Trinity C E Primary School Medium Term Plan Mathematics

Transcription

1 Trinity C E Primary School Medium Term Plan Mathematics Miss Bhogal Term: Autumn 1 Weekly Mathematics Focus Week 1: Number: Number and Place Value Core Learning Objectives (Taken from New National Curriculum or Long Term Planning) TAKEN FROM YEAR 3 LONG TERM PLAN recognise the place value of each digit in a three-digit number (hundreds, tens, ones) compare and order numbers up 0 read and write numbers up 0 in numerals and in words Lower Ability (Year 3 Focus) (2c,b,a) Read and write all numbers Know which of two 3-digit numbers is the greater and smaller Order a set of 3- digit numbers from smallest to largest Order a set of 3- digit numbers from largest to smallest Know and use terms: units, tens and hundreds correctly Partition any number up to 999 Learning Objectives (Taken from Focus Education) Middle Ability (Year 3 Focus) (3c) Read and write all numbers to the value of 1000 Know which of two 3-digit numbers is the greater and smaller Order a set of 3- digit numbers from smallest to largest Order a set of 3- digit numbers from largest to smallest, and smallest to largest Know and use terms: units, tens and hundreds correctly Higher Ability (Year 4 Focus) (3b) Read and write numbers to 5000 Know the terms, units, ones, tens hundreds and thousands. Partition any number to 9999, showing the value of each Know which of two 4-digit numbers is the greater and smaller Order a set of 4- digit numbers from smallest to largest and largest to smallest Mental Activity Objectives (taken from Mental Calculations Policy please include Stage) Counting Forwards count reliably up. Count on in ones or tens from any 2 digit number. Partitioning Partition numbers in to tens and units.

2 Week 2: Number: Addition and Subtraction a three-digit number and ones a three-digit number and tens a three-digit number and hundreds add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction showing the value of each digit Add together mentally any single-digit and any 2-digit number Subtract any single-digit number from a 2- digit number Add 2 numbers with 2-digits together using columnar addition without exchange between units and tens Subtract a 2-digit number from another using columnar subtraction which requires no exchange between the units, tens or hundreds Partition any number up to 999 showing the value of each digit Add together mentally any 3- digit number and any 10s and 100s number Subtract any 10s number from a 3- digit number Subtract any 100s number from a 3- digit number Add 2 numbers with 3-digits together using columnar addition without exchange between units and tens Add 2,3 numbers with 3-digits together using columnar addition, where the units and tens when Add and subtract mentally any single-digit and any 3-digit number Add 2 numbers with 4-digits together using columnar addition without exchange between units and tens Add 2 and 3 numbers with 4- digits together using columnar addition, where the units, tens or hundreds when added make more than 10. Subtract a 4-digit number from another using columnar subtraction which Rapid Recall All addition facts for each number to 10. All pairs of numbers with a total of 20 e.g = All pairs of multiples of 10 with a total of 100 e.g = Two digit and two digit number by partitioning second number in to tens and units / Counting Backwards Count back in ones or tens starting from any 2 digit number. Count back in 100 s from 1000 back to zero. Count in 2 s from 20 back to zero. Count back in steps of 3, 4 of 5 from 30, 40 or 50 back to zero.

3 Week 3: Number: Multiplication and Division recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods Recite all multiplication facts for 2, 5 and 10. Multiply a 2-digit number by a single-digit number using 2, 3, 4, 5, 8 and 10x Divide 2, 3, 4, 5, 8 and 10 into any 10s number (no remainder) added make more than 10. Subtract a 3-digit number from another using columnar subtraction which requires exchange between the units, tens or hundreds Recite all multiplication facts for 2,3,4,5,8, and 10. Multiply a 2-digit number by a single-digit number using 2, 3, 4, 5, 8 and 10x Multiply a 10s number by a single-digit number mentally, using 2, 3, 4, 5, 8 and 10x requires no exchange between the units, tens, hundreds or thousands (Year 3) Subtract a 3-digit number from another using columnar subtraction which requires exchange between the units, tens or hundreds Recite all multiplication facts for the 6 and 7x tables. Multiply a 2/3-digit number by a single-digit number using 2, 3, 4, 5, 6, 7, 8, and 9x Multiply a 100s number by a single-digit number mentally, using 2, 3, 4, 5, 6, 7, 8, and 9x Times tables Revise 2,5,10 and teach 3 and 4 x tables. Times tables Teach 6 and 7 x tables. Strategies. Multiplication can be carried out in any order. Reversing order for ease of calculation e.g. 5 x 9 = 9 x 5 use double and double again to work out 4 x table. Double of all numbers to at leas 15 e.g. double 14 double any multiples of 5 to 50 e.g. double 35

4 Divide 2, 3, 4, 5, 8 and 10 into any 2- digit number (no remainder) Divide 2, 3, 4, 5, 6, 7, 8, 9 and 10 into any 10s number (no remainder) Week 4: Number: Fractions count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10 recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators Divide 2, 3, 4, 5, 6, 7, 8, 9 and 10 into any 2-digit number (no remainder) Fractions Objectives taken from YEAR 2 Focus Find 1/3 of a shape Find 1/4 of a shape Find 2/4 of a shape Find 3/4 of a shape Calculate 1/3 of a Calculate 1/4 of a Find 1/3 of a shape Find 1/4 of a shape Find 2/4 of a shape Find 3/4 of a shape Calculate 1/3 of a Calculate 1/4 of a Calculate 1/3 of a Calculate 1/4 of a Calculate 2/4 of a Calculate 3/4 of a Rapid Recall Begin to know off by heart division facts related to the times tables you are learning. Use halving to work out related facts to the 2 and 4 x division facts. Week 5: Measurement measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Practise using appropriate tools to measure Practise using appropriate tools to measure Revise relationships between measure, Using known facts and making links. Use patterns of similar calculation.

5 measure the perimeter of simple 2-D shapes know the number of seconds in a minute and the number of days in each month, year and leap year distances and weight Measure accurately a distance of up to 30cm using a ruler Know the term perimeter perimeter is the distance around the four sides of a rectangle Know the rhyme associated with days of the month Know that 60 minutes makes an hour, 60 seconds make 1 minute. Number of days in the month distances and weight Recognise 1m as having 100cm Know that 50cm is ½ a meter Know the term perimeter Measure accurately a distance of up to 30cm using a ruler perimeter is the distance around the outside of any shape Measure accurately each side of a 2D shape and add up all the sides to find the perimeter Know the rhyme associated with days of the month ie. 1000m = 1Km; 100cm = 1m; 10mm = 1cm; 1000g = 1kg; 60 min = 1 hour; 60sec = 1 min; 12 month = 1 year; etc. Know the term perimeter perimeter of a rectangle can be measured by a simple formula of 2 x length + 2 x width perimeter of an irregular shape can be measured by adding each individual side together area of a square is measured in squared cm or Make links with addition and subtraction facts = = = = 7 Partitioning Partition numbers in to tens and units.

6 Week 6: Geometry draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them recognise angles as a property of shape or a description of a turn identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Draw 2D shapes and name them, recognise them in different orientations opening between two lines joined at a point is known as an angle and can be measured in degrees Know a right angle as having 90 degrees which is written as 90 Know that 60 minutes makes an hour, 60 seconds make 1 minute. Number of days in the month number of days in a year varies between 365 and 366 depending on leap year Draw 2D shapes and name them, recognise them in different orientations measurement in degrees is greater when the opening is wider Know a right angle as having 90 degrees which is written as 90, 2 right angles = 180, three right angles squared meters, etc. Convert hours into minutes Minutes to seconds Years to months Weeks to days. Relate number of angles and sides associated with triangles; squares; oblongs; circles Show lines of symmetry in and equilateral, isosceles, square and oblong. Understand lines of symmetry in a circle. Compare angles by size Compensating Subtract6 9 or 11 by subtracting 10 and adjusting.

7 Week 7: Statistics interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions [for example, How many more? and How many fewer? ] using information presented in scaled bar charts and pictograms and tables. Identify angles which are smaller/larger than a right angle. Know the terms horizontal and vertical Read information set out in a bar chart, pictogram or table Present information in a pictogram, bar chart or table is 3 quarters of a turn and 4 is a complete turn. Know acute and obtuse angles. Know the terms horizontal, vertical, perpendicular, parallel Draw lines that are parallel and perpendicular Read information from a bar chart that has a scale on the vertical axes -Present information on a bar chart where there is a scale on the vertical axes Solve problems involving pictograms, bar charts and tables Work out the answer to: How Know how to describe acute and obtuse angles Know the terms horizontal, vertical, perpendicular, parallel Draw lines that are parallel and perpendicular Read a bar chart accurately with scales on the axes Read a bar chart accurately with no scales on the axes Read a time graph accurately with scales on the axes Read a time graph accurately with no scales on the axes Multiply single digit by 10 or 100 e.g. 6 x 100 Divide any multiple of 10 by 10 e.g. 60 x 10 divide any multiple of 100 by 100 e.g

8 many more children like carrots than potatoes? (Year 3) Solve problems involving pictograms, bar charts and tables Work out the answer to: How many more children like carrots than potatoes? Trinity C E Primary School Medium Term Plan Mathematics Miss Smith 4s higher ability. Term: Autumn Weekly Mathematics Focus Week 1: Number: Number and Place Value Core Learning Objectives (Taken from New National Curriculum or Long Term Planning) count in multiples of 6, 7, 9, 25 and 1000 find 1000 more or less than a given number count backwards through zero to include negative numbers recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) Learning Objectives (taken from Focus Education) Lower Ability Middle Ability Higher Ability partition numbers ins, 10 and units. round numbers to the nearest 10 and 100 partition 4 digit numbers round numbers to the nearest 100 and partition 5 digit numbers. round numbers to the nearest 1000 and 10,000 Mental Activity Objectives (taken from Mental Calculations Policy please include Stage) Stage 4 Counting Forwards Count on in 10 s or 100 s starting from any 2 or 3 digit number. See also multiplication.

9 Week 2: Number: Addition and Subtraction add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate estimate and use inverse operations to check answers to a calculation Solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why. Add and subtract two 3 digit numbers with no exchange Use mental addition to add a one digit number to any number Add and subtract two three digit numbers with exchanges Use metal addition and to add a single digit to any three digit number. Add and subtract three four digit numbers using the column method. To use mental addition to add any two, two digit numbers. Stage 5 Using know facts and making links Continue to use the relationship between addition and subtraction Times tables Teach 6 and 7 x tables. Week 3: Number: Multiplication and Division Objectives for LA MA and HA taken from year 4 focus document. recall multiplication and division facts for multiplication tables up to use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers recognise and use factor pairs and commutativity in mental calculations To solve one step addition and subtraction problems in context. multiply a 100s number by 2,3 or 4 multiply a two digit number by 2, 3, or 4. divide 2, 3,4,5,6,7,8,9 and 10 into any 2 digit number without a remainder. To solve one and two step addition and subtraction problems in context. multiply a 100s number by 5, 6 or 7. multiply a two digit number by 5, 6 or 7. divide 2, 3,4,5,6,7,8,9 and 10 into any 2 digit number with remainders. To solve multiple step addition and subtraction problems in context. : multiply a 100s number by 8 or 9. multiply a two digit number by 8 or 9. divide 2, 3,4,5,6,7,8,9 and 10 into any 3 digit number. Stage 5 Multiplication. Strategies X 100 to make a number 100 times bigger we place 2 zeros on the end. Division Rapid Recall Know all related division facts 10 x 10 and family relationships 6 x 5 = 30 6 x 5 = = = 5 Strategies

10 Objectives for LA MA and HA taken from year 4 focus document. solve one step multiplication problems. solve one and two step multiplication problems. work systematically. Week 4: Number: Fractions recognise and show, using diagrams, families of common equivalent fractions count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number Objectives for LA MA and HA taken from year 3 and 4 focus document. Week 5: Measurement convert between different units of measure [for example, kilometre to metre; hour to minute] measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres find the area of rectilinear shapes by counting squares Area and perimeter taken from focus year 4. find a unit fraction of amounts up to 50. find proper fractions of multiples of 2, 3 and 4. know the equivalent fractions of 1/2 with a denominator up to 12. find the perimeter of rectangular shapes. find the area of a shape by counting squares. read the time in five minute intervals find a unit fraction of amounts up to 100. find proper fractions of multiples of 5, 6, and 7. know the equivalent fractions of 1/4 with a denominator up to 12. find the perimeter of an irregular shape. find the area of a rectangular shape. read the time in one minute intervals find a unit fraction of amounts over 100. find proper fractions of multiples of 8 and 9. know the equivalent fractions of 3/4 with a denominator up to 12. find the perimeter of a shape compound shape. find the area of a rectangular and square shape. estimate the times to the nearest five minutes. Stage 5 Double any whole number 1 to 50. Double any multiple from 10 to 50. Double any multiple of 5 e.g. 65 x 2 Stage 5 Counting Backwards Subtract 1 / 10 / 100 / 1000 from any number. Count back in tens, hundreds and thousands from any whole number. Rapid Recall Consolidate knowing by heart all subtraction facts for all numbers up to 20.

11 Time taken from focus year 3 and 4 to consolidate learning. Week 6: Geometry describe positions on a 2-D grid as coordinates in the first quadrant describe movements between positions as translations of a given unit to the left/right and up/down Objectives for LA MA and HA taken from year 4 focus document. measure a length of time in seconds and minutes using a stopwatch recognise a right angle draw simple symmetrical figures and recognise lines of symmetry. pin point a position within the first quadrant. draw a simple polygon by connecting coordinates. measure a length of time in seconds and minutes using a clock recognise obtuse and acute angles. recognise lines of symmetry in given shapes. pin point a position within the first two quadrants. complete a picture using given coordinates. estimate and measure a length of time in seconds and minutes using a clock. compare different angles. understand the lines of symmetry in a circle. pin point a position within a full coordinate plane. complete a pattern using given coordinates. Stage 5 Strategies 100 we remove the two zeros (move number two places) Week 7: Statistics interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. read a bar chart by counting squares collect data using a tally chart. construct a bar chart read a bar chart with numbered axes collect data using a frequency table construct a bar read a bar chart with partially numbered axes. collect data using a frequency table independently Stage 5 Strategies Find a small difference by counting up e.g = Find halves e.g = Find halves of multiples of 10 to 50. Find halves of multiples of 5.

12 Objectives for LA MA and HA taken from year 4 focus document. To be able solve problems by interpreting data presented in a bar chart. chart with partially numbered scales To be able solve problems by interpreting data presented in a bar chart. construct a bar chart. To be able solve problems by interpreting data presented in a bar chart.