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KS3 Framework Materials: Year 7 Tier: Main Spring Term : First Half Class: Week: Time: 3 hrs Maths Topic: Unit 8 / HD2 Total of 5 hrs (Part 1 of 2): Data collection, Display & Interpretation L Key Resourc Mental Learning Introductory Main Activity Plenary N Starters Outcomes Vocabula Ideas (was hd3/1) es o ry Suggested activities: L OHS HD2/1: given a problem that can be survey Pupils to suggest possible 1. Discussion and interpretation in groups of range of data OHS HD2/3: pp 250 - 5 1 Shady addressed by statistical questionnaire answers to 3 - 5 everyday displays. Record interpretations. Misleading Charts pp 262 - 273 Statistics: for methods, suggest possible experiment problems. Eg: 'Best way to Highlight how data OHS statement that answers data travel to school? (see 2. Share and compare results Discuss difference between groups. displays can be HD2/1: 1 'Men run grouped data p248). Conduct straw poll. Highlight ease of misinterpretation. misleading. Shady faster than statistics OHS HD2/2: Data Qs: When is this Statistics h women'. class interval Display- Methods of sometimes done on r Find reasons tally Transport purpose? OHS why Leanne table - how these were obtained ? How could a soap HD2/2: or Tariq may frequency - how or when might both powder co. use this to Data be right data collection be accurate? advantage? Display- L Interpret decide which data is relevant to sheet Are boxes of Smarties all 1 Individually / Pairs: Ask pupils to record in their own way the Ask for 1 statement or Methods of 2 graph shapes, an enquiry database the same? colour frequencies for their box. (Suggest pupils count 30 sweets and observation from each Transport eg: Hand out 1 box per pupil discard excess!) Discuss data collection methods. Agree ground pupil about whole decide on data sources Ma 1 words: (or pair). Most popular rules on frequency diagrams (tallies ...) class results OHS 1 OHS HD2/2: any of - colour? (mode). from table? HD2/3: plan how to collect & organise 2 Pupils to: draw diagram / chart / graph of results; present data Data Display- small sets of data Predict results, count & from display? Misleading h Methods of answer compare results. display & justify choice; Agree ground rules displays (labels,start at Which is faster? Charts 0 ..) r Transport design data collection sheet / evidence Are whole class explain What other Qs could we results more or less questionnaire 3 3 Pool class results in frequency table & graph (board / OHP). Use explore ask? Eg: accurate than to consolidate ground rules. Interpret results; answer original Qs. construct bar-line graphs & investigate How many colours? How individual results? grouped frequency diagrams, method many sweets? All same Why? using paper & ICT problem frequency? 4 Extension: Link with HD1 work on mode, median, mean, range. (Highlight importance Order of frequency?... (But note: Emphasis is on interpretation from graph shape in HD2. reason For Interpretation from 3 averages & range see HD3,) of sample size). construct pie-charts using ICT results How would we collect the (y8: on paper) solution, solve For extensive weather data bank & educational activities, go to the Discuss pupils' interpret diagrams & graphs true, false data? answers to Smarties. (including pie charts);draw Record decisions on which Birmingham Weather Station Conclusion. simple conclusions from graphs questions and which data shapes collection method. L Informal solve word problems; Introduce investigation 5 Extend to enquiries into other everyday contexts involving discrete Recap key steps in a pp 24 - 25 3 survey for investigate in a range of HD Profile of a Typical Y7 data, including grouped data. DH enquiry: OHS Profile of a contexts Pupil. Discuss main steps 6 (Eg: Profile of a Typical Y7 Pupil ', using results of Starter survey. HD2/4: Steps in 1 Typical Y7 and agree a plan. Outcome will be statement such as He / she is a brown haired, 150 Handling Data Pupil See OHS HD2/4: Steps in cm tall, pizza-loving, Eastenders fan with a taste for hip hop music h Record on Handling Data & environment, plus back-up evidence in form of tables, diagrams r OHS. & charts). OR 7 Conduct a Newspaper New Feature Survey KS3 Framework Materials: Year 7 Tier: Main Spring Term : First Half Class: Week: Time: 2 hrs Maths Topic: Unit 8 / HD2 Total of 5 hrs (Part 2 of 2): Data collection, Display & Interpretation Les- Mental Learning Key Introductory Main Activity Plenary Resour son Starters Outcomes Vocabulary Ideas ces No. Suggested activities: L4 Write 2 decide which survey Which newspaper is 1). Brainstorm how we can find out and lead into activity where ... How readable pp 250 - newspaper data is relevant questionnaire easier to read, the is your maths 255 sentences on to an enquiry; experiment 'Times' or the 'Sun'? 2)... pupils are counting numbers of letters per word and textbook? 1 hr board. Which is possible data (link to word OHS easier to read? sources grouped data Use photocopies of 2 3)... collecting results in a grouped frequency table, length or HD2/4: Why? (-see Qs (pp 250 - 2) statistics articles of similar sentence Steps in below) class interval length, one from each 4) ... displaying results using appropriate display tools, and length) Handling OR plan how to tally paper. OR Data Ask clozed collect & table 5)... interpreting their displays. OHS HD2/4: (can use statistical Qs, organise small frequency Steps in as hand- eg: sets of data data collection (Literacy link) 6)... drawing conclusions from graph shapes Handling out or Max word (p254) sheet Data enlarge & length? Min design data database (7)...Extension into HD3: drawing conclusions from 3 averages & range) Review use as word length? collection sheet processes of poster) Sentence / questionnaire For data collection and recording, try: data length? Mean? (p254) collection > Photocop- Mode? Median? Collecting and Recording Data processing > ies of the construct bar- (level 1 or 2) displaying > 'Times' line graphs & interpreting and the grouped 'Sun' L5 Extract 3 frequency Ma 1 words: Introduce a third Repeat processes of data collection, processing, displaying, interpretation from Place these 3 pp 24 - 5 sentences from diagrams, using any of - newspaper, very close graph shape & conclusion for 3rd newspaper. papers in The 'Mirror' 1 of the papers. paper & ICT to one of the other 2. order of ,'Independ- 1 hr Average length (pp 262 - 4) answer Unlike the 'Times' and OR readability. ent' or of sentence? evidence the 'Sun', can you tell Produce a plan of how pupils would apply these processes, if time allowed, to similar interpret explain by looking which is 3rd newspaper (in style of a coursework extension, referring to OHS HD2/4: Give 3 main Which average? diagrams & explore easier to read? Steps in Handling Data in poster form or as a handout. reasons why OHS graphs; draw investigate Why is the data you decided HD2/4: Range? simple method processing valuable OR this. Steps in conclusions problem here? Focus mainly on collection and interpretation of grouped discrete data Handling (Mention that from graphs reason Data we could use shapes results Predict & test if time. For interpretation of data, try: Interpreting Data average (pp 268 - 270) solution, solve (can OR sentence length true, false enlarge & or average word solve word 'Your Nation' Geographical Data use as length to decide problems; (wide range of statistics on over 100 countries)) poster) on readability, investigate in a OR but will focus range of HD Data Handling Games on this more contexts next term.) KS3 Framework Materials: Year 7 Tier: Main Spring Term : First Half Class: Week: Time: 2 hrs Maths Topic: Unit 9a / N & M 3a / Calculations 2 (Part 1 of 2): Mental, written & calculator methods Total of 4 hrs Place Value Les son Mental Starters Learning Key Introductory Main Activity Plenary Resources No Outcomes Vocabulary Ideas Suggested activities: L1 Inverse Practice, eg: understand the 4 operation What is the cost of 28 Y7 workbooks Calculations & simple word problems Use Area calculation pp 82 - 85 operations as they apply inverse at £1.99 each? involving x and , including opportunities for rectangles to I'm thinking of a number to whole numbers & Use to compare 3 'levels' of to: review distributive OHS 1 and when I ... I get ..., decimals add, sum, total efficiency from: law, eg: NM3/1a: hr using 1-step calculations: subtract, 1.99 + 1.99 +1.99 +1.99 + .... relate division to fractions L = 13cm Missing 19 + ... = 40 and difference to use commutative law W = 8cm Numbers 45 ... = 5 multiply 28 x 1.99 use distributive law A = 13 x 8 understand the 4 product to use associative law =10 x 8 + 3 x 8 = ... and 2-step calculations: divide 30 x 1.99 - 2 x 1.99 7 + ... - 3 = 25 operations as they apply check answers by using inverse to whole numbers & multiple Check understanding of operations Use Volume ... x 4 5 = 8 decimals factor multiplication as repeated addition, calculation for quotient but more efficient; 3rd method as an For a review activity of place value for cuboids to practise including ( ) if appropriate: and divisor even more efficient strategy. decimals, try: commutative law, eg: 2(11 + ...) = 36 remainder L = 12cm (36 4) ... = 3 Extend to division as repeated Birmingham Grid for know how to use the W = 6cm commutative subtraction, eg: using Numbers from BGfL H = 2cm OR laws of arithmetic & How many dozen eggs is 156? V = 12 x 6 x 2 =...or OHS NM3/1a: Missing inverse operations (show quotient can be expressed as 6 x 12 x 2 =...or .. Numbers a remainder, a fraction or a (Turn cuboid around to decimal) show 3 numbers are interchangeable. L2 '24 Game': know & use the order order of Use a string of numbers on board to 1). Investigate ways of making different I'm thinking of a p 86 Choose any 4 numbers, of operations, operations demonstrate different answers with totals using same 3 numbers. number and when I..., use all 4 to make 24, including brackets brackets LTR and scientific calculators. Eg: Starting with 2,4 and 5 can you make then ... I get ...What WS NM3/1b: 1 with any 4 arithmetical calculate numbers 1-10? Biggest number? number am I thinking 24 Game hr operations carry out calculations calculation Explain rules of BODMAS. Smallest number? Number nearest to 0? of? Score Sheet (whole class or in pairs) with more than 1 step calculator 10? ... using brackets & the display Use to write some solutions to 24 Puzzles set by teacher Can use for jottings: memory, square root key Game as single expressions (or 2). Repeat with larger numbers. (or individual pupils); WS NM3/1b: 24 Game and sign change keys enter equations), eg: pupils to suggest how Score Sheet clear 3). Collect results on board using rules of to write this down. memory 4+ ( 4 X 5 X 1 ) from 1, 1, 4, 5 BODMAS. (linking with later unit on equations A4) 4). Use WS NM3/1b: 24 Game Score Sheet to allow pupils to play on pairs. Winning partner writes down their solution using BODMAS rules. Extend to larger numbers, squares and square roots. Class: Week: Time: 2 hrs Maths Topic: Unit 9a / N & M 3a / Calculations 2 (Part 2 of 2): Mental, written & calculator methods Total of 4 hrs Place Value Les son Mental Learning Key Introductory Main Activity Plenary Resour No Starters Outcomes Vocabula Ideas Suggested activities: ces ry L3 Mental + / - round whole + numbers round Rounding Introduction Activities involving rounding of whole numbers Recap rules on pp 42 - 45 Strategies: to nearest 10, 100 or nearest Use newspaper headings such as 9000 and decimals in cross-curricular contexts, eg: rounding, eg: pp 92 - 95 Eg: If 24 + 67 = 91, 1000 decimal place Chelsea fans at Saturday's match to What is 2945 to nearest 1 What is 2.4 + 6.7? to 1 decimal raise Qs such as: What might the Reading measuring instruments used in 10, 100, 1000? OHS hr Other shortcuts? round decimals to nearest place (1 actual attendance have been? science, cookery, DT Pi is 3.14158 ...What is NM3/2: (include whole number or 1d.p. d.p.) Smallest? Largest? Were they Food values on food packets it to nearest whole Sum 0.24 + 0.67 ... approximate rounded to nearest 10, 100, 1000 ...? Geographical data number? To 1d.p.? Shortcuts 2400 + 6700 ... and +/- relationship as consolidate & extend nearly Develop using other contexts and Diameters of atoms mental methods of + & - rough extend to decimals. Circumference of planets Recap 'Nearly Numbers' in: Counting 91 - 24 = ... to include FDP, roughly Pollution levels in rivers, in ppm strategy: partition +/ - Mental Arithmetic Introduction If 1 CD tape is reduced Stick 91 - 67 = accompanied where Use OHS from Starter to introduce to £0.99, what is the Newspape 67 + 24 = ...) appropriate by suitable For further practice, go to: strategies involving: cost of 2 tapes? … 3? rs with OR jottings Counting on & back Bitesize Approximations What if reduced numerical OHS NM3/2: Sum and +/- several small numbers For consolidation of reading scales and correct headings Shortcuts solve simple word to£0.98? … £ 0.90? partition metric units from scales Level 4: OR problems mentally OR nearly doubles Cross- Counting Stick: Count nearly numbers Jack the Builder Review 'Nearly on or back in fractions Or, for a mental maths skills workout against the Numbers' strategy for curricular the +/- relationship repeated addition of 9, data & decimals from 0, 5, extending known sums to theirmultiples clock, try: Mental Gym from BGfL & 10 then 8; 90, then 80, etc. L4 Practice of simple consolidate & extend Ma 1 words: X & Mental Arithmetic Introduction Further oral, written, practical activities that Recap 'Nearly Numbers' pp 96 - 101 known FDP mental methods of x & any of - How many ways can you find to work require use of strategies for X and strategy: pp 28 - 31 Equivalents to include F, D, %, out 2.4 x 50? Extend CD tapes 1 accompanied where answer Use this question & similar to FDP & word problems (or postpone until question in L1 to OHS hr If 1/2 = 50% = 0.5, appropriate by suitable evidence introduce strategies (p.96) that use: N5). multiples: cost of 10 NM3/3: what is 1/4? 1/8? jottings explain factors tapes? 20? 25? Equivale 1/16? ... and explore partitioning Conversion rules between metric units (formally nce OR solve simple word investigate doubling / halving addressed in Unit 9 / N&Mc) Recap range of OHS OR problems mentally method x / relationship Eg: OHS NM3/4: Metric System strategies used in Recap multiplication break a complex problem NM3/4: tables reason lesson, eg: Metric calculation into simpler Repeat with questions, such as: For complex calculations set in a Theme park, 16 x 7.5 steps, choosing & using results explore 'Theme Park' at: System OR solution, solve 4.23 x 50 appropriate & efficient How many ways can you find to work Roller Coaster Queues 1/2 x 6 OHS NM3/3: methods & resources, true, false out 504 14? Equivalence 246 12 including ICT For an number investigation into newspaper 465 15 present & interpret advertising costs, go to 'Newspapers' at: solutions in the context of OR the original problem; Advertising: What's It Worth? Recap simple fraction - and decimal equivalents explain & justify using OHS NM3/3: methods & conclusions Equivalence orally & in writing KS3 Framework Materials: Year 7 Tier: Main Spring Term : First Half Class: Week: Time: 3 hrs Maths Topic: Unit 10 / A 3 / Sequences 1 Note: A3 is an ambitious unit. If all learning outcomes in Lessons 3-5 cannot be (Part 1 of 2): Integers, Powers & Roots achieved, they can be re-addressed in A5, Summer Term. The 2 Key Objectives in A5 are1)Graphs & 2) Word problems & investigations Total of 6 hrs Sequences, Functions & Graphs Les son Mental Learning Key Introductory Main Activity Plenary Resources No Starters Outcomes Vocabulary Ideas Suggested activities: L1 Find all the recognise and use factors and primes (less factor OHS A3/1a:Factorpillars: 1). Activities to find prime, square, odd, Factors of 64 or pp 52 - 59 factors pairs than 100). common factor Discuss why Factorpillar 12 has 3and even numbers, factors & HCFs; be 72? - list in order, for numbers 1 highest common able to explain. Eg: pairs of legs); the other 2 factor strategies for OHS 1 - 20 and list recognise multiples and find the lowest factor, (HCF) pillars? (1 prime & 1 square) - - Investigate factorpillars with 1 leg (1), ensuring a list is A3/1a:Factor hr on board. common multiple prime 2 legs (primes - babies!), 4 legs, 6 legs, complete -pillars prime factor Explain meaning of a prime odd no. of legs (square numbers); OR Note those recognise first few triangular & square factorise number, square number; factor, - - Which factors do any 2 factorpillars Is 1 a prime no? OHS A3/1b with only 1 numbers to at least 12x12, & square number common factor, odd, even. have in common? Why? Mystery factor...2 corresponding roots squared 2) Divisibility tests OR Factorpillars factors...even 62 as 'six squared' (DISPLAY WORK OPPORTUNITY) OR Revise using: OHS A3/1b no. of factors use the square root key 65 as 'six 6 to the Revising Special Numbers Mystery power 5' … Factorpillars L2 Start at 0 & triangular WS A3/1:Multiplication Grid 1) Activities on multiples, eg: Give 6 numbers pp 52 - 59 count up in number : ''Why do some answers occur WS A3/2:Multiples on a 100-Grid (2, 36, 1, 9, 32,) 2's, 5's and divisor more than once? ...common Use to reinforce multiples, prime and ask Qs such WS 1 10's. (Whole divisible multiples (CM) ... LCMs numbers, factors. Extend to CMs, eg: as: A3/1:Multipl- hr class) divisibility test find CMs eg: of 5 and 6 on grid; LCM? Which ones are ication Grid Extend to AND square? counting up in indices 2) Activities on square and square prime? multiple of WS 9's (+10 -1 product 'where are the square numbers; roots, eg: 8? A3/2:Multiples strategy); then multiple why?' WS A3/1:Multiplication Grid factor of 8? on a 100-Grid in 6's, 7's & lowest common - position of square nos on grid both a square and 8's. multiple (LCM) - diagrams of growing squares, a multiple of 4? WS A3/3: mappings Matchstick OR property - and table of coordinate pairs; OR Patterns 1 , Review consecutive - link with graphs square classify WS A3/3: Matchstick Patterns 1 for see 6 Qs on p9 numbers growing patterns (inc. squares) L3 'What Next - generate terms of a simple sequence given a sequence Start with matchstick activity on (See stopping point in Unit A1:) Recap the method pp 144-155 and Why? rule: term OHP or board; of how to find the Activity: : - term-to-term & nth term Sparks 8: Sequences 1: Q1 - next ? 1) Introduce activity in WS A3/3: 10th term; any Sparks 8: 1 Write on OHP - position-to-term consecutive Q2 - Describe sequence (+3 each Matchstick Patterns 1 and repeat term. Sequences 1 hr the 1st number rule, time) Qs 1 - 6 Review either use eg: 5, What is generate sequence from practical contexts relationship Q3 - Why? (refer to 3 extra of nth term or WS A3/3: the next and describe the general term in simple cases generate matchsticks in context) formula as Matchstick number? Eg: predict Q4 - 10th, 50th term? appropriate Patterns 1 1st is 5 yes solve word problems & investigate in 2nd is 10 no continue Q5 - General term? (nth term has range of number & algebra contexts nd 2 is 7 yes increase, 3n+1, because ...) OR OHS A3/3 : 3rd is 9 yes identify information to solve a problem and decrease Q6 - Formula -words? Using OHS A3/3 : nth nth Term WHY? represent problems mathematically: symbols finite, infinite letters? (Link with A2) Term / diagrams / tables / graphs KS3 Framework Materials: Year 7 Tier: Main Spring Term : First Half Class: Note: A3 is an ambitious unit. If all learning Week: Time: 3 hrs Maths Topic: Unit 10 / A 3 / Sequences 2 outcomes in Lessons 3-5 cannot be achieved, they can be re- (Part 2 of 2): Sequences, Functions & Graphs addressed in A5, Summer Term. The 2 Key Objectives in A5 are1)Graphs & 2) Word problems & investigations Total of 6 hrs Les- Mental Learning Key Introductory Main Activity Plenary Resour- son Starters Outcomes Vocabu- Ideas ces No. lary Suggested activities: L4 OHS A3/3 : nth Previous list Sparks 8: Sequences 1 1) Sequences requiring pupils to produce Use mappings produced pp160 - 163 Term express simple plus: OR mapping / inputs / outputs . to introduce term function OHS A3/3 : functions in word, input Sparks 9: Sequences 2 & notice some properties nth Term 1 hr Find next 2 terms then using symbols; output 2) Link to nth term, eg: nth term is 3n +1 of expressions: Find nth term represent in function Represent with mapping, function Sparks 8: mappings function machine. 3) Link to Equations (A2), eg: y = 3n + 1 Can write in > 1 way, eg: Sequences machine Mappings from other sequences: (c-1)x2 or c x 2 - 2 1 mapping Given inputs & outputs, what is the OR Review sequence patterns and general rules, Can say more simply, eg; rule? using: d+1 +2 or d+3 Sparks 9: and Ma 1 Inverse: Given output & rule, input? Revising Patterns and Rules Sequences words: any What is a mapping? Can invert it, eg: 2 of - X + 4 = Y or X = Y - 4 L5 Use counting stick generate terms of a Q: 'What is 4 x 8? How did you work it Activities that require Harry & Rajid start with pp 148 - 153 to generate simple sequence, given answer out if you didn't know it by heart?' - term-to-term approach, eg: £1 pocket money in week sequences from a a rule: evidence 1st term is 100, each term is 10 times 1 of the new year. Which Counting 1 hr rule: - term-to-term & explain Compare term-to-term approach - the one before; 1st 5 terms? pocket money rule is sticks Eg: start with 3. - position-to-term) explore (Start No is 8, keep adding 8: 8, 16, describe sequence in words better? - Why? - Keep doubling and investigate 24, 32) - position-to-term approach, eg: Harry: 2 x week no. + 1 Graphical adding 1; finishing solve word problems method with position-to-term approach - nth term of a sequence is 2n - 1, 1st 5 terms? Rajid: 2 x (week no. + 1) calculators number (end of & investigate in range problem (1st. term is 1 x 8, 2nd is 2x 8, Describe sequence (eg: odd nos) stick)? of number & algebra reason 3rd is 3 x 8, 4th is 4 x 8) OR What do they each get in (Review / extend contexts results Graphical Calculator Investigation: p 148 Week 100? (position- sequences used in solution, Highlight difference, which is easier for OR term). identify information solve A1). early terms, late terms...? (Spreadsheets to explore both approaches, see page necessary to solve a true, false 148) problem and Link to mappings Extend to word problems, eg: represent problems mathematically: Crossing the River from BGfL symbols / diagrams / tables / graphs L6 Review plotting & generate coordinate coordinates Introduce co-ordinate pairs, eg : Activities to include: OHS A3/2: Co-ordinate pp 164 - 171 reading coordinates pairs that satisfy a coordinate 1) generating coordinate pairs from equation Grid in 1st quadrant (> 4th simple linear rule; plot pair/point "Give rule such as 2) generating table of x, y values from equation Oral work with whole OHS A4/2: 1 hr quadrant). graphs of simple x-coordinate C = 3D+ 4, tell me a pair of co- 3) plotting points, drawing a line through class: generate family of Car Hire linear functions, (in y-coordinate ordinates that C and D could be". points & extending line graphs for y=x, y=2x, Eg: form y = ..x...) using grid, origin Plot on a coordinate grid. 4) read off intermediate points; check they fit rule y=3x, y=4x OHS A3/2: paper & ICT axis, axes 5) extend this to fractions & negative nos Use to recap correct methods Co- OHS A4/2: Car and graph OHS A3/2: Co-ordinate Grid 6) begin to notice key graph features (of form y = mx) for plotting and line drawing. ordinate Use to highlight that; Hire recognise straight-line variable Link with secure learning of previous OR plot given shapes, using: Grid all go through origin graphs parallel to x- straight-line A3 lessons, eg; sequences, mappings, Coordinate Shapes from BGfL OR all are straight lines axis or y-axis graph nth term & formulae vary in steepness equation (of The Coordinate Game from BGfL a graph) KS3 Framework Materials: Year 7 Tier: Main Spring Term : First Half Class: Week: Time: 2 hrs Maths Topic: Unit 9b / N & M 3b / Calculations 2 (Part 1 of 1): Mental, written & calculator methods Total of 2 hrs Place Value Les- Mental Learning Key Introductory Main Activity Plenary Resour son Starters Outcomes Vocabulary Ideas -ces No. Suggested activities: L1 OHS N1/1: multiply 3-digit by 2- multiply Introduce problem Activities involving long multiplication. What is 239 x p 104 Place Value digit numbers; extend multiplication leading up to X of two Focus on grid method for a number of problems. (Eg: see p 104) 41? Grid chart to multiplying decimals divide nos with at least 2- (Rough estimate by approximating before each calculation.) method? Other OHS 1 hr - an activity (to (1d.p. & 2 d.p.) by 1- division digit; ask pupils to methods? N1/1: practice x facts digit whole numbers subtract explain how they Explain distributive law and link to grid method Place to 10 x 10). (p 104) subtraction solved it. Eg: 26 x 19? Estimate: 25 x 20 = 500 Value make and justify add, addition Eg: 5 minibuses with Calculation: 26 x 19 = 20 x 19 + 6 x 19 OR 26 x 20 - 26 x 1 = 494 chart estimates & 19 pupils in each one. guess, estimate Discuss other informal methods of multiplication as appropriate. approximations of Total? 15 buses? 26 approximate calculations approximately buses? 243 buses? Check results from order of magnitude & by working backwards (p102) check a result by not enough Review understanding considering whether it approximately that X is repeated For practice in speed multiplication of two 2-digit numbers, play: is of the correct order of equal to addition and highlight Batter's Up Baseball magnitude and by (& symbol) one efficient method, working the problem roughly eg: grid method. backwards nearly (p110) too many L2 OHS N1/3: divide 3-digit by 2-digit too few Introduce problem for Activities involving long division 1) Return to pp 102, Growing/Shrin numbers; extend to enough of two 2-digit Minibus 106, 110 king Snakes to dividing decimals (1d.p. numbers. 1) Focus on chunking method using a range of problems. problem : 1 hr practise powers Carry out rough estimate by approximating first. & 2 d.p.) by 1-digit Share different pupils' 50019=26 OHS N1/3: (Chunking links division to repeated subtraction, in this method, in chunks) of 10 whole numbers methods. Remainder 6. Growing/S Eg: 494 19 ? (p106) Review understanding Is this 26 or 27 hrinking OR that division is 19 I 494 Estimate: 494 19 is approximately 500 20 = 50 2 = 25 minibuses? Snakes make and justify repeated subtraction - 380 (19 x 10 = 190, so 19 x 20 = 380, subtract 20 x19) Should you Counting stick: estimates & and highlight one = 114 always round Counting subtracting 2- approximations of efficient method, eg: - 114 ( 6 x 19 = 114, so subtract 6 x 19) up? Why? stick digit numbers calculations chunking method. = 0 Ans: 20+6 =26 such as 19, 26 (p102) OR eg: from 100; Eg: 19 pupils per 2) Focus on Listing method to solve a range of problems. (to practise for check a result by minibus, how many (Listing links division to repeated subtraction). 2) Discuss division) considering whether it buses for all of Y7 (95 informal pupils)? Eg: 28519? 19, 38, 57, 76, 95, 114, 133, 152, 171, 190, ...List too methods of is of the correct order of Lower School (285)? long so… division for magnitude and by working the problem Whole school (500)? 015 19's in 2? 0 decimals, eg: 19 I 2 8 5 backwards (last one has a 2.4 x 1.2. 19's in 28? Look at list: 1x19=19 Rem 9 (p110) Remainder - 19 bring down 5 0 9 5. 19's in 95? Look at list: 5x19=95 Discuss rounding - 95 up/down issue. 00 no Rem: stop. Ans: 15 Plenary? Discuss other informal methods of division s appropriate. Check results from order of magnitude & by working backwards.