Curriculum Links
L2 AO Measurement: Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time.
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This is the information page about measurement/length
L2 Number Strategies AO1:Use simple additive strategies with whole numbers and fractions.
L2 Number Knowledge AO1:Know forward and backward counting sequences with whole numbers to at least 1000.
L3 Number Strategies AO1:Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages.
L3 Number Knowledge AO1:Know basic multiplication and division facts.
L2 Number Strategies AO1:Use simple additive strategies with whole numbers and fractions.
L2 Number Knowledge AO1:Know forward and backward counting sequences with whole numbers to at least 1000.
L3 Number Strategies AO1:Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages.
L3 Number Knowledge AO1:Know basic multiplication and division facts.
Multiplication progression
Focus here is what to focus on to move kids from 4-5 and 5-6
Multiplication Key Ideas 4-5
What can I teach to move a kid from 4 to 5 in this three weeks?
From more details and depth look at the mult/div planner:
- Solve multiplication problems using repeated addition – this is about making that connection between the number of groups and how many is in each group. The starting point here is just getting kids to re-describe their repeated addition as multiplication.
- Solve five times tables by doubling and halving (and learn them) – Don't be afraid to devote some class time to learning the 5x tables. It makes using the 5x table to solve other problems a lot easier if they know a few.
- Teach them the communicative property. 4x5 = 5x4 (this can be drawn out of warm-ups as well) but there will be lots of opportunities with the area activities to draw this out from them.
From more details and depth look at the mult/div planner:
Multiplication Key Ideas 5-6
- Use times five facts to work out times six, seven, and four facts.
- Use times ten facts to work out times nine facts (using the distributive property) - the problems will have some great opportunities to look at this.
- Change the order of the factors to make a multiplication problem easier, e.g. 26 x 3 = 3 x 26
What does a stage XXX look like?
You should be able to describe clearly what a stage 3/4/5/6 is and what strategies they might use (what their work would look like.
You need to be thinking about:
The easiest way is to look at the gloss questions: the relevant ones are here:
You need to be thinking about:
- How you are going to make these progressions/levels assessable to the kids so they to see what they should be doing or their next step.
- What questions you can ask that provoke that next level of thinking.
The easiest way is to look at the gloss questions: the relevant ones are here: