Day 1
L.O.1
To be able to derive quickly all 2digit pairs that total 100 and pairs
of multiples of 50 that total 1000.
• Show any two numbers that total 100.
• With a partner show two 2-digit numbers
that total 100.
MULTIPLES OF 10 ARE NOT ALLOWED.
Q. What do the units total?
Q. What do the tens total?
• With a partner show multiples of 50 which
total 1000.
• Q. Which digits total 100?
• Q. Which digits total 900?
L.O.2
To be able to find the difference between
2 integers by counting up through 10, 100,
1000
350 + 650 = 1000
Using a number line:
+50
350
+600
400
1000
Notice how the number line works.
Write the four related number sentences for this calculation.
• You should have written:
350 + 650 = 1000
650 + 350 = 1000
1000 – 350 = 650
1000 – 650 = 350
LOOK
+11
389
+200
400
+7
600
607
200
11
7 +
389 + 218 = 607
218
Q. What is the connection between adding on by counting and subtraction.
We will do these together
BUT
you will need to understand as you are
going to copy them into your book.
2006 – 1994=
7005 – 3991 =
• Q. Can you do these in your head?
• 3005 – 2997
• 8008 – 7991
• 6003 – 5992
• 4007 – 3995
391
705
287
807
496
902
2993
3995
8006
6004
4989
7008
Find the difference between pairs of numbers in each pair of clouds
by counting on. Prisms do 8: Spheres do 6: Tetrahedra do 4.
Record in your books.
We now need volunteers to show us their
working.
By the end of the lesson the children
should be able to:
Find the difference between two
integers by counting up through 100 or
1000.
Derive rapidly all two-digit pairs that
total 100 and pairs of multiples of 50
with a total of 1000.
Day 2
L.O.1
To be able to read and write whole
numbers and know what each digit
represents.
Write these numbers in your books.
•
•
•
•
A
B
C
D
Now we’ll check them.
• Remember
PARTITION
468 = 400 + 60 + 8
3895 = 3000 + 800 + 90 + 5
27426 = 20000 + 7000 + 400 + 20 + 6
SPACE INVADERS - KILL THE ALIENS
WE ARE GOING TO KILL
4671
First kill the 4 by removing 4000
then kill the 6 by removing 600
next the 7 by removing 70
and lastly the 1 by removing 1
So we are left with nothing!
• With a partner and with a calculator try to
kill some space invaders. These may have
three, four or five digit numbers.
(Prisms can have 6 digit numbers if they
wish).
5 minutes
• L.O.2
To be able to partition numbers into H T U
adding the most significant digits first.
To be able to use informal pencil and paper
methods to support, record or explain
additions.
To be able to extend written methods to
column addition of two integers less than
100.
Q. How can we use partitioning to help us to
calculate 54 + 28 mentally?
• We could do it….
50 + 20 = 70 ;
4 + 8 = 12 ;
70 + 12 = 82
This shows how your brain might work to do the
sum.
Q. Can we calculate 354 + 28 in this way?
• We could do it….
350 + 20 = 370
4 + 8 = 12
370 + 12 = 382
• Try these in your head…
237 + 48 =
456 + 37 =
727 + 34 =
648 + 45 =
• Consider 468 + 276 =
This is
NOT EASY
to do mentally!
Q. Why not?
Answer : We can’t remember the numbers as we do it.
If we try to record what we are doing in stages it helps us to
get a correct answer.
468+276
400 + 200 = 600
60 + 70 = 130
8 + 6 = 14
744
468
+ 276
600
130
14
744
Q. Does it matter if we add the units first?
468
+ 276
14
130
600
744
With a partner create two 3-digit numbers.
Practise adding them using a written
method – one of you adding hundreds first
and the other adding the units first.
Compare your answers.
Prisms – 4 calculations each
Spheres - 3 calculations each
Tetrahedra – 2 calculations each
Watch carefully –
you may see magic!
389
+653
1042
11
• Use the carrying method to find the sum of
these numbers.
583
+496
Would anyone like to demonstrate one of
their carrying sums?
Q. How can we check that the answers are correct.
LOOOOOOK…..
587 + 475 =
900 + 150 + 12 = 1062
We can check this using the inverse
operation e.g.
1062 – 600 = 462
462 + 13 = 475
Check one of your calculations in this way.
By the end of the lesson children
should be able to:
Work out simple additions involving 3digit numbers mentally.
Use a written method for addition of
pairs of 3-digit numbers which are
more difficult to calculate mentally.
Check the results of addition
calculations.
Day3
L.O.1
To be able to round any integer up to
10 000 to the nearest 10, 100, 1000.
REMEMBER……
If the digit to the right of the tens,
hundreds or thousands is
less than 5
ROUND DOWN.
If it is 5 or more
ROUND UP.
7682
Round this to the nearest 10, 100 ,1000
6400
7530
3000
Write numbers which will round to these.
• L.O.2
• To be able to :
– Partition into HTU subtracting the most
significant digit first.
– Use informal pencil and paper methods to
support, record or explain subtractions.
– Extend written methods to column subtraction
of two integers less than 10 000.
– Check with the inverse operation.
569 – 42
327 – 34
632 – 364
Q. Which are easy to do mentally by partitioning
the numbers?
Try the first two. Be ready to explain how you did
them.
632-264
It is useful to have a number line.
It may be horizontal
+36
264
+300
300
264 + 368 = 632
+32
600
632
• The number line may be vertical.
264
+36
300
632
-264
+300
600
36
to make 300
300
to make 600
32
to make 632
368
+32
632
This is the written
column method.
• Use the written column method with:
726 – 348
823 – 487
Q. Can you think of any other ways of
doing 823 - 487
U
s
i
n
g
d
i
c
e
• This is the compensation method.
823
- 487
323 (823 – 500)
+ 13 (500 – 487 = 13)
346
Using dice generate pairs of 3-digit numbers then find
their difference using the written
column method.
Q. How can you check to see if your
answers are correct?
With a partner create a word problem for:
1782 – 493 = 1289
and for:
1573 + 692 = 2265
By the end of the lesson children
should be able to:
Use partitioning to find differences
between appropriate pairs of 3-digit
numbers, or a 3- and a 2-digit
mentally.
Use a written column method with
pairs of 3-digit numbers.
Check results using the inverse
operation.
Day 4
L.O.1
To know by heart all multiplication facts
to 10 x 10.
36
63
42
64
32
48
28
56
35
21
45
40
54
L.O 2
To be able to choose and use appropriate
number operations to solve problems.
• LOOK at these word problems. Decide
which operations we would do to solve
each one.
1. A fair opens on 30th July and closes on 8th August.
How long does the fair last?
2. If a bottle of squash makes 12 drinks how many will 4
bottles make?
3. There are 34 pupils in a class. How many pairs is
that?
4. Each bench holds 7 pupils . How many benches will I
need for 40 pupils?
5. How far will I travel if I make the 5 mile journey to town
and back 6 times?
With a partner discuss the problems you
have been given. Write against each
problem the sums you would do i.e.
+,-,x, /
as appropriate.
Q. What clues do you look for?
Q. What methods did you use?
Q. How did you check your answers?
The aim of the lesson is to choose and use
appropriate number operations to solve
problems.
The answer is 26 clowns. Work with 2 other
people to devise a question to fit the
answer.
Do the same for 18 camels! This should be a
question that has at least two operations.
By the end of the lesson children should
be able to:
Spot word problems that can be solved
using +/- from a set of word problems
using all four operations.
Choose appropriate strategies to solve
them.
Explain reasoning and method chosen
using key vocabulary.
Day 5
L.O.1.
To be able to solve mathematical
problems or puzzles.
Hi! I’m Smiley. I bet you can’t
guess which number I’m thinking of.
• L.O.2
To be able to explain methods and
reasoning.
To extend written methods to column and
+ / - of 2 integers less than 10 000.
To check calculations using inverse
operations.
Problems
• A refrigerator was reduced from £98.00 to
£89.00. By how much was it reduced?
• Dad bought two pairs of socks costing
£3.50 per pair. He paid with a £10.00 note.
How much change did he get?
• A car dealer bought a wrecked car for
£200.00. He spent £75.00 doing it up then
sold it for £500.00. How much did profit did
he make?
What to do.
• Work with two people
from other tables to
create some word
problems.
• The problems you
create will be used in
other Y5 classes.
Use this format :
Problem
Your working
Alternative
Answer (in a sentence)
Problem
Your working
Answer (in a sentence)
Alternative
Class questions for those who are a bit
stuck!
Q. Explain how you might tackle this
question.
Q. Is there another way of tackling the
question?
Q. Is one more efficient than another? Why?
Always use the INVERSE to check.
By the end of the lesson children
should be able to:
• Use an informal method to + / – two
integers less than 10 000.
• Choose appropriate operations to solve
multi-step word problems.
• Check calculations using the inverse
method.