subject: Numeracy
18 girls
11 boys
Date: 05/01/15
5 SEN
Year Group: 3/4
0 EAL
AGT
Unit: Multiplication and division
Unit outcome:
Squares 4C
Squares 3A
· choose and use appropriate units and instruments
· interpret, with appropriate accuracy, numbers on a range of
measuring instruments, e.g.
– measure a length using mm, to within 2 mm
– measure and draw acute and obtuse angles to the nearest 5º, when
one edge is horizontal/vertical
· find perimeters of simple shapes and find areas by counting
squares, e.g.
– use the terms ‘area’ and ‘perimeter’ accurately and consistently
– find areas by counting squares and part squares
– begin to find the area of shapes that need to be divided into
rectangles
– use ‘number of squares in a row times number of rows’ to find the
area of a rectangle
· choose and use appropriate units and instruments
· interpret, with appropriate accuracy, numbers on a range of
measuring instruments, e.g.
– measure a length using mm, to within 2 mm
– measure and draw acute and obtuse angles to the nearest 5º,
when
one edge is horizontal/vertical
· find perimeters of simple shapes and find areas by counting
squares, e.g.
– use the terms ‘area’ and ‘perimeter’ accurately and consistently
– find areas by counting squares and part squares
– begin to find the area of shapes that need to be divided into
rectangles
– use ‘number of squares in a row times number of rows’ to find the
area of a rectangle
Hexagons 3C
Circles 2A
Pentagons 2B
· understand angle as a measurement of turn
– make whole turns, half-turns and quarter-turns
· begin to use everyday non-standard and standard units to
measure length and mass
– begin to understand that numbers can be used not only to count
discrete objects but also to describe continuous measures, e.g.
length
– know which measuring tools to use to find, e.g., how much an
object weighs, how tall a child is, how long it takes to run around
the edge of the playground, how much water it takes to fill the
water tray
· understand angle as a measurement of turn
– make whole turns, half-turns and quarter-turns
· begin to use everyday non-standard and standard units to
measure length and mass
– begin to understand that numbers can be used not only to count
discrete objects but also to describe continuous measures, e.g.
length
– know which measuring tools to use to find, e.g., how much an
object weighs, how tall a child is, how long it takes to run around
the edge of the playground, how much water it takes to fill the
water tray
– begin to understand area as a measure of surface and perimeter as
a measure of length
– begin to find areas of shapes by counting squares and explain
answers as a number of squares even if not using standard units
such as cm2 or m2
Triangles 3B:
· use non-standard units and standard metric units of length, capacity
and mass in a range of contexts, e.g.
– measure a length to the nearest 1/2 cm
– read simple scales, e.g. increments of 2, 5 or 10
· use a wider range of measures, e.g.
– begin to understand area as a measure of surface and perimeter as
a measure of length
– begin to find areas of shapes by counting squares and explain
answers as a number of squares even if not using standard units
such as cm2 or m2
– recognise angles as a measure of turn and know that one whole
turn is 360 degrees
Focus maths- Multiplication focus, children focus on different multiplication depending on their group. Quick quiz questions. Revise
multiplication being repeated addition.
Session
Shared Learning and Teaching
Activities
Squares/
Triangles
Hexagons
/circles
Pentagons
Success
Criteria
1
LO: To be able to find area of
rectilinear shapes by counting
squares
Children
given cm2
paper and
asked to
draw a
shape. Eg
Children to
draw as many
rectangles
they can with
an area of
Children
given a
range of
numbers and
to create
rectangles
Children
given a
range of
booksidentify
which they
Who can recall
what area means?
Draw a rectangle drawn on IWB
squared background, e.g. 8 by 5. How
Who can identify
how to find the
area of a shape?
Evaluation
many squares are inside this
rectangle? How many rows? And how
many in each row? This is a way of
measuring the size of this rectangle,
we call this its area: it is the amount
of surface it covers
Pleanry: What do you think we will
call each square this time? A square
metre. What is the area of the floor
of our classroom? Show how this is
written, e.g. 42m2. (if we measured
the classroom in m)
2
Starter: Multiplication- children
given dice they roll the dice and
multiply that number by the
multiplication their group is doing.
LO: To be able to find perimeter of
rectilinear shapes in cm
If I measure the distance round the
edge of the whiteboard, how long do
you think that distance would be?
Talk to your partner. Take a range of
estimations. We call this distance
round the edge of a shape its
perimeter
I could make a piece of string go all
round the edge of the w/b then
8 by 5.
How
would we
calculate
the area?
What
about
perimete
r?
Children go
outside and
working in
groups given
equipment,
rulers,
metre
sticks,
trundle
wheel to
measure the
area and
perimeter
of the hall,
playground.
24cm.
Roll dice
twice to get
two numbers
and to create
a shape with
the area when
these
numbers are
multiplied
together.
Children to
find the
perimeters of
irregular
shapesworking with
GJ.
IE- hexagons,
pentagons
with irregular
sides.
Children to
draw as many
rectangles as
they can with
a perimeter
and work out
the area. Ie
a shape with
10 and 2,
what is the
area.
Challenge
chn to draw
as many
different
shapes as
they can
using six
square
centimetres.
They find
the
perimeter of
each. What
are the
greatest and
smallest
perimeters
that they
think has
the
greatest
area,
smallest
etc. Order
the books.
Estimate
how big the
surface is.
Pick one
book and
draw
around on
square
paper, and
work out
the area.
Children to
draw
rectangles
on square
paper.
Working
out the
perimeter
of shapes.
Draw
around
rectangular
shapes and
find the
perimeter.
Who can identify
what perimeter
means?
Who knows how
to find the
perimeter?
measure the string. How else could I
measure the perimeter? Draw out
measuring the width and the height.
If the w/b is a rectangle do I need
to measure the width at the top and
the bottom?
Plenary: Draw 2 shapes which have
the same perimeter- which shape do
you think has the greatest
perimeter.
3
Starter: Mental maths starter. HAcomputers on challenge.
LO: To be able to calculate
perimeter in cm and m of rectangles
Sketch a rectangle on the board and
label just two sides – the length and
width, e.g. 8cm and 4cm. Ask chn to
talk to their partners about how
they can find the perimeter.
Draw out that if we add the lengths
of these two sides together, we have
found half the perimeter, as the
others two sides will add up to be
the same length, so we can just
double this answer! Sketch another
of 20.
can find?
Children to
find the
perimetres
of regular
shapes. Ieif there is
pentagon
with 5 sides
and 1 side is
6 cm what is
the
perimeter.
rectangle and label 2 sides, e.g. 8m
and 14m. Ask chn to write the
perimeter on their whiteboards.
4
Starter: Children given a range of
items and have to identify what unit
of measurement they would use to
measure the item.
LO: To be to follow coordinates
Revise coordinates, explaining y and
x axise and where they are on the
coordinate graph. Show point on
coordinates and ask children to tell
me where the point is.
Chn sit back to back and each draw a
pentagon on their grid in a coloured
pencil, different to each other (see
resources). They swap coloured pencils.
They take it in turns to read the coordinates of their shape to their partner
who plots the co-ordinates and joins them
with straight lines to draw a pentagon.
They compare their two pentagons. Have
they each drawn the same two shapes?
5
Homework: