KS3 Framework Materials: Year 7 Tier: Main Summer Term : First Half
Class: Week: Time: 3 hrs Maths Topic: Unit 14 / SSM 4
Total of 6 hrs Transformations (Part 1 of 2):
Less
on Mental Starters Learning Key Introductory Main Activity Plenary Resour-
No Outcomes Vocabulary Ideas Suggested activities: ces
L1 OHS SSM4/1: Tara and the To be able to reflect a 2- shape 1a. Draw some shapes on a grid, Reflection Reflection Chains OHS
Lost Treasure D shape in a vertical, mirror line eg: reflections, rotations or Practical activities in which Draw a shape, B, on a grid. SSM4/1:
1 hr horizontal or diagonal axis of symmetry translations of the shape: a) - pupils identify reflections of 2-d Add several mirror lines. Ask Tara and
Use to consolidate mirror line (- all four reflection symmetry OR shapes in vertical, horizontal different pupils to draw image the Lost
coordinates of points in all 4 quadrants). object OHS SSM4/2: Transformations and diagonal mirror lines; giving following a given reflection. Treasure
quadrants. image coordinates of reflected points. Eg: Reflect in mirror line 1;
Ask pupils to describe To be able to read and congruent 1b. Pupils to identify which shapes Now reflect new image in OHS
pathway through Grid Jungle plot coordinates in all reflect are reflections of shape A. b) - pupils reflect a variety of 2-d mirror line 3. … SSM4/2:
so Tara finds the Lost four quadrants. reflection 1c. Discuss the 'red herrings' . shapes in vertical, horizontal and Continue so that final pupil has Transform
Treasure. Easy, medium and horizontal (Common misconceptions, such as diagonal mirror lines; giving to describe the transformation ations
incorrect reflections in diagonal mirror coordinates of reflected points.
nasty. To be able to use vertical line).
that maps latest image onto
language and notation of coordinates original shape.
grid Eg: Reflect these 3 shapes in the diagonal
reflection. 3. Use to collect key properties of
quadrant mirror line. Coordinates? Q: Why does this chain of
reflected image.
vertices reflections bring you back to
transform 4. Link to Cartesian coordinates, Shape B?
line a
transformation so that pupils can also define
position of reflected image. Highlight correct use of
language and notation.
L2 OHS SSM4/1: Tara and the To be able to translate a translate Repeat for translations using Translation Chains OHS
Lost Treasure 2-D shape (- all translation Use approach above using SSM4/1:
Object & image are congruent;
1 hr quadrants). direction OHS SSM4/2: Transformations Corresponding points are translations with Shape B. Tara and
Use to describe the object Eg: Translate shape 2 units left the Lost
To be able to use equidistant from mirror.
translations involved in each image OR Reflective Symmetry and 3 units up. Now Treasure
route. language and notation of congruent translate new image by …
translation. transform Translation OHS
transformation Approach as above for translations. (Could include mixture of SSM4/2:
To be able to read and reflections and translations.) Transform
plot coordinates in all Rotation OR ations
four quadrants. Approach as above for rotations,
including the need to know:
Bathroom Tiles
- centre of rotation; - extension – tessellations.
L3 Complements of 360º To be able to rotate a 2- rotate Repeat for rotations using - direction of rotation (or assume Rotation Chains OHS
Draw an angle, e.g. of 70º. D shape (- all quadrants). rotation anti-clockwise); (see Starter); Use approach above using SSM4/2:
Work out alternative way to centre of rotation OHS SSM4/2: Transformations rotations with Shape B, and a Transform
1 hr arrive at same position, i.e. To be able to use degree º
- angle.
variety of marked points. ations
360º - 70º = 290º. START language and notation of direction OR Eg: Now rotate new image 90º
rotation. clockwise clockwise about Point x …
Animated 3-D Rotational Symmetry
70º - extension to 3-D.
or 290º anticlockwise
FINISH To be able to read and transform (Could include mixture of
plot coordinates in all OTHER USEFUL SITES:
transformation reflections, translations, and
Repeat for: 80º, 90º … four quadrants. Plotting Diplodocus
rotations.)
Extend to: 71º, 83º, 97º … BGfL's Coordinate Shapes
Or even: 71 ½º, 83 ½º … - both excellent coordinates practice.
(Activity also highlights need to
know direction in rotations.)
KS3 Framework Materials: Year 7 Tier: Main Summer Term : First Half
Class: Week: Time: 3 hrs Maths Topic: Unit 14 / SSM 4
Total of 6 hrs Transformations (Part 2 of 2)
Les
son Mental Starters Learning Key Introductory Main Activity Plenary Resources
No Outcomes Vocabulary Ideas Suggested activities:
L4 OHS SSM3/1: Angles To be able to recognise as above Show set of 4-6 shapes with various Investigate orders and lines of rotational Place these 6 OHS
making 360° and visualise symmetry and orders and lines of rotational symmetry for different shapes, including: standard SSM3/1:
How many lines of of 2-D shapes. order of rotation symmetry. quadrilaterals in Angles
1 symmetry? Q: Are some shapes more Triangles: scalene, isosceles, equilateral. order of increasing making 360°
hr Connection with centre & transformations of 2-D symmetrical than others? symmetry.
angle? shapes. Why do you think this? Quadrilaterals: square, rectangle, kite, Justify your decision
Extend by asking pupils to rhombus, parallelogram, (by referring to order
predict shape with: To use to solve problems Hand out some paper shapes, e.g. trapezium. and lines of
- 10 lines of symmetry? by asking 'What if …?'. from: Other regular polygons: pentagons, symmetry).
(centre angle 360 ÷ 10) OHS SSM3/1: Angles making 360° hexagons …
Ask pupils to: Other polygons … Extend to regular
- 12 lines of symmetry? a) - predict number of lines of polygons.
centre angle 360 ÷ 12) symmetry. Check by folding. Eg: What is the order of rotation of a
b) - predict how many times each regular hexagon? What is the most
- 20 lines of symmetry? matches original shape during a How many lines of symmetry? symmetrical shape
(centre angle 360 ÷ 20) complete turn. Check by you can think of?
rotating. OR (Circle). Why?
- 36 lines of symmetry? c) Which are easy to predict? Animated 3-D Rotational Symmetry
(centre angle 360 ÷ 36) Most difficult? Why? - extension to 3-D. OR
Review properties of
d) - draw a parallelogram. Predict an image after a
order of rotational symmetry? reflection, translation
Lines of symmetry? Check. or rotation. (eg: Fwk:
(Stress that these 2 are often p.202 for Reflection).
confused). Try a rhombus.
L5 OHS SSM4/3: Symmetry To be able to reflect, as above Review properties of an image after a Explore all three transformations using Draw a shape. Image OHS
& in Tessellations translate and rotate a 2-D reflection, translation or rotation. dynamic geometry software. after 180º rotation? SSM4/3:
L6 shape (- all quadrants). Eg: Q: Which 2 rotations Symmetry in
Q1: How many lines of (eg: Fwk: p.202 for Reflection). Construct a triangle and a line (- mirror produce the same Tessellations
symmetry in these To explore these line). Draw perpendicular line from each final image?
1 tessellations? transformations and vertex to mirror line. Move to other side
hr (A: 0 B: 2 C: 3) symmetries using ICT. of mirror line. Use to identify position of - v
each reflected vertex. Join up to draw e
Q2: How many within each To be able to use reflected triangle. r
square? language and notation of t
(0) transformations. OR i
Transformations in Tessellations c
Q3: Where there are no To be able to read and a
lines at all, why do plot coordinates in all Solve word problems involving l
these tessellations still four quadrants. reflections, translations and rotations.
look symmetrical? -
To use to solve problems Ask 'What if …?' questions to extend
by asking 'What if …?'. problems.
Eg: Pinboard investigation (Fwk: p.186).
KS3 Framework Materials: Year 7 Tier: Main Summer Term : First Half
Class: Week: Time: 2 hrs Maths Topic: Unit 15 / HD3a
Total of 4 hrs (Part 1 of 2)
Les
son Mental Starters Learning Key Introductory Main Activity Plenary Resources
No Outcomes Vocabulary Ideas Suggested activities:
L1 OHS HD3a/1: Raw Data To be able to decide which data Introduce a statistical problem. Deciding, Planning & Collecting Review steps in the OHS HD3a/1:
data is suited to an enquiry. primary data Eg1: 'Boys' & Girls' TV Habits: is Eg: 'Boys' & Girls' TV Habits: is there a planning stage: Raw Data
Use to pose as many secondary data there a Difference?' Difference?' 1) Decide on relevant
1 quick-fire questions about To be able to design grouped data OR data;
hr the raw data as possible in collection sheet or discrete data Eg 2: West Midland Road West Midland Road Accident Data 2) Research possible
3 minutes, eg: questionnaire and frequency frequency Accident Data data sources;
How many numbers tables (including grouped diagram Cross-curricular with Citizenship a) Briefly record decisions made about 3) Plan data collection
between 1 and 7? data). and PSHE. (Access/Excel). type of data and method of collection. sheet;
How many numbers bigger Eg: Which of these types of 4) Design data
than 6 … a) Brainstorm with pupils what data programmes do you watch: …? collection sheet.
they wish to collect; decide How many hours TV per night?
Repeat after placing list in which suggestions best address b) Collect data using data collection Discuss possible
order (Column 2). the original question. sheet, grouping data if appropriate. biases of the sources
b) Brainstorm possible data sources suggested.
(Q: Which is easier / faster (TV companies, teen magazines, OR International Survey
/ more accurate?) newspapers, internet, survey …). - take part in for enrichment.
Primary v secondary sources. OR Class Breakfast Habits
c) Discuss and decide on data - for surveys & questionnaires.
collection sheet; grouped or not.
L2 OHS HD3a/1: Raw Data To be able to draw bar chart 1. Discuss next stage: Constructing Statistical Diagrams Review decisions on OHS HD3a/1:
bar charts (grouped bar-line graph a) the nature of the collected data – Eg: Bar charts for TV Viewing Times - choice of displays; Raw Data
Ask pupils to round each discrete data). pie chart numerical, categorical, grouped..; (1-3, 4-6 ... daily viewing). - choice of scales;
1 measurement to: - and pie charts using ICT. group Input on choice of chart scales. - choice of groupings.
hr - nearest whole number distribution b) how to use it to answer Q?
- 1 d.p. - and compound bar charts Eg: Pie charts for TV Preferences
- 2 d.p. for categorical data. c) most efficient way? (cf: Starter). (Soaps, Films, News, Cartoon …)
- and bar-line graphs Highlight that best use is with small
for discrete data. d) Highlight different display uses - number of categories.
- pie charts compare 'part' with
'whole';
- bar charts compare 'part' with
part'.
2. Demonstrate how to draw each
chart.
KS3 Framework Materials: Year 7 Tier: Main Summer Term : First Half
Class: Week: Time: 2 hrs Maths Topic: Unit 15 / HD3a
Total of 4 hrs (Part 2 of 2)
Less
on Mental Starters Learning Key Introductory Main Activity Plenary Resources
No Outcomes Vocabulary Ideas Suggested activities:
L3 OHS HD3a/2: Typical To be able to draw statistics Discuss: Comparing & Analysing Review advantages and OHS HD3a/2:
Teens' Trainers 1 conclusions from the average - why it's sometimes more useful to disadvantages of using Typical Teens'
Use tables to find any of diagrams. mean compare two sets of data, than to 1) Comparison of girls' data v boys' data. each of mean, median Trainers 1
1 hr median, mode, mean and To be able to find the median just analyse one set. Eg: ICT-generated bar charts and pie and mode as 'typical'
range for some teen habits, range and averages (mean, mode charts - allow wide variety of display averages.
using everyday language: median or mode), as modal class - how to compare two sets of data. types to be explored.
Smallest? Largest? appropriate. modal group advantages of 2 sets of data on one
Range?(740.751) To be able to draw range graph; problems with doing this on 2) Analysing differences between girls' and
Most popular? (n/a). Why? conclusions from statistical discrete a pie chart. boys' TV habits.
Middle value? (8.648) calculations: range & one distribution Eg: Boys usually watch TV for 2 hours a
Mean? (1056 / 11 = 96). average (mean / median / - which average is typical for data? day more than girls.
Most useful statistics? mode). Range? Or: Girls prefer Comedy, whereas boys'
prefer Films.
ALSO USEFUL: OR Comparing Data Using Averages
BGfL's Quiz Creator OR Comparing Data Using Graphs
- design tailored worksheet to test OR BGfL's B'ham Weather Station Data
pupils on yesterday's lesson /
today's Starter.
L4 OHS HD3a/3: Typical To be able to write a short Review main steps using heading, Reporting Discussion on how OHS HD3a/3:
Teens' Trainers 2 report. such as: including: each group used the Typical Teens'
Use as above where possible, Planning a) Decide on relevant data; - Conclusions to answer original questions agreed headings. Trainers 2
1 hr using bar chart: b) Research possible sources; - Diagrams & charts: usefulness.
c) Plan data collection sheet; - Difficulties and ambiguities; Collaborative
d) Design data collection sheet.
Which questions are easier how addressed. agreement on whole-
Constructing a) Decide how to use data
to answer from graph instead to answer Q Eg: Initial oral presentation by each class conclusion.
of table? b) Choose best diagram group to whole class, (allocating one
c) Choose scales. heading per member) followed by
d) Comparing 2 sets of data written report.
on 1 diagram?
Analysing a) Which average? Range?
b) Conclusion
OR
BGfL's Quiz Creator
- design to test pupils on main
steps.
KS3 Framework Materials: Year 7 Tier: Main Summer Term : First Half
Class: Week: Time: 3 hrs Maths Topic: Unit 16 / A5a
Total of 3 hrs Equations and Formulae (Part 1 of 1)
Less
on Mental Starters Learning Key Introductory Main Activity Plenary Resourc
No Outcomes Vocabular Ideas Suggested activities: es
y
L1 OHS A5a/1: Equations Construct and solve expression Q: What’s the difference between 1. Use a variety of problems to consolidate 1. How many different OHS
Find the missing numbers in simple linear equations equation an expression and an equation? and extend previous skills with equations, equations can you make A5a/1:
each equation with integer coefficients formula (See Starter.) including: and solve from: Equations
1 hr (by inspection, inverse (unknown on one side linear Eg: 2n + 3 (how many solutions?) - collection of like terms; 1 2 3 5 + x =
method …) only) using an solve 2n + 3= 23(how many - multiplying an integer over brackets. Eg: equation: 2(n + 6) = 12
appropriate method (e.g. mapping solutions?) Eg:
3 v 2 v n=0
(Red herrings: cannot solve inverse operations). collecting Rewrite this equation:
v
expressions, equations with simplifying - in words; If total of these cards is 22, what is v? 2. Review methods of
two variables.) multiplying - as a mapping’ Equation: 3v + v + 2 + v = 22 simplifying expressions
out - using a flow chart; Collect like terms: 5v + 2 = 22 (collecting like terms,
- as a graph. Solve:) 5v + 2 – 2 = 22 – 2 multiplying out).
Emphasise that all represent the 5v = 20
same connection between 5v ÷ 5 = 20 ÷ 5 3. Review solving strategies
two variables. v=4 used so far (eg: inspection,
OR Math Fighter inverse …).
(Choose 'Games' > 'Math Fighter')
- solve & shoot down equations!
L2 OHS A5a/2: Mobile Use simple formulae expression 1. Discuss answers to Starter: Extend skills with equations to formulae, by: Which formulas are correct for OHS
& Phone Bills from mathematics and equation - answers form sequence perimeter of a rectangle: A5a/2:
L3 other subjects, substitute formula (910, 920, 930…) 1. - substituting values into a formula. 1) P = 2(l + w) Mobile
Use to derive word formulas positive integers in linear - can predict answers (position-to term); 2) P = 2l + w Phone Bills
from algebraic formulas. simple linear expressions solve - nth term? (10T + 900) 2. - generating sequences from practical 3) l + w + l + w
2 (Use formulas in £ instead of and formulae and, in substitute - Which numbers change? contexts, and deriving formula from 4) P = 2l + 2w
hr pence, if appropriate, i.e. simple cases, derive a - Which stay the same? - Why? nth term. 5) P = 2l + 8
C = 0.1T + 9 formula. - Discuss difference between Eg: 6) P = l + w + l + w
an expression (10T + 900); 3, 6, 9, 12, 15, 18 y = 3n 7) 20 = 2l + 2w ?
Suggest a word formula and an equation (10T + 900 = 950); (LINK TO A5B: Sequences.)
ask pupils for algebraic a formula (C = 10T + 900). Use to distinguish between
formulas. 3. - deriving formulae for other contexts. expressions (3), equations (5)
(where T is time in minutes and C
is total cost of bill in pence.) and formulae (the rest).
OR Eg 1: Areas such as A = lw
Tell pupils that all six people Eg 2: Conversions: m = c x 10 (10mm=1cm) Can also use to verify pupils'
2. Rewrite 10T + 900 = C,
get a phone bill for £14 f = i ÷ 12 (12"= 1 ft) understanding that:
- in words;
(1400p). Who talks the a) l + w + l + w = 2l + 2w
- as a mapping;
Eg 3: SCIENCE by collecting like terms;
most? - in a flow chart;
(Answer: Narinder with 100 min Using the formula W = FD,
- with coordinates on a graph. b) 2(l + w) = 2l + 2w
talk time). What is W when F is 11kg, d is 5m?
Emphasise that all represent the by multiplying out;
OR
same connection between
How much work, W, is done, to
T and C. c) there are an infinite
move a table with a mass of 11kg a
number of solutions
distance of 5m?
3. Discuss and agree how to for P = 2(l +w);
derive, substitute and solve
OR Constructing Formulas d) and, there is only 1 solution
formulae from other contexts, - 4 worked examples. when l = 2cm, w = 1cm.
such as 6, 8 and 9 times tables.
KS3 Framework Materials: Year 7 Tier: Main Summer Term : First Half
Class: Week: Time: 2 hrs Maths Topic: Unit 17 / N5a
Total of 4 hrs Number Calculations (Part 1 of 2)
Lesso
n Mental Starters Learning Key Introductory Main Activity Plenary Resources
No Outcomes Vocabul- Ideas Suggested activities:
ary
L1 Number pupils 1 to 30 (for a To be able to recognise multiple, Use Eratosthenes Sieve or 1-100 grid to 1. Range of activities involving factors, HCF of 32 and 42?
class of 30). Draw 2 giant and use multiples common solve a problem involving multiples and multiples and prime numbers. LCM of 32 and 42?
circles with a sizeable overlap (including LCM), multiple prime numbers.
1 hr on board (or floor if space). factors (including HCF) LCM, factor Eg: Include tests of divisibility to identify Use to review strategies
Label one 24 and the other 30. and prime numbers. common factor factors. used in lesson to find
HCF In Selly Oak Young Runners Club,all factors and multiples
Ask pupils with factors of 24 To use tests of divisor, divisible runners in training stop for a breather Eg 1: Factors of 16: 1 2 4 8 16 faster, more easily,
and 30 to stand in front of divisibility. divisibility on a regular basis. Neil, the new boy, Factors of 12: 1 2 3 4 6 12 without omissions.
correct circle. prime stops every third lamp-post; Sukhvinder Eg 2: Eratosthenes Sieve. Eg:
Are all possible factors To be able to rapidly prime factor stops every 5 lamp-post; and Manjit, rapid recall of tables
2. Link to simplification of fractions.
present? How can we tell? recall multiplication factorise the most seasoned rummer only stops divisibility tests
(Place pupils in ordered pairs.) facts, and use to derive every 10 lamp-posts. HCF of 8 and 12? 8 = 2 find factors in pairs
What’s special about the related division facts. Q: - If there are 200 lamp-posts CFs: 1, 2, 4 12 3 simplify word problems
factors in the overlap? during their5km training run: HCF: 4
(Common factors.) - Which lamp-posts are visited
Which is HCF? the most? That is, divide numerator & denominator
- Which ones do both Neil and by HCF simplest equivalent fraction
Repeat for other numbers - or Sukhvinder stop at?
add 3rd number (e.g. 13,18, 30). - Neil and Manjit? 3. Extend to problems.
- All 3runners?
Which numbers will only need - Which is the last lamp-post all 3 ALSO USEFUL:
2 pupils? (Prime numbers.) stop at? (HCF). Alien Tables
- find the correct multiples and hyperblast the
Which pupil will make the most rest!
appearances? (1)
L2 OHS N5a/1: Related Facts To be able to use 1. Discuss Starter and draw up list ofActivities requiring range of mental strategies Review range of teaching OHS N5a/1:
Use starting fact to derive as strategies for mental strategies to for efficient mental using all 4 operations, including: methods used. Related Facts
many other facts as possible. addition & subtraction, calculations. - associated division facts; Eg: 18 X 7.5 =
1 hr including complements Eg: If times both numbers in 5.6 ÷ 7 Eg: 8 x 9 = 72 72 ÷ 8 = 9
(Useful exercise to quickly to 100. - partition:
by the same factor (2, 10, 1000 18 X 15 ÷ 2
assess range of established …), the answer stays the same. Eg: 3.2 x 9 = 3.2 x 10 – 3.2 x 1 = 28.8 9 X 15
strategies.) To be able to use - breaking down into factors: 18 X 7 + 18 X 0.5
strategies for mental 2. Compare standard written methods. Eg: 288 ÷ 12 = 288 ÷ 3 ÷ 4 18 X 5 + 18 X 2.5
OR multiplication & - divisibility tests for larger numbers; 10 X 7.5 + 8 X 7.5
BGfL's Mental Gym division (with jottings), 3. Review checking by approximating: Eg: 288: (sum of digits are divisible by 3) 20 X 7.5 – 2 X 7.5
- ever popular . Mental extending to decimals. 5.28 x 7 ≈ 5 X 7 ≈ 35. so 288 is divisible by 3. (and X 8 = X 2 X 2 X 2)
strategies against the clock! - deriving known facts from unknown facts.
To be able to check a 4. Highlight common misconceptions, Eg: 0.7 x 0.6 = 7 x 6 ÷ 10 ÷ 10 = 0.42
result by considering Eg: 0.6 x 0.02 = 0.012 not 0.12 - doubling & halving.
order of magnitude. Prevent by approximating 1st. Eg: 4.5 x 14 = 9 x 7= 63
(see Starter). ALSO USEFUL:
Make a Million – Multifacts!
- rapid fire interactive multiplication game.
KS3 Framework Materials: Year 7 Tier: Main Summer Term : First Half
Class: Week: Time: 2 hrs Maths Topic: Unit 17 / N5a
Total of 4 hrs Number Calculations (Part 2 of 2)
Less
on Mental Starters Learning Key Introductory Main Activity Plenary Resources
No Outcomes Vocabulary Ideas Suggested activities:
L3 Rapid addition and To be able to add and place value 1a. Review column addition of 1a. Consolidate column addition and I'm thinking of a number
subtraction questions, which subtract whole numbers tenths whole numbers and decimals to subtraction skills. between 1 and 100 (eg:
gradually increase in using standard column hundredths 2 d.p. for 3).
1 hr difficulty. method. Eg: 7052 – 578 1b. Use to solve word problems using
At some point, allow pupils round 154.3 + 42.09 + 0.203 range of contexts. Pupils Qs allowed: 'Is it
use jottings to assist. To be able to check a guess Eg: money, weight, length, capacity. bigger/smaller than …?'
Continue until pupils are result by considering estimate 1b. Discuss common Teacher: 'yes' /'no.
adopting written methods and order of magnitude. approximate(ly) misconceptions involving place 2. Rounding activities:
then stop. rough(ly) value. Eg: Incorrectly right a) - to nearest 10, 100, 1000; Extend to one of the most
Explain the need for written ≈ justifying decimals, such b) - in everyday contexts, eg: football appropriate of the
methods for more complex as 0.3 + 2.45. crowds, polling day results … following:
calculations, accuracy and c) - to 1,2 and 3 d.p. I'm thinking of a number
ease of checking (including 2a. Emphasise continued need to between:
accountability). check answers by OR - 3 & 4 (eg: 3.4).
approximating. BGfL's Quiz Creator - 3.4 & 3.5 (eg: 3.42).
Note Eg: 74.3 + 2.09 ≈ 75 + 2 = 77 - design to test pupils on rounding -3.42 & 3.43 (eg:3.429).
(Lesson 3 is about written methods
and rounding numbers. skills.
It could equally be used as Lesson 2c. Round numbers using number OR
1, although pupils will have lines: I'm thinking of a number
sufficient basic rounding skills to - to nearest 10, 100, 1000; between 1 and 100 (for
cope initially. - to 1, 2, 3 d.p. 3.429. Keep narrowing
Postponement of written methods down using series of
and rounding to Lesson 3 may
allow pupils to understand more magnified number lines.
fully their need, if follow activities Can measurement ever
on mental methods.) be exact?
L4 Practice rapid recall of tables, To be able to multiply multiple 1. Standard written multiplication 1. Activities involving written Review meaning of
eg: using Fizz-Buzz. and divide three-digit by factor methods. multiplication using grid and division.
(Pupils count up from 1to100 2-digit whole numbers. divisor - Brainstorm written methods standard written method. Eg:
1 hr round the class. Pupil says dividend pupils used in Starter activity. 736 ÷ 8 = 92 could mean:
'fizz' in place of each multiple To be able to multiply divisible - Review previous learning about 2. Activities involving written - £736 divided among 8
of 3; and 'buzz' for multiples and divide decimals with divisibility grid and standard methods. division including chunking method. people (£92 each);
of 5. 1 or 2 decimal places by quotient Advantages of each? - £736 divided into piles
OR single-digit whole Most likely mistakes of each? OR of £8 (for 92 people).
Replace with multiples of 6, 8 numbers. round BGfL's Division Bingo OR
or 9. guess 2. Standard written division methods. - for further consolidation. Easy medium and Word problems:
challenging!
Note To be able to check a estimate - Brainstorm different ways to 7.36 ÷ 8 = 0.92 could be:
(Lesson 4 formalises previously
result by considering approximate(ly) find 12 864 ÷ 6 12.864 ÷ 6. £7.36 ÷ 8 = £0.92
introduced standard written
methods for multiplication and order of magnitude. rough(ly) - Review chunking method with for: 8 pens cost £7.36.
division. ≈ whole numbers; extend to Cost of 1 pen?
For application to problems: N5b). decimals. or: 8 different items cost
£7.36. Average cost?
3. Highlight key words in oral work.