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)