# math-planning-sum2-wk3 - Low Road and Windmill Music

advertisement ```Plan: Abacus Year 3 Term: Summer 2 Week: 29
Class: 3V
Quick Maths for the Week:
QM 3.29.1 Practising the 4 timestable
QM 3.29.2 Dividing
by 4
Date: 15/06/15 School Name: Windmill Primary School Teacher: Jennifer Vickers
QM 3.29.3 Rounding to the
nearest 100
QM 3.29.4 Placing 3-digit numbers on a
number line
QM 3.29.5 Driving Test
29
Strands: Written multiplication and division (WMD); Problem solving, reasoning and algebra (PRA); Mental multiplication and division (MMD); Fractions, ratio and proportion
(FRP); Decimals, percentages and their equivalence to fractions (DPE)
Week summary: Use the grid method to multiply 2-digit numbers by 3, 4, 5, 6 and 8; estimate products; divide using chunking, with and without remainders; decide whether
to use multiplication or division to solve word problems; recognise tenths and equivalent fractions; find one-tenth and several tenths of multiples of 10 and begin to find onetenth of single-digit numbers
Main Focus
Lesson 141
Starter
Teaching Summary
Mental
Maths test

Task Descriptions
Outcomes
Core: (T) PSR.C 3.29.1 Chn use 2, 5 and 8 to
Children can:
Ask chn which of 4 &times; 38 and 4 &times; 32 on
create
all
the
combinations
of
1-digit
&times;
2-digits.
Screen
3.29.1a
will
have
the
largest
 multiply 2-digit
Multiply 2-digit numbers by
Estimate answers, solve using written method
answer. Model using rounding to estimate
numbers by single3, 4, 5, 6 and 8, begin to
and order from smallest to largest product. Rpt
the answers to each. Point out that both
digit numbers
estimate products and
with 3, 4 and 8.
answers will be between 120 and 160, but
begin to make
 begin to estimate
the first will be closer to 160 and the
Support: (T) PSR.S 3.29.1 Chn use 2, 3 and 5
generalisations
products
second closer to 120.
to create all the combinations of 1-digit &times; 2 begin to make
digits. Support to work logically, work out
 Chn find exact answers using written
generalisations.
approximate answer, and solve using written
method. Model on the board.
method.
 Show 150, 200, 250 and 300 on washing
Extend: (T) PSR.E 3.29.1 Chn use 2, 5 and 8
line on Screen 3.29.1a. Point out the
to create all the combinations of 1-digit &times; 2multiplications. Use rounding to estimate
answers for the first two. Child places cards digits. Estimate answers, solve using written
method and order from smallest to largest
on the washing line. Rpt with the next pair
product. Rpt with own choice of digits,
and the final pair.
predicting largest and smallest, even and odd.
 In pairs, chn work out the exact answer to
one of the multiplications and compare with
the estimate.
Objectives: WMD.43 Use known tables and place value to multiply 2-digit by 1-digit numbers with a written method; PRA.45 Begin to make generalisations
Key Vocabulary: multiplication; estimate; rounding; grid; larger; smaller; before; after; approximate
Physical Resources: 1-minute sand timer; pegs; washing line; Photocopiables: Resource sheet 2; Resource sheet 31; Resource sheet 32; Digital Resources: Lesson:
Year 3 Lesson 141; Screen 3.29.1a; Screen 3.29.1b
Big Maths  Discuss that division is the opposite of
2 Written Division
Pupils work in pairs to complete written division To use written method of
Beat That
sums on white boards to build up confidence
division with no
multiplication.
1
Abacus Plan &copy; Pearson 2016
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To revert to the original Word files, re-download them from ActiveLearn Primary.
Student teaching
Complete a few basic division sums.
with using this method.
remainders
Show how to do written method on the board
and build confidence with using it.
Big Maths  Teaching: Chn predict which of 59 &divide; 4 and
Core: GP.C 3.29.2 Chn answer questions 1–16 Children can:
3 Lesson 142
Beat That
on GP 3.29.2 ʻDivision ʼ, with and without
85 &divide; 5 on Screen 3.29.2 has a remainder.
 Solve divisions by 3,
Division with and without
remainders.
Emphasise how we can use multiplication
4, 5 and 8 with and
remainders
to solve division and reveal the
Support: (T) Gui 3.29.2 Chn answer the first
without remainders
multiplication with a hole. Demonstrate
12 questions on GP 3.29.2 ʻDivision to solve
(answers less than
method on the board.
divisions, with and without remainders.
20)
 Chn rpt to find exact answer to 85 &divide; 5.
Extend: GP.E 3.29.2 Chn answer questions 5–  begin to predict
17 on GP 3.29.2 ʻDivision, first predicting
which divisions will
 Task: In pairs, chn discuss which two
whether there will be a remainder.
have a remainder
divisions on the next slide won't have a
and which will not.
remainder.

Objectives: MMD.44 Divide mentally numbers just beyond the tables by subtracting the multiple of 10 (no remainders); WMD.45 Divide numbers just beyond the tables by
subtracting the multiple of 10; WMD.46 Divide numbers just beyond the tables, with integer remainders
Key Vocabulary: division; multiplication; remainder; bigger
Physical Resources: whiteboards; Photocopiables: Resource sheet 290; Digital Resources: GP 3.29.2; Lesson: Year 3 Lesson 142; Screen 3.29.2
Last Man
4 Practical Maths
Follow instructions on how to make play dough. Use measuring in a
 Discuss what we use instructions for. Look
Standing
practical context.
at instructions on the board. How would we Measuring out the ingredients and making.
follow the recipe? Is the flour measured in
grams or millilitres? What about the oil?
Extend: The recipe is for 4 lots – how much of
Demonstrate how to accurately measure
each ingredient would we need for 2 lots? Etc.
the ingredients.
Big Maths  Chn read the first word problem on Screen
Core: Y3 TB3 p78
5 Lesson 143
Children can:
Beat
That
3.29.3.
Talk
through
the
RNCA
stages.
Support: Y3 TB3 p77
 solve word problems
Decide whether to use
involving 2-digit by
multiplication or division to
 Chn discuss the problem and write the
Extend: (T) Gui 3.29.3 In pairs, chn find
single-digit
solve word problems
calculation needed. Discuss. In pairs, chn
different routes through the 2-step diagram on
multiplication or
find the answer.
Resource sheet 855 to give a different number
division
of points. Add an extra step to some routes to
 Rpt for the problem on the next slide.
give 100 points.
 make sense of a
 Chn discuss the problem on the third slide,
word problem and
draw out that it is a two-step problem. Chn
write the relevant
write the first calculation and solve. Agree
calculations.
the second calculation. Rpt with the
problem on the 4th slide.
 Task: In pairs, read and solve the 4th and
Abacus Plan &copy; Pearson 2016
Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited.
To revert to the original Word files, re-download them from ActiveLearn Primary.
5th problems.
Objectives: PRA.48 Solve problems involving multiplication and division, including missing number problems
Key Vocabulary: problem; calculation
Physical Resources: whiteboards; Y3 Textbook 3; Photocopiables: Resource sheet 855; Y3 TB3 Answers p67-79; Digital Resources: Lesson: Year 3 Lesson 143;
Screen 3.29.3
Abacus Plan &copy; Pearson 2016
Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited.
To revert to the original Word files, re-download them from ActiveLearn Primary.
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