Weekly Planning Sheet for Maths
Year 3/4 Teacher
Mrs Moore
Wk Beg 5th October 2015
Day
Mental/Oral
Main Activity
Plenary
Activities incl. differentiation
Objective
1
I can count in
multiples of 9
Activity
Listen to table
tape. Sing along
as changing
rooms.
Using counting
stick count up and
back in multiples
of 9
Objective
Compare and classify
geometric shapes,
including
quadrilaterals and
triangles, based on
their properties and
sizes
Success Criteria
Have you picked a shape
and named it?
Have you used the
property list to write down
everything you know about
it?
What is a 2D shape. Discuss with person next
to you….. take feedback, discuss and establish it
has only 2 dimensions so cannot be picked
up…misconception about 2D shape resources
Give each table a pile of shapes. Ask them to
sort them anyway thy want to. Go around
tables and ask how they have sorted and why?
Pick out any Key vocabulary as they talk.
Write on chalk board.
How can we classify shapes? Compile a list
together… introduce perpendicular and parallel
and model meaning of each.
Can they name all the shapes? What is a
quadrilateral?.
Use interactive Venn diagram to sort shapes…
Pick a shape.. draw around on board…. What
are the properties of this shape? List together.
Y4EI can recall the
properties of quadrilaterials
and triangles
Y4DI can recall the
properties of geometric
shapes
Give children a selection
of quadrilaterals and
triangles. They pick one
and draw it in their
books. They then use
the key vocabulary to
help them write down all
the properties of that
Give children a selection
of geometric shapes.
They pick one and draw
it in their books. They
then use the key
vocabulary to help them
write down all the
Key
questions/
focus
Play
I am thinking
of a shape
game.
Children have
to ask questions
using key vocab
to find out what
the shape is.
shape.
2
Recongise
multiples of 9
Is this number in
the 9 times table?
459? How do you
know? What
about 6336? How
do you know?
Identify lines of
symmetry in 2-D
shapes presented in
different orientations
Have you written down the
alphabet?
Have you found all the
letters that have lines of
symmetry?
Have you tried upper and
lower case letters?
Test your partner
Have you written down all
the digits?
Which ones are
symmetrical?
Have you found numbers
with 3 digits that are
symmetrical?
properties of that shape.
Discuss previous days work. How could we
classify shapes, assess knowledge. Pick out
lines of symmetry. What does it mean?
Establish meaning and model ideas on board.
Look at capital letters on literacy board. Which
ones are symmetrical?
Write your full name down. Which letters are
symmetrical. Can you think of a word that
might be symmetrical? i.e. oxo….
Which shapes do you think are symmetrical?
Hold up a shape and ask is this symmetrical,
why/why not etc….. Hold up a regular
pentagon. How many lines of symmetry does it
have? (misconception here that only one) model
5 lines of symmetry. What about a regular
hexagon (6 lines of s etc).
Y4EI can identify letters
with lines of symmetry
Ask the children to write
out the alphabet in both
upper and then lower
case. Identify any letters
that have lines of
symmetry.
Could they use them to
write a symmetrical
word?
Y4DI can identify lines of
symmetry in numers and
letters
Ask the children to write
out the alphabet, both
upper and lower case and
then the numbers 0 – 9.
Ensure they form both
the letters and digits
properly.
Identify which ones are
symmetrical. Which
ones could you use to
write a symmetrical
word? Can you find the
smallest symmetrical 3
digit number and the
largest?
Children
feedback
findings from
identifying
symmetrical
letters and
words.
All check
together if they
are correct.
3
I know by heart
the 9 times table.
Count backwards
through zero to
negative numbers.
What is an easy
way to do the 9
times table. Tell
the person next to
you. Feedback
strategies and all
have a go. Eg.
Fingers…etc
Identify acute and
obtuse angles and
compare and order
angles up to two
right angles by size.
Have you looked at the
angles?
Have you picked out which
ones are greater than 90
degrees? (obtuse)
Have you picked out which
are less than 90 degrees
(acute)?
Have you then decided
which are smaller and
which are larger.
Children count in
ones, then twos
etc forward and
backward through
zero.
Have you put them in
order?
What is an angle? What does it mean? Establish
means how much something turns. Play game.
All stand up. Turn 90 degrees, 180 degrees, 360
degrees etc. using classroom door. How much
has the door turned? What is the angle? Use
smart board program for children to guess the
size of the angle. Introduce acute and obtuse.
Show me an obtuse angle etc. Show a selection
of angles. How could we sort them? Establish
into acute and obtuse. Which is the smallest
angle? Which is the largest angle? Can we
order these angles smallest to largest?
Y4EI can order angles from
smallest to largest.
Children are given a
variety of angles up to
180 degrees in various
orientations. They
look at them and put
them in order smallest
to largest
Swop books with
partner and check each
others.
Ask when would
you use negative
numbers?
Establish
temperature and
coordinates.
Extension: Say which are
acute and which obtuse
4
I know the 9 times
table by heart
I can answer
questions
mentally
Sing along with
table tape.
Racing car tables.
Say go children
race round track
with pen filling in
all table facts. first
Select a mental strategy
appropriate for the
numbers involved in
the calculation to
double and half
numbers
Have you listened to the
number?
Did you need topartition
it?
Have you doubled/halved
both parts?
Talk to your
partner and tell
them one thing
you have learnt
today.
List ideas
Any areas that
you want more
help with?
Y4DI can order angles from
smallest to largest and say
which are acute and which
are obtuse
Children given a variety of
angles in different
orientations and sizes. They
sort the angles into acute
and obtuse and then order
them in their group, smallest
to largest.
Extension: can they sport
any angles around the room
that are obtuse/acute
Discuss mental strategies to calculate. What is
doubling? How easy is it to double numbers?
What does it mean? i.e. multiply by 2….
Practise with some single digit numbers. Put
doubling song on. Children play along. Stop
and identify doubling two digit numbers. What
do you need to do. i.e. partition and double
Halving and
doubling quick
mental test.
Have you put the number
back together?
one to finish wins
house points.
Sum flash
addition on board.
children answer
on white boards
and hold up. How
quickly can they
do it? What are
the strategies
used?
5
Assessment
9 x table test
each part. Repeat doubling song.
What about halving? What would you do?
Establish inverse of doubling…. Model with
even numbers. Ask what happens when it is an
odd number? Can you half it.
Y4EI can half numbers
efficiently using a mental
strategy.
Give children a pot of
even numbers. They
pick one and write in
books. If two digit,
partition first then
half each part.
Put back together.
Calculate using jotting
first until confident
then just write answer.
Assessment of key
learning objectives for
week
Have you read the question
properly?
Have you thought about
what you have learnt this
week?
Have you applied what you
know?
Have you given a good
answer?
Y4EI can half and double
number efficiently using a
mental strategy
Children have a pot of
numbers up to 4 digits.
They pick a number
then toss a coin to see
if halving or doubling.
i.e. heads for double,
tails for half.
Use jottings to help if
needed to partition etc
Discuss weeks work. Tell children they are now
going to do small assessment to show me how
much they have understood in the week. To be
done individually and without support. Discuss
they type of questions and how to answer them.
Children work independently through the
assessment showing their understanding of the
weeks key objectives.
Work through
the answers
together
discussing any
areas the
children were
unsure of.
HOMEWORK:
Learning of 9 x table
MY maths homework on 2 D shape properties