Weekly Planning Sheet for Maths
Place Value (Counting, Including Negative Numbers)
Year 5 Mr Beckett WC 11.01.16 (5 Lessons)
Day
Mental/Oral
Objective
1
Practice 4x
tables
Activity
Using online
games and
clapping/quick
draw games in
class revise 4x
tables for test on
Friday
Main Activity
Objective
Count in multiples of
6, 7, 8, 25 and 1000.
Success Criteria
•
Have you used
your number
bonds to help?
•
Have you
partitioned to
help?
•
Chn write out the
4x table and put
it in their book
bags to take
home and learn
2
Count up and
down in
hundredths.
http://mathsfra
me.co.uk/en/reso
urces/resource/5
5/sequences_fra
ctions_and_decim
als
Chn count up and
down in
hundredths in
this interactive
Have you
drawn on your
step?
Activities incl. differentiation
Main teaching
Chn chant their 4x tables as a class. Which songs have we
covered to help?
Model counting on from a number not in their 6x table. How
can we do this?
Practice number bonds to 10 on wbs, asking short sharp
questions. Why have we done this? 18 + 6 = ? First add 2 as
you know your number bond, then add 4 more.
Repeat for 7, 8, 25, 1000.
Plenary
Key questions/focus
Work through the
difficult ones together
ensuring that everyone
understands. Thumbs up
if they found this easy,
thumbs down if they did
not understand.
Self-mark the questions
together.
For 25’s, what could we do to make it easier? Partition.
•
Count backwards
through zero to
include negative
numbers.
Have you
checked your
answers?
Explain task to the children and check understanding with
thumbs
CMB LA - support MA front table with setting out of work.
MA Y5E
HA Y5D
Provide the chn with a
Chn count on and back in
set of sequences
multiples of 6, 7, 9, and 1000
counting on in multiples
from even numbers.
of 6, 7, and 9 from even
numbers.
EXT – chn create their own
questions for their partner to
solve.
Main teaching
Show the chn a counting stick. What number is this?
•
Have you
counted back
when adding?
•
Have you
counted
forwards when
taking away?
What happens if it goes below zero? Ask chn to provide
examples of where they have had to use negative numbers
before. E.g. thermometers, lifts.
Work through examples of adding and subtracting negative
numbers, discussing the rules (see notes below)
•
Have you
Discuss task and check understanding with thumbs.
Work through the
difficult ones together
ensuring that everyone
understands. Thumbs up
if they found this easy,
thumbs down if they did
not understand.
Discuss the answers with
game, responding
on their wbs.
Teacher assess.
checked your
answers with a
partner?
CB – Support HA with placing their numbers on the number
line
MA Y5E
Using a number line for
support, chn add and
subtract numbers crossing
zero.
3
Count
backwards
through zero
to include
negative
numbers.
http://mathsfra
me.co.uk/en/reso
urces/resource/4
2/sequences
Chn count on and
back in steps of
up to 12
(including
negative
numbers),
responding on
their wbs.
Teacher assess.
Describe and extend
number sequences
involving counting on
or back in different
steps, including
sequences with
multiplication and
division steps.
•
Have you
found the
missing terms
in the
sequences?
•
Have you
worked out
the
difference?
•
Have you
checked the
rule for at
least 3
numbers?
Repeat for
counting on and
back in steps of
up to 50
(including
negative
numbers).
4
To test
understanding
of adding and
subtracting
fractions
http://inteleduca
tionresources.int
el.co.uk/content/
primary/maths/a
dd_sub_frac/ind
ex.html
In the back of
their maths
books chn
complete test.
To answer
questions mentally
in a given time
•
•
Have you
listened to the
questions
carefully?
Have you used
the correct
mental
strategy to
answer the
question?
the chn. What did you do
if -5 -5?
HA Y5D
Same as MA but place their
answers on a number line.
Main teaching
Write the numbers 1, 3, 5, 7 ? ? ? on the board.
Are they getting bigger or smaller?
Is the gap between the numbers the same? How big is the
gap?
Chn solve the 3 missing numbers on their wbs.
Sometimes sequences can be incomplete. On wbs chn try a
missing number sequence. What is the rule?
How will you work out the rule if two terms are not
together? Work out the difference and half it.
Discuss multiplication sequences and divide sequences,
giving examples for the chn to work out on wbs.
Explain the activity and check understanding using thumbs.
CB support ERo and JWo to ensure appropriate calculation
is selected
MA Y5E
HA Y5D
Chn are given a selection of
Chn are given a selection of
sequences to work out the
sequences to work out the
missing numbers and the
missing numbers and the
rules for.
rules for.
2 add, 3 numbers not
5 add and 5 missing
together, 3 multiplications,
numbers.
3 divide.
EXT – work on to the 3
multiplication questions.
Children indicate in their
books using 1, 5, 10 scale
how much they
understood the lesson.
Main teaching
Work through the
difficult ones together
ensuring that everyone
understands. Thumbs up
if they found this easy,
thumbs down if they did
not understand.
Explain to children that this is an assessment of
their mental maths ability.
Work through mental maths questions and discuss
how to solve quickly and efficiently
Play CD and children answer questions in the given
time.
Mark together going over any misconceptions.
Record results
Work through the
trickier questions with
the chn and get the chn
to come and show how
they worked out the
answers on the board.
Chn check their work to
make sure they have
written the rule.
Work through a few
more division examples
with the chn.
Which questions did
you find tricky?
Mark together.
•
5
Times table
test (4x)
In the back of
their books, chn
are tested (out
of order) on their
knowledge of the
4x table
To use and apply
knowledge of
counting, including
negative numbers
•
Have you read
the questions
carefully?
•
Have you
remembered
what you have
been taught
throughout
the week?
•
Notes
NEGATIVE NUMBERS
Have you used
jottings to
help solve
instantly?
Have you tried
to solve the
problems
logically?
CB – Encourage the HA group to work with jottings so that
they can work it out after hearing the question the first
time.
Mark together and
record results.
Y5 D
Children aim to get above 10 on the year 3 test, ensuring
that during the plenary they make jottings to help them
next time
Consider the sequence: 6, 11, 16, 21, 26….
What statements can you make that will be true for all
numbers in the sequence? Discuss with talk
partner on wbs.
Will 77 be highlighted? Explain your thinking.
Sequence A: 3, 6, 9, 12… Sequence B: 5, 19, 15, 20
Sequence C consists of the terms that appear in both
sequence A and sequence B. Give a three-digit number that
will be in sequence C and explain how you know.
Give some more three-digit numbers in sequence C. What
do you notice about these numbers?
This weather chart shows the highest and lowest
temperatures in a town on five days in March.
Which day has the
greatest difference
between the highest
and the lowest
temperatures? Give 5
more pairs of
temperatures with
the same difference.
All chn solve the below problem in pairs. Upon completion,
chn solve further word problems involving negative numbers
Check understand using
thumbs method
Work through the
answers with the chn,
drawing upon their own
responses and opinions.
What should Harry have
done with his money
instead?
Pose some of the
assessment questions
from the Lancashire
documents to the class
to check understanding
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
ADDING NEGATIVE NUMBERS:
EXAMPLES: 4 + (-5) START AT POINT 4 AND COUNT BACK 5 PLACES = -1
RULE: 4 + (-5) 4 – 5 = -5 + 4, START AT -5 AND COUNT ON 4 PLACES = -1
-4 + (-5) START AT POINT -4 AND COUNT BACK 5 PLACES = -9
-4 - 5 = SINCE THEY HAVE THE SAME SIGN, ADD THEM TOGETHER AND PUT THE MINUS SIGN IN
FRONT OF THE ANSWER.
TAKING AWAY NEGATIVE NUMBERS:
EXAMPLES; 4 - (-5) WHEN TAKING AWAY NEGATIVE NUMBERS, GO IN THE OPPOSITE DIRECTION OF ADDING
THEM
RULE: 4 - (-5) 4 + 5 = 9 START AT 4 AND COUNT ON 5 = 9
-4 - (-5) START AT -4 AND COUNT ON 5 = 1