Whitchurch Primary School Weekly Plan
Class 3
Y 3/4
Spring Term
WALT : Learning Objectives
(Main)
Divide two-digit numbers by single-digit numbers, above the
10th multiple with remainders, using written layout for
chunking.
Check division with multiplication. (Y4 objectives)
Weeks Beginning Jan 12th and 19th
(H11)
WILF :Success Criteria (must, should, could)
(Main)
 Must divide two-digit numbers by single-digit numbers,
just above the 10th multiple with remainders, using
chunking on the ENL.
 Should divide two-digit numbers by single-digit numbers,
above the 10th multiple with remainders, using written
layout for chunking. Check division with multiplication.
 Could practise using the new layout to record the steps in
division to solve harder problems and word problems.
Understand the link between finding fractions of amounts and
division.
Find unit fractions then non-unit fraction of amounts. (Y4
objectives)
 Must count in 1/3s and 1/4s, beginning to say the
equivalent fractions, e.g. 1 ½ not 12/4. .Find unit fractions
then non-unit fraction of amounts using a supporting
image.
 Should count in 1/4s, 1/3s and 1/10s saying the equivalent
fractions, e.g. 1 ½ not 12/4.. Understand the link between
finding fractions of amounts and division. Find unit
fractions then non-unit fraction of amounts.
 Could begin to see how other equivalent fractions can be
derived
Understand concept of a fraction of a shape and quantity;
Find fractions of a quantity: ½, ⅓, ¼, ¾, ⅔. (Y3 objectives)
 Must with support, find ½, 1/3, ¼ of a small number
(whole number answers). Know what ¼ , ¾, 1/3 and 2/3
of a shape looks like. Find ¼, ¾, 1/3 and 2/3 of a quantity
using strips.
 Should find ½, 1/3, ¼ of a small number (whole number
answers). Find ½ of a quantity, including odd numbers.
Write a jotting to show halving a quantity. Find ¼, ¾, 1/3
and 2/3 of a quantity (whole number answers). Know what
1/3 and 2/3 of a shape looks like.
 Could find unit fractions then non-unit fraction of amounts
using a supporting image.
Key Vocabulary
multiple
division
divide
remainders
multiplication
grid
fractions
numerator
demoninator
unitary
fraction names
quantity
equivalent
Tuesday
Monday
Y3 Objectives: Understand concept of a fraction of a shape and quantity; Find fractions of a quantity: ½, ⅓, ¼, ¾, ⅔.
Y4 Objectives: Divide two-digit numbers by single-digit numbers, just above the 10th multiple with remainders, using written layout; Count ins 1/4s, 1/3s and 1/10s saying the
equivalent fractions, e.g. 1 ½ not 12/4; Find unit fractions and non-unit fraction of amounts
Very quick Starter Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
NO starter today
Understand the concept of ½, ⅓ and ¼ of shapes and number;
Y3 Easier TA if available to work with easier group
Earlier Y4s divided
Divide two-digit numbers just above the 10th multiple with remainders
Chn have 3 strips, each with 12 objects on (see
69 by 5 and got an
Show a large rectangle and fold it into thirds, then open it up and rip into 3 along the folds. Hold up 1 part
resources). They use their strips to find ½, ⅓ and ¼ of
answer of
and say this is 1 out of 3. Show that this can be recorded as ⅓. Give each child a strip of 9 shapes (see
12 and record the answers. Repeat for the strips of 24
13 r 4. How could
resources) and ask them to fold it into thirds. Then ask what’s a third of 9? Use your strip to show that
objects. [AbacusTBk1_p54]
we check that this
when 9 is split into 3 equal groups, each group has 3 objects in it, so ⅓ of 9 is 3.
Harder: Can chn predict what ½, ⅓ and ¼ of 24 will be? is correct? Draw
Send Y3 away now to work with TA or independently
They record their predictions then check them using
out using
Write 44 ÷ 3 and draft an ENL (Empty Number Line) from 0 to 44 on f/c. How many 3s do you think might be strips with 24 objects.
multiplication.
in 44? More than ten? Fewer than 10? More than 20? Where would ten lots of 3 get us to on the line? And
Together work
GUIDED Y4 Easier
Y4 Harder
how much do we have left? 14. How many 3s do you think are in 14? And where would another four 3s get
out 15 × 5. But
Work with a group to
Chn practise using the
us to on the line? And how much left? So how many 3s in 44? Record 44 ÷ 3 = 14 r 2. Remember that r
this is 65 not 69?
support their recording of
new layout to record
stands for remainder. Show a written way of recording this mental method and talk through each stage:
Discuss how we
the steps using the layout as the steps in division
□ × 3 = 44
how many 3s are in 44?
need to add the
in the main teaching. Chn do (see resources). They
10 × 3 = 30
we know there are at least 10, so subtract 30
at least questions 1 to 8 (see start at question 9 and remainder of 4
14
14 left to divide
on, and so would
resources). If they struggle
do as many as they
4 × 3 = 12
we know there are four 3s in 14, which gives 12
get 69.
with the new layout, they
can.
2
and 2 left
can use the ENL layout if
44 ÷ 3 = 14 r 2 the answer!
they prefer.
Use this layout to solve 69 ÷ 5, first recording this as multiplication with a ‘hole’, □ × 5 = 69. Rpt with 81 ÷ 6.
Doubles to
Divide 2-digit no.’s just above the 10th multiple with remainders; Finding ½ of quantities, including odd numbers Y3 Easier
Y3 GUIDED: Harder
Discuss
double 15
Write 52 ÷ 4 and ¼ of 52 on the f/c. Agree that these will give the same answer. Ask a Y4 child to show Y3 chn
Chn work in
Chn use cubes to help
what
Sit chn in a
how to use the vertical layout to work out 52 ÷ 4. Aren’t they clever? Also agree that we can halve 52 twice to
pairs to cut
them find ½ of each
chn
circle. Each
find a quarter. Ask a child to show how this is done – halving 52, then halving 26. Chn work in pairs to make a
strips of
number from 20 to 30.
have
child has a card tower of 26 cubes, then break to find ½ of 26. Record and discuss a jotting as below.
objects in ½
Which of these numbers
found
1-15 or double.
Half of 26
(see
are even? What do you
out
Show your card
resources).
notice?
about
if you have an
Y4 Chn choose numbers from a list: 43, 55, halving
‘r’ in your
10
3
odd
59, 62, 74 and 87 to divide by 3, 4, 5, 6 or
name. Look for
10 + 3 = 13
Discuss doubling 13 to check. Send Y4 away now to work with TA or independently
and
8 such that the answer will be more than
your double or
Chn fold a strip of 7 objects (see resources) in ½. There are 3 objects in each ½ and one split down the middle.
even
10 but less than 20. How many can they
½. Swap
Write: ½ of 7 is 3½. What do you think ½ of 27 might be? Talk to your partner. Agree that there would be 1 more write? They score one point for each
no.s.
places! 1st pair cube to halve than when we halved 26, giving an answer of 13½. ½ of 20 is 10 and ½ of 7 is 3½, so ½ of 27 is 13½. division with an answer between 10 and
earn a cube
Record a jotting as above. Work with a partner to find ½ of 15. Use cubes to help. Show a strip of 15 objects (see 20, and a bonus point if the answer has a
each. Rpt
resources). If you were to cut this strip of objects in ½, where would you cut it?
remainder. Easier: Chn divide by 3, 4 or 5.
Wednesday
Sort odd and even numbers
Ask chn to think, pair, share what an odd
number is, and how they can recognise one,
(it is a number which cannot be divided
exactly into two whole numbers, and which
ends in 1, 3, 5, 7 or 9). Rpt with even no.s
(can be divided exactly into two whole
numbers and ends in 2, 4, 6, 8 or 0). Stand a
child at the front of the class, holding a w/b
saying ‘odd’. At the back, stand a child with
a w/b saying ‘even’. Say 79 and tell the chn
to stand up and face the correct w/b. Rpt
with other 2-digit odd and even numbers.
Thursday
Finding ¼ and ¾ of quantities; Find unit and non-unit fractions of amounts
Chn fold strips of 8 objects (see resources) in ½. How many in each ½? Fold it in ½ again, so you have 4 equal
parts. How many in each ¼? How many in 2/4? What do you notice? Discuss how 2/4 have the same
quantity as ½. How many in ¾? Write sentences about fractions of objects of the strip: ½ of 8 is 4; ¼ of 8 is 2;
2/4 of 8 is 4; ¾ of 8 is 6. Repeat with 16 objects (see resources), chn to work in pairs to write sentences on
w/bs.
Send Y3 away now to work with TA or independently
Show a picture of a chocolate bar of 30 pieces, arranged as 5 rows of 6 (see resources). If this bar was shared
fairly between 5 people, what fraction would they get each, and how many pieces would this be? Record: 1/5
of 30 is? Ask chn how we work out one fifth of 30 and draw out that we divide 30 by 5. We can find a 1/5 by
dividing by 5. Ask chn how we find 3/5? 4/5? Draw out that 3/5 is 3 x one fifth. 4/5 is four times one fifth.
Ask chn to imagine the chocolate bar being shared between 6 people so that each person would get a sixth.
What is 1/6 of 30? Ask chn what would happen if we couldn’t see the chocolate bar. How could we work it
out? Record 1/6 of 30 is 5. Remind chn that to find 1/6 we divide 30 by 6. So 1/6 of 30 is 5. Ask chn to find
5/6 of 30. What if the chocolate bar had 50 pieces and it was shared equally between 10 people? Record 50
÷ 10 = 5, so 1/10 of 50 is 5. What is 2/10 of 50? 3/10? 9/10?
Finding halves of quantities less than 100;
Count in 1/4s, 1/3s and 1/10s saying equivalent fractions
Display a 0 to 5 line with marks to show 1/3s (see resources). Count along
the line saying one third, two thirds, ONE, one and a third, one and two
thirds, TWO… Point to various points on the line and ask chn to write what
mixed number belongs there on their w/bs. Display a 0 to 5 line with marks
to show ¼s (see resources). Count along the line saying one quarter, two
quarters, three quarters, ONE, one and a quarter, … FIVE. How else can we
say two quarters? One and two quarters? Ask Y4s to write ½, 1½ … above
the line. Count again in steps of ¼, but this time saying ½, 1 ½, etc. instead of
quarters. Rpt, this time counting on in steps of 1/10 to 3 (see resources) and
afterwards Y4 mark on equivalent fractions, i.e. fifths and halves, then
repeating the count using equivalent fractions.
Whole class investigation
Explain that chn are going to try and make the
longest and shortest halving chains that they can. To
do this they pick a number to start with: if the
number is even, halve it, if the number is odd, add 1.
Keep going until they get to 1. As they work,
encourage chn to try starting with different two-digit
numbers and consider whether larger numbers
produce longer chains. Teacher to support some Y3
chn with the recoding of the partition to halve. TA if
available to sit with groups and ask if bigger numbers
make longer chains.
Harder: Chn should be encouraged to halve numbers
> 100.
Y3 Easier TA if available
Chn fold strips of objects (see
resources) to find ½, ¼ of
numbers and write sentences
about these fractions.
Y4 Easier
Chn find
fractions of a
chocolate bar
(see
resources).
Y3 Harder
Chn fold strips of objects (see resources)
to find ½, ¼, 2/4, and ¾ of numbers
(multiples of 4) and write sentences
about the fractions as modelled in the
main teaching.
GUIDED: Y4 Harder
Give each pair a copy of the two chocolate bars (see
resources). Agree how many pieces are in the first bar,
and then together write some fraction sentences about
it, e.g. 1/8 of 32, 2/8 of 32, 3/8 of 32… Discuss how some
fractions have the same answer, and why this is the case,
e.g. 4/8 of 32 is the same as ½ of 32, 2/8 is the same as ¼
and 6/8 is the same as ¾. Ask chn to work in pairs to
write fractions sentences about the second chocolate
bar. They link fractions sentences with the same
answers.
Friday
Tell the time
Show chn a time on a
geared analogue clock.
Chn work in pairs, one
to write the time in
words, e.g. 20 to 11,
and the other to write
the time as it would
appear on a 12-hour
digital clock, i.e. 10:40.
Once agreed they both
show you their w/bs.
Rpt with other time to
the nearest 5 minutes,
particularly those to the
hour.
Finding 1/3 and 2/3 of quantities; Find unit and non-unit fractions of amounts
Chn fold a sheet of A5 paper into 3 equal parts. Share examples folded
horizontally and vertically. We call each part a third; each part is the same size.
Write ⅓ on each of 3 parts of 1 rectangle. Y3 chn draw 2 smiley faces on each
⅓ of their rectangles. Y4 draw 5 in each third. How many smiley faces
altogether? What is ⅓ of 6? Record 2/3 of 6 is 4. What is 1/3 of 15? 2/3 of 15?
Chn record sentences.
Send Y3 away now to work with TA or independently
Sketch a pizza and divide it into eight sections. Someone is preparing a pizza
and wants to share out the toppings fairly. If there are 16 bits of salami, how
many should be put on each piece? Take chn’s suggestions and draw them to
check that there are the same number of pieces on each slice and 16
altogether. Begin a list of fraction facts:
1/8 of 16 is 2
2/8 of 16 is 4
3/8 of 16 is 6.
Chn work in pairs to continue the list to 8/8 of 16 is 16. Rpt for 24 olives.
Assessment for Learning feedback: general points
Monday:
Tuesday:
Y3 Practice
Chn find fractions of different quantities, folding and using
the fraction strips given if they need to (see resources).
Easier: TA if available Chn do section A and as many of
section B as they can. Harder: Chn do section B and section C.
TA Notes
Ask Y3s to
find ½ of 24.
Ask Y4s to
find ¼, 2/4
and 3/4 of
24. Which
answers are
the same?
Why?
Wednesday