quarter of the line’s length (closer to the one), and placing the 100 up near the 1000 Relative size is very different to absolute size. We need to look at “about” how big one number is compared to another rather than always using 1cm to represent one. There are hundreds between each thousand, not just at the start. Week 5-6: Addition and Subtraction of large numbers Targeted teaching: Resources: Regular tasks or indirect Homework suggestions: Adding and Subtracting numbers with regrouping. Check learning: out the grade 3 program for these same weeks for kids Back to Front Maths: who are stuck. Blast D1: Add numbers to 99 using regrouping Make sure that kids understand: Blast D2: Add numbers to 9 999 Kids need to be able to partition numbers to 20 in lots Blast D3: Subtract numbers to 99 of different ways before we get them to add two digit using partitioning or trading numbers (e.g. 12 is 6 and 6 but it’s also 5 and 7 and also Blast D4: Subtract numbers to 9 999 9 and 3) Other: Regrouping across the tens and ones is important to do Consider using D5 and D6 if you get time before adding and taking away that needs this (e.g. make 57 in lots of different ways using tens and ones blocks – 5 tens and 7 ones, 4 tens and 17 ones…) We can make numbers using different combinations of hundreds, tens and ones and it can still be the same number (e.g. 324 can be 3 hundreds + 2 tens + 4 ones, but it can also be 2 hundreds + 12 tens + 4 ones) Weeks 7-9: Decimal Numbers Targeted teaching: Resources: Regular tasks or indirect Homework suggestions: Investigating tenths, learning: Identifying and describing tenths, Regrouping tenths, Back to Front Maths: Comparing and ordering decimal numbers Year 5 JP.4 Visualising tenths (find online). Use this before you begin to Make sure that kids understand: introduce tenths as it is a great Tenths (like all fractions) have to be the same size as diagnostic task and gets kids each other. The shape doesn’t matter but the size thinking.
quarter of the line’s length (closer to the one), and placing the 100 up near the 1000 Relative size is very different to absolute size. We need to look at “about” how big one number is compared to another rather than always using 1cm to represent one. There are hundreds between each thousand, not just at the start. Week 5-6: Addition and Subtraction of large numbers Targeted teaching: Adding and Subtracting numbers with regrouping. Check out the grade 3 program for these same weeks for kids who are stuck. Make sure that kids understand: Kids need to be able to partition numbers to 20 in lots of different ways before we get them to add two digit numbers (e.g. 12 is 6 and 6 but it’s also 5 and 7 and also 9 and 3) Regrouping across the tens and ones is important to do before adding and taking away that needs this (e.g. make 57 in lots of different ways using tens and ones blocks – 5 tens and 7 ones, 4 tens and 17 ones…) We can make numbers using different combinations of hundreds, tens and ones and it can still be the same number (e.g. 324 can be 3 hundreds + 2 tens + 4 ones, but it can also be 2 hundreds + 12 tens + 4 ones) Resources: Back to Front Maths: Blast D1: Add numbers to 99 using regrouping Blast D2: Add numbers to 9 999 Blast D3: Subtract numbers to 99 using partitioning or trading Blast D4: Subtract numbers to 9 999 Other: Consider using D5 and D6 if you get time Regular tasks or indirect learning: Homework suggestions: Weeks 7-9: Decimal Numbers Targeted teaching: Investigating tenths, Identifying and describing tenths, Regrouping tenths, Comparing and ordering decimal numbers Make sure that kids understand: Tenths (like all fractions) have to be the same size as each other. The shape doesn’t matter but the size Resources: Back to Front Maths: Year 5 JP.4 Visualising tenths (find online). Use this before you begin to introduce tenths as it is a great diagnostic task and gets kids thinking. Regular tasks or indirect learning: Homework suggestions:
Grade-4-program.docx