Convince me that 15 rounds to 20 to the nearest 10 KM: Some pupils may truncate instead of round What is the same and what is different: 595, 649, 534 and 634 Some pupils may misunderstand the rounding process as one that KM: Kenny thinks that 4.6 rounds to 4 to the nearest whole number. Do from the end of the number; for example 347 to the nearest 100 you agree? Explain your answer. is worked out as 347 350 400. NCETM: Some pupils may round down at the half way point, rather than round up. Learning review KM: Mathematical movement 8 Key concepts (National Curriculum statements) The Big Picture: describe positions on a 2-D grid as coordinates in the quadrant plot specified points and draw to complete a given polygon describe movements between positions as translations of a unit to the left/right and up/down Themes Possible key learning points Understand and use Cartesian coordinates Use coordinates to describe the position of a point in the first quadrant Use transformations to move shapes Plot points in the first quadrant using co-ordinates Use coordinates to plot a set of points to construct a polygon Solve problems involving coordinates Bring on the Maths+: Moving on up! Describe movements between positions as translations of a given unit to the left/right Describe movements between positions as translations of a given unit to the up/down Position and direction: v2 Describe movements between positions as translations of a given unit to the left/right and up/down Bring on the Maths+: Lower Key Stage 2 Position and direction: Coordinates in the first quadrant Prerequisites Mathematical language Pedagogical
Convince me that 15 rounds to 20 to the nearest 10 What is the same and what is different: 595, 649, 534 and 634 Kenny thinks that 4.6 rounds to 4 to the nearest whole number. Do you agree? Explain your answer. KM: KM: NCETM: Learning review KM: Some pupils may truncate instead of round Some pupils may misunderstand the rounding process as one that from the end of the number; for example 347 to the nearest 100 is worked out as 347 350 400. Some pupils may round down at the half way point, rather than round up. Mathematical movement 8 Key concepts (National Curriculum statements) The Big Picture: describe positions on a 2-D grid as coordinates in the quadrant plot specified points and draw to complete a given polygon describe movements between positions as translations of a unit to the left/right and up/down Themes Possible key learning points Understand and use Cartesian coordinates Use transformations to move shapes Bring on the Maths+: Moving on up! Position and direction: v2 Bring on the Maths+: Lower Key Stage 2 Position and direction: Coordinates in the first quadrant Use coordinates to describe the position of a point in the first quadrant Plot points in the first quadrant using co-ordinates Use coordinates to plot a set of points to construct a polygon Solve problems involving coordinates Describe movements between positions as translations of a given unit to the left/right Describe movements between positions as translations of a given unit to the up/down Describe movements between positions as translations of a given unit to the left/right and up/down Prerequisites Mathematical language Pedagogical
Scheme-of-Learning-Maths-KS41.docx