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# Juliateacher

Name Block A - Unit 2 - year5 swp Juliateacher 5 Numeracy A2 5_Block A - Unit 2 - year5 swp.doc

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Block B: Securing number facts, Understanding Shape

Block A:2

YEAR 5

Term 1 Unit 1

Term2 Unit 2

Term 3 Unit 3

Explainreasoning using diagrams, graphs and text; refine ways of recordingusing images and symbols

Countfrom any given number in whole-number and decimal steps, extendingbeyond zero when counting backwards; relate the numbers to theirposition on a number line

Explainwhat each digit represents in whole numbers and decimals with up totwo places, and partition, round and order these numbers

Useknowledge of place value and addition and subtraction of two-digitnumbers to derive sums and differences and doubles and halves ofdecimals (e.g. 6.5 2.7, half of 5.6, double 0.34)

Useefficient written methods to add and subtract whole numbers anddecimals with up to two places

Recallquickly multiplication facts up to 10 10 and use them to multiplypairs of multiples of 10 and 100; derive quickly correspondingdivision facts

Identifypairs of factors of two-digit whole numbers and find commonmultiples (e.g. for 6 and 9)

Useunderstanding of place value to multiply and divide whole numbersand decimals by 10, 100 or 1000

Extendmental methods for whole-number calculations, for example tomultiply a two-digit by a one-digit number (e.g. 12 9), tomultiply by 25 (e.g. 16 25), to subtract one near-multiple of1000 from another (e.g. 6070 - 4097)

Useknowledge of rounding, place value, number facts and inverseoperations to estimate and check calculations

Presenta spoken argument, sequencing points logically, defending viewswith evidence and making use of persuasive language

Explain reasoning using diagrams, graphs and text; refine ways ofrecording using images and symbols

Count from any given number in whole-number and decimal steps,extending beyond zero when counting backwards; relate the numbersto their position on a number line

Explain what each digit represents in whole numbers and decimalswith up to two places, and partition, round and order thesenumbers

Use knowledge of place value and addition and subtraction oftwo-digit numbers to derive sums and differences and doubles andhalves of decimals (e.g. 6.5 2.7, half of 5.6, double0.34)

Use efficient written methods to add and subtract whole numbers anddecimals with up to two places

Recall quickly multiplication facts up to 10 10 and use them tomultiply pairs of multiples of 10 and 100; derive quicklycorresponding division facts

Identify pairs of factors of two-digit whole numbers and findcommon multiples (e.g. for 6 and 9)

Use understanding of place value to multiply and divide wholenumbers and decimals by 10, 100 or 1000

Extend mental methods for whole-number calculations, for example tomultiply a two-digit by a one-digit number (e.g. 12 9), tomultiply by 25 (e.g. 16 25), to subtract one near-multiple of1000 from another (e.g. 6070 - 4097)

Use knowledge of rounding, place value, number facts and inverseoperations to estimate and check calculations

Present a spoken argument, sequencing points logically, defendingviews with evidence and making use of persuasivelanguage

Key Aspects forLearning

Focus for theblock

 Enquiry Problemsolving Reasoning Creative thinking Informationprocessing Evaluation Self-awareness Managing feeling Social skills Communication Motivation Empathy

PreviousLearning

Objectives/ICan Statements

Assessment forLearning

count from any given number in whole-number steps

use positive and negative numbers in practical contexts; positionthem on a number line

add or subtract mentally pairs of two-digit whole numbers, e.g. 4758, 91 - 35

use efficient written methods to add and subtract two- andthree-digit whole numbers and .p

recall multiplication and division facts to 10 10

multiply or divide numbers to 1000 by 10 and then 100 (whole-numberanswers)

use written methods to multiply and divide TU U, TU U

use decimal notation for tenths and hundredths in the context ofmoney and measurement

order decimals to two places and position them on a numberline

use a calculator to carry out one-and two-step calculationsinvolving all four operations; interpret the display correctly inthe context of money

use the relationship between m, cm and mm

Explainreasoning using diagrams, graphs and text; refine ways of recordingusing images and symbols

I can writedown how I solved a problem, showing every step

Tellme how you solved this problem.
What does this calculation/diagram tell you?
If I doubled this number, what would you have to change?

Countfrom any given number in whole-number and decimal steps, extendingbeyond zero when counting backwards; relate the numbers to theirposition on a number line

I can findmissing numbers in a sequence that includes negativenumbers

Createa sequence that includes the number -5. Describe your sequence tothe class.
Here is part of a sequence: , -9, -5, -1, .
Explain how to find the missing numbers. Explain how you would findthe missing numbers in this sequence:
10, , 4, 1, , -5, What is the 'rule' for the sequence?

Explainwhat each digit represents in whole numbers and decimals with up totwo places, and partition, round and order thesenumbers

I can say what any digitrepresents in a number with up to seven digits

Whatis the value of the 7 in 3 274 105?
Write in figures forty thousand and twenty.
A number is partitioned like this: 4 000 000 200 000 60000 300 508
Write the number. Now read it to me. What is 4773 rounded to thenearest hundred?
A car costs more than 8600 but less than 9100. Tick the pricesthat the car could cost.
8569 9090 9130 8999

Useknowledge of place value and addition and subtraction of two-digitnumbers to derive sums and differences and doubles and halves ofdecimals (e.g. 6.5 2.7, half of 5.6, double 0.34)

I can work out sums anddifferences of decimals with two digits

Lookat these calculations with two-digit decimals. Tell me how youcould work them out in your head.

Useefficient written methods to add and subtract whole numbers anddecimals with up to two places

I can explain each step when Iwrite addition and subtraction calculations incolumns

[Pointto a 'carry digit' 1.] What is the value of this 1? Why is itthere?
I add two numbers. One has a 3 in the thousands column, the otherhas a 5. The answer has 9 in the thousands column. How is thispossible?
Work out 3275 - 1837, explaining every step that you write.

Recallquickly multiplication facts up to 10 10 and use them to multiplypairs of multiples of 10 and 100; derive quickly correspondingdivision facts

I know mytables to 10. I can use them to work out division facts and tomultiply multiples of 10 and 100

Ifsomeone had forgotten the 8 times-table, what tips would you givethem to help them to work it out?
What links between multiplication tables are useful? How many ninesare there in 63? Divide 80 by 4.
Write in the missing numbers. 5 70 = 600 4 = 4 = 200 What is 50 times 90?

Identifypairs of factors of two-digit whole numbers and find commonmultiples (e.g. for 6 and 9)

I can find apair of factors for a two-digit number

Hereare four number cards. Which two number cards are factors of42?

Put a ring around the numbers which are factors of 30. 4 5 6 20 6090 How can you use factors to multiply 15 by 12?

Useunderstanding of place value to multiply and divide whole numbersand decimals by 10, 100 or 1000

I can multiplyor divide a whole number by 10, 100 or 1000

Thiscalculator display shows 0.1. Tell me what will happen when Imultiply by 100. What will the display show? What number is tentimes as big as 0.01? How do you know that it is ten times0.01?
I divide a number by 10, and then again by 10. The answer is 0.3.What number did I start with? How do you know?
How would you explain to someone how to multiply a decimal by10?
What is a quick way to multiply by 1000? To divide by 100? How manyhundreds are there in one thousand? Divide 9300 by 100.

Extendmental methods for whole-number calculations, for example tomultiply a two-digit by a one-digit number (e.g. 12 9), tomultiply by 25 (e.g. 16 25), to subtract one near-multiple of1000 from another (e.g. 6070 - 4097)

I can work outsome calculations in my head or with jottings. I can explain how Ifound the answer

Which of these subtractions can you do without writing anythingdown?
Why is it possible to solve this one mentally? What clues did youlook for? What is the answer to the one that can be solvedmentally?
How did you find the difference? Talk me through your method. [Ifthe child explains a method of counting backwards, ask:] Is itpossible to count up as well? Why will this give the sameresult?
Which is easier?
If 2003 is the answer to a similar question, what could thequestion be?

Useknowledge of rounding, place value, number facts and inverseoperations to estimate and check calculations

I can estimateand check the result of a calculation

Roughly, what will the answer to this calculation be?
How do you know that this calculation is probably right?
Could you check it a different way?

Presenta spoken argument, sequencing points logically, defending viewswith evidence and making use of persuasive language

I can describeeach stage of my calculation method (e.g. for 18 25). I canexplain why it is a good method for thiscalculation

These cards describe the steps in adding 4.65, 98p and 3.07.Arrange the cards in order.
Write a list of the steps you would take to solve this problem:
A pack of plums costs 68p. Mark bought three packs of plums. Howmuch change did he get from a 5 note? Explain to the class why yousolved the problem in that way.

#### Resource links toexisting published material

##### Mathematical challengesfor able pupils in Key Stages 1 and 2
 Activities PDF 1MB Activity60 - Three digits Activity54 - Joins Activity65 - Age old problems Activity61 - Make five numbers Activity66 - Zids and Zods Activity62 Maze
##### Interventionprogrammes
 Objectives for Springboardintervention unit Springboard unit Read,write and order whole numbers to at least 1000Count on and back in tens and hundreds from any two- or three-digitnumberKnow what each digit represents Springboard 5 Unit2 (PDF 305KB) Springboard 5 Unit 2supplementary (PDF 86KB) Multiplyand divide whole numbers by 10 and 100 and understand theeffect Springboard 5 Unit6 (PDF 305KB) Springboard 5 Unit 6supplementary (PDF 57KB) Calculatea difference mentally by counting up from the smaller to the largernumber Springboard 5 Unit7 (PDF 305KB) Springboard 5 Unit 7supplementary (PDF 77KB) Developand refine written methods for subtraction, building on mentalmethods. Reinforce the fact that subtraction is the inverse ofaddition Springboard 5 Unit8 (PDF 245KB) Knowthe three- and four-times tablesBegin to know the six-times tables Springboard 5 Unit9 (PDF 269KB) Springboard 5 Unit 9supplementary (PDF 110KB)
##### Supporting childrenwith gaps in their mathematical understanding (Wave 3)
 Diagnostic focus Resource Nonecurrently available

Wave 3addition and subtraction tracking children's learningcharts

Wave 3multiplication and division tracking children's learningcharts