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Block Objective
Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples
Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
Use knowledge of rounding, number operations and inverses to estimate and check calculations
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000
Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halves
Derive and recall multiplication facts up to 10 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
Draw polygons and classify them by identifying their properties, including their line symmetry
Visualise 3-D objects from 2-D drawings; make nets of common solids
Mental/Oral: Related to ISP targets of multiplication facts.
Main Teaching:
Key Vocabulary: problem, solution, calculator, calculate, calculation, equation, operation, inverse, answer, method, explain, predict, reason, reasoning, pattern, relationship, rule, sequence, sort, classify, property
add, subtract, multiply, divide, sum, total, difference, plus, minus, product, quotient, remainder, double, halve, factor, multiple, divisor, round
3-D, three-dimensional, 2-D, two-dimensional, net, construct, regular, irregular, concave, convex, symmetrical, line of symmetry, vertex, vertices, face, edge, polygon, equilateral triangle, isosceles triangle, quadrilateral, rectangle, square, oblong, hexagon, heptagon, octagon
Resources:
Whiteboards, Squared Paper.Review 1 22.09.08I know the different values of different numbers.
Show the class a set of numbers in words. Ask the children to write them in numbers. Once again assess for knowledge of place value.
Review Questions & ActivitiesEvaluation
Explain to the children that for this review session the class will be looking at number patterns.
Q: What is a pattern?
Use numbers and shapes to represent different patterns and ask the children to work out what they are how they know. Emphasise that patterns can be found by using all operations, but also may have used more than one calculation to arrive at the answer.
Teacher Evaluation
Assess work undertaken noting difficulties class/individual children had during the lesson.
Use to adapt future planning.
Mental Oral Starter
Objective, Activity and QuestionsTeaching Input
Objectives, Modelling, Resources, Vocabulary and QuestioningIndependent activitiesTeacher Focus GroupPlenaryAssessmentReview 2 - Tues 23.09.08I can recognise if a shape is symmetrical.
Show a variety of shapes on the smartboard. Children assess whether they are symmetrical or not and how many lines of symmetry there are.
Review the childrens knowledge of 2D and 3D shapes and their properties.
Have words and shapes on the board and children match them according to their properties.
Q: What shape is this? How do you know?
Is this shape symmetrical? How do you know?Children sort shapes into categories using a Venn Diagram.HA: Group draw the properties and symmetry of a shape.
MA: Teacher
Identify whether a shape is symmetrical using a Venn Diagram.
LA: TA
Class sort shapes into Venn Diagrams according to the sides.
Assess work undertaken noting difficulties class/individual children had during the lesson.
Use to adapt future planning.Teacher Assessment
Assess work undertaken noting difficulties class/individual children had during the lesson.
Use to adapt future planning.Session 3 Weds 24.09.08
I know the value of each digit in a number.
Show the class a series of numbers. They write on whiteboards the value of the underlined digit.L.I.: I can round numbers to estimate what the answer could be.
Refresh rule of rounding. Explain to the children that we can use our rounding skills to estimate what the answer to a calculation could be.
Practice examples on the board, e.g. 36 + 32; 40 + 30 = 70.
Explain that your answer must be close to your rounded answer.Children attempt to round set differentiated questions on the smartboard using method taught.HA: Teacher
Group round numbers of calculations with 4 digit numbers and higher.
MA: Independent
As above but with 3 numbers
LA: TA
As above but with 2 numbersMark work and answer misconceptions.
Self-Assessment and Teacher/TA assessmentSession 4 Thurs 25.09.08I can count up and down in 10s from a given number.
Provide a random number and class go up and down accordingly.L.I.: I can calculate the doubles of numbers.
Discuss with the children what double means.
Q: What does double mean?
Q: What calculation strategies could I use to solve the problem?
Children use dice to find numbers for them to double.HA: Independent Find doubles of numbers of 3 digit numbers.
MA: TeacherAs above with numbers 50-99.
LA/SEN: TA Begin with 2-digit numbers, moving on to 3.Mark work and answer misconceptions.Self-Assessment and Teacher/TA assessmentSession 5 Fri 26.09.08I can count in 100s from a given number.
Provide a random number and class go up and down accordingly.L.I.: I can work additions and subtractions with 10s, 100s and 1000s.
Show the children the calculation 3 + 7 = 10. Explain that from this calculation we can solve calculations of larger numbers.
Demonstrate 30 + 70 = 100; 300 + 700 = 1000 etc. Explain to children 10s, 100s and 1000s can be solved by removing 0s and building up again.Children work through questions on the smartboard for 10s, 100s and 1000s.
Extension: 10000s etc.HA: TeacherSolve calculations with 1000s.MA: TA
Solve calculations with 100s.LA: Independent
Solve calculations with 10s.
Mark work and answer misconceptions.Self-Assessment and Teacher/TA assessmentoSession 6 29.09.08I know my 2, 3, 5 and 10 times tables.
Use table mountain on HYPERLINK "http://www.primaryworksheets.co.uk" www.primaryworksheets.co.uk L.I.: I can solve division facts using multiplication skills.HA: Teacher
100s
MA: TA
10 and then 100s
LA: Independent
10s
Mark work and answer misconceptions.Self-Assessment and Teacher/TA assessmentSession 7 30.09.08I can find the odd one out.
Show the numbers 16, 32 and 13 on the smartboard. Ask children what they think the odd number is and why.L.I.: I can find a relationship in a set of numbers.
L.I.: I can explain how I solved a problem.
Show the class a variety of numbers. Begin with a set to solely find the pattern and the proceeding numbers and then to find the missing number too.
e.g. 5, 10, 15, 20, 25; 4, 8, __, 16, 20, __, 28.
Q: What is the rule for this set of numbers?
Q: What will the next three numbers in this sequence be?
Q: What is/are the missing number(s)?
HA: TA
MA: IndependentLA:TeacherDiscuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessmentSession 8 01.10.08L.I.: I can investigate a rule involving number.
Children are shown a set of numbers and a rule.
Q: Is this rule correct in each term?
Children have differentiated rules to investigate.HA: TeacherMA: TALA: Independent
Discuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessmentSession 9 02.10.08I can understand mathematical vocabulary
Class see a selection of words on the smartboard. Children draw four equal sections (+,-,x,/) on their whiteboards and write the words into the correct section, according to what operation they feel the words apply.L.I.: I can solve one step problems involving number, money and measure.
Explain that the context of questions have changed. Now, the children attempt to answer word problems using previous skills. Show the children 3 examples of word problems.
Q: What is the process of solving a word problem?
Q: How many calculations would you solve in a one step problem?Children have differentiated word problems.HA: Independent
MA: TeacherLA TADiscuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessmentSession 10 03.10.08I can understand mathematical vocabulary
Class see a selection of words on the smartboard. Children draw four equal sections (+,-,x,/) on their whiteboards and write the words into the correct section, according to what operation they feel the words apply.L.I.: I can solve two-step problems involving number, money and measure.
Explain that the context of questions has changed. Now, the children attempt to answer word problems using previous skills. Show the children 3 examples of word problems.
Q: What is the process of solving a word problem?
Q: How many calculations would you solve in a two-step problem?Children have differentiated word problems.HA: Teacher
MA: TA
LA: IndependentDiscuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessmentSession 11 06.10.08I know the properties of different shapes.
Have the children touch a feely bag. Children predict what the shape in the bag could be using their prior knowledge of shapes.
I think it is a circle, becauseL.I.: I can sort shapes by their properties.
Class have different shapes on the carpet and in pairs/small groups discuss how they would group the shapes. Take responses from groups, including the reasons why they have suggested their answer.
Class have a description of shapes to draw. They draw shapes accurately to find what the shape is.HA: Teacher
MA: TA
LA: IndependentGuess the shape.
The class ask Yes/No questions to gather clues for a shape.Self-Assessment and Teacher/TA assessmentSession 12 07.10.08I can pick out the odd one out
The class pick out the odd shape from a selection. Use an equilateral triangle, square and scalene triangle.L.I.: I can recognise if shapes have lines of symmetry.
Use quadrilaterals, triangles and variety of irregular shapes for children to pick out which shapes are symmetrical or not.
Q: What shapes are symmetrical?
Q: How can you tell?Children sort shapes for lines of symmetry.
Differentiated by the amount of lines of symmetry.HA: Teacher
MA: TA
LA: IndependentDiscuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessmentSession 13 08.10.08I can recognise different 3D shapes by their properties.
Guess the shape.
Children ask yes/no questions to find out what the mystery 3D shape is.L.I.: I can visualise 3D shapes from 2D drawings
Show the class two different 2D shapes and discuss with the children what the shape would be in 3D and why.
Q: What 3D shape does this 2D shape remind you of?
Q: What properties are clues for you?
Emphasise use of key vocabulary.HA: Teacher
MA: TA
LA: IndependentDiscuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessmentSession 14 09.10.08I can recognise the net of a 3D shape.
Class view a variety of nets on the board and choose which are correct 3D nets and which 3D shape they are of.L.I.: I can make a net for common 3D shapes.
Class use knowledge from starter to then discover how to draw their own nets.
Emphasise the need for accuracy when drawing the different faces of the 3D shape. Demonstrate process in a circle group on the carpet.
Draw the net of a cube using the input from the children.Class draw nets of common 3D shapes.HA: Teacher
MA: TA
LA: IndependentDiscuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessmentSession 15 10.10.08I know my 6 times table.
Use table mountain on HYPERLINK "http://www.primaryworksheets.co.uk" www.primaryworksheets.co.ukL.I.: Assess the units work.
Overall assess the work of the previous three weeks. Provide snippets from each lesson, slowly discussing the methods once again.
Address misconceptions and misunderstanding of the children in detail.
Q: What did you not understand as well?Differentiated questions targeting previous work undertaken.HA: Teacher
MA: TA
LA: IndependentDiscuss work and mark.
Talk about methods of checking your work.Self-Assessment and Teacher/TA assessment
Name:____________________________ Date: 26.11.07
Assessment for Year 4, Block B
Measuring time and recognising number patterns
ObjectiveChilds commentTeachers comment1. I know multiplication facts for the 2,3,4,5 and 10 times tables.
2. I can count forward and back in 7s
3. I can recognise patterns in numbers and continue a sequence.
4. I can use am and pm notation
5. I can read simple timetables and calendars.
6. I
Mathematics Plan
Block Objectives
Mental/Oral:
Main Teaching:
1. Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers.
I can think about an experiment, predict what might happen and decide how I could go about finding out whether it is true.
2. Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts.
I can collect data and put it in a table to help me explore an idea and find out more about it.
3. Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols.
I can tell people what I have found out and show some graphs to back up my conclusions.
4. Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of kilo, centi and milli and, where appropriate, use decimal notation to record measurements (eg 1.3m or 0.6kg)
I can measure lengths, weights and times to help me find out more about a question I am exploring.
5. Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit.
I can measure lengths to the nearest half centimetre, weights in grams and kilograms and times in seconds.
6. Use time, resources and group members efficiently by distributing tasks, checking progress, making back up plans.
I can contribute to a task in my group so that we are all being helpful as we collect data.
Key Vocabulary:
problem, solution, calculate, calculation method, explain, reasoning, reason, predict, pattern, relationship, classify, represent, interpretResources:
Scales, tape measures, clocks with second hands.ReviewCheck that the children understand:
And can (linked to yr 3 objectives for same block):
Review Questions & ActivitiesEvaluationSession 1:
SundayThursdayMarchJulyWednesdayAprilJuneDecemberJanuaryTuesdaySeptemberNovemberFridayMondayOctoberFebruarySaturdayMayAugustWhat is the date of your birthday?
Days of the week
The date of my birthday is:
Months of the Year
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