 450 o. How do we measure an What do we use? Show the children a protractor and explain that this is used to measure an to the nearest degree. To the class using an IWB protractor show the children how to measure the s. Why are there two scales on the protractor? Explain to the children that the protractor can be used from either end but when measuring the they always need to start with 0. Give the children a range of different s to measure using a Ask the children how they feel that they have done. What did find difficult? Can they explain how to use a protractor? Ask the children to write down how they feel they have done. Ask the children to look at the IWB with a range of mixed s. protractor. Explain and model the process once more with the class to ensure that they understand how to use a protractor and then allow them time to calculate each degree. FG: Mr Wells LA/SEN table focus on RB, KA and JM Mrs Calverly MA tables focus on LT, AA, DD and BD Identify acute and obtuse s and compare and measure simple s with a protractor Year 4 obtuse and acute s to measure using a protractor to the nearest 5 Draw given s, and measure them in ( ) Year 5 Children are given an sheet to cut the out of and measure as closely as they can to the nearest degree Which s are obtuse? Which are acute? Can the children measure any of these s?

3 Wed Count on or back in steps of 0.1, 0.2, 0.3 Use the counting stick to practise counting in steps of 0.6 (0.6, 1.2, 1.8 ). What is 0.6 x 5? 0.6 x 9? Repeat counting on and back this time in steps of 0.7, then 0.8 and then 0.9. Ask similar questions. Calculate s in a straight line Look at Estimate the Use a protractor to work out Check this will total 180 Write measurement Repeat Show an acute. Remind children how to measure the at the centre with a protractor and ask children to confirm the smaller than 90 o. Discuss the accuracy and ensure that they can read the on the protractor to the nearest 5 o. Draw on the board: What types of s are here? Explain to the children that there are two s; one acute and one obtuse. How would we measure the Explain that the children will need to use a protractor to work out the. How can we check we are right? Establish that one is going to be more than 90 and the other will be smaller. Show the children this: How can we work out the without using a protractor. Ask each child to draw two such diagrams, measure the two s they have drawn, and note them down, checking the s sum to 180 o. They are to swap their diagrams with a partner and measure their partner s pair of s then compare results. Remind children of the vocabulary they have been using during these lessons. Emphasise that measuring s with a protractor is helped if the children first estimate the size of the, then have a way of checking. Explain that in this case we don t need a protractor as the is on a straight line. How many is a straight line? This means that by doing a simple subtraction we can find our missing. E.g = Give the children some examples to work with and then allow them to solve some different questions. FG: Mr Wells LA/SEN table focus on RB, KA and JM Mrs Calverly MA tables focus on LT, AA, DD and BD Identify a missing in a quarter turn (90 0 ) and start to find a missing in half a turn (180 0 ) Year 4 The children are given some 2 s that make up a right. If they know one they should be able to calculate the other. Identify s at a point on a straight line and half a turn (total 180 ) Year 5 The children are given some s on a half turn or a straight line. Using what they know the children should be able to calculate the missing without using a calculator.

4 Thurs Recognise multiples of 6 and 7. Remind children that 50 is a multiple of 5 and 10. Ask for other multiples of 5 to ensure children understand the term multiple. Display a range of numbers Which numbers are multiples of 6? Ask children to record the numbers on their whiteboards and show their answers. Collect answers and correct any errors. Which multiples of 7 can you see? Give the children 30 seconds to write on their whiteboards numbers they recognise as multiples of 7. Collect and discuss answers. Are there any numbers which are multiples of 6 and 7? To measure and calculate perimeter of polygons. Looked at the shape? Can you Split into rects? found the length? Can you find the breadth? Can you find out the perimeter? Did you check? Show the class an L-shape. What is the correct mathematical term for finding the distance around the outside edge of a 2D shape? How would you calculate this distance? Write the word perimeter. Draw a rect on the board and ask a child to draw the white line around the edge of the pitch. How can we calculate the perimeter of this shape? Collect ideas from the class, encourage correct use of vocabulary including length and breadth. Draw out the formula in words twice the length plus twice the breadth Point out that this often is often written as 2 x l + 2 x b. When we calculate the perimeter of a rect, do we need to measure all sides? Demonstrate finding the perimeter of a rect by measuring only two sides and then calculating 2 x l + 2 x b. Can you think of any other shapes where you would not need to measure every side in order to work out the perimeter? Take feedback, discuss and then give out individual work. FG: Mr Wells To work with the SEN table as Mrs Calverly is at Nursery I can measure the perimeter of a shape by adding all the sides together Year 4 tris and rects that have preordained measurements on them. the children will then add the sides together to find the perimeter of each shape. I can measure the perimeter of rects and other simple shapes Year 5 Children are given a range of different rects and shapes to find the perimeter. Children are allowed to use simple adding methods to find their answers. Go over some of the questions that the children were given and discuss the different answers the children got. Emphasise that when calculating the perimeter of a rect, we do not have to measure all four sides, only two and then use the formula 2 x l + 2 x b Show the children a strange shape. How would you work out the perimeter of this shape? Children working in pairs and discuss how to solve the problem.

5 Fri Double any twodigit number, halve any twodigit number. Ask the children: What is double 47? Establish that the answer is 94 and ask for methods. Remind the children that one strategy for doubling twodigit numbers is to partition them and double the tens and units separately. Tell the class that they are going to practise halving and doubling using follow me cards. If these have not been used before explain that everyone must read out their question which is at the top of the card and whoever has the answer must read it out immediately and then read their question. The aim is to complete the activity as quickly as possible. Give out the cards. If there are too many, give some children two cards. If there are too few, some children can share. Make sure they are shuffled and not in order. If some numbers have presented particular difficulties go over these quickly. To solve mathematical problems involving shapes Looked carefully at shape? Can you find a rect/tri How will you show your work? Repeat until all shapes are found Did you check working out? On the IWB show the children these; (Spot the Shape Challenge) Ask the children how they worked there answers out? Discuss the different ways that they could do this and model these on the IWB. Give all the children a shape and ask the children to investigate how many tris/rects they can find within it. Make sure that the children need to show there working out. Ask the children to tell you how many tris they see in (a) and how many rects they see in (b) FG: Mrs Calverly to focus on MA table B.H, B.Mc Mr Wells to focus on MA table T.H, J.K I can solve a mathematical investigation involving shape - Year 5 All children are given 2 shapes to find an amount of rect or tris. The children write down how many of each shape they see and show working to verbally explain their method. Ask the children how they think they did with the unit of shape and the investigation that they completed today. Ask the children to discuss with their partner the results they got and how they represented their work. What answers did they get? How did they show their working out? Were there any uncertainties? Go through the work they completed as a class and mark the task together. Did the children get the correct answer or did they miss out shapes?