Bryanston Primary School

Mathematics Grade 5 (Mr ECM Bradley)

Date: 25 April Tuesday
Monday-02-May
Content Basic Multiplication:
Public Holiday
Using the column method
Context Getting a hold of the basic
method of doing this -also
incorporating the inverse
operation of division, to
check the answer.
Time allocation 1 hour
Resources Various exercise in the
textbook (workbook), the
interactive whiteboard
26 April Wednes
Tuesday-03-May
Division is the inverse of
multiplication
A further Focussing on how
multiplication and division are
inverses e.g., '12 x 7 = 84 can be
written as 84/7 = 12 or 84 /12 =7;
Going over the method that will be
used in the forthcoming
assessment.
Refer to the timetable.
Multiplication: (1) Viva Mathematics, Grade 5. (2) Counters (3) Platinum Mathematics
3D Shapes: Pictures of 3D shapes, actual 3 dimensional forms. pictures of examples e.g., pyramids, grid paper, rulers, models.
objects in the environment and so forth. These can be drawn outdoors. e.g., tin of jam and a shoe.
27 April Thursday
Wednesday-04-May
Division is the inverse of
multiplication
Division is the inverse of
multiplication, Looking at the key
word: average speed, To begin
with, ask learners if they know of
any units in real life that are
written as something per __ .
Encourage them to think of
speeds or the price of food. They
might come up with ideas such
as kilometres per hour, rands per
kilogram, rands per litre and so
forth and so on. This was not fully
tackled in the previous week.
28 April Friday
Thursday-05-May
Properties of 3D objects. The
Recognising and naming 3D
objects
Recognising and naming 3D
objects
-------------------------------------------
Describing, sorting and comparing
3D objects, making 3D models,
Interpreting diagrams of 3D objects
Term 2: 2017
2Friday-06-May
May Tuesday
Interpret diagrams of 3D
objects
Looking at the length,
height, face, width of the
various aspects.
Like looking at the concepts
of solid objects as objects
that you can see around
you, like books and tables.
They are also called three-
dimensional (3D) objects.

Recorded Basic evaluation of the TOOL: Class Lists, Observation Sheet, Questionaire, TOOL: Formal Test, JournalS, Structured Questions and
Assessment exercises done Structured Questions and Written Assignments. Worksheets.

1 Mathematics Learning Programme 2016

 Bryanston Primary School
METHOD: Informal aural questions, observation, peer
Assessment (Learner to Learner), recognizing prior learning
(RPL), self assessment.
TYPES: baseline assessment of prior learning
Reflection Need to appraise the MULTIPLYING: Need to reiterate the looking at the key
misunderstanding of the word: average speed. Also the need to make sure that they
example, given on the know that the word 'per' means 'for one'. An example: per
board.
kilogram means for one kilogram and so on. These units are
usually written as R/kg and km/h to show that the units are
being divided.
Problem Areas: Need to help learners to avoid get confused with the two -factors are smaller than
the given number (or the same size) and multiples are bigger than the given number
(or the same size).
Revise how to estimate the answer first and then how to multiply by 10 and by 100.
Do the given examples together to show how to multiply by first breaking down the
numbers into factors.
Extension Practice of this in the course of learning.
Homework Refer to the study guide.
2 Mathematics Learning Programme 2016
METHODS: Demonstrations, Educator Assessment,
Observation, Self Assessment.
TYPES: baseline assessment of prior learning, diagnostic
assessment in preparing for Examination.
Types of 3D objects: Types of 3D objects e.g., a prism , a cube,
pyramids. A prism having two opposite faces. The two faces are
opposite, identical (equal) polygons, with exactly the same size and
shape.
Key words: face - a flat surface of an object, prism - a 3D object with
two identical, parallel end faces, pyramid - a 3D object that has a
square base and all its other faces as triangles, base - the face on
which the object rests, identical being exactly the same
THE PROPERTIES OF THESE SHAPES: A prism has two opposite
faces. The two faces are opposite, identical (equal) polygons,
with exactly the same size and shape.
A CUBE: all the faces of a cube are equal squares.
PYRAMIDS: A pyramid has a polygon as its base. The other
faces of a pyramid are triangles, because the edges of a
pyramid come to a single point above the base.
Encourage the learners to look for examples of 3D shapes in
the world around.