Strand • Number Strand units • Place Value • Operations Skills and concepts • Applying and problem-solving • Integrating and connecting • Understanding and recalling • Implementing Estimation/Problem solving • Estimate and then count how many numbers between 1,000 and 10,000 have a zero in them. • Estimate how many people attended the last soccer World Cup. • Estimate how many years 50,000 days make. • Estimate and calculate how long it would take to run 10,000 metres. Resources • Coloured counters, notation boards, 1,000/100/10/1 block(s), abacus • Calculator • Folens Planet Maths online activities Assessment • Textbook-based written activities • Teacher questions • Teacher-observed tasks (using notation board, using calculator) • End of unit written assessment Integration • English • SESE Geography • PE Differentiation Lower attainers: Extra activities for children who have difficulties understanding the place value of 5-digit numbers and rounding numbers to the nearest 10, 100 and 1,000. Higher attainers: Stretcher activity on larger numbers. Concrete activities • Using notation boards to represent 5-digit numbers. • Using a calculator to carry out numerical operations. 11 Planet Maths Teacher Resources • 5th Class Objectives Tick Date • Read, write and order whole numbers and decimals. • Identify place value in whole numbers and decimals. • Round whole numbers and round decimals. • Estimate sums, differences, products and quotients of whole numbers. • Add and subtract whole numbers and decimals (to 3 decimal places) with and without a calculator. Use of the environment Children should be encouraged to observe the use of large numbers in the environment, e.g. in the case of car number plates, or attendances at sporting fixtures, parades. Children could draw up a table of the most populous towns and cities in the country and use their calculators to find out the differences between populations. Children can collect receipts from supermarkets and use the amounts spent to predict total amounts to be spent over periods of weeks and months. Mathematical language, and talk and discussion • Place value, ten thousands, thousands, hundreds, tens, units, round, order, approximately, extended form, notation board, digit • Sum, difference, add, addition, subtract, subtraction, operation, combine, partition, units, total, estimate • Discuss the use of large numbers in the environment; use the terms ‘sum’ and ‘difference’ accurately; discuss the use of rounding large numbers in everyday life.
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Fortnight 1
Resources
Suggested Fortnightly Plan 1 - Topics 1 & 2Strand• Number
Use of the environmentChildrenshouldbeencouragedtoobservetheuseoflargenumbersintheenvironment,e.g.inthecaseofcarnumberplates,orattendancesatsportingfixtures,parades.Childrencoulddrawupatableofthemostpopuloustownsandcitiesinthecountryandusetheircalculatorstofindoutthedifferencesbetweenpopulations.Childrencancollectreceiptsfromsupermarketsandusetheamountsspenttopredicttotalamountstobespentoverperiodsofweeksandmonths.
Mathematical language, and talk and discussion• Placevalue,tenthousands,thousands,hundreds,tens,units,round,order,approximately,extendedform,notationboard,digit
Use of the environment• Encouragechildrentocompilegraphsthatwouldbeofrelevancetotheirlifeoutsideofschool,e.g.keepatallysheettorecordthenumberoftextmessagestheysendeverydayforaweek,deviseabarcharttoshowhowtheyspendtheirpocketmoneyortodocumenthowmuchtimetheyspendwatchingTV,reading,playingcomputergamesoveraperiodoftime.Investigatethedifferentmobilephonetariffsthatareavailablebydifferentmobileproviders.Calculatewhichtariffwouldprovetobethebestvalueformoney.
Mathematical language, and talk and discussion• Graph,scale,x-axis,y-axis,specifier,key,tallysheet,pictogram,barchart,barlinegraph,piechart,horizontalaxis,verticalaxis,title,average,multiplebarchart,table,row,column,set
Mathematical language, and talk and discussion• Square,rectangle,triangle,equilateraltriangle,isoscelestriangle,scalenetriangle,rightangledtriangle,quadrilateral,circle,semicircle,oval,polygon,trapezium,pentagon,hexagon,octagon,parallelogram,rhombus,regular,irregular,congruent,diagonal,tessellate,tangram,symmetry
Use of the environmentObservetheuseof2Dshapesintheenvironment,e.g.roadsigns,onclothing,ontiles,inart.Exploretheuseofdivisioninthehome.Isdivisionusedtoplanthehouseholdbudgetforaweekormonth?Whatistheaveragespeedinkilometresperhourofparents/guardianstravellingtoworkortotheschool?Isacalculatorcommonlyusedinthehometocalculatedivisioncomputation?Why?
Concrete activities• Construct2Dshapes.
• Tessellate2Dshapes.
• Constructtangrams.
Fortnight 4 Suggested Fortnightly Plan 4 - Topics 7 & 8Strand• Number
Mathematical language, and talk and discussion• Fraction,equivalent,equivalence,compare,improperfraction,mixednumber,properfraction,numerator,denominator,whole,unit,halves,thirds,quarters,fifths,sixths,sevenths,eighths,ninths,tenths,elevenths,twelfths,twentieths,hundredths
Mathematical language and Talk and Discussion: • Acute,right,obtuse,straight,reflex,horizontal,vertical,diagonal,degree,parallel,perpendicular,fullrotation,clockwise,anti-clockwise
Use of the environment• Childrenshouldbeencouragedtoexaminenumberpatternsintheirenvironment,forexample:examinepatternsofstreetnumberinginthelocality.Examinethepresence/absenceofa13thfloorinhighrisebuildings.
Mathematical language, and talk and discussion • Solve,plan,puzzle,estimate,pattern,model,table
Mathematical language, and talk and discussion• Unitofmeasurement,instrumentofmeasurement,millimetre,centimetre,metre,kilometre,length,estimate,measure,perimeter,height,trundlewheel
Use of the environment• Collecttimetablesforlocalbusandtrainservices.Workouttowherefromyourlocalvillageortownyoucantraveltodirectlyusingpublictransport.Howlongwouldeachjourneytake?
Mathematical language and Talk and Discussion • Analogue,digital,24-hourclock,hours,minutes,seconds,timetables,schedules,before,after,past,half,quarter,week,fortnight,month,year,calendar
Use of the environment• Examiningamountsofpocketmoneyreceivedintheclass.Calculatetheaverageamountreceived.Analysetheproductsandservicesthatpocketmoneyisusedfor.
Use of the environment• Visitwww.temperatureworld.comtofindtemperaturesfromaroundtheglobe.Produceachartwithtemperaturesofparticularcitiesandcalculatethedifferencebetweenthem.
Mathematical language, and talk and discussion• Area,space,squareunits,squaredmetres,squaredcentimetres,m²,cm²,flat,surface,length,width,regular,irregular,perimeter
Mathematical language, and talk and discussion • Circle,angles,symmetry,diagonals,parallel,perpendicular,polygon,regular,irregular,quadrilateral,degrees,vertices,compass,circumference,radius,radii,diameter,arc,chord,sector,quadrant,semicircle,area
Use of the environment• Childrenshouldbeencouragedtoobservepatternsintheirenvironment,e.g.inthebuiltenvironment–architecture,gardendesigns,homefurnishings,innature–plants,cobwebsandinart.Exploringnumberpatternsthroughmathematicalpuzzlessuchassudokuwillallowchildrentoextendandapplythecontentofthisunit.
Use of the environment• Childrenshouldbeencouragedtoobserveanddescribetheuseof3Dshapesinthelocalbuiltenvironmentinthecontextoflandmarkbuildings.Everyday3Dshapedobjects,suchascerealboxesmaybeinvestigatedtoobservetheirnets.
Mathematical language and talk and discussion • 3D,face,vertex,vertices,edge,pyramid,tetrahedron,tetrahedra,square-basedpyramid,rectangle-basedpyramid,hexagonalpyramid,heptagonalpyramid,decagonalpyramid,prism,triangularprism,pentagonalprism,hexagonalprism,octagonalprism,trapezoidalprism,regularprism,irregularprism,polyhedron,polyhedra,net,properties,cube,cuboid,sphere,hemisphere,cone
Mathematical language, and talk and discussion• Graduatedjug,graduatedcylinder,measure,estimate,compare,millilitres,litres,vessel,instrument,measuringunits,capacity,intervals,levels