L.O.1
To be able to recall facts in the
2,3,4,5,6 and 10x tables;
to begin to recall facts in the 7,8,9 x tables
and squares to 10 x 10;
to recognise square numbers.
We are going to play
“Guess my number”
You have to guess the number I’m thinking!
607
Try to use the correct vocabulary such as …
greater / less than…
square number…
odd/even…
multiple of…
divisible by…
Let’s try again.
5824
L.O.2
To be able to use all four operations to solve simple
word problems involving numbers and quantities;
to choose and use appropriate number operations
to solve problems and appropriate ways of calculating
- mental; mental with jottings; written methods and
the calculator.
to develop calculator skills and use a calculator
effectively.
Work in pairs using a whiteboard to
answer this:
I think of a number then subtract 56.
The answer is 126.
What was my number?
Q. How did you work it out?
Using a number line can help.
- 56
126
+56
?
126
?
Try this:
I think of a number then divide it by 20. The
answer is 1000. What number did I start with?
It may help to write this as a number sentence i.e.
? ÷ 20 = 1000
Q. How did you work it out?
Explanations please.
Try this:
I think of a number then subtract 60 and
divide by 8. The answer is 1000. What was
my starting number?
Q. Which is the most efficient method to use?
Why?
Try this:
I think of a number and multiply it by 14 and
then subtract 66. The answer is 62 318.
What was my starting number?
Q. How can you work this out?
Q. Which is the most appropriate method
and why?
You are going to try some more problems
from the worksheet . Work with a partner.
Decide on the most appropriate method to
use before you work out the answers.
Look for the most efficient method to use.
Here are some problems.
When each one appears you hold up a PENCIL, a
CALCULATOR or point to your HEAD to show which
you would use to solve it.
20 x 3
103 x 10
284 x 8
250 x 20
4521 x 987
65 - 27
With your partner make up a set of 3 problems one of which could be done mentally, one which
might require jottings and one which you think
needs a calculator.
Be prepared to share these with the class.
By the end of the lesson the children should be able
to:
choose the appropriate operation (s) to solve word
problems and puzzles;
decide whether calculations can be done mentally
or with a pencil and paper or a calculator;
begin to select the correct key sequence to carry
out calculations involving more than one step.