Display Activity 29, screen 1.
Discuss how, for a Type 1 division, we think about and know the size of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say: Now we’re going to
think about the basic Real-Life Story. We can have two types of Real-Life Stories, Type 1 and Type 2. Remember, the Real-Life Story can be about one thing and one thing only. Read the Type 1 Real-Life
Story (Six books divided by two books equals three) and (go to screen 4) the Type 2 Real-Life Story (Six books divided by two equals
three books). Ask: What are the basic Real-Life Stories about? Discuss
the two ways of thinking about the basic Real-Life Story. Display Activity 29, screens 5 and 6. Say: So we’ve looked at the
Maths Story, we’ve read what it says and means and we’ve thought about Type 1 and Type 2 basic Real-Life Stories. Let’s see what each one could look like if we embellished them. Reveal and read each of
the embellished Real-Life Stories.
Display Activity 29, screen 7. Say: Here we have three Maths Stories.
For the second and third Maths Story I want you to work with your partner to follow each of the steps. Let’s look at the first Maths Story together.
Read through each of the steps. Remind children a basic Real-Life Story is about one thing and one thing only. To decide what a basic Real- Life Story is about they should look for two pieces of information about the same thing. For each step, ask children to work with their partner to work out the answer, and then ask individual pairs to share their answers. Use this as an opportunity to identify any pairs who may need additional support.
Say: Now, for the second and third Maths Story work through the
steps in the same way with your partner. Monitor children as they
work together to find the answers.
Work through each of the steps for the two Maths Stories as a class. Discuss the stories the partners have made up.
Teacher Look at the Maths Story. Point to the Maths Story
(6 ÷ 2 = 3). Read what it says.
Children Six divided by two equals three.
Teacher Now, let’s think about what it means. We have two
types of Real Stories. Type 1 (click ‘next’ to reveal the
text, the diagram and the text). We have three piles
of two cups (point to each pile of two cups in turn). Let’s say the Real-Story.
Children Six cups divided by two cups equals three.
Display Activity 29, screen 2.
Teacher And Type 2 (click ‘next’ to reveal the text, the diagram
and the text). We have two piles of three cups (point to each pile and count the cups). Let’s say the Real Story.
Children Six cups divided by two equals three cups.
Script
This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 3.
Discuss how, for a Type 1 division, we think about and know the size of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:
think about the basic Real-Life Story. We can have two types of Real-Life Stories, Type 1 and Type 2.
can be about one thing and one thing only.
Story (
Real-Life Stories, Type 1 and Type 2. Real-Life Stories, Type 1 and Type 2. Real-Life Stories, Type 1 and Type 2. Real-Life Stories, Type 1 and Type 2. Real-Life Stories, Type 1 and Type 2. Real-Life Stories, Type 1 and Type 2. Real-Life Stories, Type 1 and Type 2. Real-Life Stories, Type 1 and Type 2.
can be about one thing and one thing only.
of each part and, for a Type 2 division, we think about and know of each part and, for a Type 2 division, we think about and know Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size
says together and then say the Real Story. Say:
think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of
Discuss how, for a Type 1 division, we think about and know the size how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story
think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of
says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say:
Discuss how, for a Type 1 division, we think about and know the size of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:
how many parts (all equal size) there are.
of each part and, for a Type 2 division, we think about and know of each part and, for a Type 2 division, we think about and know
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story how many parts (all equal size) there are.
of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
how many parts (all equal size) there are. how many parts (all equal size) there are. how many parts (all equal size) there are. how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story how many parts (all equal size) there are.
how many parts (all equal size) there are. how many parts (all equal size) there are. how many parts (all equal size) there are. how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story of each part and, for a Type 2 division, we think about and know of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:
says together and then say the Real Story. Say: says together and then say the Real Story. Say:
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:
think about the basic Real-Life Story. We can have two types of Real-Life Stories, Type 1 and Type 2.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story
think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:
think about the basic Real-Life Story. We can have two types of
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story
think about the basic Real-Life Story. We can have two types of
how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:
of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Discuss how, for a Type 1 division, we think about and know the size of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.
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.
These are activities from the I Can pages of Maths Makes Sense Progress Book 3A, for children to complete. 20 21 Date
I can!
1. Ho w much is ther e her e? 4. Dr aw and label the
x axis and the
y axis fr
om 0 to 6.
Focus
Monitor the le
vel of assistance giv
en: Ind epend ent, M od er ate, H ig h 51 37 51 37 51 3 7 513 7 2. Complete. 6471 + 2384 = 4738 – 1261 = 3. Ali r ea d 6 books with 10 pa ges in ea ch book. Ho w many pa
ges did Ali r
ea
d?
What is the basic Real-Lif
e Story about?
Wr
ite the Maths Story.
Wr
ite the answ
er
.
5.
Plot and label the points. A (2, 1), B (5, 1), C (2, 5), D (5, 5).
6.
Join the points. Name the shape.
I can!
6471 + 2384 = 4738 – 1261 = 21 DateI can!
1. Ho w much is ther e her e? 4. Dr aw and label the
x axis and the
y axis fr
om 0 to 6.
Focus
Monitor the le
vel of assistance giv
en: Ind epend ent, M od er ate, H ig h 51 37 51 37 51 3 7 513 7 2. Complete. 6471 + 2384 = 4738 – 1261 = 3. Ali r ea d 6 books with 10 pa ges in ea ch book. Ho w many pa
ges did Ali r
ea
d?
What is the basic Real-Lif
e Story about?
Wr
ite the Maths Story.
Wr
ite the answ
er
.
5.
Plot and label the points. A (2, 1), B (5, 1), C (2, 5), D (5, 5).
6.
Join the points. Name the shape.
I can!
6471 + 2384 =
4738 – 1261 =
Plot and label the points. A (2, 1), B (5, 1), C (2, 5), D (5, 5). A (2, 1), B (5, 1), C (2, 5), D (5, 5). Join the points.Join the points.Join the points. Name the shape. Plot and label the points. A (2, 1), B (5, 1), C (2, 5), D (5, 5). Join the points. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape. Name the shape.
5.
Plot and label the points. Plot and label the points.
6.
Join the points.