# Year 6 Block A Unit 3 ICT noteswsassets.s3. ?· Year 6 Block A Unit 3 ICT notes The ICT resources referred…

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<ul><li><p>ICT Notes</p><p>Primary National Strategy Crown copyright 2007</p><p>Year 6 Block A Unit 3 ICT notes</p><p>The ICT resources referred to in this document can be accessed via the Unit ICT </p><p>Resources page and in the ICT section of the mathematics library. There are also </p><p>guidance sheets for many of the spreadsheet resources. The notes below provide </p><p>suggested learning objectives, starting ideas for activities and key questions. Children </p><p>should have opportunities to use ICT themselves as well as through whole-class or </p><p>group work.</p><p>End-of-year expectations are highlighted in blue.</p><p>Function blocks ITP</p><p>Explain reasoning and conclusions, using words, symbols or diagrams as appropriate</p><p>Set up two-step functions, revealing the:</p><p>- input and functions, ask children to calculate the output- output and functions, ask children to calculate the input and explain in words </p><p>how they have worked this out- output and number after one of the functions has been carried out asking what </p><p>the second function could have been</p><p>Use the ?/a button to explore expressions using symbols to represent unknown </p><p>quantities. Ask children to express the possible calculation hidden by the function </p><p>machine in sentences and reveal to check.</p><p>Midpoint halfway between.xls</p><p>Use decimal notation for tenths, hundredths and thousandths; partition, round and order </p><p>decimals with up to three places, and position them on the number line</p><p>Set the start number at 0 and dont tell children the end number (eg set it at 0.1). Reveal </p><p>the number at the midpoint.</p><p>Q What is the end number? How do you know?</p><p>Set a different start number and end number, for example 0.2 and 1.8.</p><p>Q What is the midpoint? How do you know? </p><p>Set start and end numbers that are increasingly close together so that children have to </p><p>apply their understanding of decimals, eg 0.22 and 0.23.</p><p>Q What is the midpoint? Can you give me a number that would be between the start </p><p>number and the midpoint? Which number would it be closer to?</p><p>Multiplication grid ITP</p></li><li><p>ICT Notes</p><p>Primary National Strategy Crown copyright 2007</p><p>Use efficient written methods to add and subtract integers and decimals, to multiply and </p><p>divide integers and decimals by a one-digit integer, and to multiply two-digit and three-</p><p>digit integers by a two-digit integer</p><p>Use this ITP to model and refine methods for multiplying integers and decimals by a </p><p>one-digit integer. Explore inverse operations, for example</p><p>Q What number are we multiplying by 4? How do you know?</p><p>Gradually reduce the amount of information given and encourage children to combine </p><p>their knowledge of multiplication and place value to support their written calculation </p><p>strategies. </p><p>Q What are the possibilities? </p><p>Number boards.xls</p><p>Calculate mentally with integers and decimals: U.t U.t, TU U, TU U, U.t U, </p><p>U.t U</p><p>Mental starter quick calculation practice.</p><p>Select the sheet showing numbers with one or two decimal places. Pick the number in </p><p>the centre of the board. Challenge children to:</p><p>- add it to each of the numbers in the 4 corners- find the difference between it and each of the numbers in the 4 corners.</p><p>Place value charts and partitioning tool.xls</p><p>Use decimal notation for tenths, hundredths and thousandths; partition, round and order </p><p>decimals with up to three places, and position them on the number line</p><p>Select the chart showing multiples of 0.001 up to multiples of 1000.</p></li><li><p>ICT Notes</p><p>Primary National Strategy Crown copyright 2007</p><p>Highlight numbers in different rows, leaving some blank.</p><p>Q Can you say this number out loud? Can you write it down?</p><p>Q What would you add to change this number from 740.268 to 743.368?</p><p>Ask children in pairs to highlight digits to create a number, and swap this for their partner </p><p>to record and check. The partner should then challenge the original person to change </p><p>this number to a new number, for example 63.606 to 62.696, using the minimum number </p><p>of clicks.</p></li></ul>

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