Reasoning opportunities and probing questions Suggested activities Possible misconceptions Show me a decimal and fraction equivalent pair. And another. And NCETM: Some pupils may think that the first place value heading after the another. decimal point is or ‘one-ths’ ‘unit-ths’ NCETM: Jenny is counting in tenths 2.7, 2.8, 2.9, 2.10, 2.11 Do you Some pupils may think that you simply add the numerators and add ‘…. …’. agree with Jenny? Explain your answer. the denominators when adding fractions. Convince me that 6 ÷ 10 = 0.6 Some pupils may that you simply subtract the numerators and Show me two fractions that add together to make a And subtract the denominators when subtracting fractions. Learning review another pair. And another pair. Some pupils may move from 2.9 to 2.10 when counting in tenths Kenny thinks that . Do you agree with Kenny? Explain your answer. Some pupils may read the number 2.10 as point ten’ ‘two KM: Convince me how to subtract fractions. NCETM: NCETM: Exploring 8 Key concepts (National Curriculum statements) The Big Picture: add and subtract amounts of to give change, using both £ and p in practical contexts Themes Possible key learning points Explore money Recognise the value of coins Solve problems involving money Add amounts of money when the units are the same Add amounts of money when the units are different Subtract amounts of money when the units are the same Subtract amounts of money when the units are different Record a practical money problem using £ and/or p notation Solve practical problems that involve calculating change in manageable amounts Prerequisites Mathematical language Pedagogical notes
Reasoning opportunities and probing questions Suggested activities Possible misconceptions Show me a decimal and fraction equivalent pair. And another. And another. Jenny is counting in tenths ‘…. 2.7, 2.8, 2.9, 2.10, 2.11 …’. Do you agree with Jenny? Explain your answer. Convince me that 6 ÷ 10 = 0.6 Show me two fractions that add together to make a And another pair. And another pair. Kenny thinks that . Do you agree with Kenny? Explain your answer. Convince me how to subtract fractions. NCETM: NCETM: NCETM: Learning review KM: NCETM: Some pupils may think that the first place value heading after the decimal point is ‘one-ths’ or ‘unit-ths’ Some pupils may think that you simply add the numerators and add the denominators when adding fractions. Some pupils may that you simply subtract the numerators and subtract the denominators when subtracting fractions. Some pupils may move from 2.9 to 2.10 when counting in tenths Some pupils may read the number 2.10 as ‘two point ten’ Exploring 8 Key concepts (National Curriculum statements) The Big Picture: add and subtract amounts of to give change, using both £ and p in practical contexts Themes Possible key learning points Explore money Solve problems involving money Recognise the value of coins Add amounts of money when the units are the same Add amounts of money when the units are different Subtract amounts of money when the units are the same Subtract amounts of money when the units are different Record a practical money problem using £ and/or p notation Solve practical problems that involve calculating change in manageable amounts Prerequisites Mathematical language Pedagogical notes
Scheme-of-Learning-Maths-KS41.docx