(to include teaching technique, organisation andvocabulary)
Pick a number between 0 and100. Students to guess number use up to 2 decimal places. Suggestuse number line.
Place value and ordering(p16)
LO: Identify decimalfractions on a number line and order decimals.
Work through introductoryactivity in teachers book. Encourage students to use a number lineand emphasise use of zero as a placeholder. Discuss how to ordernumbers.
What does this digitrepresent in decimal numbers?
What is 0.1 greater than this digit?
Number lines: Read outlists of numbers up to 3 decimal places students to write onnumber line in order.
Core: Q2, 3 & 4
Extension: 3, 6 and possibly 7
Play positive/ negativenumber ladders game
Negative Numbers (p18)
LO: Understand negativenumbers as positions on a number line. Order, add and subtractintegers in context..
Work through introductory activity in teachersbook. Emphasise size of negative numbers, e.g. compare which issmaller: -3 or 7? to which is colder -3C or -7C? Use banking examples toemphasise subtracting a negative.
Where are negative numbers used in real-lifecontexts?
Which is the smaller negative number?
What does move back and move forward mean ona number line?
Identify smallest / largestnumber /difference from selection of positive and negative numberson board.
Core: Q2 and Q3
Extension: Q4, 6 and 7
Write pairs of numbers with2dp and ask students to find the sum and /difference betweenthem.
Adding and subtracting decimals(p24-25)
LO: To use efficient column methods for additionand subtraction. To extend methods to include decimals with up to2dp.
Work through introductoryactivity on p24. Discuss principles for written methods. Writeexample on board and emphasise the need for approximation, liningup units accurately, working from right to left. Repeat forsubtraction problem.
What written methods do you use?
What would be an approximation for thisanswer?
How might we make an error?
Write on board528.6-361.7=247.1 on board. Discuss the mistake being made.
Ext: Q3-5 (later questionsinclude brackets)
Ask students questionslike:
What do I add to 37 to make 100?
What is 39+78?
What is 0.06+0.06?
Mental strategies (p22-23)
LO: To partition and deal with the mostsignificant number first. To use compensation.
Work through introductoryactivity on p22. Check understanding of mental methods andencourage use of number line. Emphasise partitioning andcompensation methods and demonstrate how to apply method to numberswith 2dp.
What mental method could we use to helpus?
Why would working out an approximation be ofuse?
Ask students how they wouldsolve these questions:
Ext: Q4-6 (focusing onproblem solving activities involving decimals)
Number board write amixture of 20 decimals, positive and negative numbers on theboard. Ask which:
three numbers add up to ?
Number is closest to 30?
Two negative numbers have a differenceof.
Using a calculator (p26-27)
LO: To input a negative number, use brackets andinterpret the display on a calculator in different contexts.
Work through introductoryactivity on p26. Discuss contexts in which a calculator might beused. Use examples involving negative numbers, emphasising thatthe negative sign is different to the minus sign.
What are the dangers of using acalculator?
Why might we want to make a mental approximationfirst?
Discuss methods for solvingQ4. Recommend approach of estimate, then mental, if not thenwritten or calculator.
Ext: Q4, then Q3 (focusingon subtracting decimals on a calculator)
Timetable grid test
See previous 3 weeks NS references
Assessment review on sequences and numbercalculations (p8-9)
LO: To assess understanding of topics taught infirst 3 weeks of term.
Which questions did you struggle with?
What new target could you set yourself?
Complete Year 7 Objectivessheet (red/amber/green)
Assessment test andanswers