maths weekly plan: year 3 and 4 - pearson education · day 2 day 3 clock analogue ead r past/to)....
TRANSCRIPT
Day 1
Day 2
Day 3
Read analogue clock times (quarter past/to).Play ‘Time chanting’. Set clock to show ‘quarter’ time, eg quarter past 3. Chn chant sequence of times in quarter hours from the given time until you tell them to stop. Rpt for other start times and include sequences that cross 12 o’clock.
Subtract a 1-digit number from a ‘teens’ number, crossing 10.Play ‘Quick on the draw’. Write a subtraction of a 1-digit number from a ‘teens’ number crossing 10, eg 14 – 7 = . On command of Go! or Fire! chn hold up fingers to match the answer, eg 7 fingers. Rpt for similar subtractions.
Count on or back in 1s, 10s, 100s from a 3-digit number.Use cards: +1, +10, +100, –1, –10, –100. Write a 3-digit number on board, and hold up one of the cards. Chn perform calculation and write new number. Rpt, using all the cards in turn. Target questioning appropriately.
Chn write 3-digit number of pounds on their whiteboards, eg £138. Pairs compare numbers. Show me your number if it is more/less than your partner’s. Show me your number if it is nearer to £500 than your partner’s.
Y3• Count on and
back in 1s or 10s up to at least 1000
• Read and write numbers up to 1000 in figures and words
• Compare two 3-digit numbers
• Know what each digit in a 3-digit number represents, including 0 as a place holder
Y4• Read and write
numbers up to 100 000 in figures and words
• Know what each digit in a 5-digit number represents
Y3 A1.a.2Reading and writing 3-digit numbers
AllWrite 87. Count on in 1s from 87. Write 100 as you reach it. Stop counting at 135. Write 367. Hide 3. Point to 67 on 100-square. What comes next? 68. Uncover the 3 in 367. Next number is 368. Write 368. Use 100-square to count on in 1s from 368 to 374. [ITR Y3 A1.a]
Y4 A1.a.3Creating 4-digit numbers and seeing which is closest to a given multiple of 1000
Y3 A1.a.4Creating 3-digit numbers, then writing in words and counting the number of letters
Y4 4.1 p3Writing 3-digit numbers in figures from words
Y4 A1.a.4Creating 4-digit numbers, reading them, and writing in figures
Y3 3.1 p8Working with hundreds, tens and units
Y4 A1.b.3
1.11 Place value puzzle
Y4 4.1 p8Partitioning 5-digit numbers
Y3 A1.a.1Creating and reading 3-digit numbers
Block A1.a: Know the value of each digit in a 3-, 4- or 5-digit number Block A1.b: Partition 3- or 4-digit numbers into H, T, U or Th, H, T, U
Ab
ac
us Evolve
Mixe
d-A
ge
Planning
Yea
r 3 an
d 4 W
eekly Plan
© Pea
rson
Edu
catio
n Ltd
2009
Y4 A1.a.1Using dice to create 4-digit numbers and comparing
Y3 3.1 p3Writing 2-digit numbers; 1 more or 1 less
Y3 A1.b.1Creating 3-digit numbers and comparing the digits
Y3• Read 3-digit
numbers• Write 3-digit
numbers in figures
Y4• Read and
write 3- and 4-digit numbers
• Compare 4-digit numbers
Pairs write a 3-digit number (Y3s) or 4-digit number (Y4s) on their whiteboards. Give them 3 or 4 minutes to write the next few numbers. How many more can you write? Chn hold up their whiteboards to show you.
Y3• Read 3-digit
numbers• Write 3-digit
numbers in figures and words
Y4• Read and
write 3- and 4-digit numbers
• Sequence 4-digit numbers
Ask each child to write a 4-digit number. Write a 4-digit number on the board, eg 6432. Any child with a digit in their number matching a digit in yours gets a cube. Eg if a child wrote 1408, they would get 1 cube; if they wrote 6730, they would get 2.
Y4Write fifty-six thousand, eight hundred and sixty-five. Chn read it and use fingers to show number of each digit. Show how to write in figures: listen to the words then write H, T and U first; listen again and add Th. Repeat for 19391. Point out that it is a palindrome.
AllWrite 7481 on p-v grid. Chn write 7481in words. (Y3s write 481.) Say number with a 0, eg 403. Write it on p-v grid. Pairs write a 4-digit number with a 0 (Y3s write 3-digit number). Ask a pair to say their number, write it in words, and write it in the p-v grid. Rpt.
Y3• Know what
each digit in a 3-digit number represents
Y4• Know what
each digit in a 4-digit number represents
• Partition numbers into Th, H, T, U
Maths Weekly Plan: Year 3 and 4
Activities
Y3• Partition 3-digit
numbers into H, T and U
• Know what each digit in a 3-digit number represents, including 0 as a place holder
Y3Count in 100s to 1000. Write 1, 10, 100 and 1000 on board. How many 1s in 10? How many 10s in 100? How many 100s in 1000? Write 746. Cover 100s and read 46. Uncover 7 to read 746. Match to correct p-v cards. Discuss how many H, T and U.
OutcomesPlenaryMental oral starter Objectives Main teaching
AllWrite 365 and 536 on the board. Which is larger? Discuss answer with the chn. How do we know? Cover the numbers and then reveal each digit. 500 is more than 300. Rpt for 456 and 256, then 782 and 287. Reveal each digit (units, tens, then hundreds) and discuss its value.
Y4What number would we get if we added 1000 to 374? Write 1374. What if we add 100 to this? Write 1474 and cover it. Reveal digits in turn, starting with units. Ask chn to say the number. Discuss how the hundreds digit has changed. Rpt, adding another 100.
Week 1
Group 1
Y3
Group 2
Y3
Group 3
Y4
Group 4
Y4
Day 4
Day 5
Know addition/ subtraction facts for numbers up to 20.Draw a 4 × 2 grid. Chn copy it. Write 7 in first space on the grid. Chn write number which adds to 7 to make 20 in their first space: 13. Continue writing numbers with chn writing partners to 20 until grids are complete. Check and discuss.
Recall ×10 multiplication and division facts.Chn work in pairs. First child writes a 1-digit number on their whiteboard. Second child writes the number that is 10 times bigger. They must write a different number from their neighbours! Extend by asking the first child to write a 2-digit number.
Place four 3-digit cards face down. These are 3-digit numbers. Turn over first card. Read it together. Point to next card. Is it likely to be higher or lower than the first one? Chn respond. Rpt for remaining cards.
(Continued)Y4• Recognise the
relationship between Th, H, T and U
• Partition 4-digit numbers into Th, H, T and U
Y3 A1.b.5Playing a place-value game with 4-digit numbers
AllMake 453 using place-value cards. Stress the value of each digit, H first. Repeat for 8642, stressing value of Th first. Ask Y3s to use p-v cards to make 309. Ask Y4s to make 7081. Discuss 0 as a place holder. Only 2 cards are needed to make 309, even though it has 3 digits. Ask chn to generate other 3-digit numbers with 2 cards (Y3s) or 4-digit numbers with 3 cards (Y4s). Ask Y4s to create a number above 10 000 using the 10 000 card and 3 other cards. Read this number together. Stress that we can have more than 10 thousands, e.g. 38 000 or 47 000 etc.
AllUse 901–1000 number grid. Count back in 1s from 920 to 900. Draw row of 3 squares. Write 967 in middle. Point at right-hand square. What comes after 967? Use grid to check. Write 968. 968 is 1 more. Write 966 in left-hand square. 966 is 1 less. Rpt for another 3 rows.
Y4 A1.b.4
1.31 Place value puzzle
Y3 A1.b.6Making 3-digit numbers using place-value cards, and matching to coins
Y4 A1.b.5Investigating making 4-digit numbers using eight place-value cards
Y4 A1.b.5Investigating making 4-digit numbers using eight place-value cards
Y3 3.1 p7Reinforcing place value in 2-digit numbers
Ab
ac
us Evolve
Mixe
d-A
ge
Planning
Yea
r 3 an
d 4 W
eekly Plan
© Pea
rson
Edu
catio
n Ltd
2009
Y4 4.1 p8Partitioning 5-digit numbers
Y3 A1.b.3
1.21 Place value
Y3• Know what
each digit in a 3-digit number represents
Y4• Know what
each digit in a 5-digit number represents
• Begin to partition 5-digit numbers
Put chn in 4 teams. Give each team a dice and a place-value grid. Chn throw dice and write number thrown on grid. Their aim is to make a number as close as possible to 5000.
Y3• Know what
each digit in a 3-digit number represents
• Begin to partition 3-digit numbers
Y4• Investigate
5-digit numbers
Vocabularycount on, back in 1s, 10s, 100sbeforeafternextdigitunitstenshundredsthousandsplaceplace valueplace holderamountfigure
1-, 2-, 3- or 4-digit numbercomparemore/less than1 more/less1 more, 10 more, 100 moreadd 1, 10, 100palindromequarter past/tohoursubtraction
Resourceslarge analogue clock with moveable handslarge 100-squareabout eight small 100-squaresfour dice labelled 1–6individual whiteboardsabout three sets of number cards 0–9place-value cards (10Th, Th, H, T, U)six cards: +1, +10, +100, –1, –10, –100large place-value grid (Th H T U)dice labelled 0–9calculatorsPost-it notescubesfour small place-value grids (Th H T U)
two sets of number cards 0–9four 3-digit number cards901–1000 number grid£1, 10p and 1p coins counters
Activities OutcomesPlenaryMental oral starter Objectives Main teaching
Y4If we add 1, the units digit changes. What if we add 10? Write 41 246. What is 10 more than 41 246? Write 41 256. Which digit changed? Chn use p-v cards to make both numbers. Which card changed? Ask a child to use p-v cards to add 100. Which digit changed? Rpt for 81 347.
Group 1
Y3
Group 2
Y3
Group 3
Y4
Group 4
Y4