Transcript Block E1
Securing number facts, relationships and calculating.
What are we learning about in this
unit of work?
To find patterns and relationships between numbers.
To understand the operations of multiplication and division.
To understand how a whole shape can be divided into
fractions.
Recognising patterns in a number
sequence.
Count up in twos on a counting stick and record the
numbers on a white board.
What patterns do you see?
Explain why this happens.
What about counting in 5s
Can you start at any number and find a pattern when you
count in fives?
What is multiplication?
Explain to your partner what you think multiplication
is?
Draw an image to show 6 x 7
Look at the images other children have drawn.
Can you explain if they have shown 6 x 7
How could you show multiplication
on a number line.
Look at the multilink
Transfer this image to a bead string
Now draw a number line to show what you have seen.
Describe to your partner what you have actually done.
Talk to your partner about what
these images show.
Look
at
the
image
on
the
grid
What does it show?
Independent work
Red Guided Use arrays for u x u
Orange investigate: can multiplication be done in any
order? Use an image to explain your findings.
Green investigate :can multiplication be done in any order?
Use an image to explain your findings.
Blue investigate can: multiplication be done in any order?
Use some written calculations to prove that your
explanation is correct.
What are we learning about in this unit
of work?
To find patterns and relationships between numbers.
To understand the operations of multiplication and
division.
To understand how a whole shape can be divided into
fractions.
What is happening to these numbers?
Look at the pattern and fill
in the missing numbers.
Which equipment could
you use to help you?
Draw a grid on your own white board .
Think of a rule. Eg. Increasing by 3.
Fill in 3 numbers.
Ask the class if they can work out the missing numbers.
Discuss with a partner. What do
these images show you?
Multiplication is repeated addition.
Investigate.
Discus this statement with a partner.
Is there any equipment you could use to help you work
this out.
Have your proof ready to share with the class. (This
could be and image or number sentences or both)
Multiplication facts ITP
Red : Using multilink work out some multiplication
sums from the 2 and 5 times table.
Orange: Guided. Work on proving that multiplication
is the same as repeated addition
.
Green: Produce a poster that proves multiplication is
the same as repeated addition.
Blue: Investigate that division is the same as repeated
subtraction
Discuss blue groups
findings in preparation for
tomorrows main teach.
Ask children to demonstrate on a bead bar
15 divided by 3
What are we learning about in this
unit of work?
To find patterns and relationships
between numbers.
To understand the operations of
multiplication and division.
To understand how a whole shape can
be divided into fractions.
Using a bead bar count in steps of 3.
How could this help us count in steps of 6?
Which other pairs of numbers could we apply this to?
Prove it.
Use the ITP to test the theory.
What is division? Talk about this with a partner.
Have a look at this image. What does it show?
Show me this on a bead string.
Write a number
sentence for this
image.
What does this image
show?
What does this image show?
Start with 20 on your bead string and follow the
arrows.
What operation have you carried out?
-4
0
-4
-4
4
8
-4
12
Write a number sentence to represent this image.
-4
16
20
Red: Draw a number line to show your 5 x table. Use a bead string to help you.
Start at 50 and work back to 0
-5
-5
-5
0
45
Orange: as red but work on 4 and 6x table as well
Green: Guided. Prove that division is the same as repeated
subtraction.
Blue: Is division the inverse of multiplication. Investigate
and provide a proof.
50
What is the
relationship between
repeated addition
and repeated
subtraction?
Problem
solving day
Play a game of countdown.
Use any of the 6 numbers once to get as near
to the total as possible.
Remember you can use.
You have 2 minutes.
Don’t forget you have
to be able to explain
your method.
When you are trying to solve a mathematical problem
what do you have to think about?
1. What are you trying to find out?
2. Where is your starting point?
3. What operation or operations are you going to use?
Discus with your partner
how you will start .
What are the three
operations you will need to
work out the solution?
Red: start with 10 coins and put the coins into 3 different piles. Make up
rules for each pile using
or
Orange: Start with 15 coins and put the coins into 3 different piles. Make
up rules for each pile using
or
Green: Start with 25 coins and put the coins into 3 different piles. Make up
rules for each pile using
and
Blue Start with 30 coins and put the coins into 4 different piles. Make up
rules for each pile using all 4 operations.
What are we learning about in this
unit of work?
To find patterns and relationships
between numbers.
To understand the operations of
multiplication and division.
To understand how a whole shape can
be divided into fractions.
Can 113 be a multiple of
five. Discuss this with
your partner.
Can a multiple of 4 ever
end in a 7? Explain your
thinking.
What are we learning about in this
unit of work?
To find patterns and relationships between numbers.
To understand the operations of multiplication and division.
To understand how a whole shape can be divided into
fractions.
If I have 6 5p coins how much money would I have?
If I had 70p in 10p coins how many coins would I have?
Can you think of a similar question using 20p or
50p coins.
Blue group can you think of a problem involving
5p, 10p and 50p coins?
What does the array show?
Write 2 number sentences for this
image.
Can you write a number sentence
using
Is there more than one number
sentence you could write?
How about if you are allowed to use
as well.
How many number sentences can
you write now?
Red: Create a poster to show an array of 4 x 5.
Decorate around the poster with all the number sentences for
multiplication and division.
Orange: Create a poster to show an array of 6 x 4.
Decorate around the poster with all the number sentences for
multiplication and division.
Green: Create a poster to show an array of 7 x 8.
Decorate around the poster with all the number sentences for
multiplication and division.
Blue: Guided Create a poster for the array 16 x 8
There are 24 jelly babies in a packet. If all the
jelly babies are shared between 6 lucky
children, how many jelly babies will they
have each?
How could you check that you have the
correct answer?
Think about this array . What does it show?
How can we make this easier to work out?
What are we learning about in this unit
of work?
To find patterns and relationships between numbers.
To understand the operations of multiplication and
division.
To understand how a whole shape can be divided into
fractions.
Spreadsheet Interactive resource. NNS
resource library.
What does this array show?
Is there a way we could break it down
to make it easier to work out?
5 x 10
5x2
Do not count all the
dots.
Talk to your partner
How could you
work out what this
array shows using
what you already
know?
Explain
what the
number line
shows
6 x 10
0
+6
+6
60
66
+6
72
78
Red. Guided. Use counters to create arrays for Ux U
some children may be able to write a division sentence
too.
Orange . Work out total number of dots in arrays using
x 10
Green Work out total number of dots in arrays using x
10. Use a number line to record your findings.
Blue solve multiplication sums using X 10 on a number
line.
There are 5 children who have all collected
14 books for the Christmas fair.
How many books will there be on the book
stall?
What are we learning about in this
unit of work?
To find patterns and relationships
between numbers.
To understand the operations of
multiplication and division.
To understand how a whole shape can
be divided into fractions.
How could this image help you work out
30 + 70?
Or 100 – 40?
Three numbers add up
to 100. Two of these
numbers are 50 and
20, what is the third.
What do you need to
know to find out the
missing number?
In your pairs only one of you is
allowed to do the writing.
The writer can only write down
what your partner tells you.
The writer is not allowed to talk.
Think about ways in which you could solve these problems
9 7
3
5 =
8 Think carefully about which
operation should be in between the digits.
How many multiples of 2
are there between 175
and 184?
How many multiples of 4
would there be?
Explain you answer?
Paul buys 12 lollies that cost 5p each.
How much will Paul need, to be able to pay for all the
lollies?
How many
teams of 3
can be made
from 10
people?
Independent work.
Red- use your knowledge of multiples of 2, 5 or 10 to think of a mathematical
Problem for the class to solve.
Orange: Guided Think of a division or multiplication
problem for the class to solve.
Green: Think of a division or multiplication
problem for the class to solve.
Make sure that you are able to solve your own problem.
Test it out on some one in your group.
Blue: Think of a division or multiplication
problem for the class to solve. It must have at least one teen number.
Make sure that you are able to solve your own problem.
Test it out on some one in your group.
Problem
solving day
Play a game of countdown.
Use any of the 6 numbers once to get as near
to the total as possible.
Remember you can use.
You have 2 minutes.
Don’t forget you have
to be able to explain
your method.
When you are trying to solve a mathematical problem
what do you have to think about?
1. What are you trying to find out?
2. Where is your starting point?
3. What operation or operations are you going to use?
Red: Think of a problem with rockets that
make 2 and 5 stars
Orange: Think of a problem with rockets
that make 4 and 5 stars.
Green: Think of a problem with rockets
that make 4 and 6 stars.
Blue: Think of a problem with rockets that
make 12 and 7 stars.
What are we learning about in this unit
of work?
To find patterns and relationships between numbers.
To understand the operations of multiplication and
division.
To understand how a whole shape can be divided into
fractions.
Can you fill in the missing
numbers on this blank 100
square?
http://www.primarygames.co.uk/pg6/fractions/HareAndTortFracs.swf
What are we learning about in this
unit of work?
To find patterns and relationships between numbers.
To understand the operations of multiplication and division.
To understand how a whole shape can be divided into
fractions.
Moon maths. How well do you
know your tables?
http://www.primaryresources.co.uk/online/moonmat
hs.swf
W.A.L.T. I can find fractions of shapes
Primary Resources: Maths: Numbers and the Number System:
Fractions, Decimals & Percentages PP Year 3Introducing
Fractions (Steve Kersys)
Red : finding halves of shapes. Primary Resources: Maths: Numbers and
the Number System: Fractions, Decimals & Percentages Halves (Angela
Bently) DOC
Orange: Primary Resources: Maths: Numbers and the Number System:
Fractions, Decimals & Percentages Fractions for Beginners (Carol
Wright) DOC
Green. Using squared paper create coloured patterns. Give fraction of
whole shape for each colour.
Blue. Using squared paper create coloured patterns. Give fraction of
whole shape for each colour.
What are we learning about in this
unit of work?
To find patterns and relationships
between numbers.
To understand the operations of
multiplication and division.
To understand how a whole shape can
be divided into fractions.
W.A.L.T. I can find fractions of shapes which are the same
(equivalent)
Fairy cakes needed.
Look at the fairy cake that is cut into 2 halves and the one that
is cut into four quarters.
Would you prefer to have either one half or two quarters?
Discuss with a partner and explain your answer.
Would you prefer to have one quarter or two eights of the
cakes?
Primary Resources: Maths: Numbers and the Number System: Fractions,
Decimals & Percentages Equivalent Fractions (Sarah Sergeant) PP. Year 3
Red: Investigate the equivalent fractions are
quarters. Use fraction blocks to help.
Orange. Investigate the equivalent fractions
around eights. Use fraction blocks to help you.
Green: Investigate the equivalent fractions
around thirds. Use fraction blocks to help you.
Blue: Some fractions do not have equivalents.
Investigate this and provide the proof.
All groups be ready to discuss you findings at the
end of the lesson.
What are we learning about in this
unit of work?
To find patterns and relationships
between numbers.
To understand the operations of
multiplication and division.
To understand how a whole shape can
be divided into fractions.
W.A.L.T. I can find fractions of numbers
Draw a line to divide your white board in half. Take 16 counters and divide
them equally in half.
Write a number sentence to show what you have done.
Now divide your white board into 4 equal parts. What is each section ?
Divide the 16 counters fairly.
Write two number sentences that show this.
Use some counter and your white board to show ¼ of 20.
Show 24
4 with the counters on
your white board.
How about two eights of twenty four.
Discuss with your partner what you have
noticed.
Fraction Problems Reds
There are 38 Smarties in a packet. If I gave you half of
my packet, how many Smarties would you get?
________ Smarties
Fraction Problems Orange
If 1/4 of a packet of
Jelly Beans has 7
sweets. How many
are there in a whole
packet?
______ Beans
Fraction Problems Green
A large chocolate cake weighs 800g. How much does
1/2 of the cake weigh? __________
How much does 3/4 of the cake weigh?
1/4 weighs _______ so
3/4 weighs _______
Fraction Problems Blue
Sixteen Aliens visit earth. Twelve of them are
green. What fraction are not green?
____
or
____
When you have solved
your problem can you
think of another one to
test out on the class?
Practice what you have learnt.
http://www.primarygames.co.uk/pg6/fractions/HareA
ndTortFracs.swf
What are we learning about in this
unit of work?
To find patterns and relationships
between numbers.
To understand the operations of
multiplication and division.
To understand how a whole shape can
be divided into fractions.
Spreadsheet Interactive resource. NNS
resource library.