Monday: Mental Mothsday with buddy Year4 Week comm.: 09.03.09 NW, SC, KT,LK Unit E2 Calculating, measuring and understandingshape
Objective:Refine and useefficient written methods to add and subtract two-digit andthree-digit whole numbers and .p
Display number bondsto 20 calculations. Reveal one calculation at a time. Chn workwith partner using MWB to hold up correct answer.
Demonstrate differentmethods of calculation eg partitioning, targeting 10s etc. workthrough examples on slide.
Use calculations onslide how would you solve these problems? Explain that the answerisnt that important in this session, we are thinking aboutmethods.
Put these problems onthe slide: Sunil is 138 cm tall. His younger brother is 47 cmshorter.
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AQ | Mental oralstarter | Activity for mentalstarter | W.A.L.T | Teaching input toclass | Group 1 | Group 2 | Group 3 | Group 4,5 | Plenary |
Tues | Iknow my tables to 10 10
| Followme Loop Cards multiplication and division facts from 2xtable (Only 19cards so pair up less able children) | Refine and useefficient written methods to add and subtract two-digit andthree-digit whole numbers and .p | Recapthe different methods of mental calculation as discussed yesterday.Use a list of similar addition/subtraction problems so that chn canidentify which method might be appropriate in each situation. (J10,T10, KF) | Teacheach method of calculation and practice with group so they knowwhich method they are using each time. | Addition andSubtraction Practice Sheet | TEN SNAP! | Bronze and SilverCalculations p39 Identify the methodused for each calculation. | Using calculation onslide challenge the class to calculate the answer mentally canwork in pairs. Which strategies did you use? |
Wed | Recallsimple addition facts from memory
| Give eachpride 2 dice. What numbers can you make if you add totals of bothdice together? Draw 2 x3 grid. Fill the 6 boxes with some of the numbers that can be madefrom totals of 2 dice. Useslide to roll dice. Cross off numbers as they appear. Whatnumbers are most/least likely to appear? Whatnumbers have you got left? What do you need to appear on thedice? | Ican work out how to solve problems with one or twosteps | Demonstratenature of 2 step word problems using examples on slide. Provideclass with a range of problems that they have to read with apartner and identify the problem to be solved eg operation(s) andnumber of steps. (Encourage whole class participation by askingclass to write calculations on MWB) | TEN SNAP! | Teacheach method of calculation and practice with group so they knowwhich method they are using each time. | Write 5 2 step wordproblems using slide for examples. Swap books with partner andsolve their 2 step word problems.
Peer Marking | Write 5 2 step wordproblems using slide for examples. Swap books with partner andsolve their 2 step word problems.
Peer Marking | A piece of rope204 cm long is cut into 4 equal pieces. Which of these gives thelength of each piece in centimetres? Jenny can walk103 metres in 1 minute. Explain whatyou should do to get your answer. Show me how to record anycalculations you need to do to solve the problem.
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Thurs | Recallsimple subtraction facts from memory | Repeat Wed activitybut using subtraction. | Ican use a measuring tape, metre stick or ruler to measure a lengthaccurately | Usepictures on slide and discuss which piece of equipment you mightuse to measure each one and why? Demonstratehow to measure accurately using a ruler eg lining up with edge ofmarkings not edge of ruler etc. Demonstrateestimate, measure and record sheet. Explain how to completeaccurately
| Measurement sheet A(measure in cm) | Measurement Sheet B(Measure in cm and convert to mm) | Supportgroup with measurement and recording in activity. Explain how tocalculate measurement as decimal fraction of a metre | Measurement Sheet C(Measure in cm and convert to decimal fraction of a metre) | Explain tosomeone else how to measure the length of a line that is between 4cm and 5 cm long. |
Fri | Solveproblems with one or two steps | Chnwork in maths buddy pairs. Using answers on slide (eg The answer is23cm) pairs must generate 3 possible questions for thatanswer. If I have a 2.3mlength of wood and cut it into 10 equal lengths If my metrestick was cut into two pieces and one piece was 67cm long
| Ican work as a member of a group to decide how to measure and recordcapacity | Discuss in your grouphow to find out which of these six containers holds the most water.I would like ... to be the group leader, ... to take notes and ...to draw any diagrams that you need. | Pride Activity Measuring Capacity
Challenge How do wefind out which container holds the most water?
Present each Pridewith a 6 containers empty containers and set the challenge.(Arrange selection of useful equipment at front of classroom forgroups to select from).
Groups need toallocate roles, carry out activity, record results then present aconclusion. | Tell me about thecontribution you made to the group work. | |||
