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Maths

This week's and next week's objectives and terminology - Just extra info to explain this week's learning

Monday and Tuesday to print if you wish

All groups recap: DIVISION – IS TO SHARE EQUALLY. It is the opposite of multiplication. The amount we start with should get smaller and we are splitting our amount into equal lots of the number we are diving into. Children have in past learning used a dot method to share out the amount equally. Discuss this and recap. https://www.bbc.co.uk/bitesize/topics/zqbg87h/articles/z9jxhv4 recap of division

Monday

All groups to recall multiplication can take place as repeated addition for example 5 x 3 can be 5 + 5 + 5. Therefore division can take the format of how many lots of the smaller number can fit into the larger number.

https://www.bbc.co.uk/bitesize/topics/zqbg87h/articles/zyp7b82

I would suggest for this writing out their own numberline and only marking the steps needed for example 30 ÷10

 Draw a line with 30 at the end and 0 at the start then draw on the steps of 10.

 

NB Also discuss when we multiply by 10 we move up a decimal place and a 0 is plonked on the end of the number. When we divide by 10 we move back a decimal place so we lose the 0.

When we x 2 we are doubling and when we divide by 2 we are halving.

Group 1

 

12 ÷ 2 =          20 ÷ 2 =           14 ÷ 2 =         10 ÷ 2 =   

    

40 ÷ 10 =              100 ÷ 10 =            80 ÷ 10 =              

 

Group 2

50 ÷ 10 =              110 ÷ 10 =            200 ÷ 10 =        28 ÷ 2 =              25 ÷ 5 =            

80 ÷ 5  =              55 ÷ 5 =              100 ÷ 5=           45 ÷ 5 =        

 

Group 3

120 ÷ 10 =              300 ÷ 10 =            140 ÷ 10 =            820 ÷ 10 =              

21 ÷ 3 =              33 ÷ 3 =              27 ÷ 3 =        90 ÷ 5 =            

  55 ÷ 5 =          110 ÷ 5 =               

        

Tuesday

Another way to divide using a numberline is to count backwards as explained here.

https://www.youtube.com/watch?v=3DvcutkkIKw

To extend this try to count back in multiples for example 25 ÷ 5

Start at 25 then say 20, 15, 10, 5 and show the jumps in multiples rather than counting out 5 individual steps.

Group 1

 

18 ÷ 2 =          22 ÷ 2 =           6 ÷ 2 =         26 ÷ 2 =   

    

70 ÷ 10 =              110 ÷ 10 =            20 ÷ 10 =              

 

Group 2

24 ÷ 2 =          30 ÷ 2 =          50 ÷ 2 =         28 ÷ 2 =   

    

110 ÷ 10 =              30 ÷ 10 =            20 ÷ 5 =       35÷ 5 =

 

Group 3

200 ÷ 10 =              230 ÷ 10 =           44 ÷ 2 =           70 ÷ 2 =              

15 ÷ 3 =              36 ÷ 3 =              180 ÷ 3 =        80 ÷ 5 =            

  95 ÷ 5 =           60÷ 4 =               

 

   

 

Wednesday Division word problems for each group. The children can use drawing dots to share an amount into groups, number lines, skip counting or their preferred division method. Please show and explain their working

Thursday

Fractions

Group 1

½ of 8 =          ½ of 14 =      ½ of 20 =     ½ of 10 =    ½ of 18 =

½ of 12 =         ½ of 2 =        ½ of 24 =  

 

EXT ½ of 30 =          ½ of 100 =

 

Group 2

Discuss ¼ it is shared into 4 equal parts. (a quick was is it is half of a half) Children can share using dots or work out half of a half of the amount or simply use a numberline as they did to take 4 away each time.

¼ of 20 =            ¼ of 12 =                   ¼ of 4 =                  ¼ of   16 =

 

¼ of 24 =            ¼ of 40 =                  ½ of 28 =

EXT 2/4 of 20       ¾ of 20

 

Group 3

Find ½, ¼ 2/4 ¾ and explain 4/4 of each amount. EXT  note the unit and non-unit fractions

12                20               44           100              60

 

EXT find 1/5 of 40   and 2/10 of 40

 

Friday

Group 1

Discuss ¼ it is shared into 4 equal parts. (a quick was is it is half of a half) Children can share using dots or work out half of a half of the amount or simply use a numberline as they did to take 4 away each time.

¼ of 8 =            ¼ of 16 =                   ¼ of 28 =                  ¼ of 32 =

 

¼ of 44 =            ¼ of 40 =                  ½ of 4 =

EXT 2/4 of 16       ¾ of 16

 

Group 2

 

Find ½, ¼ 2/4 ¾ and explain 4/4 of each amount. EXT  note the unit and non-unit fractions

16               20               40           24  

 

Group 3

True or false

½ of 18 is the same as 2/4 of 36

½ of 30 is the same as 2/4 of 60

½ of 12 is the same as 2/4 of 12

15 is ½ of 30 and 2/4 of 30

24 is ½ of 48 and 2/4 of 44

½ of 32 is the same as 2/4 of 34

Complete:

½ of _____  = the same as 8 x 5

¾ of ____ is the same as ½ of 12

¾ of 24 = the same as double ____


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