Day 1

L.O.1

To be able to derive quickly all 2 digit pairs that total 100 and pairs of multiples of 50 that total 1000.

• Show any two numbers that total 100.

• With a partner show two 2-digit numbers that total 100.

MULTIPLES OF 10 ARE NOT ALLOWED .

Q. What do the units total?

Q. What do the tens total?

• With a partner show multiples of 50 which total 1000.

• Q. Which digits total 100?

• Q. Which digits total 900?

L.O.2

To be able to find the difference between 2 integers by counting up through 10, 100, 1000

350 + 650 = 1000 Using a number line:

+ 50 + 600 350 400 Notice how the number line works.

1000 Write the four related number sentences for this calculation.

• You should have written: 350 + 650 = 1000 650 + 350 = 1000 1000 – 350 = 650 1000 – 650 = 350

LOOK +11 389 400 +200 600 +7 607 200 11 7 + 218

389 + 218 = 607

Q. What is the connection between adding on by counting and subtraction.

We will do these together BUT you will need to understand as you are going to copy them into your book.

2006 – 1994= 7005 – 3991 =

• Q. Can you do these in your head?

• 3005 – 2997 • 8008 – 7991 • 6003 – 5992 • 4007 – 3995

705 807 902 391 496 287 8006 7008 6004 3995 2993 4989 Find the difference between pairs of numbers in each pair of clouds by counting on. Prisms do 8: Spheres do 6: Tetrahedra do 4.

Record in your books.

We now need volunteers to show us their working.

By the end of the lesson the children should be able to: Find the difference between two integers by counting up through 100 or 1000.

Derive rapidly all two-digit pairs that total 100 and pairs of multiples of 50 with a total of 1000.

Day 2

L.O.1

To be able to read and write whole numbers and know what each digit represents.

Write these numbers in your books.

• A • B • C • D Now we’ll check them.

• Remember

PARTITION

468 = 400 + 60 + 8 3895 = 3000 + 800 + 90 + 5 27426 = 20000 + 7000 + 400 + 20 + 6

SPACE INVADERS - KILL THE ALIENS

WE ARE GOING TO KILL

4671

First kill the 4 by removing 4000 then kill the 6 by removing 600 next the 7 by removing 70 and lastly the 1 by removing 1 So we are left with

nothing

!

• With a partner and with a calculator try to kill some space invaders. These may have three, four or five digit numbers.

(Prisms can have 6 digit numbers if they wish).

5 minutes

• L.O.2

To be able to partition numbers into H T U adding the most significant digits first.

To be able to use informal pencil and paper methods to support, record or explain additions.

To be able to extend written methods to column addition of two integers less than 100.

Q. How can we use partitioning to help us to calculate 54 + 28 mentally?

• We could do it….

50 + 20 = 70 ; 4 + 8 = 12 ; 70 + 12 = 82 This shows how your brain might work to do the sum.

Q. Can we calculate 354 + 28 in this way?

• We could do it….

350 + 20 = 370 4 + 8 = 12 370 + 12 = 382

• Try these in your head… 237 + 48 = 456 + 37 = 727 + 34 = 648 + 45 =

• Consider 468 + 276 = This is

NOT EASY

to do mentally!

Q. Why not?

Answer : We can’t remember the numbers as we do it.

If we try to record what we are doing in stages it helps us to get a correct answer.

468+276 400 + 200 = 600 60 + 70 = 130 8 + 6 = 14 744 468 + 276 600 130 14 744 468 + 276 14 130 600 744 Q. Does it matter if we add the units first?

With a partner create two 3-digit numbers.

Practise adding them using a written method – one of you adding hundreds first and the other adding the units first. Compare your answers.

Prisms – 4 calculations each Spheres - 3 calculations each Tetrahedra – 2 calculations each

Watch carefully – you may see magic!

389 +653 1042 11

• Use the carrying method to find the sum of these numbers.

583 +496

Would anyone like to demonstrate one of their carrying sums?

Q. How can we check that the answers are correct.

LOOOOOOK…..

587 + 475 = 900 + 150 + 12 =

1062

We can check this using the inverse operation e.g.

1062

– 600 = 462 462 + 13 = 475 Check one of your calculations in this way.

By the end of the lesson children should be able to: Work out simple additions involving 3 digit numbers mentally.

Use a written method for addition of pairs of 3-digit numbers which are more difficult to calculate mentally.

Check the results of addition calculations

.

Day3

L.O.1 To be able to round any integer up to 10 000 to the nearest 10, 100, 1000.

REMEMBER…… If the digit to the

right

of the tens, hundreds or thousands is less than 5 ROUND

DOWN.

If it is 5 or more ROUND

UP

.

7682

Round this to the nearest 10, 100 ,1000

6400 7530 3000 Write numbers which will round to these.

• L.O.2 • To be able to : – Partition into HTU subtracting the most significant digit first.

– Use informal pencil and paper methods to support, record or explain subtractions.

– Extend written methods to column subtraction of two integers less than 10 000.

– Check with the inverse operation.

569 – 42 327 – 34 632 – 364 Q. Which are easy to do mentally by partitioning the numbers?

Try the first two. Be ready to explain how you did them.

632-264

It is useful to have a number line.

It may be

horizontal

264 + 36 300 + 300 600 + 32 632 264

+

368

= 632

• The number line may be vertical.

264 +36 +300 300 600 632 -264 36 to make 300 300 to make 600 32 to make 632 368 +32 632

This is the written column method

.

• Use the

written column

method with: 726 – 348 823 – 487 Q. Can you think of any other ways of doing 823 - 487

g e U g s n i d c i • This is the

compensation 823 - 487

method.

323 (823 – 500) + 13 (500 – 487 = 13) 346

Using dice generate pairs of 3-digit numbers then find their difference using the

written column

method.

Q. How can you check to see if your answers are correct?

With a partner create a word problem for: 1782 – 493 = 1289 and for: 1573 + 692 = 2265

By the end of the lesson children should be able to: Use partitioning to find differences between appropriate pairs of 3-digit numbers, or a 3- and a 2-digit mentally.

Use a written column method with pairs of 3-digit numbers.

Check results using the inverse operation.

Day 4

L.O.1

To know by heart all multiplication facts to 10 x 10.

63 32 56 36 45 64 28 42 48 35 21 54 40

L.O 2 To be able to choose and use appropriate number operations to solve problems.

• LOOK at these word problems. Decide which operations we would do to solve each one.

1. A fair opens on 30 th July and closes on 8 th August. How long does the fair last?

2. If a bottle of squash makes 12 drinks how many will 4 bottles make?

3. There are 34 pupils in a class. How many pairs is that?

4. Each bench holds 7 pupils . How many benches will I need for 40 pupils?

5. How far will I travel if I make the 5 mile journey to town and back 6 times?

With a partner discuss the problems you have been given. Write against each problem the sums you would do i.e. + , - , x , / as appropriate.

Q. What clues do you look for?

Q. What methods did you use?

Q. How did you check your answers?

The aim of the lesson is to choose and use appropriate number operations to solve problems.

The answer is 26 clowns . Work with

2

people to devise a question to fit the answer.

other Do the same for 18 camels ! This should be a question that has at least

two

operations.

By the end of the lesson children should be able to: Spot word problems that can be solved using +/- from a set of word problems using all four operations.

Choose appropriate strategies to solve them.

Explain reasoning and method chosen using key vocabulary.

Day 5

L.O.1.

To be able to solve mathematical problems or puzzles.

Hi! I’m Smiley. I bet you can’t guess which number I’m thinking of.

• L.O.2

To be able to explain methods and reasoning.

To extend written methods to column and + / - of 2 integers less than 10 000.

To check calculations using inverse operations.

Problems

• A refrigerator was reduced from £98.00 to £89.00. By how much was it reduced?

• Dad bought two pairs of socks costing £3.50 per pair. He paid with a £10.00 note. How much change did he get?

• A car dealer bought a wrecked car for £200.00. He spent £75.00 doing it up then sold it for £500.00. How much did profit did he make?

What to do.

• Work with two people from other tables to create some word problems.

Problem Your working Alternative • The problems you create will be used in other Y5 classes. Use this format : Answer (in a sentence)

Problem Your working Answer (in a sentence) Alternative

Class questions for those who are a bit stuck!

Q. Explain how you might tackle this question.

Q. Is there another way of tackling the question?

Q. Is one more efficient than another? Why?

Always use the

INVERSE

to check.

•

By the end of the lesson children should be able to: Use an informal method to + / – two integers less than 10 000.

• •

Choose appropriate operations to solve multi-step word problems.

Check calculations using the inverse method.