Weekly Mathematics Plan Mental Starter Mon 14th Oct.

Multiply and divide numbers by 10, 100 using the strategy learnt in the prior week,

Osidge School Main Lesson Objective Derive and recall multiplication facts for the 2, 3,4,5,6 and 10 times-tables and the corresponding division facts.

Year Group 3 Middle Group

Date 14th-17th February 2010 Plenary Go through the answers as a class (Blown up A3) Invite children to explain their strategies used.

Evaluation

Main Lesson Content with Differentiation Resources With the use of a counting stick children use their knowledge of multiplication facts, to work out what number must be doubled to make 8, 16, 12 etc. Using the 2 and 4 times- tables, children recognise reoccurring patterns (4 times-tables are the 2 times-tables doubled) Conduct a class discussion about how children work out multiplication and division facts through real life experiences eg. Buy one get one free, half price etc. Ask what 16 x 2 is and then what 32 / 2 equals. Discuss how multiplication and division facts are linked, and that if you can recall a multiplication fact then you can find the linked division fact. Children are to complete the activity sheet Multiplying by 2 and 4. They are to complete the tables chart, using halving and doubling to help. They are then to challenge themselves and try working out the doubles for the numbers entering the function machine. Explain that children are going to be asked to place the larger number first and then count on. Write 7 + 56 on the board and invite children to count on from the larger number. Continue counting on from different numbers, slowly introducing sums such as 30 + 44. Discuss how else you can work out this sum, rather than counting by ones. Suggest counting by tens and practice on the board as a class. Continue the counting by tens procedure with other examples.

Tues 15th Oct.

Chld. To say the 4x table facts as a chant. First time using a sheet, second time covering their sheet.

Add or subtract mentally combinations of one and two-digit numbers.

Play a game of around the word (Asking questions relevant to the lesson)

Wed 16th Oct,

Remind them to use doubling to help them. Ask Qs such as 8x4? So what is half of 32? How do you know this? Using a steady beat by clapping quietly, ask the children to say the number that adds to make 100 to the number that you say.

Individual work: Provide students with a copy of the activity sheet counting on and invite them to complete the addition sentences using the counting on in ones or tens strategy. Extension: Provide the extension sheet, which involves adding three numbers.

Partition numbers into five and a bit and recombine them to solve addition problems.

Explain that children will be partitioning into 5 and a bit when adding. On the board write 19 + 8 and ask: How can we work this out? As a class break down the equation into smaller parts for example, 10 + 5 + 5 + 4 + 3 = 20 + 7 = 27 Explain that breaking down the numbers 6, 7, 8 and 9 into five and a bit is a very useful strategy. Provide more examples and work through them as a class. Paired work: Write number: 26, 37, 48, 29 on the board and ask children to work in pairs and to take turns to choose two of the numbers. They are to write addition sentences, partition into five and a bit and recombine. They are then to compare what they have done, then combine two more of these numbers until they have completed all six possible addition combinations. Extension: Create their own addition problems to partition OR work with three numbers each time.

Ask children to come back on the floor and on whiteboards go through 2 more problems as a class. Children are to follow along on their own whiteboard.

Thursday 17th Oct

Provide the less confident children with a 0-100 number line. Explain that you will say a two digit number. Ask the children to work mentally to find the number that when added to your number totals 100.

Add or subtract mentally combinations of one-digit and twodigit numbers, using any or all of the strategies learnt through the unit.

Explain to the class that they are going to be adding small numbers, using the strategies that they have learned so far in this unit. As them to add the following numbers, making jottings as they go (10 + 15 + 10 + 11) Take suggestions how they could do so. Show them on a calculator that it does not matter in what order you place the numbers they will always come to the same amount. Then have the children try another number, but this time mentally (15 + 7 + 15 + 3). Invite students to explain how they worked this out. Repeat this with other examples. Remind them about doubling, halving and using the 5 and a bit strategy.

With the class on floor ask children to show you how they would work out 10 +17 + 13 =? Acknowledge that personal preference is allowed so spotting that 17 + 13 = 30 and then adding 10 is fine. Invite students to share their differed strategies, using the same problem.

Fri

Ask children the complete the activity sheet Inspector Add- it, confident and competent children can check their answer using a calculator. Extension: Extended version of the worksheet, looking at crossing the tens boundary when adding. NO MATHS