Teacher:xxxx

Week Beg:17.03.08

OBJECTIVES: (from NNSframework)

       Recall quicklymultiplication facts up to 10 10, use to multiply pairs ofmultiples of 10 and 100 and derive corresponding divisionfacts.

       Solve one- andtwo-step problems involving whole numbers and decimals and all fouroperations, choosing and using appropriate calculation strategies,including calculator use.

       Refine and useefficient written methods to multiply and divide HTU U, TU TU,U.t U, and HTU U.

• Use knowledge ofrounding, place value, number facts and inverse operations toestimate and check calculations.

RESOURCES:

WholeClass

Mental Maths(including objective)

IntendedLearning

Outcomes

WholeClass Teaching Activity

Independent GroupTasks

T= Teachersupport LSW = LSW

Plenary

Evaluation

Lower Ability

Middle Ability

HigherAbility

Tues

To PracticeCurricular Targets

Children usepreviously created target games to practice curriculartargets

Recallquickly multiplication facts up to 10 10, use to multiply pairsof multiples of 10 and 100 and derive corresponding divisionfacts.

Display themultiplication square on int w/b Explain that today we are going tolook at special multiples; numbers that are multiplied bythemselves, or square numbers.

Ask cdn to highlighton mult table nos that are obtained by multiplying a number byitself, eg 4 or 49. After the first few ask; can you see thepattern on the grid? The square nos form a diagonal line.) Explainthat they are called square nos because when one of these nos isarranged as squares or dots, it makes a square. Demonstrate withsquared paper squares, showing 2 x 2 and 4 x 5 . Ask the cdn tocount the indiv squares; 2 x 2 = 4 and 4 x 4 =16. The inverse oropposite of a square is known as a square root, eg 4 is the squareroot of 16 explain that id they needed to find the side length ofa square, given the area, they would need to find the square root.Eg what is the side length of a square with an area of 35cmsquared? (5cm-5 is the square root of 25) And what is theperimeter of this shape? ( 5cm x 4=20cm).

Cdn use the makingsquare nos activity sheet to make and solve jogsaws of squareno;s. count or calculate the square no, write the ,ult fact andarea beneath each jigsaw square.- use the displayed mult square tocheck their answer

Check the results ofthe jigsaw puzzles and the square nos calculated. Ask qs suchas; what is the square of 4? What is the square root of 25?Invite the cdn to demonstrate by using themselves to form a squaregrid of bodies, 5 x 5 and so on.

Enjoyed this butjigsaw was complex great maths in just this bit hexagons didntfinish to get round to making their own

Provide with supportversion, they may only find the square nos of 2,3,4 and 5 they cancount the squares on the jigsaw pieces to calculate the squarenos

These children shouldbe able to complete the squares quickly, they can go on tocalculate the squares of 11,12,13 and using square paper, createthe jigsaws for a friend

Tues

To understandarea

Explore area. Drawon the board rectangles showing the area, not the dimentsions. Ifthe area of this rectangle is 42msqared, what could themeasurements of each side be? (6x7) could there be more than 1answer? What if we used decimal nos would you need tp check witha calculator? Repeat with other areas such as 50 cm 2 : 100m2.

Refine and useefficient written methods to multiply and divide HTU U, TU TU,U.t U, and HTU U.

Explain to thechildren that we are going to revise the grid method formultiplying and also show them 2 more compact methods over todayand tomorrow. Emphasise that no method is better, the childrenmust choose which method they prefer.

Provide opportunitiesfor the children to attempt each method on their w/b and hold it upto show me discuss the following methods of doing thecalculation 134 x 5 then try some further examples:

1)     the gridmethod

2)    the expanded verticalmethod

Children usetarget maths p81 to attempt using their chosen method

Children to marktheir won work and provide afl feedback 2 stars and awish.

Good, most childrenattempted expanded vertical method-CH did very well as did mostothers. MJ needs further reinforcement LS got all x by 100 wrongbut understood method.

Level A able touse multiplication square.

Children createprofessor von explainseet drama to explain how to complete thegrid method / Expanded vertical method.

Level c and beyond(provide additional more complex qs for children tocomplete)

Wed

To know by heartmultiplication facts up to 10 x 10

Focus on 7 x tableincluding TTskipping, chanting, and quick fire questions. Relationto decimals, division and word problems.

Refine and useefficient written methods to multiply and divide HTU U, TU TU,U.t U, and HTU U.

Show the childrensprofessor von explainseet drama, which should include examples ofquestions and a revision of the 2 methods learnt yesterday. Remindthe children again that no method is better than the other. Showchildren how to complete qs using the compact standard method. Andgive examples for the children to complete on indiv w/bs startwith 3 digits x 1 digit progress to 2 x 2 and 3 x 2 what do we dowhen we get to the second number on the bottom row? Why? Can thechildren explain it without being told talk to their partner. could this be linked into spreadsheets topic in ICT?

Children completeexamples in medal maths p 52 using whatever method they feel mostcomfortable with.

Discuss the methodsused and problems encountered. Make this more fun by dividing theclass into 3 groups, each representing a different calculatingmethod. The children have 5 minutes to jot down why they believetheir chose method is the best and most accurate one. They thenpresent their reasons to the class with opportunities forquestioning and debate.

Tok longer thanexpected enjoyed this most tried todays method which was ashame.

Children to usebronze level of medal maths questions they may use ready madeexcel spreadsheets to check their answers as they go to provideinstant feedback

Children encouragedto make up more challenging questions

Thur

To PracticeCurricular Targets

Target tennison individual w/bs bat qs and answers to each other.

Refine and useefficient written methods to multiply and divide HTU U, TU TU,U.t U, and HTU U.

Explain that since wehave seen that multiplication and are closely linked one is theinverse of the other, - we are now going to use multiplicationfacts we know to help us divide numbers that are bigger than ourknown table facts eg 62/ 4? Encourage the children to estimatefirst; 4 x 10 = 40 too small, 4 x 20 = 80 too big. So we know theanswer is between 10 and 20 go on to demonstrate the chunkingmethod. Provide examples for the children on individualw/bs

Target mathsdivision qs p

Check the childrensunderstanding of the method by writing up one of the questions theyhave attempted on the board. G write 59 / 3. display the digitcads 3, 0, 2, 9, 7, 2, 1, 9, 2 close by. Explain that all of thesedigits appear in the solution. The children have to decide wherethey fit and their appropriate place values, using the chunkingmethod of division, so a child might digit say the first chunk is10 x 3 = 30 so I need the 3 and the 0 etc

Roll over into nextweek

Children will needmuch support, go back to principle of division using unifix cubesthen go over examples from a level target maths as a group,eventually chdn work in brain friendly pairs to be supported egcorey and matthew and laura and chloe.

Children given levelc work from target maths some children to produce professor vonexplainseet drama for chunking.

Fri

To PracticeCurricular Targets

Children are given atimed target assessment

To assess childrensmental mathematics skills

To understand how tomultiply/divide by 10 or 100

Children are given atarget assessment, followed by weekly timed multiplication square.Last week conversion of measurements still shown to be an issue,practice on w/b followed by loop cards

Children completenext test in the mental mathematics series (test 1) go overanswers with children, discussing strategies

Went over originaltest one for self esteem fabulous results corey 15, jasmine 17 - grace struggling with finding middle number and orderingdecimals