Day
Mental/Oral
Objective
Mon
Weekly Planning Sheet for Maths
Place Value: Counting (Including Negative Numbers)
Year 3/4 Miss Riddick WC 05.01.16 (4 Lessons)
Main Activity
Recall and use
multiplication
and division
facts for the 3,
4 and
8
multiplication
tables.
Count in
multiples of 6,
8, 25 and 1000.
Activity
3s tables song and
actions
Counting- plus
number dial itp –
show answers with
gaps and hcn must
work out the
counting rule and fill
in gaps 6, 8, 25 and
1000, 3, 4, 100s and
fractions
Objective
Read Roman numerals
to 100 (I to C) and know
that, over time, the
numeral system
changed to include the
concept of zero and
place value.
Success Criteria
Have you converted
the symbols to
numerals?
Have you used the
conversion chart to
help?
Plenary
Activities incl. differentiation
Key questions/focus
Show chn my birthdates in roman numerals.
Ask chn what is says and what it means- can they identify that it is a
number system?
Their job today is to find out my birth date and to write their own.
Use ppt to support- on here are some numbers to practice with on
Wboards
Check understanding using
game.
http://mathsframe.co.uk/en
/resources/resource/284/Ro
man_Numerals_Mine_Mayh
em
who knows to 12? 50? 100?
Have you
remembered to take
1, 2, or 3 if I is to the
left?
Have you
remembered to add 1,
2, or 3 if I is to the
right?
Discuss how to convert numbers to Roman numerals.
Explain that Roman Numerals are made up by adding or subtracting
numbers like this:
11 =10 + 1 = XI 40 = 50 – 10 = XL
HR and TA support LA – give a conversion chart to support also.
MA
HA
Year 3 klips Read Roman
Year 4 klips Read Roman
numerals from I to XII.
numerals to 100 and know that
over time, the numeral system
Chn to work out their birthdate
changed to include the concept
date and month in roman
of zero and
numeral and present for
place value. And beyond.
working wall.
Chn to work out their birthdate
date, month and year in roman
numeral and present for
working wall
Extend by ordering the
birthdates of famous people and
‘order that’ resource.
Tues
Recall and use
multiplication
and division
facts for the 3,
4 and
8
multiplication
3s tables song and
actions
Recognise and show,
using diagrams, families
of common equivalent
fractions.
Understand that a
fraction is one whole
Have ensured that the
fractions are of equal
value or the same?
Have you shown the
equivalent fractions as
shapes or sets of
objects?
for working wall
What is a fraction? What do you know already?
Spot the equivalent fraction.
How do you know they are
equivalent?
Discuss the numerator and
denominator patterns in
equivalent fractions- can
children see pattern?
When do we use equivalent
number divided by
another (for example,
tables.
can be interpreted as 3
÷ 4).
Weds
Count on and
back in steps of
unit fractions.
½ and ¼ beyond 1
support visually pizzas
Recall and use
multiplication
and division
facts for the 3,
4 and
8
multiplication
tables.
3s tables song and
actions
Count on and
back in steps of
unit fractions.
Tenths and
hundredths on and
back
Compare and order unit
fractions and fractions
with the same
denominator (including
on a number line). (Year
3 objective)
Have you written the
numerator and
denominator correctly
for each fraction?
•
•
•
•
•
Have you
remembered
that the smaller
the denominator
the bigger the
fraction?
Have you
recognized the
unit fractions
Have you
decided which
fraction is largest
first?
Have you
decided which
fraction is
smallest?
Have you used
the fraction wall
to help?
Explain that it is one whole number divided by another.
Demonstrate with ¾ as 3/ 4.
What is a numerator? Top What is a denominator? bottom
Using visual fraction pizzas from our counting ask chn to identify
those that are the ‘same’ ‘equivalent’ – show these on topmarks
fraction wall.
Challenge for children to use topmarks fraction wall to identify
equivalent fractions, then represent these for our working wall.
½=2/4=3/6=4/8=5/10
1/3=2/6=3/9
1/5=2/10
TA support LMA to ensure accuracy.
HR support where needed
MA
HA
I can recognise and show, using
Recognise and show, using
diagrams, equivalent fractions
diagrams, families of common
with small denominators.
equivalent fractions.
Find and make Shape
Find of equivalent fractions and
representations of equivalent
represent them using number/
fractions.
amounts of objects.
Also challenged to look for more
NB all chn record a learning
obscure equivalences e.g. 1/3
receipt in their books.
and 3/4
Ask children would you prefer 1/5 or 1/20 or a chocolate bar?
Feedback and ask for reasons.
Today find answer to that!
Chn read a variety of unit fractions and sets with same denominator
and match to their visual representation.
Now lets order them- first look at denominator smallest number =
cut into least pieces therefore each piece is bigger = find largest
fraction
Now lets find the smallest
Fill I the rest being careful to ensure that there are no equal
denominators – if there are now look at the numerator.
HR support where needed
TA support HA to extend to ordering more complex.
MA year 3 Compare and
HA year 4 Compare and order
order unit fractions, and
fractions with the
same denominators
(including on a number
line).
order 3 to 5 fractions either
unit fractions or ones with
same denominator.
Have copies of fraction wall
for MA and LMA to shade
when comparing fractions to
support ordering.
fractions? – have a cake- half
it – now a friend comes, now
another two – no one has
eaten it but we’ve changed
how it is divided
Ask again: Ask children
would you prefer 1/5 or 1/20
or a chocolate bar?
Can children explain that the
smaller the denominator the
less pieces it is split into and
so you get more?
What have you learnt about
ordering fractions?
unit fractions and fractions with
the same
denominators (including on a
number line).
order 5 fractions and extend to a
mix of unit and some with different
numerators.
Big fraction wall on working wall to
support.
Extension
½ < >6/7
Thurs
Recall and use
3s tables song and
Add and subtract
Have you first decided
When could adding fractions
multiplication
and division
facts for the 3,
4 and
8
multiplication
tables.
Count on and
back in steps of
unit fractions.
and Recognise
and write
decimal
equivalents of
any number of
tenths
actions
fractions with the same
denominator.
whether you are
adding or taking?
Have you made sure
you are only changing
the numerator if it
below 1 whole?
HA have you made
sure to exchange for 1
whole when you need
to?
Count in tenths and
relate to decimal
numbers 0.1
be useful?
Main teaching
http://www.mathsisfun.com/fractions_addition.html
Show chn shaded shapes and ask chn to name the fractions. (1/8
and 3/8.) Teacher to model adding these fractions together using
playdough.
How many 8s have I got?
How many more 8s would I need to make 1 whole?
How can I calculate that?
You can either have 2/5
chocolate bar with 1/5 of
cake.
Or 3/10 of a chocolate bar
with 4/10 of cake.
Which would you rather
have?
(show visually using
a decimal worms)/
numicom)
support understanding with bar
method
Now show a fraction addition using fractions as numbers.
http://www.sheppardsoftware.com/mathgames/fractions/FruitSho
otFractionsAddition.htm
http://www.sheppardsoftware.com/mathgames/fractions/FruitSho
otFractionsSubtraction.htm
TA support HA to add and subtract through one whole
HR support LMA with unifix to represent fractions
Fri
Recall and use
multiplication
and division
facts for the 3,
4 and
8
multiplication
tables.
X tables test
Apply mental maths
skills to answer
questions
•
Have you
listened to the
questions
carefully?
•
Have you used
the correct
mental strategy
to answer the
question?
Use decimal worms
MA year 3 Add and subtract
HA year 4 Add and subtract
fractions with the same
fractions with the same
denominator within
denominator (using
one whole
diagrams).extend beyond 1
work with HR using unifix to
whole – give bar diagrams
represent in different colours
to support.
Explain to children that this is an assessment of their mental maths
ability.
When finished work through mental maths questions and discuss
how to solve, different strategies = quickly and efficiently
Work on partitioning and labelling as HTU etc.
HR support where needed
Year 3 and Year 4 objective:I can choose an appropriate strategy to
solve a calculation based
upon the numbers involved (recall a known fact, calculate
Work through the difficult
ones together ensuring that
everyone understands afl.
Which questions did
you find tricky? Work though
these discussing the
different strategies they
could have used.
mentally, use a jotting, written method).
Recognise and
write decimal
equivalents to
1/4 ; 1/2 ; 3/4 .
•
Have you used
jottings?
Notes: Times tables assessment and self-marking on Friday so continue with number (Roman numerals on Mon)
Mark together and record
results.