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Year 5 Block B Securing number facts, understanding shape - Unit 3
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, halveIdentify different question types and evaluate impact on audienceMathematics 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 suggest a general statement and test whether it is true by investigating examplesTwo square tiles are placed side by side. How many tiles are needed to surround them completely?
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y5MaBB-f12.gif" \* MERGEFORMATINET
What if three square tiles were laid side by side? Four tiles? Five tiles? How many tiles would be needed if 100 tiles were laid side by side? Explain your answer.'A number that ends in the digits 52 is always divisible by 4.' Give me an example where the statement is true. Can you find an example where the statement is false? Why not?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 problemI 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 I recognise when there may be more than one solution to a problem and try to find them all You need six drinking straws each the same length. Cut two of them in half. You now have eight straws, four long and four short. You can make two squares from the eight straws like this.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y5MaBB-f13.gif" \* MERGEFORMATINET
Arrange your eight straws to make three squares, all the same size. Draw a diagram to show your solution.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 subtraction I can find the double or half of a decimal by doubling or halving the related whole number Which of these subtractions can you do without any jottings? How did you find the difference between these two numbers? Talk me through your method. Find half of 92. Use your answer to find half of 0.92. Explain the relationship between the two calculations. What number added to 0.72 gives 1? How do you know? What number lies exactly halfway between 0.48 and 0.74? How did you work this out? I think of a number, halve it, then add 0.6. I get the answer 5.2. What number did I start with? How did you work out your answer?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 factsI can use tables facts to multiply multiples of 10 and 100 and to find linked division facts What tips would you give someone who had forgotten the 7 times-table to help them to work it out? What other links between times-tables are useful? Find two numbers with a product of 1500. What other pairs can you find? Find different ways of completing this calculation: 240 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 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_equals.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculationsBefore I solve a word problem, I work out an estimate for the answer 417 895 men and 176 243 women attended a football match. Roughly, how many people attended altogether? Suggest a multiplication problem that will have an answer close to 2000.Use efficient written methods to add and subtract whole numbers and decimals with up to two placesI can explain each step when I write addition and subtraction calculations in columns How did you find the difference between these two numbers? Talk me through your method. Make up an example of an addition/subtraction involving decimals that you would do in your head and one you would do on paper. Explain why. What could the two missing digits be? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET 62 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_square.gif" \* MERGEFORMATINET 95 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 757Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_3_4.gif" \* MERGEFORMATINET of 150g); interpret the display correctly in the context of measurement I can use a calculator to find missing numbers in calculations. I use inverse operations and number facts to help me You have been using your calculator to find an answer. The answer in the display reads 5.6. What might this mean? You save INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 1.35 per week. How many weeks is it before you can buy a book costing INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 18.49? Explain how you used your calculator to work out the answer.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 use mathematical vocabulary to describe the features of a 2-D shape. I always say whether any angles in the shape are equal I use the properties of 3-D shapes to draw their nets accurately Tell me some facts about rectangles. Give me some instructions to get me to draw a rectangle. What is the same about a square and a rectangle? What might be different? Is it possible for a quadrilateral to have exactly three right angles? Why not? Imagine you have a paper square and a pair of scissors. Imagine cutting off a corner of the square in one straight cut. Without saying anything, quickly draw the shape you cut off. Now draw the shape you have left. Compare your two shapes with the rest of your group. What are the names of your two shapes? Describe how you would draw a net for a tetrahedron.Identify different question types and evaluate impact on audienceI know that when my teacher asks certain mathematical questions there may be more than one answer. I try to think of all the possible answers What is the difference between these two questions?
What is the product of 12 and 7?Tell me all the factor pairs of 84.Understand the process of decision making I can explain why I decided to use a particular method to solve a problem. I can describe what was special about the problem that prompted my decisions Why did you decide to use a mental/written/calculator method for this calculation? Why did you decide to change all the units to metres rather than centimetres? Why did you decide to use the scales rather than the balance?
NE Lincs Mathematics Team
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