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Rapid addition
and subtraction questions, which gradually increase
in difficulty.
At some point, allow pupils use jottings to assist.
Continue until pupils are adopting written methods
and then stop.
Explain the need for written methods for more complex
calculations, accuracy and ease of checking (including
accountability).
Note
(Lesson 3 is about written methods and rounding
numbers.
It could equally be used as Lesson 1, although pupils
will have sufficient basic rounding skills to cope
initially.
Postponement of written methods and rounding to
Lesson 3 may allow pupils to understand more fully
their need, if follow activities on mental methods.) |
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- To be able to
add and subtract whole numbers using standard column
method.
- To be able to check a result
by considering order of magnitude. |
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place value
tenths
hundredths
round
guess
estimate
approximate(ly)
rough(ly)
˜ |
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1a. Review column addition of whole
numbers and decimals to 2 d.p.
Eg: 7052 – 578 154.3
+ 42.09 + 0.203
1b. Discuss common misconceptions involving place
value. Eg: Incorrectly right justifying decimals,
such as 0.3 + 2.45.
2a. Emphasise continued need to check answers by
approximating. Eg: 74.3
+ 2.09 ˜ 75 + 2 = 77
2c. Round numbers using number lines:
- to nearest 10, 100, 1000;
- to 1, 2, 3 d.p. |
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1a. Consolidate
column addition and subtraction skills.
1b. Use to solve word problems using range of contexts.
Eg: money, weight, length, capacity.
2. Rounding activities:
a) - to nearest 10, 100, 1000;
b) - in everyday contexts, eg: football crowds,
polling day results …
c) - to 1,2 and 3 d.p.
OR
BGfL's
Quiz Creator
- design to test pupils on rounding skills. |
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I'm
thinking of a number between 1 and 100 (eg: for
3).
Pupils Qs allowed: 'Is
it bigger/smaller than …?' Teacher: 'yes'
/'no.
Extend to one of the most appropriate of the following:
I'm thinking of a number between:
- 3 & 4 (eg: 3.4).
- 3.4 & 3.5 (eg: 3.42).
-3.42 & 3.43 (eg:3.429).
OR
I'm thinking of a number between 1 and 100 (for
3.429. Keep narrowing down using series of magnified
number lines. Can measurement
ever be exact? |
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Practice rapid recall
of tables, eg: using Fizz-Buzz.
(Pupils count up from 1to100 round the class. Pupil
says 'fizz' in place of each multiple of 3; and
'buzz' for multiples of 5.
OR
Replace with multiples of 6, 8 or 9.
Note
(Lesson 4 formalises previously introduced standard
written methods for multiplication and division.
For application to problems: N5b). |
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- To be able to multiply and
divide three-digit by 2-digit whole numbers.
- To be able to multiply and divide decimals with
1 or 2 decimal places by single-digit whole numbers.
- To be able to check a result by considering order
of magnitude. |
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multiple
factor
divisor
dividend
divisible
divisibility
quotient
round
guess
estimate
approximate(ly)
rough(ly)
˜ |
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1. Standard written
multiplication methods.
- Brainstorm written methods pupils used in Starter
activity.
- Review previous learning about grid and standard
methods.
Advantages of each?
Most likely mistakes of each?
2. Standard written division methods.
- Brainstorm different ways to find 12 864 ÷
6 
12.864 ÷ 6.
- Review chunking method with whole numbers; extend
to decimals.
3. Highlight key words in oral work. |
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1. Activities involving
written multiplication using grid and standard written
method.
2. Activities involving written division including
chunking method.
OR
BGfL's
Division Bingo
- for further consolidation. Easy medium and challenging! |
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Review meaning of
division.
Eg:
736 ÷ 8 = 92 could
mean:
- £736 divided among 8 people (£92 each);
- £736 divided into piles of £8 (for
92 people).
OR
Word problems:
7.36 ÷ 8 = 0.92 could be:
£7.36 ÷ 8
= £0.92
for: 8 pens cost £7.36.
Cost of 1 pen?
or: 8 different items cost
£7.36. Average cost? |
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