Year5 Maths Autumn D1
| Objective | Activity | Keyquestions | SuccessCriteria | AfL | ||||||||||||||||||
Day 1 | Useunderstanding of place value to multiply and divide whole numbersand decimals by 10, 100 or 1000
| StarterKey facts test &set homework Main On whiteboards:Children multiply anddivide whole numbers by 10, 100 and 1000 They answerquestions like: How many timesbigger than 60 is 6000? How many timeslarger than 60 is 600?
They see theeffect of these operations. They combine this knowledge with theirknowledge of relationships between units of measurement toconvert unitsof length. They respond to questions suchas: How manycentimetres are there in 7 metres? Whiteboards thenconverting_measurements.doc answers in books Plenary Pupils explainwhat happens | Tell me aquick way of multiplying a number by 10. By 100. Tell me aquick way of dividing a number by 10. By 100. Explainwhat happens to the digits when you multiply or divide a wholenumber by 1000. What do you notice about the digits in youranswer?
| Pupils quicklymultiple & divide by 10, 100 and 1000.
Pupils canconvert units of length. |
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Day 2 |
| No lesson tripto sea life centre |
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Day 3 | Read, choose, useand record standard metric units to estimate and measure length toa suitable degree of accuracy (e.g. the nearest centimetre);convert larger to smaller units using decimals to one place (e.g.change 2.6 kg to 2600 g)
Interpret areading that lies between two unnumbered divisions on ascale
| Starterx3 chant &number dial Main Theyread unnumbereddivisions on measuring scales. Using MP1Vertical drag stick answer questions on whiteboards, incldecimals.
Children work insmall groups to estimate then measurelengths and distances using tape measures, metresticks and rulers to a suitable degree of accuracy, for example tothe nearest metre, centimetre or millimetre.
Plenary Keyquestions | How do Iwrite 6 metres 4 centimetres as a decimal?
Tell me anexample of something you would measure in kilometres.What about metres? Centimetres? Millimetres?
What unitof measurement would you use for: the lengthof fencing to go around the playground? thedistance around your head? a fun runto raise money for charity? the widthof a pin head? Is theheight of the classroom about 3 m, 6 m or 12 m? Is the length ofthis crayon about 5 mm, 55 mm or 555 mm? | Can identify themeasurement on unnumbered divisions on a scale.
Estimates arereasonably close.
Measurements areobserved to be made carefully and accurately. |
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Homework To learn keyfacts & be tested on tables marking those not known &learning. | |||||||||||||||||||||||
Day 6 | Read, use andrecord standard metric units to measure length, to a suitabledegree of accuracy (e.g. the nearest centimetre); convert larger tosmaller units using decimals to one place (e.g. change 2.6 kg to2600 g)
Draw and measurelines to the nearest millimetre; measure and calculate theperimeter of regular and irregular polygons; use the formula forthe area of a rectangle to calculate the rectangles area | StarterTablealiens Main They draw aroundregular & irregular polygons. They measure the sides in mm & cm andlabel them. Using calculators they calculate theperimeter in mm & cm, either by totalling the sidesor, for regular polygons, multiplying the length of oneside.
Plenary Solve theseproblems using a calculator: What is theperimeter of: a regular octagon with sides of 25 mm? Anequilateral triangle with sides of 8.7 cm? A squarehas a perimeter of 64 cm. How long is each side? A rectanglehas a perimeter of 72 m. The shortest side is 9 m long. What is thelength of the longest side? Pupilsexplain they worked them out. | Use a calculatorto solve problems, including those involving decimals or fractions(e.g. to find 3/4 of 150 g); interpret the display correctly in thecontext of measurement
Measure thesides of these polygons in centimetres and millimetres. Whatis the perimeter of each shape in centimetres? Inmillimetres?
| Measurements areaccurate.
Measurements aremade in mm and converted correctly to cm.
Perimeter iscalculated correctly using an efficient method. |
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Day 7 | Draw and measurelines to the nearest millimetre; measure and calculate theperimeter of regular and irregular polygons; use the formula forthe area of a rectangle to calculate the rectangles area
recogniseparallel and perpendicular lines in grids and shapes; use asetsquare and ruler to draw shapes with perpendicular or parallelsides | Starterx3 chant &tutpup Main Pupilsdraw these linesaccurately using a 300 mm ruler marked in cm: 5.2 cm 0.7cm 83 mm 7 mm
On plain paper.Children use their knowledge of parallel and perpendicularlines and of measurement to construct squares, rectangles andright-angled triangles using a set-square andruler. e.g. Square withsides length 4.3cm Rectangle withsides length 2.6cm and 5.7cm Right-angledtriangle with sides 4.8cm & 6.3cm
They measure adimension such as a diagonal of a rectangle or the hypotenuse of aright-angled triangle for their teacher to check the accuracy oftheir drawings.
Plenary Pupils marktheir work by being given the measurements. Get a score dependinghow close measurements are. | What doesparallel mean? What doesperpendicular mean? What is ahypotenuse?
How accurate isyour measuring? | Drawings are veryaccurate. |
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Day 8 | Read timetablesand time using 24 hour clock notation; use a calendar to calculatetime intervals | Starterx3 chant &tutpup Main Whiteboards writing times using 12hr clock in digital format. Introduce 24hrclock starting at midnight. Children use24-hour clocktimes. They recognise the difference between amtimes from midnight to before noon and pm times from noon to beforemidnight, and they convert these to 24-hour clock times. Theycomplete a simple conversion table, such as:
Plenary Go throughanswers extra questions on whiteboards to checkunderstanding. | How wouldquarter past four in the afternoon be shown on a 24-hour digitalclock?
| Write 12 hourclock times correctly using am and pm
To convert timesto 24 hour clock correctly: 2-digit hoursgiven. Colonused to separatehours and minutes. |
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Day 9 | Readtimetables and time using 24 hour clock notation; use a calendar tocalculate time intervals | Startermental mathstest Main Children rehearserhyme of how many days there are in each month. (use smartfile) They understandhow a calendar is organised and understand the significance of aleap year. Using a copy of acalendar they answer questions from the whiteboard in theirbooks.
Plenary Go throughanswers and get individuals to explain how they worked itout. | Here is thecalendar for August 1998.
Simonsbirthday is on August 20th. In 1998 he had a party on the Sundayafter his birthday. What was the date of his party? Tinasbirthday is on September 9th. On what day of the week was herbirthday in 1998? | They can use acalendar to find the day of the week for a particular date.
They can use acalendar to calculate the number of days between givendates. |
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Day10 | Solve one-stepand two-step problems involving whole numbers and decimals and allfour operations, choosing and using appropriate calculationstrategies, including calculator use
Use a calculatorto solve problems, including those involving decimals or fractions(e.g. to find 3/4 of 150 g); interpret the display correctly in thecontext of measurement | Starterx3 test Main Go through timeproblems methods for working out timeline to next hour etcdeciding how to answer questions. Using estimatesto check answers.
Time probs sheet show working in books.
Plenary Go throughquestions pupils explain how they worked it out discuss &compare methods.
What are theanswers using a 24 hour clock | Whatinformation did you use to solve the problem? How did youdecide what calculations to do?
What timewill this clock show in 20 minutes?
A planetakes off on Tuesday at 22:47. It lands on Wednesday at 07:05. Howlong in hours and minutes is the flight?
Here ispart of a train timetable.
Which isthe fastest train from Birmingham New Street to Reading? You have toarrive at Oxford at 2:00 pm. Which train would you catch fromCoventry?
| Use a timeline tocalculate answer.
Use estimate tocheck answer.
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Homework Time & timetablesp39 and sequences p46. | |||||||||||||||||||||||
Day11 | Solve one-stepand two-step problems involving whole numbers and decimals and allfour operations, choosing and using appropriate calculationstrategies, including calculator use
| Starterx3 test Main Adding decimals whiteboards using jottings.
Measures wordproblems: They solvereal-life problems involving one or two steps and any of the fouroperations.
Plenary Go throughquestions & methods of answering them. | What theimportant words? Are the units thesame or do they need to be changed? What calculationis needed? How will you workit out? Estimate?
| Correctcalculation written. An estimate isgiven. Correct answer isgiven. | .
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Day12 | Read and plotcoordinates in the first quadrant; | Starterx test Main Childrenread and plotcoordinates in the first quadrant. They explain whythe point (4, 1) is not the same as (1, 4). Given some of thevertices of squares or rectangles, they plot the missing points,recognising that there may be more than one solution to theproblem. For example: if (6, 5) and (8, 5) are two vertices of asquare, they find all three possibilities for the pair of missingvertices.
Play coordinateconfusion. In pairs they draw a 10x10 grid. On draws a 2D shapesomewhere on their grid without showing their partner. They onlytell their partner the name of the shape. Partner thenguesses co-ordinates & ticks of crosses if in, out or vertices ofshape. Then swap. Plenary Recap |
Here is ashaded square.
Write thecoordinates for point A and point C. Three ofthe four corners of a square are (3, 10), (5, 12) and (7, 10). Workout the coordinates of the fourth corner. (8, 10) and(10, 8) are two vertices of a right-angled triangle. What are thecoordinates of the third vertex? Are there any otherpossibilities? | Pupils givecoordinates in correct order. Plottedcorrectly. |
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Notes |
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