Working wall outcomes Week commencing 21/09/15 Year group 6 Chestnuts Primary Maths Weekly Plan SEN children Ms Begum’s group Genre – Division Date Oral and Mental Starter Introduce new vocabulary Learning Objective and Success Criteria L.O. To divide whole numbers using the ‘bus shelter’ method (short written method) Monday C/P/A Dividend Divisor Quotient What do the words mean? Give clue – 20 ÷ 2 = 10 Each of the words match one of the digits. Share correct answer Tuesday C/P/A Whole class teaching Plenary and key questions (AFL) Introduce a calculation e.g. 354 ÷ 3 how would you complete the calculation? Discuss methods and strategies. Introduce the ‘bus shelter’ method as written method for division. Model with calculation. Provide further examples for children to practice and address misconceptions. Does the method work when dividing decimals? Provide calculation and model the written method. Independent learning activity SC Key Vocab Divide Division Method Strategy Bus shelter chunking Mastering/Exceeding If I know 23 x 16 = 368, what else do I know? More Able children L.O. To use the bus shelter method for long multiplication SC Vocab doubling Divide Division Method Strategy Bus shelter Inverse operation GREEN/ YELLOW ORANGE Provide calculations for children to practice 2/3 digit ÷ 1 digit Provide calculations for children to practice 3/4 digit ÷ 1 digit Code breaker activity – solve the calculations to crack the code Code breaker activity – solve the calculations to crack the code RED Provide an example of common misconception – can you spot the mistake? Explain Divide whole numbers and decimals Below Recap previous day’s learning – provide a calculation work in pairs to check answer by using inverse operation. Introduce long division and the layout expected. Provide a calculation 345 ÷ 15. How would you do this? Attempt in partners or independently. Model making a list 15 x table down the side and use knowledge of doubling to find 15 x 2, x4, x8,etc… Independent learning activity GREEN/ YELLOW ORANGE RED FOCUS Solve calculations with Provide calculations with 3 digits missing digits ÷2 digits Provide calculations with 3/4 Use 6 by 6 grid so children can digits ÷ 2 digits choose questions Use 6 by 6 grid so children can choose questions Model how a remainder can be expressed as a fraction. Provide an example of missing digits question – How do we work this out? Discuss strategy and using the inverse Resources and ICT Mastering/Exceeding Wednesday C/P/A Yes, no, sometimes If you divide a number, the answer is always smaller than the number you started with. L.O. To divide numbers including remainders (to be expressed as decimals or fractions) SC Use APE to explain. Key Vocab Estimation Remainder Quotient Below Provide a calculation with a remainder – ask class to do it – what do you notice? What does the remainder actually mean? How else can it be written? Link to fractions and model how it can be expressed as a fraction which can then be turned into a decimal. Independent learning activity GREEN YELLOW Roll 0-9 dice to create calculations 3 digit ÷ 1/2 digits Mastering/Exceeding Thursday C/P/A Using only 2.4, 24, 240 x & ÷ 10, 100 what calculations can you create. L.O. .To solve word problems involving multiplication and division SC Key Vocab Estimation Calculation Rounding up/dowm Friday C/P/A LO To solve word problems involving multiplication and division Quickly work through answers and strategies. SC Key Vocab RED Roll 0-9 dice to create calculations Present remainders as fractions in simplest form and convert to decimals Below Present a word problem – what operation do I need to carry out to solve it? How do you know it is a ÷ or x? What words give you a clue? How does estimation help us to solve the problem? Do we round numbers up or down? What does this mean about the answer in the real world context? To support answering word problems use RUCSAC Independent learning activity GREEN YELLOW ORANGE Provide mixed questions (mult & division) and children pick a question to answer in books. Mastering/Exceeding 10 questions from mental maths test. ORANGE Roll 0-9 dice to create calculations Present remainders as fractions/ including simplest form Multiple choice – provide a calculation and present 4 different answers – is the answer A,B,C or D? Explain how you know. Provide mixed questions (mult & division) and children pick a question to answer in books. Estimate answers first. RED Display a word problem and work through the answer – how can we check the answer using the inverse operation? Complete selection of multi step word problems combination of multiplication and division. Below Use TESTBASE questions (L4, 5 & 6) and print on different coloured paper. Children choose challenge and work through problem. Swap questions with partners to check each other’s answers (peer assessment). Independent learning activity GREEN/ YELLOW Self-selection of questions and peer assessment ORANGE Self-selection of questions and peer assessment RED Self-selection of questions and peer Use opportunity to choose a question and ask children to explain to class how they answered it. Do you agree? assessment Mastering/Exceeding Below Homework (mymaths, times tables)