Lesson name:

Date: Week 7

Curriculum level: 3

Area: Number Knowledge

Teaching focus:

We are learning to: Work out how many ones, tens, hundreds and thousands are in a whole number.

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Key Idea:

• Understanding place value requires multiplicative thinking because the value of digits is interpreted using both their face value and place, e.g., in the number 5 678, the value of the 6 is 600 because its face value is 6 and its place is in the hundreds column (6 100 = 600).
• Place value also involves an important idea: place values are “nested” within other place values, e.g., the number 2 340 contains 234 tens because 100 tens are nested in every thousand and 10 tens are nested in every hundred.

Problem:

Strategies: Book 6.

Work out how many ones, tens, hundreds and thousands are in a whole number.

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Ask the students to make three-digit numbers using beans, e.g., 258 would be modelled as:

200 + 5 + 8

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Ask the students “nested” place value questions such as:

• “How many tens are in our number altogether? Where are all of those tens?”

(There are 20 tens in the 2 hundreds, and 5 tens in the tens, that’s 25 tens.)

• “How many ones are in our number altogether? Where are all of those ones?”

(There are 200 ones in the 2 hundreds, 50 ones in the 5 tens, and 8 ones, that’s 258

ones.)

Provide several examples and record students’ statements about the same number

using words and symbols:

• 3 hundreds and 6 tens and 4 ones 36 tens and 4 ones 364 ones

• 4 hundreds and 7 tens and 3 ones 47 tens and 3 ones 473 ones.

Ask the students to think in reverse by getting them to combine ones and tens, e.g.,

“Make this number: 17 tens and 26 ones. Find the simplest way you could say this

number.”

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Activities to consolidate:

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• Independent activity - figure it out
• Book stage 6 pg 100 -103

Resources:

Whiteboards, Maths books, Counters, tens frames, Chromebooks.

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Lesson name:

Date: Week 9

Curriculum level: 3

Area: Number Knowledge

Teaching focus:

We are learning to: solve my six, seven and eight times tables from my five times table.

Key Ideas:

• The students will learn their 6, 7 and 8 times tables through deriving from known five times tables.
• Splitting factors - 8 x 7 = (8 x 5 and 8 x 2)

Problem:

Strategies: Book 6.

Slides

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Break our numbers down into factors we know

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6 x 7 = 6 x 5 + 6 x 2 =

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7 x 7 = 7 x 5 + 7 x 2 =

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Activities to consolidate:

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• Pages 104 - 107
• Slide 3
• Pages 19 and 20 mult/div book
• Extra for experts - create a screencastify to consolidate learning.

Resources:

Whiteboards, Maths books, Counters, tens frames, Chromebooks.

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