MATHS:

TERM: 4 WEEK: 6

INTENTION: Students will recognise tenths in decimals, be able to count by tenths, explore and describe number patterns resulting from
adding tenths, be able to add tenths. Use a variety of tools to measure height of students, explain the range of a data set.
VOCABULARY: Decimals, whole, tenths, half, measure
MONDAY 70 Mins

TUESDAY 50 Mins

Mental Routine
Counting by 0.5s, as high
as possible in 1 minute
Find the
Find any
number
number
between 6.3 between 4
and six and
and a half
a half
and 5 and a
half
What is the
Find a
number
decimal
halfway
number
between 10 ending in 7
and 11
tenths
What is
Number
double 5.6 greater than
double 5.2
but smaller
than double
5.8
Aspect/Strategy
Hook:
Using students heights

Mental Routine
Counting by 0.5s, as high
as possible in 1 minute
Find the
Find any
number with
decimal
4 whole
number
numbers
between 3
and 5
and 5
tenths
What is the
Find a
number
decimal
halfway
number
between 5
ending in 9
and 6
tenths
What is
Number
double 5.9 greater than
10 but
smaller than
5.8
Aspect/Strategy
Hook:
Game-style

Aspect/Strategy
Hook:
Game-style

Aspect/Strategy
Hook:
Game-style

Aspect/Strategy
Hook:
Game-style

Task:
Using the heights poster
from last week, draw a
column graph of heights.
Introduce the concept of
median height

Task:
Roll a single 10-sided die
twenty times, recording the
numbers as you go. Put
them in order and give the
range. Work out the
median.
~Predict what the range
and median might be
before beginning~

Task:
Repeat yesterdays
experiment with two
standard dice. Explain why
the range or median
changes (or not).

Task:
Using two standard dice,
predict the range and
median. Roll the dice
twenty times. Discuss
average and mode. Help
students to work out what
the average is, ask them to
identify the mode.

Task:
Using a 10-sided die,
predict the range and
median. Roll the dice
twenty times. Help students
to work out what the
average (mean) is, ask
them to identify the mode.

Challenge:
What are other ways we
can work out what the
middle height is?
Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
BiTL Q:
Can you think of a different
answer?

Challenge:
Predict what would happen
if the experiment was
repeated. Explain why the
range or median would
change (or not). Repeat
experiment.
Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
Use only a few pieces,
work with a partner.

WEDNESDAY 70
mins
Mental Routine
Counting by 0.5s, as high
as possible in 1 minute
Find the
Find any
number
decimal
between
number
seven and a between 6
half and 7.7
and 8

THURSDAY 70
Mins
Mental Routine
Counting by 0.5s, as high
as possible in 1 minute
Find the
Find any
number 6.6 decimal
number
between 4
and 6

Mental Routine
Counting by 0.5s, as high
as possible in 1 minute
Find the
Find any
number
decimal
between 6.3 number
and six and between 10
a half
and 12

What is the
number
halfway
between 11
and 12
What is
double 2.8

What is the
number
halfway
between 7
and 8
What is half
of 6.4

What is the
number
halfway
between 9
and 10
What is
double 4.8

Find a
decimal
number
ending in
point 4
Greater
than double
2 but
smaller than
double 4.6

Challenge:
Predict what would happen
if the experiment was
repeated. Explain why the
range or median would
change (or not). Repeat
experiment.

Find a
decimal
number
ending in 7
tenths
Greater
than double
4 but
smaller than
double 4.5

Challenge:
Create definitions of the
median, average and
mode, write in books.

Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO

Support:
Small group (pair) for AB
and MB, working with
teacher or SSO

BiTL Q:

BiTL Q:
Can you work this out in a
different way?

FRIDAY 70 Mins

Find a
decimal
number
ending in
point 3
Greater
than double
5.7 but
smaller than
double 6

Challenge:
Create definitions of the
median, average and
mode, write in books.
(use maths dictionaries to
assist).
Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
BiTL Q:

BiTL Q:
How can you check your
answer?
Problem Solving

Problem Solving

Problem Solving

Problem Solving

Problem Solving

Hook:
School information

Hook:
School information

Hook
School information

Task:
Using lunch order
information from previous
weeks, what is the range of
orders for Room 12.
(record each days number,
put in order smallest to
largest).

Task:
Using school lunches
information, choose a class
and find out their range and
median for each week. Is
this similar or different to
other classes? Why/why
not?

Task:
The canteen wants to make
sandwiches for lunches
next week. If each student
who orders gets 1
sandwich, how many
sandwiches should the
canteen make each day?

Challenge:
Compare to alternative
weeks. Make statements
about why the range of
median changes from week
to week.

Challenge:
Predict what next week
might look like.

Support:
Adult working with small
group of 2 (AB MB)
Use more or less days for
higher or lower groups

Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO

Hook:

Challenge:
What could the range be
(between minimum and
maximum orders)?
Support:
Miss A working with small
group.

Task:
No problem solving task.

Challenge

Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
BiTL Q:

BiTL Q:
How might you start?

BiTL Q:
BiTL Q:
Can you talk to a friend
about how you worked out
the range?
Game
Mathletics

Hook:
Problematised situation
Task:
A basketball player
calculated her statistics on
her goal shooting. Over 11
games, her median was 7
and her mode was 8. What
could she have scored for
the 11 games? Create 3
possible score lists.
Challenge:
Mean, median, mode
definitions puzzle.
Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
BiTL Q:

Game
N/A

Game
N/A

Reflection
Reflection
Reflection
What did you find
What did you discover?
Share strategies
easy/hard?
ASSESSMENT: Improved 0.5s recording, Anecdotal notes, Game, Work Samples.

Game
Mathletics

Game
No game today

Reflection
Reflection
What would you do
How did you get started?
differently?
FEEDBACK: Verbal, Written, Game PMI (self/peer/staff)