Scales & Rulers

Maths Planning

Term 2

Lesson Name: Week 1

Teacher Notes:

Walt: find a fraction of a number

Walt: order fractions with like denominators

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• Review fractions
• What is a fraction? What does it look like? Use the fraction segments to help with this.
• Denominators/numerators - their roles - expanded
• Find ⅗ of 15, 2/6 of 18 - expanded
• Review ordering fractions
• Look at pictures above to get the students started.
• Finding a fraction of a number
• ⅓ of 9, ¼ of 16, ⅓ of 18, 2/4 of 16, 5/7 of 21
• The school choir has 14 members. Two-sevenths of the members are girls. How many girls are in the choir?
• There are 20 candies in a bowl on the table. Three-tenths of the candies are peppermints. How many peppermints are in the bowl of candy?
• The school mixed rugby team has 18 members. One-third of the members are boys. How many boys are in the mixed rugby team?
• There are 15 apples on the table. Three-fifths of the apples are bruised. How many apples on the table are bruised?

Lesson Name: Week 2 & 3

Teacher Notes:

Walt: find a fraction of a number

Walt: order fractions with like denominators

• Review multiplication and division - encourage learners to practice multiplication & division at home (MAKE A SHEET FOR LEARNERS TO PRACTICE AT HOME - Done)
• Confidence in the language of fractions:
• Denominators/numerators - their roles + Find fractions of a whole.
• Use fraction segments - manipulate a range of fractions.
• This shape has ___ equal parts. Each part is _______ (__/__) of the whole.
• Which of these shapes shows the fraction ___/___?
• What fraction of this shape is shaded?
• Number lines
• Find fractions of numbers (a group). Find ⅗ of 15, 2/6 of 18 (ask a mixture of questions like this and as word problems.
• Review ordering fractions
• Look at pictures above to get the students started.
• Finding a fraction of a number
• ⅓ of 9, ¼ of 16, ⅓ of 18, 2/4 of 16, 5/7 of 21
• The school choir has 14 members. Two-sevenths of the members are girls. How many girls are in the choir?
• There are 20 candies in a bowl on the table. Three-tenths of the candies are peppermints. How many peppermints are in the bowl of candy?
• The school mixed rugby team has 18 members. One-third of the members are boys. How many boys are in the mixed rugby team?
• There are 15 apples on the table. Three-fifths of the apples are bruised. How many apples on the table are bruised?

Lesson Name: Week 4 & 5

Planning Sheets: Stage 1-3; Stage 3-4 (use this one more than the stage 1-3); Stage 4-5

Accelerating Learning; Mathswhizz; Xtramaths, Gloss Testing

Preparation: Educreation - summarising what we have done up until now.

Continued Multiplication/ Division practice: additional copies of the worksheet to take home for those without chromebooks (those with chromebooks can complete task on their chromebook).

WALT find fractions of numbers; order fractions

• Lots of practice at questions which involve finding fractions of numbers: ⅕ of 25; ⅘ of 30; 9/10 of 100; 4/6 of 36; 4/9 of my friends are girls. If I have 9 friends, how many friends are girls? [i.e. what is 4/9 of 9]? On my birthday, my friend bakes me 18 cupcakes. I want to put ⅔ of the cupcakes in the fridge. How many cupcakes will I put in the fridge? One hour is 60 minutes. ¾ of the hour has passed. How many minutes have passed?
• Practice at questions which work in the opposite direction: I have been waiting for the doctor for 20 minutes. There are 60 minutes in an hour. What fraction of the hour have I been waiting? My water bottle holds 800mL of water. I have drunk 400mL of water. What fraction my water have I drunk?
• Ordering fractions + Number lines - Place fractions on a number line - start with same denominator different numerator (¼, 2/4, ¾). (⅓, ⅔, 3/3). Same numerator, different denominator (¼, ⅙, ⅓, 1/10). MAKE SOME RULES FOR ORDERING FRACTIONS: if denominator is same, and numerator is different, the greater the numerator, the bigger the fraction; if denominator is different and the numerator is the same, the greater the denominator, the smaller the fraction - discuss these rules - why is this? [After mastered this, next step will be different numerator and different denominator).] Number line - includes learners ability to estimate fractions size compared to the whole.
• ENSURE USE MIX OF NUMBER AND WORD PROBLEMS.

Practice work: more practice of a/b of c; multiplication and division practice, ordering fractions practice.

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Lesson Name: Week 6

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Lesson Name: Week 7-8

WALT quickly recall our times tables.

WALT use times tables and knowledge of place value to work out more difficult multiplication and division problems

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Monday: Find out which times tables learners need more work on. In a discussion, get learners thinking about strategies they could use to learn those times tables.

Tuesday: Independent work

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Wednesday: [2nd LI]: 23 x 4 = ? ; 45 x 9 = ? ; 56 x 72 = ?

Working with learners to use place value to answer these questions.

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Week 8: If 4x9 = 36, why does 40x9=360? Continue to use place value with learners to answer these questions.

Rewindable: Educreation on place value to solve problems like this.

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Continue learning times tables - during each group teaching experience, focus on strategies for different times tables.

1. 2x and 7x tables. [Learners who can demonstrate knowledge of these can go onto another times table]. [Link back to finding fractions of numbers - complete questions which use these 2 times tables].
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Lesson Name: Week 9

WALT tell the time

Links: Tell the time video; My daily timetable

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Monday: Scales & Rulers

• Review:
• How many minutes in an hour; how many hours in a day?
• Minute hand vs. hour hand
• Focus on analog.
• PM vs AM
• Independent task: My daily timetable

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Tuesday

• As a class, watch video (Tell the time)
• Independent work: My daily timetable + blog log
• Group work: Using the interactive clock on mathswhizz, generate randomised times for learners (either as digital or analog). Learners to complete a clock task for each one given. Give 5 which we work on as a group. Remember when using the clock generator on mathswhizz, hide either the analog or digital clock for each problem.
• Screenshot each clock and put it into this presentation.
• Continue adding to the presentation as learners work together in pairs.
• Upload the presentation on your blog with an explanation of the task and something you have learned.

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