T1W6 2021

Title: Maths
Curriculum Framework Cambridge Primary Mathematics 0845

Brief Description of Objectives, Outcomes, Content.

Unit 1A: Numbers and problem solving

Unit 2A: Number and problem solving

1A: Calculation (Mental strategies)

3Nn4 Count on and back in steps of 2, 3, 4 and 5 to at least 50.

1A: Calculation (Mental strategies)

3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.
3Nc4 Begin to know 4× table.
3Nc5 Recognise two- and three-digit multiples of 2, 5 and 10.

1A: Calculation (Addition and subtraction)

3Nc11 Use the = sign to represent equality.

1A: Calculation (Multiplication and division)

3Nc20 Understand the effect of multiplying two-digit numbers by 10.
3Nc25 Understand and apply the idea that multiplication is commutative.

1A: Problem solving (Using techniques and skills in solving mathematical problems)
3Pt1 Choose appropriate mental strategies to carry out calculations.
3Pt3 Make sense of and solve word problems and begin to represent them.

1A: Using understanding and strategies in solving problems

3Ps1 Make up a number story to go with a calculation.
3Ps2 Explain a choice of calculation strategy and show how the answer was worked out.
3Ps3 Explore and solve number problems and puzzles.
3Ps5 Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10 or 100.
3Ps6 Identify simple relationships between numbers.

Week Learning Success Suggested activities Resources Cross- Evaluation

objectives & (if Criteria (Starter, Main, Plenary) curricular
Lesson applicable) Differentiated activities links
Framework (HA, MA,LA)
 codes
Week 6 Learners Starter- Begin by counting forward and back in twos, Core activity 6.1: Vocabulary
Lesson 1-2 explore two- and tens and hundreds from any two- or three digit Sorting multiples Venn
three-digit number. Tell the learners that they can count in twos, (Learner’s Book diagrams: way
multiples of 2, 5 tens and hundreds because p17) of sorting
and 10. they understand the patterns the numbers make. Ask things
the learners to explain how they can Resources: Blank according to
tell whether a number is a multiple of 2, 5 or 10. Draw Venn diagram different
a simple Venn diagram labelled photocopy master features/prope
‘Multiples of 2 and Multiples of 5’ and discuss with the (p42), one copy per rties; they are
learners where a few single digit pair, pens and large named after
numbers belong. Then add a third oval labelled sheets of paper. John
‘Multiples of 10’. Ask the learners to talk (Optional: 100 cent Venn (1834–
with a partner about what kind of numbers should be square photocopy 1923), a
placed in each section. master (CD-ROM), British
After a few moments, share the learner’s ideas. one copy per philosopher
Enclose the Venn diagram in a box and tell learner.) and logician.
the learners that you want to focus on the numbers
75 to 125, deciding where to write each
number. Delete any previous numbers and invite
various learners to write 75, 76, 77, 78 and
79 on the diagram. Check each number with the rest
of the class.

Main – Give each pair of learners a copy of the

Blank Venn diagram. They should copy the diagram
and
work through the numbers between 75 and 125,
writing each number in the relevant sections.
As the learners work, circulate around the room
asking pairs of learners questions such as, “How did
you
decide where to put that number? Why is it in this
space rather than that one? Which number has been
multiplied by 2 (or 5 or 10) to make that number?
How many twos (or ! ves or tens) in that number?”

Look out for!

• Learners who ! nd it dif! cult to move from a
Venn diagram with two overlapping circles to
one with three. They may need to look at the
three pairs of overlapping circles separately to get
the idea. Encourage them to write which type of
 numbers can be written in each of the overlaps for
support.
• Learners who quickly recognise the patterns
in the numbers for each section of the Venn
diagram. Challenge them to create their own three
oval Venn diagram, deciding how to label each oval
and the range of numbers to work with.

Plenary – Summary
Learners recognise two and three-digit multiples of 2,
5 and 10, including those which are
multiples of more than one of them.
Notes on the Learner’s Book
Will you won’t you? (p17): learners explore counting
on and back in twos, ! ves and tens,
checking whether or not they will say a particular
number.

Check up!
Give learners a number and ask them if it is a
multiple of 2, 5 or 10, or more than one of those.
Alternatively, ask learners to tell you a multiple of
2 (or 5 or 10), and another, and another.
Week 6 Learners Starter- Begin the session by asking learners to Core activity 6.2: Vocabulary
Lesson 3 explore the fact quickly write the 10 times table. Draw a large triangle Multiple fact commutative:
family triangles and label it as shown. families (Learner’s we can add or
for multiplication Book p18) multiply two or
and division. Main – Ask the learners to talk to their partner about more
the triangle and what it shows. After a few Resources: Paper, numbers in any
pens, counters, order and the
moments, share ideas. If necessary, remind the total will be the
learners that they have seen triangles like this cubes or squared
same.
before. They used them to summarise all the addition paper. Multiplying
Multiplication
and subtraction facts in the fact family by 10 photocopy and addition are
for those particular numbers. Explain that this triangle master (CD-ROM), commutative.
is the same, but the fact family is for one copy per
multiplication and division. learner. (Optional:
Ask the learners to work with their partner to write learners
the four facts shown in the triangle, if will need pens,
they have not done so. After a few moments, invite paper and counters,
four different learners to tell you one of cubes or other
objects for
 the facts and list them where everyone can see. counting;
Draw a matching array and show all four facts. Multiplication
grids photocopy
master (CD-ROM),
Plenary – Summary one copy per
Learners recognise the link between multiplication learner; Times
and division using arrays and fact families. They ten aliens
understand what commutative means. photocopy master
Notes on the Learner’s Book (CD-ROM) one
Assorted multiples (p18): learners work through copy per learner.)
various questions and problems about multiples.
Week 6 Learners Starter- Begin the session by counting forward and Core activity 6.3:
Lesson 4-5 explore patterns back in twos, tens and hundreds from any two- or Multiple patterns
in multiplication three-digit number. Tell the learners that you know (Learner’s Book
and pair facts. p20)
they can count in fives from 0, but what if they
started at three, could they count in fives then? Resources: Large
Look at the pattern together on the large 100 square, 100 square
making sure the learners realise that the numbers (chapter 1, p12).
alternate between three and eight ones. Count from Multiples of 3 and 4
three to 98 in fives. Then challenge the learners to photocopy master
(CD-ROM), one
count on from 103. Ask them what the pattern would
copy per learner.
be if they started at four. Count on from 104 in fives. Colouring pencils.
(Optional: 1–6 dice
Main – Give each learner a copy of the Multiples of (CD-ROM); sticky
3 and 4 sheet. Ask them to choose two different labels; Multiples of
colouring pencils. They need to count along the 100 2, 3, 4 and 5
square in threes first of all to find the multiples of 3, photocopy master
(CD-ROM), one
and then in fours to find the multiples of 4. They
copy per learner;
should colour the top half of the square using one colouring pencils.
colour if a number is a multiple of 3 and the bottom
half of the square using the other colour if the
number is a multiple of 4. After the learners have
coloured the multiples to at least 50, ask them to
write out the 3 and 4 times tables.

Plenary – Summary
Learners recognise the patterns produced when
multiplying by 2, 3, 4 and 5. They can use the equals
sign to show equivalence in multiplication and
division.
Notes on the Learner’s Book
Multiple multiples (p20): you will need the Multiples
of 2, 3, 4 and 5 photocopy master
(CD-ROM) one copy per learner and colouring
pencils. Learners explore the patterns when counting
in multiples of 2, 3, 4 and 5 from 0, including
multiples which occur in more than one count.