Planning across the unit
Groups: childrens names, levels, focus for support
Hassan and Zara- in book
corner
Stage 0.
To be taught with Sonia
Monday, Wednesday and
Thursday: see lesson plan
Tuesday and Friday:
Hassan and Zara- work through
questions from test Hassan stage
0 Zara stage 0 using a range of
different techniques and tactile
objects -taking pictures.
Year: 4
4.5
2 weeks
Extra Support- with Linda
and teacher on Tuesday
Ahmed- stage 2
Thabit- stage 1
Daria- stage 2
Jacinta- stage 2
Support- Orange group.
Madalina- stage 2
Mohammed- stage 2
Year 4 Class Gandhi
Core- Green and blue table
Nasradin- stage 3
JJ- stage 3
Ignacy- stage 3
Luca- stage 3
Aleem-stage 3
Norahman- stage 2- move
onto 3
Era- stage 3




Core/ Extension- Red table
Joshua- stage 3
Marjan- stge 3
Sideeq- stage 3
Vignesh- stage 3
Abdulqadir- stage 3
Extension- Purple table
Samanta- stage 3
Zarah- stage 3
Ruth- stage 3
Ariola- stage 3
Theme: Number Sense (Number and place value)
Prior Learning (from 3.1)

Spring term 2014
count from 0 in multiples of 100; find 10 or 100 more or less
than a given number
recognise the place value of each digit in a three-digit number
(hundreds, tens, ones)
compare and order numbers up to 1000
identify, represent and estimate numbers using different
representations
read and write numbers to at least 1000 in numerals and in words
solve number problems and practical problems involving these
ideas )
Success criteria for sequence
Pupils can make appropriate decisions about when to use their
Learning Objectives – Revisiting Introducing
Pupils should be taught to:
Number and place value
 count in multiples of 1000
 find 1000 more or less than a given number
 count backwards through zero to include negative numbers
 recognise the place value of each digit in a four-digit number (thousands,
hundreds, tens, and ones)
 order and compare numbers beyond 1000
 identify, represent and estimate numbers using different representations
 round any number to the nearest 10, 100 or 1000
 solve number and practical problems that involve all of the above and
with increasingly large positive numbers
 read Roman numerals to 100 (I to C) and know that, over time, the
numeral system changed to include the concept of zero and place
value
AfL questions:
I can explain and represent how I know that 97 is greater than –97 and
understanding of counting (including counting below zero), place
value and rounding for solving problems including adding and
subtracting. Pupils can explain the representation of two-digit
positive numbers as Roman numerals.
Key Vocabulary
14.2.11
Lesson 4
Monday
12th
January
Mental and
Oral
Starter
Objectives
Negative
number question
from test.
LI: To round any
number to the
nearest
10,100,1000.
explain why it is easier to subtract 7 from 97 than –97.
I can explain how to represent 97 in Roman numerals and why this is not
possible for –97.
Cross curricular links
Main Teaching
Key questions
Teach: Model to children how you can round numbers to the
nearest 10, 100, 1000 using decimals.
Rounding video
https://www.youtube.com/watch?v=jzx_g77IwU4
Stop video to see if children understand- explain they need
to look at the value to the right of the place value being
rounded above 5 round up below 5 round down.
Rounding rap
https://www.youtube.com/watch?v=3afU6JQG15I
Task: Children in mixed middle and higher ability groups
(apart from lower working with Miss Schumacher on
rounding to nearest 10 then hundred and incorporating rapid
maths. )
Children to solve problem using rounding knowledge- Cards
with multiple choice answers, which spell out a joke and
punchline..
Give children rounding prompts.
Plenary
Support:
Core:
Give children
laminated pupil
prompts for all
activities this
week.
Ahmed, Madalina, Dria
and Thabit to work with
Miss Schumacer on
rounding to the nearest
10 and 100. Using dienes
blocks to help
understanding.
PairsRuth, JJ
Separate worksheet.
Samanta and
Joshua
Vignesh, Zahrah
and Luca
Nasradin, Marjan
and Sideeq
Abdulqadir and
Aleem
Miss Ainslie,
Mohammed and Era
Ariola and
Norahman
Extension:
Lesson 5
Tuesday
13th
January
(Assertive
mentoring)
LI: To solve
number and
practical problems
40 minute session
No Assertive mentoring- Practicing using and applying
their maths skills in two step problems.
Teach: Explain to children reading is very important in
maths. Maths isn’t about solving quick sums like 10 x 10. We
have to use our skills and apply them to real situations.
Use maths sticks to solve problems INSTEAD of rucsac.
1.
Reading (the question)
2. Finding (and marking clue words)
3. Getting a picture (of the problem in my
head/drawing the picture)
4. Thinking (what calculations do I need to do?)
5. Estimating and calculating
6. Checking (is the answer sensible, go back through
the problem)
Model this method using a problem (see ppt). Put a counter
on laminated card with mathsticks ‘how to solve problems’
card. Move the counter onto each section of the card as
you move through the problem.
Give each pair a laminated card with a counter and
problems to solve. Children to work in pairs
Task: Children to use model to answer one of their own
problems. See support, core, extension for support groups.
Lesson 6
Wednesda
y 14th
January
Show mistakes
from yesterday.
How to resolve
these mistakes.
LI: To solve
number and
practical
problems.
Teach: Reiterate learning from yesterday.
Use maths sticks to solve problems INSTEAD of rucsac.
1.
Reading (the question)
2. Finding (and marking clue words)
3. Getting a picture (of the problem in my
One step problems- To
work independently.
Aleem, Vignesh,
Sideeq, Igi,
Mohammed- To
work with Miss
Schumacer
JJ, Norahman,
Luca, Era,
Nasradin To work
with Miss
Hubbard
To work
independently
head/drawing the picture)
Thinking (what calculations do I need to do?)
Estimating and calculating
Checking (is the answer sensible, go back through
the problem)
Model this method using a problem (see ppt). Put a counter
on laminated card with mathsticks ‘how to solve problems’
card. Move the counter onto each section of the card as
you move through the problem.
Give each pair a laminated card with a counter and
problems to solve. Children to work in pairs
Aleem, Vignesh,
Sideeq, Igi- To
work with Miss
Schumacer
4.
5.
6.
JJ, Norahman,
Luca, Era,
Nasradin To
work with Miss
Ainslie.
Task: Children to correct answers from previous day. To
use model to answer their own problems. See support, core,
extension for support groups.
Lesson 7
Thursday
15th
January
LI: To read Roman
numerals to 100 (I
to C)
Teach:
http://www.abcya.com/roman_numerals.htm
Use website to help teach roman numerals.
Roman numerals tutorial video:
https://www.youtube.com/watch?v=ByVrkHakTm0
Tell children it is like the ancient Egyptian number
system we solved but a little bit different.
Main point to remind:
Task: Page 19 on track and aiming higher
Lesson 8
Friday 16th
January
(Assertive
mentoring
groups)
LI: To solve
number and
practical problems
Using and applying problems
Supported by Miss
Schumacer
Miss Ainslie
supporting blue
table and any
other who are still
unsure after
explanation.