MATHS Planning. Year 5 and 6 (HA GROUP)
Objective
Mental Oral
Starter
Objective
Know by
heart facts for
all
multiplication
tables up to
12 x 12.focus
of this week
is the 9x
table.
http://www.strike.lancsngfl.ac.uk/dow
• Compare
and order
fractions,
including
fractions
>1
(including
on a
number
line).
nload/file/Willow%20Class/Maths/IT
Ps/Hit_the_button_v10.swf
Hit the button – as a class we play hit
the button children take it in turns to
match the questions of the 9x table to
the answers in the 9x table.
Mon
There will be a mixture of hit the
Date: 09/11/15
Success
Criteria
Steps to
Success
Children
respond to
their
marking
Children can
identify
fractions.
Children can
order
fractions.
button and hit the answer. To test
application of knowledge.
Main Activity
Plenary
Children today will be ordering fractions which are both mixed
number and smaller than one. Ask the children what a fraction is?
Why do we use them and how do they match to percentages and
decimals?
Show the children ½ and ¼ and ask them the biggest how do they
know?
How do we order different fractions? 5/6 and 3/8? ( rules of
common denominators).
http://www.primaryresources.co.uk/maths/mathsB6.htm - slideshow
to help with process.
Mr Saban to work with children who are struggling with the task of
ordering fractions. Monitor focus of key identified children from
last week.
How can we order
fractions?
How do fractions relate to
decimals and percentages?
Year 6
Compare and order fractions, including fractions > 1 (including on a
number line).
Task will be to order fractions of different sizes and explain how we
can order fractions when they have different denominators.
Children will be working in their books and ordering fractions from a
given list of fraction numbers.
How can they adapt the
denominator to aid in the
ordering process?
Show the children groups
of three fractions and ask
them to order them on
their whiteboards.
How did they know which
one was the biggest?
Tues
LA/MA to start by ordering fractions with same denominator.
HA to order fractions that first needs converting to common amounts.
• Recall and
use
addition
and
subtraction
facts for 1
(with
decimal
numbers to
two
decimal
places).
Give the children a decimal number on
the IWB and ask them how we can
make 1 start with the basics 0.5, 0.25
and 0.75 and then move on to more
complex decimal numbers for the HA.
Children will answer questions on
whiteboards and will display their
answers to the class.
• Add and
subtract
fractions
with
different
denominat
ors and
mixed
numbers,
using the
concept of
equivalent
fractions.
Steps to
Success
Children
How can you add ½ AND ¼? How do we know this? What have we
done to add them + we know that a quarter is 12/ of a half or ½ can
be 2/4’s ask the children if this would work for 3/36 and 2/72 which
would be the bigger fraction? And why would this be the case.
respond to
their
marking.
Children can
add and take
If we need to add fractions what would be a logical step? Making
sure that all fractions are converted to the same denominator.
Would this have to be the case for subtracting decimals?
Mr Saban to work around all the groups today helping with
misconceptions based on changing denominators and adding/
subtracting fractions.
Work through the answers
of the activities from
today’s lessons. What are
the rules od adding or
subtracting fractions?
Times the numerator and
the denominator by the
same number if converting
to common fractions.
away
fractions
Year 6
Add and subtract fractions with different denominators and mixed
numbers, using the concept of equivalent fractions.
Children can
find and
create
equivalent
fractions.
Children can
multiply by
10. 100 and
1000.
• Mentally
multiply
and divide
pairs of
multiples of
10 and 100.
Today’s MM is in response to
perceived need for refreshing of
multiplication by 10 and 100 and 1000
which arose with decimals in last
week’s times table test.
Children will be given a selection of
decimal numbers and on their
Wed
whiteboards will have to multiply the
numbers by selected figure based on
the instruction.
• Associate a
fraction
with
division
and
calculate
decimal
fraction
equivalents
(e.g. 0.375)
for a
simple
fraction
(e.g. ).
Steps to
Success
Children
respond to
their
marking.
Children can
link
fractions to
their
Both groups in addition to add mixed number fractions also (this will
be starting activity before common denominator work).
LA and MA to add up to 4 fractions and to focus specifically on
addition of fractions to avoid potential difficulties with mixed
operations.
HA group to work on a selection of adding and subtracting fractions
and also to add a series of fractions together which create an
addition sentence.
Show the children a range of decimals and fractions – can the
children match the fractions with the decimals. Why are decimals
and fractions sometimes an indication of division?
Decimal to Fraction. For another example, convert
0.625 to a fraction. Multiply 0.625/1 by 1000/1000 to
get 625/1000. Reducing we get 5/8.
Mr Saban to work with the children who will be struggling with the
concept of division and therefore fraction links to decimals work
with identifie d children on mathematical presentation.
Year 6
Associate a fraction with division and calculate decimal fraction
equivalents (e.g. 0.375 and ).
equivalent
e.g 1.3 x 1000 3.45 x 100
decimals.
Children to match the cards – fractions and decimals and use the
calculation method ( 1dp by 10, 2 dp by 100 and 3dp by 1000)
shown above to work out which decimal matches which fraction –
broaden the scope beyond simple fraction decimal conversion e.g.
0.25 = ¼
LA/ MA matching cards 1 and 2dp
HA calculating matches up to three decimal places.
As a class work through
two additional fraction
calculations. 1 addition
(multiple numbers and one
subtraction (maximum 3
fractions).
This in addition to
collective marking will allow
the children to see their
progress and comment on
their difficulties.
What are decimal
fractions?
How are decimals and
fractions linked to division
Match the cards and the
equivalent fraction with
decimals ask the children
to explain their method
how did they know to x by
10, 100 or 1000 ( based on
decimal places)
What are the difficulties
with cancelling down?
Children can
identify
numbers in
the 12 x
table. Focus
of this
week is the
9x table.
http://www.strike.lancsngfl.ac.uk/dow
nload/file/Willow%20Class/Maths/IT
Ps/Hit_the_button_v10.swf
Hit the button – as a class we play hit
the button children take it in turns to
match the questions of the 9x table to
Perform
mental
calculations,
including with
mixed
operations
and large
numbers and
decimals.
the answers in the 9x table.
Steps to
Success
Children
respond to
their
marking.
Children can
find missing
There will be a mixture of hit the
angles in
button and hit the answer. To test
shapes.
application of knowledge.
Thurs
Children can
Explain to the children that we are going to answer a mental maths
test today. What will they have to remember when answering the
questions?
Make jottings if needed, listen to the questions carefully, ensure we
apply or mental maths strategies.
FG: Mr Saban – to ask the children a range of questions (20) based
on a range of different mathematical concepts and areas. Also to be
explain the ideas during the plenary and asking the children to
explain their methodology.
As a class we look through
the questions and discuss
the methods behind the
answering of the questions.
Children share their
knowledge with each other.
NC to work with her Maths intervention group.
Which questions did you
find difficult and why?
Year 6
Perform mental calculations, including with mixed
operations and large numbers.
answer a
range of
calculations
using mental
strategies.
Children can
multiply and
How did you answer the
questions?
How could you explain your
methods to others?
All children to answer 20 questions based on a series of
mathematical concepts. Children will work independently and
use a range of mental strategies. At the end of the test
(after marking and scoring) the children will share their
answers and explain the methods they used to answer
questions successfully.
divide
numbers
Fri
mentally.
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