Tuesday Dec 13th – End of Term Test

Today Students will sit the End of term test in Exam Conditions within the classroom

 

If Students Finish Early Then number work from Foundation Text Book Ex 5F Page 123

PLEANRY: Checking Answers to Ex 5F from Back of text Book

 

Fri Dec 9th – more Division problems

LEARNING OBJECTIVE: To be able to do a division sum that gives a decimal answer

SUCCESS CRITERIA: You will be able to divide any number by a single digit that gives a decimal answer

STARTER: Work out the answer to these division sums

1. 5058 ÷ 9
   
2. 4984 ÷ 8
   
3. 7520 ÷ 32
   
4. 1035 ÷ 45
   

LESSON: Video 1, Then use this lesson screens 5 & 6 to practice this method – repeat screen 6 a few times

Have a go at these questions

1. 345 ÷ 2
   
2. 263 ÷ 4
   
3. 354 ÷ 5
   
4. 674 ÷ 8
   
5. 342 ÷ 5
   
6. 4563 ÷ 10
   
7. 45 ÷ 6
   
8. 23 ÷ 3
   
9. 789 ÷ 11
   
10. 89 ÷ 7
    

EXTENSION: Screens 7 & 8 – dividing by a double digit that gives a decimal answers

PLENARY: Checking answers as they work, feedback on confidence with these (five Finger feedback)

HOMEWORK two homeworks set for next Friday

Tues – Dec 13th – Order of Operations - BODMAS

LEARNING OBJECTVIE: To understand and use the correct mathematical order to work out the answer to a sum

SUCCESS CRITERIA: You will understand and be able to use the BODMAS rules when working out a multi-stage question with different mathematical operations in it

STARTER: Write down what you think is the answer to these sums

1. 5 + 6 x 2
   
2. 12 – 4 x 2.5
   
3. 16 + 6 ÷ 3
   
4. 2 x ( 3 + 4)
   
5. 4 x (6 – 4
   
6. 45 – 4 x5
   

PLENARY: Check answers with a calculator

LESSON: Listen to the BODMAS song. The discuss what it means and how it affects doing sums in maths

Lots of examples on IWB.

Work through Ex 5c on page 116 & 117

PLENARY: Students Checking answers from the back of the book, finding out where mistakes have been made.

Weds 7th Dec – Dividing large numbers by a single digit and a double digit

LEARNING OBJECTIVE: To develop and practice a method of dividing large numbers

SUCCESS CRITERIA: You will be able to divide large numbers by a single or double digit WITHOUT using a calculator

STARTER: Can you write down the answers to these 10 division sums

1. 6 ÷ 2 = 3
   
2. 9 ÷ 3 = 3
   
3. 10 ÷ 5 = 2
   
4. 12 ÷ 3 = 4
   
5. 12 ÷ 4 = 3
   
6. 18 ÷ 3 = 6
   
7. 20 ÷ 4 = 5
   
8. 28 ÷ 4 = 7
   
9. 22 ÷ 11 = 2
   
10. 28 ÷ 7 = 4
    

PLENARY: Checking answers

LESSON: Short Division Video

How do we go about doing this division sum 246 ÷ 3?

Discussion on methods – Chunking, Bus Stop method

Take students through bus stop method really slowly. Use screen 3 from this Lesson

Let them have a go at some -

1. 532 ÷ 4
   
2. 432 ÷ 3
   
3. 655 ÷ 5
   
4. 748 ÷ 4
   
5. 968 ÷ 8
   
6. 468 ÷ 9
   

Check answers to above then use screen 4 for more practice

EXTENSION if Time – Dividing by a double digit number

Eg

1. 6504 ÷ 12 =
   
2. 945 ÷ 15 =
   
3. 5313 ÷ 21 =
   
4. 7595 ÷ 35 =

Tues – 6th Dec- Prime Numbers & Square Numbers

LEARNING OBJECTIVE: discover how to find all the prime numbers and square numbers less than 100

SUCCESS CRITERIA: You will be able to list all the prime numbers and all the square numbers less than 100

STARTER: Write down the first 10 multiples of these 4 numbers

1. 2
   
2. 3
   
3. 5
   
4. 7
   

LESSON: Hand out a 10 x 10 grid to each student.

Work through these steps (Screen 6 of this lesson)

1. Cross out the number 1
   
2. Leave number 2 then cross out ALL OTHER multiples of 2
   
3. Leave number 3 then cross out ALL OTHER multiples of 3
   
4. Leave number 5 then cross out ALL OTHER multiples of 5
   
5. Leave number 7 then cross out ALL OTHER multiples of 7
   

Write down ALL the numbers that you have NOT crossed out

These are prime numbers, they cannot be divided exactly by any other numbers but themselves(and 1)

Now work out these 10 sums

1. 1 x 1 = 1
   
2. 2 x 2 = 4
   
3. 3 x 3 = 9
   
4. 4 x 4 = 16
   
5. 5 x 5 = 25
   
6. 6 x 6 = 36
   
7. 7 x 7 = 49
   
8. 8 x 8 = 64
   
9. 9 x 9 = 81
   
10. 10 x 10 = 100
    

Each of these sums can be represented by a pattern of dots – demonstrate on IWB get them to complete the pattern

Look at notation for writing 3 x 3 = 3²

Work through Ex 8C on page 183 of Foundation text book

PLENARY: getting students to describe primes and square numbers, feedback from students on confidence of finding all the primes and all the square numbers

  
 

  
 

   

Mon 5th Dec –Factors

LEARNING OBJECTIVE: To understand the term factor and be able to list all the factors of any number

SUCCESS CRITERIA: You will be able to list factors of numbers

STARTER:

Task 2: Write down all the times tables that 36 appears in

LESSON : Work through first 3 screens of This Lesson.

Work through Ex8B page 180

PLENARIES: Checking answers with students

Fri Dec 2nd – Multiples and Factors

LEARNING OBJECTIVE: To understand the terms multiple and factor and be able to list multiples of any number and all the factors of any number

SUCCESS CRITERIA: You will be able to list factors and multiples of numbers

STARTER:

Task 1: Write down the 35 times table up to 10 x 35

Task 2: Write down all the times tables that 24 appears in

LESSON : Work through first two screens of this Lesson,

Work through Ex 8A on page on page 177 of Foundation GCSE Text Book

Then work through first 3 screens of This Lesson.

If any time left work through Ex8B page 180

PLENARIES: Checking answers with students, students self checking answers, Look at an appropriate exam pro questions

Mon 28th Nov / Tues 29th : - Lots of Times tables practice multiplying and dividing

LEARNING OBJECTIVE: To improve knowledge and recall of times tables

SUCCCESS CRITERIA: You will know more times tables

STARTER: Just in time

1. Multiplying two single digits (5 secs intervals)
   

LESSON: Times tables

Just in time Multiplying Single Digits (5 secs)

Hand out Times table grids – x2, x3, x4, x5, x8, x 11.

WITHOUT a calculator students have to complete the grids any way they can.

PLENARY: Check Answers- Discussions looking at methods used, any patterns to spot any ways of remembering any particular answers

Hand out times table grids x6, x7, x8, x 12

WITHOUT a calculator students have to complete the grids any way they can.

PLENARY: Check Answers- Discussions looking at methods used, any patterns to spot any ways of remembering any particular answers

Repeat: Just in time Multiplying Single Digits (5 secs) any improvement?

Weds 23rd Nov – Dividing by 20, 200, 20000, 30, 300 and 3000

LEARNING OBJECTIVE: To use the skills in dividing by 10, 100 & 1000 to divide by 20, 200, 2000, 30, 300 & 3000

SUCCESS CRITERIA: You will be able to divide numbers by 20, 200, 2000, 30,300, 3000 without a calculator

STARTER: Write down the answers to the following:

12 ÷ 2 = 6 26 ÷ 2 = 13 12 ÷ 3 =4 24 ÷ 3 =8 90 ÷ 30 =3 800 ÷ 2 =400 600 ÷ 2 = 300 2460 ÷ 2 =1230 864 ÷ 2 =432 336 ÷ 3 =112

393 ÷ 3 = 131 9963 ÷ 3 = 3321 8642 ÷ 2 = 4321 6420 ÷ 2 = 3210 462 ÷ 3 = 154 252 ÷ 2 = 126 75 ÷ 2 = 37.5 64.2 ÷ 3 = 20.14 12.64 ÷ 2 = 6.32 2.31 ÷ 3 = 0.77

PLENARY: Check answers, get feedback from students on how well they have done

LESSON: DO lots of examples to show that dividing by 300 is like the two step process divide by 3, then divide by 100, and 200 divide by 2 then divide by 100....

Lots of examples on IWB

Have a go at Thee questions

12 ÷ 20 = 0.6 26 ÷ 20 = 0.13 12 ÷ 30 = 0.4 24 ÷ 30 = 0.8 90 ÷ 30 = 3 800 ÷ 20 = 20 600 ÷ 200 = 3 2460 ÷ 200 = 12.3 864 ÷ 2000 = 0.432 336 ÷ 30 = 11.2

393 ÷ 300 = 1.31 9963 ÷ 300 = 33.21 8642 ÷ 2000 = 4.321 6420 ÷ 200 = 32.1 462 ÷ 30 = 15.4 252 ÷ 2 = 126 75 ÷ 20 = 3.75 64.2 ÷ 30 = 2.14 12.64 ÷ 200 = 0.0632 2.31 ÷ 30 = 0.077

 

Get students to use a calculator to check their own answers

EXTENSION QUESTIONS

PLENARY: Checking answers around the classroom

Mon 21st Nov – Multiplying by 20, 200, 200 and 30, 300 3000

LEARNING OBJECTIVE: To utilise the skills gained in multiplying by 10,100, 1000 to help multiply by other numbers

SUCCESS CRITERIA: You will be able to multiply 2 and 3 digit numbers by 20,200, 2000, 30, 300 and 3000 without a calculator

STARTER: Without a calculator write down the answers to these 12 sums:

2 x 13 = 3 x 15 = 2 x 23 = 3 x 25 = 2 x 45 = 3 x 33 =

2 x 123 = 3 x 110 = 2 x 245 = 3 x 140 = 2 x 336 = 3 x 145 =

 

LESSON: Ensure all students can do the above sums by checking answers and getting feedback

Quick reminder of using grid to multiply by 10, 100, 1000

Show

20 = 2 x 10    30 = 3 x 10

200 = 2 x 100    300 = 3 x 100

2000 = 2 x 1000    3000 = 3 x 1000

Example 20 x 45

Step 1 multiply 45 by 10 to give 450

Step 2 multiply answer (450) by 2 which gives and answer of 900

Try other examples using 20, 30, 200, 300 on IWB

Use the same method to solve these sums WITHOUT a Calculator

SHOW BOTH STAGES OF YOUR WORKING OUT FOR EACH QUESTION

20 x 13 = 30 x 15 = 200 x 23 = 300 x 25 = 20 x 45 = 30 x 33 = 200 x 123 = 300 x 110 = 200 x 245 = 300 x 140 =

20 x 336 = 30 x 145 = 2000 x 35 = 3000 x 23 = 2000 x 95 = 3000 x 82 = 2000 x 354 = 400 x 35 = 600 x 12 = 800 x 121 =

 

PLENARY: Checking answers, feedback from students on success

Tues Nov 15th – Multiplying and Dividing by 10 100 1000

LEARNING OBJECTIVE: Understand how to multiply and divide integers and decimal numbers by 10, 100 1000...

SUCCESS CRITERIA: You will be able to multiply and divide integers and decimal numbers by 10, 100, 1000

STARTER:
 LESSON: Use this notebook file along with students numbers and grids to revise how to multiply by 10, 100 and 1000.

Target is for all students to have more than 15 correct for all 6 worksheets

Decimals worksheet 2 and 3, Check your answers

Decimals worksheet 4 and 5, Check your answers

Decimals worksheet 7 & 8, Check your answers.

EXTENSION: Multiply and Divide by any multiple of 10

EXTENSION 2 worksheet (wordy questions)

PLENARY: Checking answers. Use this on screen questions generator to check understanding (Everyone gets to come up to iwb to answer a question)

Answers

Sheet	2	3	4	5	7	8
1a	27	48	332	0.0063	0.05	0.91
2a	5700	92.5	4900	0.57	0.69	0.0002
3a	37.2	8300	12.73	0.0029	0.001	0.07
4a	2100	200	2960	0.98	0.097	0.18
5a	5919	4130	33	0.58	0.096	0.0018
6a	7100	700	3560	0.0076	0.088	0.069
7a	9360	1000	188.4	0.0031	0.065	0.047
8a	7570	920	275	0.027	0.011	0.007
9a	72	51	350	0.5	0.02	0.068
10a	39.1	10.22	5989	0.001	0.058	0.0017
1b	1950	40.2	980	0.004	0.015	0.0033
2b	753	2190	63	0.0082	0.0013	0.0013
3b	410	2130	272	0.093	0.92	0.79
4b	1165	100	97	0.44	0.039	0.064
5b	849.5	98.99	45	0.0045	0.6	0.023
6b	32.8	32.79	411	0.073	0.99	0.036
7b	340	6010	68	0.0084	0.004	0.045
8b	262	37.9	444	0.85	0.85	0.24
9b	2300	20	2470	0.53	0.84	0.009
10b	770	74.9	6900	0.0087	0.23	0

    

Mon Nov 14th – Multiply and Divide decimals and Integers by 10, 100 and 1000

LEARNING OBJECTIVE: Understand how to multiply and divide integers and decimal numbers by 10, 100 1000...

SUCCESS CRITERIA: You will be able to Multiply and divide integers and decimal numbers by 10, 100, 1000

STARTER:
 LESSON: Use this notebook file along with students numbers and grids to revise how to multiply by 10, 100 and 1000.

Target is for all students to have more than 15 correct for all 6 worksheets

Decimals worksheet 2 and 3, Check your answers

Decimals worksheet 4 and 5, Check your answers

Decimals worksheet 7 & 8, Check your answers.

EXTENSION: Multiply and Divide by any multiple of 10

EXTENSION 2 worksheet (wordy questions)

PLENARY: Checking answers. Use this on screen questions generator to check understanding (Everyone gets to come up to iwb to answer a question)

Tues Nov 8th – Multiplying & Dividing Integers and Decimals by 10, 100, 1000

LEARNING OBJECTIVE: Understand how to multiply and divide integers and decimal numbers by 10, 100 1000...

SUCCESS CRITERIA: You will be able to Multiply and divide integers and decimal numbers by 10, 100, 1000

STARTER: What is the answer to these questions?

2.4 x 10 = 3.45 ÷ 10 = 23.4 x 100 = 456 ÷ 100 = 6.2 ÷ 1000 =

2.37 x 10 = 56.78 ÷ 100 = 0.6 ÷ 100 = 234 x 100 = 23.45 ÷ 1000 =

 

LESSON: Use answers to above and give lots more examples to demonstrate multiplying and dividing by 10,100, 1000

Find last week's worksheet and make sure it is completed

Decimals worksheet 2 and 3, Check your answers with answer sheet

Decimals worksheet 4 and 5, Check your answers

Decimals worksheet 7 & 8, Check your answers.

PLENARY: Checking answers. Use this on screen questions generator to check understanding (Everyone gets to come up to iwb to answer a question)

Tues Nov 1st – Multiplying and dividing Integers and decimals by 10, 100, 1000

LEARNING
OBJECTIVE: Understand how to multiply and divide integers and decimal numbers by 10, 100 1000...

SUCCESS
CRITERIA: You will be able to Multiply and divide integers and decimal numbers by 10, 100, 1000

STARTER:

Write down the answer to all these questions:

3 x 10 5 x 10 8 x 10 10 x 10 12 x 10 18 x 10 24 x 10 4 x 100 7 x 100

9 x 100 10 x 100 14 x 100 24 x 100 72 x 100 100 x 100 20 ÷ 10 70 ÷ 10 90 ÷ 10

170 ÷ 10 300 ÷ 10 300 ÷ 100 800 ÷ 100 1200 ÷ 100 2900 ÷ 100 5000 ÷ 100

 
 

LESSON: Check answer to all of above questions, discussion on how to multiply and divide a whole number by 10, 100, 1000....

Work through this MyMaths Lesson.

Now try to work thorough the worksheets of questions.

PLENARY: Checking answers to each worksheet, discussing corrections, get students to repeat wrong questions.

Use this on screen questions generator to check understanding (Everyone gets to come up to iwb to answer a question)

Mon Oct 31st – More work on Pie Charts

LEARNING
OBJECTIVE: To Understand and interpret information on a pie Chart

SUCCESS CRITERIA: You will be able to work out what fraction and amount each sector of a pie chart represents.

STARTER: Family Buses

LESSON: Work through this MyMaths lesson using screens many times to give students confidence. Get them to answer questions into their books before working through answers together on IWB.

EXTENSION: Can you draw this information on a pie chart

How students get to school	Frequency
Walk	25
School Bus	160
Service Bus	35
Taxi	5
Bike	20
Lift in car	115
TOTAL	360

 

PLENARY: Checking answers from Pie Chart Questions on IWB

 

Tuesday 18th OCT – Pie Charts

LEARNING OBJECTIVE Discover how to read information off a Pie Chart and create a pie chart from a frequency table

SUCCESS CRITERIA: You will be able to interpret data and results from pie charts and create a pie chart from a frequency table

USEFUL
TOOLS – Interactive Pie Chart From Virtual Manipulatives, Interactive Pie Chart in Notebook Software

STARTER: Work out the answer to these fraction questions

What is ½ of 16 What is ½ of 24 What is ½ of 30 What is ½ of 38 What is ½ of 46 What is ½ of 56 What is ½ of 84 What is ½ of 92 What is ¼ of 20 What is ¼ of 28 What is ¼ of 44 What is ¼ of 80 What is 1/3 of 21 What is 1/3 of 27 What is 1/3 of 36

What is 1/3 of 45 What is 1/3 of 60 What is 1/3 of 90 What is 1/5 of 10 What is 1/5 of 25 What is 1/5 of 30 What is 1/5 of 40 What is 1/5 of 100 What is 1/7 of 14 What is 1/7 of 35 What is 1/7 of 140 What is 1/9 of 18 What is 1/9 of 90 What is 1/6 of 60 What is 1/6 of 180

 

Lesson: Use this Starter of the Day to remind students to think about proportions on a pie chart.

Have a go at these questions

Now can you work out these questions. Use the fractions to help you get the exact answers NOT Guesses.

Can you Draw a Pie chart of the following data, Use a compass, Ruler and Pencil to draw your Pie Charts neatly.

Pie Chart 1

Favourite Crisps

Favourite Crisps	Number of Votes
Cheese and Onion	12
Roast Chicken	12
Salt n Vinegar	24

  
 

Pie Chart 2

Colour of Socks	Frequency
Red	15
Black	5
Blue	5
Green	5

  
 

Pie Chart 3

Travel to School	Frequency
Car	20
Walk	20
Bike	12
Motor Bike	2
Skate Board	2
Minibus	4

  
 

PLENARY: Look at answers to above using on screen tools. Get student feedback on confidence

 

Mon Oct 17th - Pie Charts

LEARNING
OBJECTIVE Discover how to read information off a Pie Chart

SUCCESS
CRITERIA: You will be able to interpret data and results from pie charts

STARTER: Use this Starter of the Day to get students to think about proportions on a pie chart

USEFUL
TOOLS – Interactive Pie Chart From Virtual Manipulatives, Interactive Pie Chart in Notebook Software

LESSON: Use Starter of the day activity to discuss proportions in a pie chart.

Have a go at These Questions Together on IWB as a group (possibly Twice) Now have a go at these questions yourself.

PLENARY: Checking answers together

Can you Draw a Pie chart of the following data, Use a compass, Ruler and Pencil to draw your Pie Charts neatly.

Pie Chart 1

Favourite Crisps

Favourite Crisps	Number of Votes
Cheese and Onion	12
Roast Chicken	12
Salt n Vinegar	24

 
 

Pie Chart 2

Colour of Socks	Frequency
Red	15
Black	5
Blue	5
Green	5

 
 

Pie Chart 3

Travel to School	Frequency
Car	20
Walk	20
Bike	12
Motor Bike	2
Skate Board	2
Minibus	4

 
 

PLENARY: Look at answers to above using on screen tools. Get student feedback on confidence