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Year 5 Block B - Securing number facts, understanding shape - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halvePresent a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive languageMathematics in Science
Earth, Sun and Moon: Use vocabulary related to shape and size when describing the Sun, Earth, and Moon and their relative sizes.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningExplore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or falseI can investigate a general statement and say whether examples are true or falseElla says: 'The sum of two even numbers is always a multiple of 4.' Is she correct? Give some examples to justify your answer.Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem I can split a word problem into steps and work out what calculation to do for each step. I can explain what the answer to each step tells me Tanya has read the first 78 pages in a book that is 130 pages long. Which number sentence could Tanya use to find the number of pages she must read to finish the book?
A 130 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 78 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET B INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET - 78 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 130C 130 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 78 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET D 130 - 78 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET
Tilly's parcel cost 55p to post. She stuck on eight stamps. Each stamp was either 10p or 5p. How many of each stamp did Tilly stick on her parcel? Show how you worked out your answer. How did you decide which calculations to do? How did you know whether to add, subtract, multiply or divide? What clues did you look for? What does the answer to this step tell you?Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_plusminus.gif" \* MERGEFORMATINET 2.7, half of 5.6, double 0.34)I can add/subtract decimals in my head by using a related two-digit addition or subtractionI can find the double or half of a decimal by doubling or halving the related whole numberLook at this number sentence: INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_circle.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 2. What could the missing numbers be? What strategies would you use to work out the answers to these calculations? Could you use a different method?Recall quickly multiplication facts up to 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts How many multiplication and division facts can you make, using what you know about 48? How did you work out the division facts? Make up some division questions that have a remainder of 1. How did you do it? What tips would you give someone who had forgotten the 9 times-table to help them to work it out?Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculationsI can check whether a calculation is correct and explain how I did this How could you check that your answer is correct?
Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapesI can explain whether a shape has line symmetry and whether it has any parallel or perpendicular sides I can say whether a triangle is equilateral, isosceles or scalene and explain how I knowHow would you check if two lines are parallel? How would you check if two lines are perpendicular? Select two 'sorting' cards, such as: has exactly two equal sides and has exactly two parallel sides. Can you show me a polygon that fits both of these criteria? What do you look for?Here is an isosceles triangle. Show me some more isosceles triangles. How do you know? What do you look for? Here is a regular octagon. Join three of the dots to make an isosceles triangle. Use a ruler.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y5MaBB-f8.gif" \* MERGEFORMATINET
Join three dots to make a different isosceles triangle.Now join three dots to make a right-angled triangle.Join three dots to make a scalene triangle.Complete patterns with up to two lines of symmetry; draw the position of a shape after a reflection or translation I can create a pattern that has two lines of symmetry or complete one that someone else has started Use these tiles to make a symmetrical shape. Can you take one tile away and keep your shape symmetrical? Can you change one or more tiles so that your shape is no longer symmetrical? This is half a symmetrical shape. Tell me how you would complete it to make it symmetrical. How do you use the line of symmetry to complete the shape?Show me where this shape would be if we reflected it in this mirror line. Where would it be if we translated it two units to the right parallel to the x-axis? This grid is made of hexagons. Draw the reflection of the shaded shape on the grid.
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Here is a shaded square on a grid. Shade in three more squares so that the design is symmetrical in both mirror lines.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y5MaBB-f10.gif" \* MERGEFORMATINET
Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language I can present my solution to a problem, explaining the steps that I took in a sensible order Explain to the class how you solved that problem
NE Lincs Mathematics Team
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