Mathematics Teaching & Learning Experiences Term 1 Wk 8

Fractions and Decimals

Model and describe half. Recognise and describe one half as one of two equal parts of a whole. Use concrete materials to model half of an object.
10 min whole number Use 5 as a reference in forming numbers from 6 to 10 (eg: 6 is one more than 5) Skip counting by 2, 5 and 10 Counting forwards and backwards by 1s from any number Counting by 10s from any number (off the decade) Counting on and back from a given two digit number Split class into 2 teams. Find the missing numbers on the 100s chart

Problem of the Day (using NEA): How can we share 3 cookies between two people fairly?

Modelled/Explicit Teaching: Warm Up: Give each child a shape (BLM 30 of Primary Maths p.183). Ask students to sort themselves into 2 groups: shapes that show halves, and shapes where the parts are not equal. Discuss how halves must be equal. After warm up, look at the Fraction pizza clip on youtube. http://www.youtube.com/watch?v=VMWa6dDoicc Provide students with several square sheets of paper (all the same size), different colour. Ask them to work with a partner to find out how many different ways they can fold a square in half. Extension: do the same thing with rectangles and discuss Discuss as a whole class. Whole Class Reflection/Evaluation Resources: Paper squares

Problem of the Day (using NEA): Can we share 3 eggs between two people fairly? What about 4 eggs between two people? Why? Lead to a discussion of odd and even numbers. Modelled/Explicit Teaching: Halves of collections. Students to sit in a circle on the ground. Each student gets a whiteboard. Get the students to draw a line on their whiteboard to divide it in half. Use this as a tray upon which to put the counters into groups. Teacher instruction: get 4 counters, split them in half. Get 10 counters, split them in half. Get 18 counters, split them in half. Different materials at each table (bottle tops, cubes, teddy bears, paddle pop sticks,). Teacher continues as above, but small groups rotate between tables. Take their whiteboard with them.

Problem of the Day (using NEA): Discuss which numbers between one and ten (twenty?) can be split in half. Modelled/Explicit Teaching: Set out different materials at each table as per yesterday. Teacher to guide the activity initially, and teacher records on whiteboard. Then distribute maths books. Continue, but students now record in their books. Working in pairs, record one table activity In their book. Draw a line down the centre etc. One partner tells the other how many objects to get (to split into 2). The child shows their partner the concrete materials and records in their book.

Whole Class Reflection/Evaluation: Resources: whiteboards, bottle tops, cubes, teddy bears, paddle pop sticks, counters

Whole Class Reflection/Evaluation Resources: books, bottle tops, cubes, teddy bears, paddle pop sticks, counters

Mathematics Teaching & Learning Experiences

Measurement

estimate areas by referring to the number and type of uniform informal unit used and check by measuring 10 min whole number Use 5 as a reference in forming numbers from 6 to 10 Counting forwards and backwards by 1s from any Counting on and back from a given two digit (eg: 6 is one more than 5) number number Skip counting by 2, 5 and 10 Split class into 2 teams. Find the missing numbers Counting by 10s from any number (off the decade) on the 100s chart Modelled/Explicit Teaching: Modelled/Explicit Teaching:
Recall the lesson on measuring length and ask students to remember the important points they learned about measuring (must use all the same unit, units must line up and touch). Introduce concept of area using example of soccer field or carpet. Demonstrate how to trace the outline of your shoe and then use cubes to cover the area. Students work with a partner to trace shoe into maths book. Students independently cover the area of their shoe and then write sentence: The area of my shoe is _____ blocks. Ext Complete again this time using bottle tops.
Language: area, surface, measure, row, column, gap, overlap, parts of (units),
estimate. Whole Class Reflection/Evaluation: Resources: Maths books, blocks, bottletops Whole Class Reflection/Evaluation: Resources

use uniform informal units to measure area by covering the surface in rows or columns without gaps or overlaps record areas by referring to the number and type of uniform informal unit used, eg 'The area of this surface is 20 tiles'

Review area lesson from yesterday. Take children outside to collect leaves. Children then trace their leaf into their maths book to measure the area. Prior to measuring, discuss the idea of estimating. Children record: I estimate the area of my leaf is _______ blocks. Measure area using blocks. Children record: The actual area of my leaf is ______________ Blocks. Ext Complete again using another unit of measure.