in different ways but still give you 7). Facts can be related (e.g. 3 + 3 = 6 so 3 + 4 would equal 7). The inverse relationship between addition and subtraction can help solve problems and calculate answers. Partitioning numbers helps with difficult calculations (e.g. 6 + 5 is the same as 6 + 4 +1 or 10 + 1). Weeks 7-8: Chance and Data Targeted teaching: Resources: Regular tasks or indirect Homework suggestions: Some events are more likely than others and can be described learning: using everyday language such as ‘will happen’, ‘won’t happen’ or Back to Front Maths: ‘might happen’. JP.28 Chance Information can be gathered, counted and grouped. We can use JP.29 Grouping Data that information to answer questions. JP.30 Using Data if time Make sure that kids understand: Other: All events have some kind of likelihood but very few things are absolutely certain. Some things are more likely than others. Having two options doesn’t make them both the same (e.g. It could rain or not rain, but that doesn’t make them both 50/50 – the chance of rain depends on the season) Data can be collected or found for the purpose of answering questions Data needs to be classified or organised in a way that best fits the question to be answered. Data can be organised in different ways for different purposes. Weeks 9-10: Position and Direction Investigation ideas: Create a map of the school or part of the school (such as the playground). Give directions to different locations as a “treasure hunt”. Targeted teaching: Resources: Regular tasks or indirect Homework suggestions: Give and follow directions to familiar locations. Represent learning: locations visually. Back to Front Maths: Problem 35: Position Make sure that kids understand: Problem 36: Directions
in different ways but still give you 7). Facts can be related (e.g. 3 + 3 = 6 so 3 + 4 would equal 7). The inverse relationship between addition and subtraction can help solve problems and calculate answers. Partitioning numbers helps with difficult calculations (e.g. 6 + 5 is the same as 6 + 4 +1 or 10 + 1). Weeks 7-8: Chance and Data Targeted teaching: Some events are more likely than others and can be described using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’. Information can be gathered, counted and grouped. We can use that information to answer questions. Make sure that kids understand: All events have some kind of likelihood but very few things are absolutely certain. Some things are more likely than others. Having two options doesn’t make them both the same (e.g. It could rain or not rain, but that doesn’t make them both 50/50 – the chance of rain depends on the season) Data can be collected or found for the purpose of answering questions Data needs to be classified or organised in a way that best fits the question to be answered. Data can be organised in different ways for different purposes. Resources: Back to Front Maths: JP.28 Chance JP.29 Grouping Data JP.30 Using Data if time Other: Regular tasks or indirect learning: Homework suggestions: Weeks 9-10: Position and Direction Investigation ideas: Create a map of the school or part of the school (such as the playground). Give directions to different locations as a “treasure hunt”. Targeted teaching: Give and follow directions to familiar locations. Represent locations visually. Make sure that kids understand: Resources: Back to Front Maths: Problem 35: Position Problem 36: Directions Regular tasks or indirect learning: Homework suggestions:
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