Planning across theunit Maths WK 3 w.c.19th January 2015 Year 4 Class: Churchill 1stSpringterm 2015

Groups: children’s names, levels, focus for support Assertive Mentoring Levels: Emerging, Developing, Secure, Next Stage Ready
Table 1 - Hexagons:
Raul-EAL, Monica-EAL, Charlie-Star-SEN, Waris-SEN, Nadir-EAL–TASupport / Table 2 - Heptagons:Sameer, Zaid, Lenuga, Anwar, Ahmed, Haris, Naomi–CTSupport / Table 3 - Octagons: Archana, Rashanti, Zutty, Eshika, Harvey –Core / Table 4 - Nonagons:Mostafa, Ayan, Roberto, Summayah, –Core / Table 5 - Decagons:Savi, Arun, Faizah, Minnatullah, Shashank Extension
Assertive Mentoring Groups
Stage 2C
Mrs Bird-Charlie-Star (E), Waris (E), Ahmed - Possible SEN (?)
Mrs Clarke– Hassan / Stage 2 – Mrs Johnson
Stage 2B- 2A
Churchill: Haris (E), Naomi (D), Waris (E), Raul (E), Salwa, Lenuga, , Malika, Monica (E), Nadir (??).Anwar, Naomi, Sameer, Zaid,
Luther King: DJ, Pedro, Leilah, Mohammed
Gandhi: Daria, Mohammed, Ahmed, Jacinta / Stage 3 – Miss Ainslie
Stage 3C – 3B
Churchill:Archana (D), Rashanti (D) Eshika (?),Roberto, Zaid (E), Ahmed (?)Harvey, Savi
Luther King:
Gandhi: / Stage 4 – Miss Smedley
Stage 3A- 4C
Churchill:Arun, Faizah, Minnatullah and Shashank, Mostafa, Summayah, Zutty, Arun,Harini
Luther King:
Gandhi: / Harini to have Mathematics lessons with year 5
Year:4 Rising Stars 4.5 / Theme: 2 weeks–1stweek programme
Prior Learning
Pupils should know how to:
  • Count from 0 in multiples of 100: find 10 more or less than a given number
  • Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  • Compare and order numbers up to 1000
  • Identify, represent and estimate numbers using different representations
  • Read and write numbers to at least 1000 in numerals and in words solve number problems and practical problems involving these ideas)
/ Learning Objectives – Revisiting Introducing
Pupils should be taught to:
Number and place value
Count in multiples of 1000 – Lesson 1
Find 1000 more or less than a given number – Lesson 2
Count backwards through zero to include negative numbers - Lesson 3
Success criteria for sequence
Pupils can make appropriate decisions about when to use their understanding of counting (including counting below zero) place value and rounding for solving problems including adding and subtracting. Pupils can explain the representation of two-digit positive numbers as Roman numerals.. / AfL questions:
I can explain and represent how I know that 97 is greater than -97 and explain why it is easier to subtract 7 from 97 than -97
I can explain how to represent 97in Roman numerals and why this is not possible for -97.
Key Vocabulary
Compare, digit, estimate, figure, hundreds, multiples, ones, order, place value, rounding, sequences, tens, thousands / Cross curricular links –
Guidance
Using a variety of representations, including measures, pupils become fluent in the order and place valueof numbers beyond 1000, including counting in tens and hundreds, and maintaining fluency in other multiples through varied and frequent practice.
Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time.
Resources
ITPs/spreadsheets: / Problem solving/challenge:
Websites
NRICH: / Practical resources:place value arrow cards, number cards or dice 0-9 coloured pencils
Pitch and expectation: / Games:
Groupings for Assertive Mentoring feedback lessons
Stage 4 - Miss Smedley, Stage 3– Mrs Johnson and Mr Ali, Stage 2 – Miss Ainsle SEN – Sharon and Geraldine.
HA children go to Luther King Class, MA children go to Churchill class, LA - go to Gandhi class.
SEN to work in small groups in room across the hallway from Churchill. One class with LSA from Gandhi and one group with Geraldine. Mr Ali to support stage 2 children in Churchill class.
12.01.15
11 am / Mental and Oral Starter / Objectives / Main Teaching
Key questions / Plenary
Support / Core / Extension
1 / Number 23 Place value chains – pg. 167 EACH CHILD WILL NEED A WHITEBOARD AND PEN / LI: I can find 100 more or less than a given number.
I can recognize the place value of each digit in a four digit number.
I can compare and order numbers beyond 1000.
SC: I can give the value of each digit in a four digit number and can order and compare them.
I can find 1000 more or less than a four digit number. / RESOURCES:
The comparing game photocopiable sheets, placevalue cards, scissors and counters.
Intro topic - Define terms
Place value: Position of the digit denotes the value of the digit
TEACH:
Tell children that today’s lesson will involve saying the value of each digit in a four digit number and comparing andordering them.
Questions:
What do these letters stand for? Th, H, T, U or 1’s.
Which digit is the tens number? What is the value of a digit?
What do these signs mean? < >
Independent activity
The comparing game
PLENARY
Ask children: which digit has the largest value in the number 1234?
Chain of 4-digit numbers
Lesson 1 spring 1 week 1 - 100 Maths Lessons pg.92 / LSA: TO WORK WITH TABLE 1
The comparing gameAdapt cards to encompass three digit numbers and ask children to compare numbers between 100 and 999
Volunteer to work with table 2:
The comparing game Adapt cards to encompass three digit numbers and ask children to compare numbers between 100 and 999 / CT: Table 3
The comparing game
Pg. 7 in Rising Stars book ON Track and Aiming / The comparing game
Adapt cards to encompass 5-digit numbers between 10,000 and 99,999
.Pg. 7 On Track and Aiming Higher in Blue Rising Stars books. / Clear up misconceptions.
SHORT MATHS LESSON – AS WE HAVE SWIMMING. WE DEPART AT 9:00 AND RETURN AT
10.40 AM. ASSESSMENTS STARTS AT 11.00AM – 11.30 AM FOLLOWED BY guided reading
11.00am – 11.30 am Assertive Mentoring
2 / Number 4 Ones digitpg. 44 Each child needs a number fan / LI: I can count in multiples of 25 and 1000
Success Criteria:
I can count in multiples of 25 and 1000 / 11 am REVIEW:
What does place value mean?
What do these letters stand for? Th, h, t, 1’s
Whole Class Investigation:
Introduce real life context to explore sequences. A factory makes pencil sharpeners. They coma along the conveyor belt in batches of 1000. 2000 have already been made.
Ask children to count in 1000’s
Paired work
List on the board 175,950, 2000. Ask children to count on in 25’s, writing at least eight in a sequence.
Plenary –Encourage looking for patterns in each sequence. Ask problems that involve counting in 1000’s or 25’s.
Lesson 5 Autumn 1 week 1 - 100 Maths Lessons pg.12 / Invite children to draw a picture to help them decide which operation to use when solving each problem.
One step problems given initially. / CT Table 4 List on the board 175,950, 2000. Ask children to count on in 25’s, writing at least eight in a sequence. / Encourage to create their own one or two step problem for the other children to solve.
.
3 / Number 24 Secret numbers pg. 167
Each child needs a number fan / LI:I can count in multiples of 6, 7 and 9.
I can count backwards through zero to include negative numbers.
Success Criteria:
I can read and understand negative numbers / 11 amWhole class investigation – using negative numbers in the context of weather and temperature
Begin by counting on from zero in steps of 6 around the room…
When zero is reached, ask:
Can we continue counting back? What numbers would we use?
SHOW A THERMOMETER PRESENTED HORIZONTALLY.
ITP Thermometer, and choose a range of -10 to 20.
Ask: at what temperature water freezes? That’s when we get frost and ice outside in the winter.
Ask: On a cold night the temperature can fall 1 degree below 0 degrees Celsius?
What is the temperature then? Agree that this is called minus 1, and label this on the thermometer.
What if it was even colder?
Where is minus 5 on this scale? Count from 0 down to -10°C. Explain that numbers less than zero are called negative nos, and nos more than zero are called positive numbers. S
Describe the numbers less than zero as NEGATIVE NUMBERS.
Yesterday, the temperature was 10 degrees Celsius and in the night it fell to minus 2 degrees Celsius.
Ask: how many degrees did the temperature fell.
How many degrees had it fallen when it got to zero?
Draw a hop of 10 to 0. And then?
Draw hop of 2 to -2. How many degrees altogether?
Next day the temperature rose, but it was colder than the previous day. How much has the temperature gone up by? Draw hop of 2 to 0, then hop of 5 to
Independent work
Negative numbers worksheet
Plenary How do we say this n umber? How many less than zero is it? How many larger is 3 than -3? Which is larger -1 or -9?
Or PICTURE MATHS LESSON – I HAVE GOT THE PICTURE BUT NOT THE QUESTIONS / Clear up any difficulties
LSA: TABLE 1 Give children a number line showing numbers from -20 to 20. Talk about which number is larger or smaller -7 or -2, -6 or -2 Discuss first without crossing the zero. Then the temperature rises from -10 to -3. How many degrees does it rise? -10+7=-3. Use language minus and negative / CTwork with Table 3 / Volunteer to work with table 5
Ask these children to devise their own negative number problems for others to solve.
4 / Follow –up Assertive mentoring / 9:40 am Resolve any misconceptions and difficulties that arose from the Assertive Mentoring Assessment.
Focus upon four questions that were challenging to children.
Next week / Identify, represent and estimate numbers using different representations
Round any number to the nearest 10,100 or 1000
Solve number and practical problems that involve all of the above and with increasingly large positive numbers