Weekly Planning Sheet for Maths
Division Including Problems
MA Group Mr Beckett WC 03.11.15 (5 Lessons)
Day
Mental/Oral
Objective
1
Practice 8x
tables
Main Activity
Activity
Objective
As a class, look
for patterns
within the 8x
table and discuss.
Divide numbers up to
4 digits by a onedigit number using
the formal written
method of short
division
How does this
relate to last
week’s factors?
Using the maths
mat race game,
chn practice
their 8x table out
of sync. Set a
time to beat for
the week.
2
Divide
numbers
mentally
A table at a time,
chn work on level
2 of the Division
Machine Game to
try to get the
highest score.
Chn line up and
take it in turns to
tell the teacher
the answer to the
displayed division.
He types, they
Success
Criteria
•
Have you used
a ruler to draw
your lines?
•
Have you put
one number
per square?
•
•
Divide numbers up to
4 digits by a onedigit number using
the formal written
method of short
division (including
remainders)
Have you
worked
through each
column at a
time?
Have you
carried if you
have any left
over?
•
Have you used a
ruler to draw
your lines?
•
Have you put
one number per
square?
•
Have you
worked through
each column at
a time?
Activities incl. differentiation
Main teaching
Recap the different methods used to divide in previous
year groups.
Introduce the school policy for dividing larger numbers.
Start with a 2 digit number divided by a 1 digit.
75 divided by 5 = Ask chn to solve this on their wbs
Discuss each step. How many 5’s are in 7? What must we do
if we have extra?
How many 5’s are in 25? Write the answer above.
Repeat with 3 digit numbers and 4 digit numbers until
secure.
Check understanding using the thumbs method.
SK Support MA to provide further examples and to get
children to check their answers.
CMB support HA where needed
MA Y5 Em
HA Y5 Ex
Chn divide a set of 4 digit
Same as MA, but chn divide
numbers by a one-digit
by 5 digit numbers to
number using the school’s
extend the size of their
policy for division. SK
answer.
Support to provide further
EXT – My Maths division
examples.
Main teaching
Write 3651 divided by 3 on the board for chn to solve on
their wbs. Recap yesterday’s steps.
What do we do if the number doesn’t go exactly? Recap
yesterday’s plenary.
Model 72 divided by 5 with the chn. How many 5’s in 7?
How many 5s in 22? The answer is 4 with 2 left over. We
call these remainders. Show recording of this with an r2.
Work through 4 digit divisions with the chn responding on
their wbs upon the teacher’s request.
Discuss the task, check understanding using thumbs
method
Plenary
Key questions/focus
Check understanding of
the lesson with chn
indicating in their books
1, 5, or 10.
Go over the answers with
the chn talking through
each step.
What if you get to a
point where you still have
some left over at the
end? What do we call
this?
Work through one
example of remainders in
preparation for
tomorrow’s lesson.
Check understanding in
context.
Check answers together,
discussing any trickier
questions.
HA group then lead
discussion to the rest of
the group on how to work
into decimal numbers.
Where does the decimal
press check.
Repeat for all
groups.
3
To double
numbers up to
100
http://mathsfra
me.co.uk/en/reso
urces/resource/2
81/Multiplication
_Mine_Mayhem
•
To answer
questions mentally
in a given time
•
Have you
written your
remainder if it
doesn’t go
exactly?
•
Have you
listened to the
question?
•
In table groups
chn take it in
turns to click the
correct double
and get the
highest score.
Have you
carried if you
have any left
over?
•
•
Have you
decided on the
strategy to
answer?
Have you
completed
your
calculation,
using jottings
where needed?
Have you put
your answer in
correct box?
MA Y5 Em
Chn divide a set of 4 digit
numbers by a one-digit
number using the school’s
policy for division. The
numbers given do not
divide exactly and
remainders must be used.
HA Y5 Ex
CMB work with this group to
work on working into
decimal numbers.
Main teaching
In their books children two word problems displayed
on the board (+ and -)
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.
I can solve questions in a given period of time
Children aim to get above 10 on the year 5 test, ensuring
that during the plenary they make jottings to help them
next time
point go?
Work through example
on their wbs.
Work through the
difficult ones together
ensuring that everyone
understands. Thumbs up
if they found this easy,
thumbs down if they did
not understand.
Which questions did
you find tricky?
Mark together and
record results.
4
5
8x Table Test
A written record
of their times
tables. Perform
test out of order.
Solve problems
involving division
Have you read the
question twice?
Have you
underlined the key
information?
Have you checked
your answer?
Main teaching
Recap what we have learnt so far this week. Exaplain that
today they are to apply their methods to real life problems
and contexts.
Display the question (see bottom left).
Which bits do we need to underline? How can we tell this is
a division? Does it have a remainder?
Chn work this out on their wbs and reveal upon teacher’s
request.
Practically draw upon the image to help them understand.
Work through an example in the context of ‘sharing
between’:
A bus driver takes the same route 9 times in a day. He
Discuss the findings with
the children.
How did you solve the
problem?
What knowledge helped
you solve this?
Talk through the answers
and discuss any problems
people had:
Ask the children how
they felt the lesson went
drives a total of 576km. How long is the bus route?
Then ‘sharing into groups’:
A bus driver drives a total of 576km in a day. His route
is 64km. In a day, how many times does he drive this
same route?
Discuss with HA about rounding up and down.
Model solving a problem involving money as a context.
Describe the tasks and check understanding using thumbs
methods
CB MA – support where needed
MA Y5 Em and HA Y5 Ex
Chn solve the following questions in ther maths books,
showing their working out where required. Chn underline
the key bits of information and check their answers using
the inverse operation
CMB support MA where required, drawing upon visual and
contextual explanations.
Notes
by putting thumbs up if
they understand,