Bryanston Primary School

Term 2: 2017

Mathematics Grade 5 (Mr ECM Bradley)

Date: 18 April Tuesday

Monday-28-April 19 April Wednesday
Tuesday-29-April 20 April Thursday
Wednesday-30-April 21 April Friday
Thursday-01-May 24 April Wednesday
Friday-02-May
Context Multiplication: Multiplying Multiplying Multiplication: Inverse Multiplication being
---------------------- ------------------- ------------------ operation (division) related to division.
Working with factors 1.) three-digit numbers 3.) solving multiplication Division (3 digit by 2 Division is the
and multiples. by two-digit numbers 2.) problems. Focussing on digit) p.115; Mental inverse of
Multiplying three-digit Division being the word problems. 4.) Maths with Vocabulary multiplication
numbers by two-digit inverse of multiplication Emphasis on the vertical p.123
numbers. method.
Content Need to help learners Using counters: remind Making use of division to Further work with This notation will
not confuse these two learners of how to form work out the missing regard to speeds or be used in later
terms by reminding groups and break down number in a the price of food lessons -so the
them that factors are numbers to do multiplication statement. (refer to the learners are to be
smaller than the given multplication. Looking at
They can use the one aforementioned). encouraged to use
number (or the same the splitting up a number
size) and multiples are (using the distributive
operation to check the Build on the ideas in it a lot, Do the
bigger than the given property) or by using answer of the other regard to as given examples to
number (or the same factors. As the numbers operation. Looking at the kilometres per hour, show how to use
size). Need to help get bigger, using only key word: average speed. rands per kilogram, rate to find-an
learners not to get factors becomes very rands per litre &c. amount for more
confused with the two - cumbersome. To begin with, ask Revise the word 'per' than one. The
factors are smaller than learners if they know of meaning 'for one', so introduction into
the given number (or the Practice: Using the any units in real life that that per kilogram the Properties of
same size) and multiples distributive property are written as something means for one 3D shapes. May
are bigger than the given correctly. Revise the
per ____ . Encourage kilogram and so on. start with a bit of
number (or the same splitting up of a number
them to think of speeds R/kg and km/h work in recognising

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size). Revise how to (using the distributive or the price of food. They implying the use of and naming 3D
estimate the answer first property) or by using might come up with ideas division objects. Covering
and then how to factors. As the numbers such as kilometres per this content will
multiply by 10 and by get bigger, using only hour, rands per kilogram, depend on the
100. Do the given factors becomes very
rands per litre. Make sure time available.
examples together to cumbersome
show how to multiply by
that they know that the
first breaking down the word 'per' means 'for
numbers into factors one', so that per kilogram
(Exercise 14.2 in means for one kilogram
Platinum) and so on. These units
are usually written as
R/kg and km/h to show
that the units are being
divided. This notation will
be used in later lessons -
so the learners are to be
encouraged to use it a
lot.
Time allocation 2 periods each i.e., 60 mins.
Resources Viva Mathematics, Grade 5, Promethean Board, Counters, Platinum Mathematics
Recorded Informal -preparing for the formal: Oral Questions and Answers (as in teacher directed), Peer Assessment (Learner to Learner),
Assessment Performance Assessment and Self Assessment.
TYPES: baseline assessment of prior learning. This is ongoing: supporting the growth and development of learners. Thus providing
feedback from learning and teaching. This allows for the integrated assessment approach.
TOOL: Structured Questions. Worksheet. Written Assignments in the Viva Mathematics, Grade 5, Promethean Board, Platinum
Mathematics.
Reflection Do more examples if Discuss halving and doubling with the learners. Going over how this fits Refer to exam to

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you think it is into multiplication of numbers. Also looking at the key word: average prepare for this
necessary, Walk speed. area.
around to check their
work. Remind them to As mentioned, this notation 'per kilo, per hour and so forth, will be used in
round off numbers later lessons -so the learners are to be encouraged to use it throughout. Do
first i.e., to estimating the given examples to show how to use rate to find-an amount for more
the answers. than one.
Problem Areas: As alluded to above i.e., with regard to notation. The process and procedure of multiplying and dividing needs to be revised
as some learners are not following the procedure correctly (magic nought)
Extension Teacher assists learners with barriers. The idea is to demonstrate and show strong aspects, examples to the class -to be
emulated. This should be guided by learner input esp., from those that are competent in using multiplication.
Homework Refer to the weeks homework sheets though because of being in the study period we cannot assign; the focus therefore
will be on what is being assigned to formal assessment.

3 Mathematics Learning Programme 2016