Give a lined exercise book to each child.
Return the cards to the Resources Table. Say: I’ll act a Real Story
again using these cards, you write the Maths Story. Act the Real
Story for _ 35 + _ 5 1 = _ 45 . Give children time to write each symbol in their
books as you act it out. After each symbol say: Read what it says. Ask individuals or the whole class to reply, for example, Three fifths. Write their answer on the board to make the Maths Story for children to check they have written the correct symbols. Address any
misconceptions as you go along. Repeat for questions 1–3 in the margin.
Guided practice
Give out pupil tables and at least six _ 5 1 cards to each pair. Ask
children to spread out the cards on their Resources Tables. Say: I’ll
write the Maths Story. Partner As copy the Maths Story into your books. Partner Bs act the Real Story.
Write out question 1 (see margin) on the board, symbol by symbol.
Partner As copy _ 35 for Partner Bs to act. Continue until the equals
sign is acted, when Partner Bs encircle the cards with both hands
and both partners say: Four fifths. Write 4_ 5 for Partner As to copy.
Partners swap roles alternately for questions 2–6.
Example questions
1. 4_ 5 – _ 25 = _ 25 2. _ 5 2 × 3 = _ 65 3. 6_ 5 ÷ _ 5 2 = 3
Remember to use the actions for multiplication and division.
Teacher Today we will be using fifths. Remember these are
small pieces of a cup. How many fifths of a cup can we cut from one cup?
Children Five.
Teacher We are pretending that these cards with the name of
the teeny pieces (show a _ 15 card) are small pieces of a
cup. I will act the Real Story using these cards, you
say the Maths Story. Take three _ 5 1 cards, from the
Resources Table. Hold them up in a fan and place them side-by-side in the stand on the Maths Table. My turn,
your turn. Three fifths.
Children Three fifths.
Teacher Return to the Resources Table. Use the appropriate action.
My turn, your turn. Get ready to get some more.
Children Get ready to get some more.
Teacher Take a _ 15 card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand on the Maths Table. My turn, your turn. One fifth.
Children One fifth.
Teacher Use the finger-wiggling action for ‘equals’. Encircle the
batches of cards in the stand.
Children Four fifths.
Teacher My turn, your turn. Three fifths add one fifth equals
four fifths.
Children Three fifths add one fifth equals four fifths.
Script Example questions 1. _ 35 − _ 5 1 + _ 25 = _ 45 2. _ 45 − _ 25 + _ 5 1 = _ 35 3. _ 15 × 4 = 4_ 5 4. _ 35 × 2 = 6_ 5 5. _ 45 ÷ _ 15 = 4 6. _ 65 ÷ _ 35 = 2
Get ready to get some more.
Take a _15 card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand
Use the finger-wiggling action for ‘equals’. Encircle the batches of cards in the stand.
Children Four fifths.
batches of cards in the stand. batches of cards in the stand. Children
Get ready to get some more. Get ready to get some more. Get ready to get some more. Get ready to get some more. Get ready to get some more.
place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand
card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and
Get ready to get some more.
batches of cards in the stand.
Use the finger-wiggling action for ‘equals’. Encircle the Use the finger-wiggling action for ‘equals’. Encircle the
card from the Resources Table. Hold it up and
Children
Get ready to get some more.
batches of cards in the stand. batches of cards in the stand.
Use the finger-wiggling action for ‘equals’. Encircle the batches of cards in the stand.
batches of cards in the stand. batches of cards in the stand.
Use the finger-wiggling action for ‘equals’. Encircle the Use the finger-wiggling action for ‘equals’. Encircle the
card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand
. My turn, your turn. One fifth.
card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand
. My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth. . My turn, your turn. One fifth.
card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand
. My turn, your turn. One fifth.
card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and
Children Children Teacher
Children One fifth.
Teacher Use the finger-wiggling action for ‘equals’. Encircle the Children
place it beside, but separate from, the cards in the stand on the Maths Table
One fifth.
Use the finger-wiggling action for ‘equals’. Encircle the place it beside, but separate from, the cards in the stand on the Maths Table
place it beside, but separate from, the cards in the stand on the Maths Table
card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand on the Maths Table. My turn, your turn. One fifth.
card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand
This is a screenshot from Maths Makes Sense Software 3. Use on an interactive whiteboard with the whole class.
Daily practice
Add and take away pairs up to and from a total of to 99, with pence, and check answers with a calculator (Grade 2)
Give a calculator and an exercise book to each child. Ask children to draw a margin and write the question numbers down the page. Display Activity 23. Say: Partner As – you’re going to say and write
down the answer as quickly as you can. Partner Bs – you’re going to work out the answer on the calculator. Then Partner Bs – I want you to show Partner As the answer so they can check if they’re right.
Ask Partner As to say ‘Question One’ so that both partners look at the same question and are ready to start. Partners swap roles after each question. Continue to complete all questions, all partners working at their own pace.
Chant times tables
Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, What is ten times six?
Eight times nine is…?
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘x axis’
and ‘y axis’
Plot points specified by their names and their coordinates, e.g. A (3,5)
Plot and label specified points, to draw polygons and measure sides and diagonals.
Steps for assessment
Note the level of assistance needed to:
recognise that named points and their coordinates, e.g. A (3,4), ‘speak to us’, telling us the name of a point and where it is place a named point (A, B, etc.) on a prepared axis, which is a
specified distance in the x direction and a specified distance in
the y direction, and label the point (A, B etc.).
Monitor children and check these steps for assessment at every
stage of the lesson.
Don’t forget! The idea of the coordinates ‘speaking to you’ is one
aspect of the Maths Makes Sense Big Idea, ‘the symbols speak to you’.
Main teaching
Guided practice
Give each child a copy of PCM 13. Display Activity 24, screen 1. Say:
Look at the x-axis. Look at the y-axis. How many axes have we got?
Geometry
Lesson 2
Block 2
Resources
Daily practiceActivity 23
Calculators, lined exercise books Main teaching Activity 24 PCM 13 dm stick 15-cm rulers, flipchart 2D action
This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 3.
forwards and backwards with children. Then ask children random question from the times tables, for example,
Eight times nine is…?
End-of-block objectives
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘ and ‘y
and ‘ and ‘ axis’
Plot points specified by their names and their coordinates, axis’ axis’ axis’ axis’ axis’ axis’ axis’ axis’
Plot points specified by their names and their coordinates, forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random
Eight times nine is…? Eight times nine is…?
question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ question from the times tables, for example,
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘ and ‘
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘ and ‘
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘
End-of-block objectives
Draw a pair of axes (one quadrant) and label the axes ‘
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
question from the times tables, for example,
End-of-block objectives
This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 3.
Two. We have a pair of axes. Look at your PCM. You have a pair of
axes. One axis here. One axis here. A pair of axes. Two directions. 2D.
Use the 2D hand motion. A pair of axes.
Use My turn, your turn for children to reply chorally as you say: Look
at point M. Point to ‘M’ on the screen. How far in the x direction is it? My turn, your turn. Six. Look at point M. How far in the y direction is it? My turn, your turn. One. I am going to ask you the same questions again – in a different way. Look at point M. What is the x number? Six. What is the y number? One. Repeat for points P (x number 3, y
number 5) and W (x number 2, y number 2).
Write ‘A (6,1)’ on a flipchart. Say: My turn, your turn. The symbols
are speaking to us. Say: I’ll show you what they mean. It tells us the
name of the point we have to plot (point to ‘A’), that we have to use a pair of axes (point to the brackets) and where to plot the point
(point to ‘6’ and ‘1’). Six is the x number. One is the y number.
Say: I’m going to teach you another way of saying this. Point to ‘6’
and say: My turn, your turn. Six is the x coordinate. Point to ‘1’ and
say: My turn, your turn. One is the x coordinate. Run a pointer from
left to right under (6,1) and say: These are the coordinates of A. Using PCM 13, ask children to draw and label the axes and number the axes 0–6. (Note: ‘0’ needs to be written only once.)
Display Activity 24, screen 2.
Use My turn, your turn for children to repeat this, plot the point A on their PCM and write the letter next to it.
Repeat the procedure in the same detail for points B, C, and D.
Use hand movements to remind children of the ‘space’ they are working in. This is particularly important when working with a 2D representation of 3D space.
Teacher How many points have we got to plot? Ensure that
children can see that the names A, B, C, D tell us there are four points to plot. Tell me the names of the four
points.
Children A, B, C, D.
Teacher Think about the point called A. What is the x
distance?
Children Six.
Teacher What is the y distance? Children One.
Teacher Start with your finger on the zero. What is the x
distance?
Children Six.
Teacher In which direction must I go? Children indicate a
movement to the right. Count along to the 6 on the x-axis.
Teacher What is the y distance? Children One.
Teacher In which direction must I go? Children indicate a
movement upwards. Count one unit upwards.
Teacher This is where point A must be. Click ‘next’ to reveal the
point A marked with a cross.
Script
the axes 0–6. (Note: ‘0’ needs to be written only once.) Display Activity 24, screen 2.
Teacher How many points have we got to plot?
children can see that the names A, B, C, D tell us there are four points to plot.
points.
Children
points. points. points.
are four points to plot. are four points to plot.
points.
are four points to plot. Children
the axes 0–6. (Note: ‘0’ needs to be written only once.) the axes 0–6. (Note: ‘0’ needs to be written only once.) the axes 0–6. (Note: ‘0’ needs to be written only once.) the axes 0–6. (Note: ‘0’ needs to be written only once.) the axes 0–6. (Note: ‘0’ needs to be written only once.) Display Activity 24, screen 2.
the axes 0–6. (Note: ‘0’ needs to be written only once.)
are four points to plot. are four points to plot. are four points to plot. are four points to plot.
points.
the axes 0–6. (Note: ‘0’ needs to be written only once.)
How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot?
are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot.
How many points have we got to plot? How many points have we got to plot?
children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there
How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot?
Teacher Teacher Teacher
Teacher How many points have we got to plot?
children can see that the names A, B, C, D tell us there are four points to plot.
are four points to plot. are four points to plot.
How many points have we got to plot?
children can see that the names A, B, C, D tell us there
How many points have we got to plot? How many points have we got to plot? How many points have we got to plot? How many points have we got to plot?
This is a screenshot from Maths Makes Sense Software 3. Use on an interactive whiteboard with the whole class.
This is a screenshot from Maths Makes Sense Software 3. Use on an interactive whiteboard with the whole class.
PCM
Name
Date
Draw a pair of axes and mark the