Low Road and Windmill Music Federation
Maths Planning Information
SMSC:
IT Focus:
Theme: Autumn
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
Digital Media
Control
Data Handling
Internet
Presenting
Text and Graphics
Mathletics
Nintendo DS
iPad App Based
Term: A1
Week Beginning: 09.09.13
Group ability levels and Pupil Premium children (P):
Connection
Oral /
Mental
Session 1:
Mental
maths
techniques,
times table
techniques
Daily sums
x4
Learning
Objective and
Progress
Markers
LO:
Mental maths
test/ times
table test
PM:
Supplementary maths across the curriculum:
Formal addition/subtraction
Place value up to 10,000
Actions from key skills assessments:
Introduction
Main Input
Teacher:
Daily sums on board. Discussion to
assess prior knowledge. Brief
introduction to place value – pupil
discussion encouraged with subject
specific language. Discuss confidence
with larger numbers up to 100,000.
Homework:
In each session please
indicate:
Teacher Assessment: TA
Peer Assessment: PA
Self Assessment: SA
Activation
Modified
(Less Able)
Main
(Mid Ability)
Times tables test 1.
Mental maths test at year four level to
assess pupil abilities and knowledge of
specific vocab. Marked by pupils.
Teacher: Observe pupil’s progress to gauge ability levels.
Reflection
Extended
(More
Able)
(May not be at the
end of session,
AfL)
Consolidate
learning with oral
questions. Pupils
discuss
techniques and
ways of improving.
TA:
Session 2:
Place
value,
large and
small
numbers
Daily sums
x4
LO: I can use
place value to
generate small
and large
numbers
Teacher: Refer back to previous learning
on place value up to 100,000 and ask
pupils to complete 4x tasks linked to last
week on small WB. Introduce large and
small numbers.
TA: Additional support to lower ability (to be assessed during initial
lessons). Aid in maintaining focus of TM and EB.
A 4 digit number is written on WB and
pupils are asked to arrange the digits
to create the largest and smallest
number they can using all 4 digits.
Repeat up to 7 digits as appropriate.
TA: Additional support to lower ability (to
be assessed during initial lessons). Aid
in maintaining focus of TM and EB.
PM: GP – I
can create the
largest/
smallest no
using 5 digits
Practical
discussion of
today’s learning,
pupils explain/
present to group
using WB
Pupils are given several problems to
answer in book. Pupils later select
4/5/6 digits from a selection of 10 to
create largest/smallest number they
can.
Teacher: Observe pupil’s progress to gauge ability levels.
TA: Additional support to lower ability (to be assessed during initial
lessons). Aid in maintaining focus of TM and EB.
OP – I can
create the
largest/
smallest no
using 7 digits
Session 3:
Rounding
(1 of 2) and
number
bonds
Daily sums
(including
subtraction
from now
on) x4
LO: I
understand
how to round
up or down to
100/1000
Teacher: Recap of yesterday’s learning
using WB.
With modelled practical example, pupils
use mini WB to complete 2 problems to
consolidate.
General discussion on rounding to
gauge confidence levels – When do we
use rounding? Why? What are the
benefits?
WB teach on rounding, beginning with
to the nearest ten, and then 100.
Ensure pupils understand what
happens with 50, 150, 1500 etc. Pupils
set problems to complete on small WB
throughout. Place value grid on board
at all times (referred to regularly). Can
you give me a number that is closer to
3000 than 2000?
Rounding to nearest 1000 (to 10,000 if
confident).
Use to consolidate
learning and talk
about pace of
numeracy lessons
this week and
pupil’s confidence.
TA: Additional support to lower ability (to
be assessed during initial lessons). Aid
in maintaining focus of TM and EB.
PM: GP – I
can round up
or down to 100
Session 4:
Rounding
(2 of 2) and
number
bonds
Daily sums
x4
OP – I can
round up or
down to 1000
LO: I can
round
measurements
up or down
OP – I can
round units of
measurements
up to 3 digits
Links to number bonds throughout
session.
Teacher: Observe pupil’s progress to gauge ability levels.
TA: Additional support to lower ability (to be assessed during initial
lessons). Aid in maintaining focus of TM and EB.
Teacher: General summary/ recap of
learning so far (including number bonds
and place value chart). Ask pupils what
units we use to measure distance,
weight, time etc.
TA: Additional support to lower ability (to
be assessed during initial lessons). Aid
in maintaining focus of TM and EB.
PM: GP - I
can round
units of
measurements
up to 2 digits
and get
approximate
answer
Pupils complete set of problems in
book.
Session focuses on rounding units of
measurement and adding/ subtracting
rounded numbers mentally (initially).
Pupils discuss in pairs, how they would
mentally solve the problem on WB.
Would they round up/down and
add/subtract to get a rough answer?
How would they get an exact answer
after that? Number bonds?
Pupils complete problems in book
independently.
Teacher: Observe pupil’s progress to gauge ability levels.
TA: Additional support to lower ability (to be assessed during initial
lessons). Aid in maintaining focus of TM and EB.
(Extended
reflection)
Discussion of
progress and what
has been learnt
(rounding). Ask
pupils if they can
generate a
problem for the
group on the WB.
and get
approximate
answer
Session 5:
LO:
Teacher:
PM:
TA:
Teacher:
TA: