Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths
Week Beginning: 11th February 2013
Prime Numbers, factors,
Vocabulary: number, count, how many…? odd, even every other, how many times? multiple of digit, next, consecutive, sequence, continue, predict, pattern, pair, rule
Relationship, sort, classify, property, formula, divisible (by), divisibility, factor, factorise, square number, one squared, two squared… (12, 22…), prime, prime factor, factor, quotient,
divisible by, inverse, between, half-way between, guess how many, estimate, nearly, roughly, close to, about the same as, approximate, approximately. Å, is approximately equal to
just over, just under, exact, exactly, too many, too few, enough, not enough, round (up or down), nearest, round to the nearest ten/hundred/thousand, integer, positive, negative
above/below zero, minus
Starter
Main Learning
Success
Diff Activities
Example of Direct Teaching
Plenary
Learning intention
Intention
Criteria/Targets
Focus group in bold.
Minute maths
L.I to identify and
Chd build
Speak to the chd that after the problem solving Chd to find all 25 prime numbers
Green level
LI use mental maths to
understand what
own….
from last week discuss that they had issues
explain tasks
solve problem
prime numbers are.
with prime numbers. So today we are going to
Lower level questionsfocus on this.
Step by step instructions to find
Play fingers
Min maths
With a partner write a definition of a prime
the numbers, then answer these
(multiplication
Success Criteria number ...
Write down two prime numbers
game)
Set mental Challenge
I have in mindFeedback what they are.
which add up to another prime
Identify the
Tell them they have a two min challenge. Ask
number
Which two numbers
numbers that
each table to write down on wbds the following How many prime numbers are
which have a difference
are in any of the numbers – 7 8 1 2 9 15 21
even?
of 250 add together to
times tables
Tell them you are setting the clock for 2 mins
How many are odd?
make 1000?
these are not
they need to sort those numbers in to prime
Find three prime numbers which
375 and 625
prime
and not prime.
add up to another prime number.
Check the
Pick chd to come and sort on bd.
Use a calculator to find which of
More challenging
others are only
Tell them the following..
the following numbers are prime
divided by 1
1 is not a prime number...it can only be divided numbers. HINT: divide each
Which square numbers
Check the
by 1 (which is itself!)
number by the prime numbers,
1 add together to make
others are only
A prime number has to be divided by only itself e.g. 2, 3, 5, 7, 11 and so on.
exactly 110?
divided by
AND 1, e.g. 2 ÷1 = 2
2÷2 = 1
103 145 151 188 221 323 293
25 + 36 + 49 = 110
themseleves
Just remember it's NOT a prime number...
1999
If I told you that there were 25 prime numbers
Counting stick lengths
in a 100 square...which strategies could you use Mid level questionsto find them? Show a 100 sq chd try to identify
Your mission is to find all the 25
them.
prime numbers, but do you need
to do all the steps? Talk to a
partner first and decide which
steps you should do and which
ones you can skip (put a tick or a
cross) plus questions above.
High level questionsFind all the 25 prime numbers and
highlight them on the 100 square.
answer the questions as above…
then extend to What is the first
prime number greater than 5?
Square it and subtract 1. What do
you get? What is the next prime
number? Square it and subtract 1.
What is your answer this time? Do
the same for the next prime
number and note down the result.
Look at the three numbers you
have ended up with. What do you
notice about these numbers? Can
you spot a pattern? Try other
primes to help you…
AFL
LV4- develop own strategies for solving problems, e.g.
applying mathematics to practical context – use mathematical content from levels 3 and 4 to solve problems and investigate
Lv5- · recognise and use number patterns and relationships, e.g. – find two-digit prime numbers
Minute maths
LI use mental maths to
solve problem
L.I to solve mental
calculations.
Chd build
own….
Min maths
Counting stick
Work out multiplications
and matching divisions.
2
Success Criteria
I have in mindWork out the
correct
multiplications
Are there
anymore
multiplications
These are the
factors- both
numbers
Speak to the chd that after the problem solving
from last week discuss that they had issues
with factors. So today we are going to focus on
this.
With a partner write a definition of a factor ...
Feedback what they are.
Can you find a pair of numbers that multiply
together to give 10?
5 x 2 = 10
So 5 and 2 are factors of 10.
Is there another pair of numbers that multiply
together to give 10?
1 x 10 = 10
So 1 and 10 are also factors of 10.
Factors of 10 = 1,10,2,5
So factors are a pair of numbers that multiply
together to give the target number.
Work out factors of 8, 20 and 7.
Who works out that it means 7 is prime.
Move on to work out factors of 36.
Which numbers are special here?
Can anyone work out that 6x6 is square
number?
All chd to work out factor webs
for different numbers.
Here is a factors web for the
numbers 2 to 8:
Discuss the
different webs
made.
Play fingers
(multiplication
game
The numbers 2 to 8 are written
out, all over the place, with
arrows connecting each number
to its factors. (Notice that 5 and 7
are not joined to any other
numbers – why?)
AFL
LV 4b- Find pairs of factors for any number to 100
LV 4a- Recognise and describe number relationships including multiple, factor and square
Minute maths
Play hangman numbers,
thinking about the place
value of the numbers
that are decimals
Counting stick times
3
L.I To be able to
read to solve a
problem using a
range strategies.
Chd build
own….
Success Criteria
I have in mind1. Check the
number you are
rounding? 34.
2. Check what
you are
rounding it to?
Nearest 10.
3. Find the two
numbers which
end in 0 on
either side. 30
and 40.
4. If it ends in a
1,2,3 or 4 –
round down.
5. If it ends in a
5,6,7,8 or 9 –
round up.
6. Write down
the answer. 34 > 30.
Tell the chd we are going to revise rounding. Ask
them to draw a number line from 300 to 400. Ask
them to place the number 328.
Now repeat with a number line 0 to 1000 where
do you place the number 328 now?
Repeat with a number line 0 to 100 where do you
place the number 20?
Repeat with a number line 320 to 330 where do
you place the number 328?
Talk to the chd about how If they were able to
put the number in a reasonable place then you
can round numbers!
Show number 4672 Which is the important
number if we are rounding to the nearest 10?
Show number 2316 Which is the important
number if we are rounding to the nearest 100?
Show number 3878Which is the important
number if we are rounding to the nearest 1000?
Rounding decimal place tarsia
Rounding whole numbers tarsia
Quick fire
rounding
Dice rounding game to nearest
10 100 or 1000
Fingers
multiplication
AFL
LV 3 select the mathematics they use in a wider range of classroom activities, e.g. – use classroom discussions to break into a problem, recognizing similarities to previous work –
put the problem into their own words – use mathematical content from levels 2 and 3 – choo2e their own equipment appropriate to the task, including calculators try different
approaches and find ways of overcoming difficulties that arise when they are solving problems, e.g. – check their work and make appropriate corrections, e.g. decide that two
numbers less than 100 cannot give a total more than 200 and correct the addition – begin to look for patterns in results as they work
LV4- develop own strategies for solving problems, e.g. – make their own suggestions of ways to tackle a range of problems – make connections to previous work – pose and answer
questions related to a problem – check answers and ensure solutions make sense in the context of the problem – review their work and approaches use their own strategies within
mathematics and in
applying mathematics to practical context – use mathematical content from levels 3 and 4 to solve problems and investigate
Lv5- identify and obtain necessary information to carry through a task and solve mathematical problems, e.g. – recognise information that is important to solving the problem,
determine what is missing and develop lines of enquiry – break a several-step problem or investigation into simpler steps – consider efficient methods, relating problems to
previous experiences check results, considering whether these are reasonable, e.g. – check as they work, spotting and correcting errors and reviewing methods solve word problems
and investigations from a range of contexts, e.g.
– use mathematical content from levels 4 and 5 to solve problems and investigate
Minute maths
LI To solve the
Chd build
Rounding involving word problems and money
Braille problem by
own….
countdown
breaking it down
into simpler steps.
4
Success Criteria
I have in mind1. Check the
number you are
rounding? 34.
2. Check what
you are
rounding it to?
Nearest 10.
3. Find the two
numbers which
end in 0 on
either side. 30
and 40.
4. If it ends in a
1,2,3 or 4 –
round down.
5. If it ends in a
5,6,7,8 or 9 –
round up.
6. Write down
the answer. 34 > 30.
Discuss the diff
strategies they
used to solve this.
Fingers
timetables
AFL
LV 3 select the mathematics they use in a wider range of classroom activities, e.g. – use classroom discussions to break into a problem, recognizing similarities to previous work –
put the problem into their own words – use mathematical content from levels 2 and 3 – choose their own equipment appropriate to the task, including calculators try different
approaches and find ways of overcoming difficulties that arise when they are solving problems, e.g. – check their work and make appropriate corrections, e.g. decide that two
numbers less than 100 cannot give a total more than 200 and correct the addition – begin to look for patterns in results as they work
LV4- develop own strategies for solving problems, e.g. – make their own suggestions of ways to tackle a range of problems – make connections to previous work – pose and answer
questions related to a problem – check answers and ensure solutions make sense in the context of the problem – review their work and approaches use their own strategies within
mathematics and in
applying mathematics to practical context – use mathematical content from levels 3 and 4 to solve problems and investigate
Lv5- identify and obtain necessary information to carry through a task and solve mathematical problems, e.g. – recognise information that is important to solving the problem,
determine what is missing and develop lines of enquiry – break a several-step problem or investigation into simpler steps – consider efficient methods, relating problems to
previous experiences check results, considering whether these are reasonable, e.g. – check as they work, spotting and correcting errors and reviewing methods solve word problems
and investigations from a range of contexts, e.g.
– use mathematical content from levels 4 and 5 to solve problems and investigate
INSET DAY
5
AFL
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