Low Road and Windmill Music Federation
Maths Planning Information
Theme: Number A1
Term:Autumn 1
Week Beginning: 22/9/14
SMSC:
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
IT Focus:
Digital Media
Control
Data Handling
Internet
Presenting
Text and
Graphics
Mathletics
Nintendo DS
iPad App Based
Group ability levels and Pupil Premium children (P):
L – Scarlett 1A, Abbie 2C, Abdul 2B+, Tommy- Lee 2B
M( 2A) Kasie-Mia , Emilee , Rhiann , Alfie S. , Nathan, Conrad , Grant,
Jack R. , Kaycie , Lennon
H (2A+) Molly, Jaimee, Ethan, Dean, Brandon
Connection
Oral /
Mental
Learning
Objective and
Progress
Supplementary maths across the curriculum:,
Times tables chants
Days in months in daily 10 /register time
Telling the time
Actions from key skills assessments:
Introduction
Main Input
Homework:
Multiplying/dividing
numbers by 10 and 100.
In each session please
indicate:
Teacher Assessment: TA
Peer Assessment: PA
Self Assessment: SA
Activation
Modified
(Less Able)
Main
(Mid Ability)
Reflection
Extended
(More
Able)
(May not be at
the end of
session, AfL)
Session
1:
Mon
(30
mins)
Session
2:
Tuesday
45 mins
3 times
tables
chant
Markers
LO: To
identify a
rule in a
number
sequence.
PM: To make
GP identify a
number
pattern of 2
digit numbers.
To make OP
identify a
number
pattern of 3
digit numbers
LO: To
multiply and
divide a
number by 10.
Show basic number sequencenumbers up and down +8, -6
Show more complex with 2
patterns.
LA – Children
MA- Children
to complete
to complete
sheet with
sheet with
basic &
basic &
complex
complex
sequence ( 2
sequence ( 2 /3
digits)
digits)
Teacher: asses & support MA
TA: asses & support LA
Teacher: Have cones as decimal
places. Invite children up to
front to act as “digits” Multiply
1 digit no. by 10 – what happens?
Moves to the left & zero.
LA- x10, /10, 2
digit
HA Children to
complete sheet
with basic &
complex
sequence (2/3
digits)
MA x10,- 2/3 digits
/10 – 2digits
HA- x10,- 2/3
digits
/10 – 2/3 digits
Complex
number pattern.
Children to
colour in
appropriate
face to reflect
feelings about
Session
3:
Wed
(30
mins)
Session
4: Wed
Children
to turn in
PM: To make
GP multiply
and divide 2
digit numbers
by 10.
To make OP
multiply and
divide 3 digit
numbers by
10
LO: To
multiply and
divide a
number by
100
PM: : To make
GP multiply 2
digit numbers
by 100 and
divide 4 digits
by 100.
To make OP
multiply 3
digit numbers
by 100 and
divide 4 digits
by 100.
LO: To tell
the time on
Multiply , make 10 times bigger
2 digit no. then 3 digit.
Repeat for dividing by 10.
Children to show on wb’s as less
confident with division.
TA: to check
understanding/supporting less
confident
Teacher: To support HA
learning.
Teacher: Recap yesterday’s
learning – move 1 place-TP what
do you think will happen if 4
x100?
Show example –afl on wbs. For 2
& 3 digit.
Divide 4 digit number by 100 –
Afl on w/bs.
TA: to support as based on Afl.
LA- x100 2
digit, /100 4
digit
Teacher: To support LA
TA: To support MA
Problem
questionBuilding is 56m
high. Tower is
100 times
bigger. How big
is it?
Teacher: Recap knowledge on
analogue clock – 5 past /to etc.
Carousel –1) - telling the time to 5 minute intervals (on analogue
clock) Pictures of people doing daily routine stuck up around
Word Time
problem
TA: To support LA
MA - x100 2 digit, /100 4
digit
HA – x100 2/3
digits, /100 4
digits.
50 mins
Session
5:Thurs
( 15
mins)
varying
degrees
to
simulate
minute
hand.
an analogue
and digital
clock.
PM: To Make
GP tell the
time
LO: mental
maths
practice
TP ( with clocks) – show me 20
past 5. Couple of examples with
to the hour.
Show on digital ( just to half
past)
classroom show time on clock & fill in sheet.2) Looking at bus
timetables/tv guides and answering questions.
TA:
TA: to support as appropriate
Teacher:
mental maths
practice
Teacher: to support as appropriate
TA:
PM:
Teacher:
TA:
mental maths practice
mental maths
practice