Show me a number that you can half. And another. And another. KM: Some pupils may interpret multiplied by 4’ as groups/lots of 3’ ‘3 ‘4 Convince me double 6 is 12. rather than groups/lots of 4’ ‘3 NRICH: Convince me 3 multiplied by 4 is 12 (using concrete apparatus such as Some pupils may try to give whole number answers for the half of an Numicon, Cuisenaire, etc). odd number eg Half of 9 is 4 (or 5) – NRICH: Convince me if 12 sweets are shared equally between 3 friend, each Some pupils may not share equally when solving division problems – friend will receive 4 sweets (using concrete apparatus such as eg Divide 10 by 2: Answer 6 and 4 NCETM: Numicon, Cuisenaire, etc). Benny thinks you can double any number but only halve even numbers. Do you agree with Benny? Explain your answer. Learning review NCETM: Numbers and the number system: deeper 12 hours Key concepts (National Curriculum statements) The Big Picture: read and write numbers from 1 to 20 in numerals and words. identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least read and write numbers to 100 in numerals; count in multiples of twos, fives and tens Themes Possible key learning points Explore the value of numbers Solve problems involving: Explore numbers live in our number system reading and writing numbers from 1 to 20 in numerals and words. Solve problems comparing the value of numbers identifying and representing numbers objects and pictorial representations including the number line, Investigate number patterns and use the language of: equal to, more than, less than (fewer), most, least counting, reading and writing numbers to 100 in numerals; count in multiples of twos, fives and tens Prerequisites Mathematical language Pedagogical notes
Show me a number that you can half. And another. And another. Convince me double 6 is 12. Convince me 3 multiplied by 4 is 12 (using concrete apparatus such as Numicon, Cuisenaire, etc). Convince me if 12 sweets are shared equally between 3 friend, each friend will receive 4 sweets (using concrete apparatus such as Numicon, Cuisenaire, etc). Benny thinks you can double any number but only halve even numbers. Do you agree with Benny? Explain your answer. KM: NRICH: NRICH: NCETM: Learning review NCETM: Some pupils may interpret ‘3 multiplied by 4’ as ‘4 groups/lots of 3’ rather than ‘3 groups/lots of 4’ Some pupils may try to give whole number answers for the half of an odd number – eg Half of 9 is 4 (or 5) Some pupils may not share equally when solving division problems – eg Divide 10 by 2: Answer 6 and 4 Numbers and the number system: deeper 12 hours Key concepts (National Curriculum statements) The Big Picture: read and write numbers from 1 to 20 in numerals and words. identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least read and write numbers to 100 in numerals; count in multiples of twos, fives and tens Themes Possible key learning points Explore the value of numbers Explore numbers live in our number system Solve problems comparing the value of numbers Investigate number patterns Solve problems involving: reading and writing numbers from 1 to 20 in numerals and words. identifying and representing numbers objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least counting, reading and writing numbers to 100 in numerals; count in multiples of twos, fives and tens Prerequisites Mathematical language Pedagogical notes
Scheme-of-Learning-Maths-KS3.docx