Weekly Planning Sheet for Mathematics Year 3/4 Mr. Stark Wk Beg: 23.11.15 Measures and Geometry Day Mental/Oral Main Activity Plenary Objective Activity Objective Steps to Success Activities incl. differentiation Key questions/focus 1 Eco Day 2 Choose and use standard units to measure length/height in any direction (m/cm) to the nearest unit using rulers. Play I-Spy: The person chosen selects an object that they can see in the classroom, but does not tell anyone what it is. They say, I spy with my little eye, something that is less than/roughly the same as/ more than one metre. The other children take turns to guess what the item WALT: estimate and measure mass Choose and use standard units to measure mass (kg/g) to the nearest unit using scales. Have I placed the item on the measuring scales? Have I read the nearest number to the needle on the measuring scales? Blindfold a child and ask them to put the boxes in order of mass. Ask: how did you do it? How can we be scientifically and mathematically sure they are in the right order based on their mass? Measure them! Model reading measurements of mass using the measuring ITP Model estimating of items. After estimating and measure the mass of one item ask how we can use that knowledge to inform our next estimate. Highlight misconception that this is weight and ascertain that we are measuring mass. Teacher Led: Mr S with CB, JB with KB Play I-Spy using masses based on an item we know the mass of i.e. a 1kg bag of sugar.
3 Choose and use standard units to measure mass (kg/g) to the nearest unit using scales. might be. The teacher or other children can check the items guessed to see if they fit the criterion that was chosen. Play I-Spy using masses based on an item we know the mass of i.e. a 1kg bag of sugar. WALT: compare and order masses and lengths Compare and order lengths and masses and record the results using >, < and =. looked at the tens (the larger the tens digit the larger the number)? looked at the units (the larger the ones digit the larger the number when the tens are the same)? remembered < means less than and > means Year 2: Choose and use standard units to measure mass (kg/g) to the nearest unit using scales. In pairs chn will both estimate the mass of an object. They will then measure it and calculate who was the closest by finding the difference between their estimates and the actual mass of the item. Repeat for another object. What do the < > and = signs mean? Remember the hungry crocodile always eats the biggest number! Assess beginning with single digit numbers held up by volunteers at the front of the class and extend further to 2 and then 3- digit numbers. Show how we can compare numbers by looking at the value of the hundred/tens/ones etc starting with the highest place value digits. Model how to record number facts in books. Teacher Led: Mr S to work with KB, JB with LA table. Year 2: Compare and order mass and record the results using >, < and = 1) Using laptops chn will play the ordering game. 2) Chn will then use the length and mass Place a variety of differentiated measurement cards on each table: What is the smallest length/mass you can see? What is the largest length/mass you can see? Can you order these lengths/masses
more than? cards, put them in order and then record in books using the correct symbology. from smallest to largest? 4 Recognise and name common 2-D shapes, including rectangles (including squares), circles and triangles Use the Shapes Hide and Reveal Notebook to slowly reveal shapes asking the Qs: - describe what you can see - what should could it be? - what shape could it not be? - how do you know? WALT: name and describe 2-D shapes properties of 2-D sides and line symmetry in a vertical line. 1) Can I identify shapes by counting the number of sides it has? 2) Can I identify how many corners (vertices) the 3) Can I identify line of symmetry in a shape by folding it? What do you already know about shapes? Scribe all of the information chn give onto the IWB and question for further info discussing any misconceptions that may arise. Watch the video: https://www.tes.com/teachingresource/symmetry-lines-of-symmetryand-reflective-symmetry-6192146 Model how to identify if a shape has line symmetry using cutting out and paper. Teacher Led: JM to work with LA table, Mr S with MA tables, JB with HA table. LA: Year 1: Recognise and name common 2- D shapes, including rectangles (including squares), circles and triangles Using geoboards chn will make examples of 2-D shapes building up MA: Year 2: properties of 2-D shapes, including the number of sides and line symmetry in a vertical line Using cutout paper 2- D shapes, chn will identify HA: Year 3: Draw 2-D shapes and m Chn will draw a 2-D shape using a template and then describe its properties using the terminology of sides, Play Guess the 2-D shape: Read the description of properties for a given 2-D shape. In talk partners chn discuss the possible shapes it could be by discussing those properties. Discuss any responses to highlight misconceptions.
5 To identify the 2-D faces on a 3-D shape Chn to have a variety of 3-D shapes on their table. Working in pairs chn will sort the shapes they have into groups depending on the 2-D shapes they are able to see in faces of 3-D shapes. WALT: name and describe 3-D shapes properties of 3-D edges, vertices and faces. Compare and sort common 2-D and 3- D shapes and everyday objects. edges a 3-D vertices a 3-D faces a 3-D from rectangles, circles and triangles to shapes with more than 4 sides. them using their properties of sides and corners and then identify lines of symmetry by attempting to fold to create equal halves. length and symmetry. What do you already know about 3-D shapes? Discuss any elements that have arisen from the sorting task and highlight any misconceptions that may arise. Explain that the 2-D shapes we identified on the 3-D shapes are called faces and the other features of 3-D shapes are the edges and the corners, which we call vertices (plural) or a vertex (singular). Model how to make a 3-D shape using the edges and vertices provided. Teacher Led: Mr S to work with LA: Year 1: Recognise and name common 3-D cuboids (including MA: Year 2: properties of 3-D edges, vertices and faces HA: Year 3: Make 3-D shapes What shape am I? Mr S will choose a physical 3-D shape and hold it behind his back. Describe the shape by naming edges, vertices and faces and the chn have to identify the correct name of
Notes: Homework: cubes), pyramids and spheres Chn will sort physical shapes from a 3-D set into groups of the same shapes by discussing their properties. using modelling materials; recognise 3-D shapes in different orientations and m Using the variety of lengths of straws and ball of modelling plasticine, chn will use physical examples to help them model their own versions of 3-D shapes such as cubes, cuboids and pyramids for a classroom display. the shape.