L.O.1
To be able to read and write whole
numbers up to 100 000.
To be able to give a number lying
between two given numbers.
2794
Q. What is this number?
32 794
Q. What number is it now?
27394
23794
27934
27943
Q. What is the value of the 3 in each number?
23794
27943
Q. Which numbers could come between these?
Q. Which is the smaller number?
Q. Which is the larger?
Q. How do you know?
3861
Q. What is this number?
38061
36018
31068
38016
Q. What is the value of the 8 in each number?
36018
38016
Q. Which numbers could come between these?
Q. Which is the larger number?
Q. Which is the smaller number?
Q. How do you know?
L.O.2
To be able to use the vocabulary of
comparing and ordering numbers
including the symbols.
Copy into your books…..
This means “Greater than”
This means “Equal to”
This means “Less than”
Copy these pairs of numbers into your book
and insert the correct sign:
1.
3.
5.
7.
9.
2398
4034
3460
6453
8520
2389
4304
3046
6454
8502
2. 1267
4. 5421
6. 1773
8. 2090
10. 2005
1627
5421
1849
2900
2005
What do you think this sign means?
We are going to list a set of multiples of 10.
320
Which numbers could go in the box?
Could 320 go in the box?
Which numbers could go in the box now?
320
270
Copy this into your books.
We are going to list the numbers which can
go in the box on a number line.
These numbers can go into the box now.
270
280
290
300
310
320
They should be multiples of 10 from 270 to 320.
Which numbers could go into this box?
Copy the statement into your books and
insert the correct multiples of 30….
600
400
Record them on a number line.
Copy and complete
With a partner write some statements of your own.
Prisms: 8 statements using 4-digit numbers and
multiples of 30,40 and 50.
Spheres:6 statements using 4-digit numbers and
multiples of 20, 40 and / or 50.
Tetrahedra: 5 statements using 3 or 4-digit
numbers and multiples of 20 or 40
Draw the following in your books:
I will roll a die 6 times. Each time you should place the
number rolled in one of the boxes so that the number
statement is true.
We will play this several times.
Q. Which two 3-digit numbers could you
make with these six digits that will have
the greatest difference between them?
Q. Which two numbers will have the least
difference?
By the end of the lesson the children
should be able to:
Compare and order numbers,
understand and use the symbols:
L.O.1
To be able to order a set of
integers less than 1 million.
In your book write a 5-digit number.
Q. Could your number go in the box?
20 000
70 000
Q. Which other numbers could go in the box?
L.O.2
To be able to order a set of positive
and negative integers (e.g. on a
number line, on a thermometer).
To be able to calculate a temperature
rise or fall across O degrees
Centigrade.
What
temperature
is this?
Order these temperatures:
20 degrees
14 degrees
28 degrees
6 degrees
40 degrees
2 degrees
Q. What type of weather would you link with
each temperature?
Copy these pairs of temperatures into your book
and ring the one which is lower :
1. -7 , -14
2. -3 , -8
3. -5 , -1
4. -19, -3
5. -10, -7
6. -4 ,-12
Make up some pairs of temperatures to test your
partner:
Prisms do 10 using a range from 25C to -25C
Spheres do 7 using a range from 20C to -20C
Tetrahedra do 5 using a range from 15C to -15C
Put these temperatures in order in your
book starting with the coolest:
18
32
-12
-2
4
-1
0
-5
13
-7
8
10
-9
Q. What is the highest / lowest temperature?
Q. What is 10C cooler than 3C?
26
-11
Q. What is the difference in temperature
between Moscow and Buenos Aires?
Look at, then complete, Activity Sheet 1.2
When you have finished test your partner
with some other temperature differences.
On another day in June when the
temperatures were different two places
had a temperature difference of 15
degrees.
Which two places might they have been?
What might the temperatures have been?
EXPLAIN!
We are going to record your results.
Draw this table in your books:
Place 1 and
temperature
Place 2 and
temperature
Difference
By the end of the lesson children
should be able to:
Use negative numbers in the context
of temperature.
L.O.1
To be able to order a given set of positive
and negative integers.
To develop calculator skills and to use a
calculator effectively
Sequence these numbers in your books in
ascending order:
4
-6
7
9
15
-10
-13
-3
-12
5
Q. Which is the smallest number?
Q. Which is the largest number?
O.H.P. CALCULATOR
Q. If I start at 32 and count back in steps of 7 what
will the first negative number be?
Copy into your books and predict the first
1.
2.
3.
4.
5.
negative number for each of these sequences:
start
step back predicted number
24
5
17
3
19
8
45
12
38
7
L.O.2
To be able to solve a problem by
representing and interpreting data in
tables, charts and diagrams.
Look at Activity Sheet 1.3
Q. What was the temperature in Brussels on
1st January?
Q. What was the temperature in Brussels on
1st March?
Q. What was the temperature in Irkutsk on
1st February?
Temperature in Brussels on 1st August =
1C + 2C + 4C - 1C + 4C + 5C + 3C - 1C = 17C
In pairs find the temperatures in Brussels and
Irkutsk on 1st October.
Q. How might it be possible to use the grid on Activity Sheet 1.3?
Using small crosses plot the
temperatures for Brussels on the grid.
Do the same for Irkutsk using a
different colour.
Answer these:
Q. When was it coldest in Irkutsk?
Q. When was it warmest in Brussels?
Q. What is the difference in temperatures in March?
Q. Which month has the greatest temperature difference?
Q. When are the temperatures closest together?
Q. For how many months was it below freezing in
a] Brussels b] Irkutsk?
Make up two questions of your own to ask a partner.
What do you think this shows?
Q. What was the difference in temperature
between 7 a.m. and 3 p.m.?
Q. Between which two hours was there the
greatest rise in temperature?
Q. What do you think could have
happened between 11 a.m. and 2 p.m.?
Q. If it was 12C colder outside, what was
the outside temperature at 6 a.m.; 6 p.m.?
By the end of the lesson children
should be able to:
Use negative numbers in the context
of temperature.
Use the constant function on a
calculator.
Interpret data and graphs.