Oraland mentalstarter17

objectives
Curriculum
LessonI
muttiplicotion
•To recoll for
focts
activities
Mainteaching
anddivision upto to help
tables
isaboutusing
lesson
tobles today's
work:Explain
that
multiplicotion Whole-class to countin
12 N 12, Holdupa counting andaskchildren
stick Count
criteria numbers.
youdivide stick.
markon thecounting
Success asyoupoint toeach to
by 7sfromzeroto70, pointing
questions,
two-digit
lcondvide (without
numbers
one-digit
ondwithremainders)
tobles.
within
forwardsandthen
marksout
different
on.Remind
backwards
of
thatthe
children
andthenasktables
such
order, as5 times7,2 times
marksarethemultiples
7,9 times
of7 and
7 and
them
list
so
on the
2
AUTUMN

boardin a line. 56 63 70
42 49
7 |4 21 28 35
You need
will by7...),
(42 divided by7,56divided Introduce
questions
Equipment
Now askrelated division workedouteachanswer.
Counting squared
stick; paper
encouraging
aquestion
children
involving
Whatis44 divided
todescribe
dividing
by7? orHow many
a number that
how
a number

isa
they
by
7s
not
7
are
that
in
is
44?
a multiple
not amultiple
Help children
ofthedivisor
how we
of 7,

youwill
can
suchas:
toseethat
geta
record
3WEEK

Differentiation whenyoudivide 7swith2 left over. Demonstrate

confident learners remainder - there aresix
dividing by 7 fora rangeof
numbers
and
44 + 7=6r
Less 2. Repeat the answers
to writedivision theremainder: to the fronttowrite
children children the
to helpthem'see'
Ask of7.Invite
factsrelatedtoan
easier thatare notmultiples used the counting stick
(33 + 7)
timestable,suchas 3 or 4.
to explainhowtheymight h ave
that hastheanswer 4 r 5?
by 7' question
learners Ask:Tell me a dividing togiveyouother
Moreconfident answer. you work itout?Askchildren
did
(8r 2,9r I,I0r
divisors How 5...).
Childrencanchoose
timestables.
How canyoubesure? with other answers
from harder by 7' questions forthis question:
ll
including and
|2. 'dividing
inpairs to discuss possible answers
29... + 7)
Give childrenopportunity
have rl inthe answer? (8,I5, 2 2,
q uestionsthat
Give me at leastfive todescribe howthe
patterns and encourage children
Looktogether atthe answers.
themtobe confident intheir
counting stickh elps
which timestable the should
work: Telleach ofthechildren
Independent should choose6,8,I|,12
focusonfor this w ork -more confident learners
todraw a simple counting
andless confident canchoose 3 or4.Askchildren number.
10(or12) multiples of their
paperandto list thefirst
stickon squared questions as they can
Theyshould thenwrite andanswerasmany division t heir
renmainder answers, using
inthetime, somewithandsomewithout
counting stickto help them.
andalternately testeach
Paired work:Children should thengetintopairs
Forexample, thechild who wrote 'dividing
otheronthefacts theyhavewritten. wrote,
tothequestions he/she
by 8'questions should beaskedto give answers
to see who
his/her counting stickline.Scorescanbekept
to
referring
without
answersmostofthe correctly.
questions
tochoose
eachchild
work,encourage
Progresscheck:Duringthepaired this
factr
Ask:How
fromthelist. doyouremember
questions
themoredifficult
Which ofX isthenumberclose
multiple to?

Review togive
to readoutthequestions the wroteandforothers division
Askchildren outthis
tablesfactcan youuse to helpyou
work to
the answers. Which children
invite
question? activit
As a final 5r2.
question?Whichis yourfavourite withthe answer
questionsas they can
as manydivision
provide
 Curriculum
objectives
• Touseplacevalue, Lesson
2 Oralandmentalstarter
known
and derived
factsto multiply
and divide
mentall.
Success criteria
Mainteaching
activities
work:
Choose two-digitnumberlessthan50 (say, 28). Ask
•lcandividetwo-digit b
Whole-class
children, to devise
inpairs,
a

as many differentdivision questionsas they can

on their
numbers
one-digit (without number, recording theirquestions andanswers
andwithremainders)
beyondtables.
startingwiththis
individual whiteboards(28 +=7: 28+ 5 5r3; 28+ 6= 4r4..). Then
used
UMN
•l
candividemultiples
of 10 collectalistofquestionsandanswers on the board. Discuss strategies
and
2 andI00, tofind
remind
theanswers.
children
Highlight
thatthis
those
isbecause
factsthatdo
the divisor isa
not have
factorof
a remainder
thefirstnumber
numberl0or lon
andask:
facts Whatif we make thefirst
Chooseoneofthese
larger?Whatwill theanswerbe?
Youwill
need times
(1)'
fromthe
pageTargetgrids
Generalresources Paired work:Giveeachpairphotocopiable grid (two-digit numbere
Theyshould choose numbers fromthefirst them.
grids(1)'
Target CD-ROM. n umbers and answer
questionsstartingwiththose
writeten division of100fromthe
Equipment ask them to chooseany multiples
remainders.
including Next, of a one-digit number
Individual
whiteboards form a multiple
wherethefirsttwo digits the
secondgrid, onlychoose multiplesthat
andanswer
a division it.Theyshould for
WEEK3 towrite not give a nswers with remainders
from tables
their andshould
recognise
Differentiation thisactivity.
ofI00askchildren to sau
learners
Lessconfident Forquestions involvingmultiples
Progress check: intherelated division for
Askchildren to focusonly on
howmany timeslarger eachnumberisthantheone
Give
thefirstactivity. them a
by (say.6). fromthetable.
numberto divide
to allowthem to focus on the
multiplesand to workout Review quiz.
remainders. bythepairs to forma class
ofchildren
Usethequestions generated and invite
the
Moreconfidentlearners to standandread out oftheir
several q uestions
Choosechildren remaindersand
to divide
children them.Include withandwithout
questions
Encourage othersto answer
numbers,
bymoredifficult of
multiples D
I00. iscuss usedto find
strategies answers.
suchas7,||or 12. thosewith

3 starter1
Oraland mental
Curriculum
objectives Lesson
•To useplace
value,known
to divide
facts
andderived
by I.
including
mentally.
activities
Mainteaching
criteria
Success work:
Whole-class Write numbersandbeginbydiscussin
sometwo-digit
•l of
divisibility
conrecognise whena
howyoucanrecognise numberis by2,3,5(andso on),
divisible
numbersby single
two-digit Pointoutthateverywhole
number
numbersbeyondthetimestables.
including
digit
numbers.
lcandivide by
two-digit by Ior hasthefactor
isdivisible Ias we canalways writea multiplicatio for

numbersbeyond
one-digit thatnumberinvolving by
multiplying I(forexample,38 = 38 x Ior |x 38).
tables, lessonwillinvolveusing to divide
mentaldivision two-digi
Explainthattoday's
numbersbysmall numbers. Listseveral on
questions theboard, suchas
78 + 3,93 +4, 89 + 6,87 + 3.Discuss approaches
different to solvingthese
Youwill
need -forexample, thenumberintoparts(78= 60 + |8)and dividin
partitioning
Photocopiable
sheets eachpartseparately,or takingoutchunksfromthenumber
division'
Definitely
-
(78 30-30 -9- 9).Invitechildren
to demonstrateanymethodthat they
havepreviouslyusedanddiscuss theadvantages anddisadvantages.

Independentwork:
Provide withphotocopiable
children page'Definitely
Differentiation fromtheCD-ROMto complete,
division' using mentalstrategies
different and
jottings.
Lessconfidentlearners
child
a moreconfident Progresscheck:
Whilechildren
areworkingon thephotocopiable
sheetas.
Invite
m ethodsto Which doyouthink
strategy isbest
forthis Why?
to explain
their question?
(peer
a lessconfidentlearner
tutoring).
Review
learners
More confident Calloutdivisions
fromthephotocopiable
sheet.Askchildren
to saywhich
Askchildren
to usea
more strategy
theyusedandwhy.Revise
themore difficult
division
method. facts.
formol
written

00 MATHSLESSONS YEAR4 SCHOLAST

 Curriculum
objectives Lesson
4 andmentalstarter3
Oral
•Touseploce
value,
known
ondderived to divide
facts
mentolly.
Successcriteria
Main
teaching
activities
will
thechildren
thatinthislesson
beexploring
lcanuse a shortdivision Whole-classwork: Explain Tro
a writtenm ethodof Write
division, some ofthequestions
fordividing by
two-digit Shortdivision, 89*6.
numbers
one-digit (without lessonon theboard-forexample. 78+ 3.93+4,
theprevious
remainders).

Youwill
inthemore formal
873.Showhow egch canbewritten

37
26
8
form:
division

2
AUTUMN

need Writethe
themethodofshort Howmanu 3sin7 (tens)?
division:
Photocopiable
sheets Demonstrate inthetens columnandcarry theremainder
(1) answer2 (tens) abovethenumber the
Written
division
columnto make 18. Howmany3sinl8? Write
across
T (ten) to theunits
(26).Multipl2 6by by
3to check
answer6 aboveto complete theanswer
exampleson theboaro,
Differentiation
Lessconfident
Provide
learners
equipment
practical
showing

()'
division
thattheansweris78.Repeat
encouraging children
work:
Independent eachchild
Provide
fortheother
to tellyouwhatto do at eachstage.

using
fromthe CD-ROMto complete,
pageWrtten
withphotocopiable
methodand
a written
3
WNEEK

suchascubestosupport another
alternative
methodoftheir
choosing.
children
withthiswork.
Moreconfident
learners check:
Progress Whymightthewritten
Ask:Whichmethoddoyouprefer?
Givethesechildren
three methodbemoresuitable
on occasions?
numbersto divide.
digit
Review
withan error
calculation to say
initandaskchildren
Providea writtendivision
wherethemistake
hasbeenmade.

Curriculumobjectives 5
Lesson Oral 9
andmentalstarter
•Tosolveproblems
involving
division.
Successcriteria activities
Mainteaching
•lcan
solvedivision Whole-class
work:
Asksome word
questions
thatinvolve up
rounding
either
including
wordproblems orroundingdown,suchas:Jo has25ptospendon asmany6pstampsasshe
remainders
interpreting con.How many canshebuyandhowmuchmoney wouldshehaveleft? orEoch
appropriately. minibus Howmany minibuses
canholdeightpeople. 94
areneededto transport
people?
Discusseachproblem asa division
statement (for
first 25 +
example,
6= 4rl and94 +8= |l r6). themincontextto showhow giving
Discuss a
Youwill
need remainder always
isn't appropriate.
Equipment Paired
work:
Write
several
general ontheboard,suchas:
problems
Individual
whiteboards
.lwant [ }lsave
to buyan itemcosting I
for[
e A shopsells
I
]weeksto buyitand wll
CDsfor£[ leach.
have£[ ]left
]eachweek. mustsave
over.
l
Howmanycan buy with[]andhow
Differentiation much willl
haveleftover?
Lessconfident
learners to fill
Askchildren inmissingnumbersand to make uptheir
ownroundingup
Ifnecessary,
givechildren ordowndivision
problems ofthistupe.
amultiplication
squareto
supportthemintheir
divisions. Progress Ask:Didyouroundupordown?Whu?
check:
Moreconfident
learners
Invite tomakeup
children
Review
moreoftheirownrounding Givechildrena fewmomentsto disCuss
witha partner
whatall
thequestions
upordown division
problems. thotneededrounding down(orup)hadinconmmon.Drawattention
tothe
foctthatif youarebuying
asmanythings asyoucanorfilling
asmany
thingsas youcan,youusually
rounddown.Ifyouareftting
things
into
bOxes.
onpages,around tables
minibuses, (andsoon) uouusuallu
needtohavean
extraboxfortheremaindersoyouroundup.

YEAR 65