Numeracy Plan: Year 5 Learning objectives: Mental Oral

Weekly Plan:

Year 5

L3: To multiply two digit numbers by 2,3,4,5 and as well as 10 with whole numbers.

L3: Des ribe position on mo!ement, "uarter turns #0 degrees L3/4 L4: To recognise and draw reflections of shapes at vertical, horizontal and 45 degrees diagonal mirror lines.

L4: Translate shapes horizontally or vertically and begin to rotate a simple shape or object around its centre or verte .

Day

Mental oral starter

Main teaching

Yellow Focus
(SEN !e"el #a$%c

&lue Focus !e"el %'

(e)# !e"el *c

(e) + !e"el *'

Plenary

SMS,

Mon Tue

&ig Maths
L3 To multiply two digit numbers by 2,3,4,5 and as well as 10 with whole numbers. T.!. Ta"e small group from yellow and blue to cover # and $ tables. %lay &'it the (utton) division game using division facts for two digit numbers, e plain to children that they can use the inverse operation multiplication if they struggle with the division. 'it the button, division facts, select &any) so that it gives a variety of division facts so that it can be differentiated to and accessed by all groups.

Test 9
*evise the term symmetry. +odel on board shapes ,emphasise mirror line- that are symmetrical e.g. circle, s.uare, triangles, irregular polygons, as" /h to come out and draw in lines of symmetry. T.!. 0upport yellow group in doing this on white boards. *evise the term reflection. 1emonstrate this by getting /h to loo" in write L223 on their white board and using their mirrors to reflect it. +odel symmetry with cut out shapes and fold on the mirror line to reinforce, as" /h to do the same. !t this point T.!. can ta"e yellow group into .uiet area and continue wor" on symmetrical reflection. 4 plain reflection on a horizontal, vertical and diagonal mirror line, active input from /h.

L$: To recognise and draw reflections of shapes in a pattern

L$: To recognise and draw reflections of shapes in a pattern.

L4: To recognise and draw reflections of shapes at 45 degrees diagonal mirror line. /h to reflect shapes on a horizontal, vertical and diagonal line, shapes are pre5drawn using mirrors. /T.

L4: To recognise and draw reflections of shapes at 45 degrees diagonal mirror line. /h reflect shapes on a 45 degree diagonal line, 4 t. 0ome blan" grids, can they draw the shapes described and reflect it on a diagonal line; $ndependent

!n ability to listen to *evise the terms and act upon advice symmetry and reflection. 0how the clip 0ymmetry !ct with confidence. 5 0tar, 0"y and 'utch animation.http:66www.bb !bility to wor" c.co.u"6learningzone6clip successfully as a group s6symmetry5star5s"y5 and5hutch5 animation6#758.html To reiterate symmetry and consolidate understanding. !s" independent red# to come and draw shapes on board using a diagonal mirror line. 9ntroduce the term :translation: for ne t lesson.

9n .uiet room, *eflecting

reflective symmetry of patterns can use peg boards as a supporting resource.

patterns in boo"s, then 4 t. reflecting patterns in four .uadrants 4 t. can they 9/T game, use mirrors to /h print reflect and screen for draw a boo"s. 0T
picture;

T.

Day

Mental oral starter

Main teaching

Yellow Focus
(SEN !e"el #a$%c

&lue Focus !e"el %'

(e)# !e"el *c

(e) + !e"el *'

Plenary

SMS,

Wed

*eiterate on whiteboard how to L$: To L3: Des ribe position reflect shapes on a horizontal recognise on mo!ement, "uarter and then diagonal line. and draw turns #0 degrees. reflections T.!. Ta"e small group %lay transformation game for of shapes in from yellow and blue "ids. %ic" different children to a vertical6 to cover # and $ 4 come out and ta"e turns B horizontal tables. differentiated to their current mirror line. 1emonstrate on board level. T.!. 0upport yellow group /h to use in discussing what would happen circle with arrow mirrors as on each element of the game. pointing upwards, a compass. 1emonstrate .uarter turns to revise. !s" the children to stand up. /an they physically turn 78<, =>8<, #?8<, $@8<; /loc"5wise 5 *emind them of the values of the angles in fractions: 78< A =64 turn, =>8<A =6# turn. ,*evise angles while loo"ing at rotation.Chile loo"ing at translation, reflect remind the children to focus on one point of the shape and use basic shapes on this as a mar"er to move it. +odel translating a shape on 9C( chec" for understanding thumbs up thumbs down, model using tracing paper and counting s.uares. 9f thumbs down, as" /h with thumbs up to try and e plain in child5friendly language to peers.

L$: To recognise and draw reflections of shapes in a horizontal and vertical mirror line.

L4: Translate shapes horizontally or vertically.

L4: Translate shapes horizontally or vertically.

an aid to

vertical and horizontal lines, a ial symmetry. 0T

/h to use mirrors as an aid to reflect basic shapes on vertical and horizontal lines, a ial symmetry. T!

Translating shapes horizontally and vertically on a s.uare grid /h to wor" directly onto sheets. Tracing paper 4 t.

Translating shapes horizontally and vertically on a s.uare grid /h to draw grids in their boo"s. Tracing paper

Play interactive translation activity targeting red2. http://www.mathwareh ouse.com/transformati ons/translationsinteractive-activity.php Remind children along the corridor, up the stairs.

!n ability to listen to and act upon advice !ct with confidence. !bility to wor" successfully as a group.

http://www. mangahigh.c om/en_gb/ga mes/transtar

$ndependent

Thus

L3 To multiply and di!ide two digit numbers by 2,3,4,5 and as well

T!: Ta"e yellow group and wor" in .uiet area, revise reflecting on horizontal and vertical lines, the further e planation on diagonal lines.

L3: /h to use mirrors as an aid to reflect basic shapes

L3: /h to use mirrors as an aid to reflect basic shapes

L4: Translate shapes horizontally or vertically and begin to rotate a simple shape

L4: Translate shapes horizontally or vertically and begin to rotate a simple shape

Give Ch a paper p ate !ith shapes attached at the "idd e# "ode turning the shape 9$# e%p ain that the p ate

!n ability to listen to and act upon advice !ct with confidence.

Day

Mental oral starter

Main teaching

Yellow Focus
(SEN !e"el #a$%c

&lue Focus !e"el %'

(e)# !e"el *c

(e) + !e"el *'

Plenary

SMS,

as 10 with whole numbers.

+odel using tracing paper to class when rotating a shape from its centre. 4 plain that +ultiplication and division bingo, followed rotational symmetry is where when a shape is rotated an on from subtraction amount for e ample 78, =>8 or bingo last wee". /h $@8 degrees it appears e actly individually ,red= and the same. red#- in pairs ,blueEse teaching tool for rotational and in a group symmetry 0upported by T! http:66www.flashymaths.co.u"6 ,Dellow- to go for full swf6rsymmetry.swf house. /h really !s" /h to predict the order of enjoyed addition and subtraction bingo last symmetry, i.e. how many times can the shape appear the same wee". despite being rotated;

on diagonal lines.

on diagonal lines.

or object around its centre or verte .

or object around its centre or verte .

9n .uiet room, /h to reflect patterns and shapes on a diagonal line, shapes are pre5drawn. Esing mirrors T!

/h to reflect pattern and shapes on a diagonal line, shapes are pre5drawn. Esing mirrors.

Demo using tracing paper again. Practise rotation by asking the children to rotate shapes using tracing papers, write order of rotation in books next to shapes. Ext symmetry artist

Practise rotation by asking the children to rotate shapes using tracing papers, and move forward to another number of squares, write order of rotation in books next to shapes. 4 t symmetry http:66www. artist flashymaths. http:66www.fl co.u"6swf6rs ashymaths.co. ymmetry.swf u"6swf6rsym metry.swf 0T /T

does not change position# dra! the shape on in di&&erent co ours &or each 'uarter turn( )ho! s*""etr* artist to c ass# as Ch &ro" red+ to co"e and disp a* a shape !ith order o& s*""etr*# 3 and 5(

!bility to wor" successfully as a group.

,ri

L3 To multiply and di!ide two digit numbers by 2,3,4,5 and as well as 10 with whole numbers. L3 To add and subtra t numbers mentally. %lay countdown, tell

L3: /h to use mirrors +*0. 4. T! To ta"e yellow into as an aid to reflect .uiet area continued wor" on diagonal mirror lined reflection. basic shapes on diagonal (lue group to go into wet room lines. with T! F and wor" on diagonal mirror lined reflections. *emind /h of prior learning.

L3: /h to use mirrors as an aid to reflect basic shapes on diagonal lines.

Ch to

Ch to

!s" /h if they found any other shapes that tessellate, or if they have an idea of a shape that might tessellate. 4 plain how they can ma"e their own tessellation -nvestigation . -nvestigation . by cutting out a
L4: Translate shapes horizontally or vertically and begin to rotate a simple shape or object around its centre or verte . L4: Translate shapes horizontally or vertically and begin to rotate a simple shape or object around its centre or verte .

!n ability to listen to and act upon advice !ct with confidence. !bility to wor" successfully as a group.

Day

Mental oral starter

Main teaching

Yellow Focus
(SEN !e"el #a$%c

&lue Focus !e"el %'

(e)# !e"el *c

(e) + !e"el *'

Plenary

SMS,

children they can add, subtract, multiply or divide their numbers to get as close as possible. Give longer than one minute, 5 minutes with white boards. T.!. 0upport (lue. T.! 0upport Dellow.

4 plain to red groups that they are going to use all the transformation s"ills they have been using this wee" to create a tiling pattern ,e plain that tessellation is created when a shape is repeated over and over again covering a plane without any gaps or overlaps.4 plain that today they are going to create a simple tessellation using a regular he agon. 4 plore properties of the shape order of rotation etc. This tessellation has translational symmetryH after moving a copy in a certain direction horizontally and vertically, you find that the copy matches e actly the original.

co"p ete re& ective s*""etr* shapes on s'uares using &irst * hori/onta / vertica ines then diagona ( T0 1

co"p ete re& ective s*""etr* shapes on s'uares using &irst * hori/onta / vertica ines then diagona ( T0

using 2no! edge o& re& ective# rotationa s*""etr* and trans ation# tesse ating 3egu ar he%agons using a te"p ate( 1%p oring properties o& shape# !hat t*pes o& s*""etr* can the* &ind in this tesse ation4 e%t( can the* thin2 o& another shape that !i tesse ate4 )T

using 2no! edge o& re& ective# rotationa s*""etr* and trans ation# tesse ating 3egu ar he%agons using a te"p ate( 1%p oring properties o& shape# !hat t*pes o& s*""etr* can the* &ind in this tesse ation4 e%t( can the* thin2 o& another shape that !i tesse ate4 CT

template and repeating the pattern along ,possible homewor";!s" /h from yellow and blue to feedbac" on what they have been doing, can they reflect a given shape on a diagonal line;