Porowhita term 2

Term 2 - 5 Week Plan

(Main learning focus highlighted. Blue highlighted reinforcement. Unhighlighted yet to be covered)

EA/AA

Number:

• Addition/Subtraction

• W.A.L.T.

Use a limited range of mental strategies to estimate answers and solve addition or subtraction problems.

Strategies with multi-digit numbers involve using tens and hundreds as that can be partitioned,

e.g., 43 + 25 = (40 + 20) + (3 + 5) = 60 + 8 = 68

(standard partitioning)

or 39 + 26 = 40 + 25 = 65

(rounding and compensation)

or

84 – 8 as 84 – 4 – 4 = 76 (back through ten).

• e.g., 324 – 86 = 300 – 62 = 238 (standard place value partitioning)

• Estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies,

Multiplication/Division

W.A.L.T.

Multiplication by Repeated Addition

Use a combination of known multiplication facts and repeated addition,

e.g., 4 x 6 as (6 + 6) + (6 + 6) = 12 + 12 = 24.

Uses known multiplication and repeated addition facts to work the result of division, e.g., 20 ÷ 4 = 5 because 5 + 5 = 10 and 10 + 10 = 20.

Use a combination of known facts and mental strategies to derive answers to multiplication and division problems,

e.g., 4 x 8 = 2 x 16 = 32 (doubling and halving),

e.g., 9 x 6 is (10 x 6) – 6 = 54 (rounding and compensating),

e.g., 63 ÷ 7 = 9 because 9 x 7 = 63 (reversibility).

Fractions/Ratios/Proportions

W.A.L.T.

Fraction of a Number by Addition

Find a fraction of a number and solve division problems with remainders

mentally using halving, or deriving from known addition facts,

e.g., 1/3 of 12 is 4 because 3 + 3 + 3 = 9, so 4 + 4 + 4 = 12;

e.g., 7 pies shared among 4 people (7 ÷ 4) by giving each person 1 pie, and 1/2 pie, then 1/4 pie.

Find a fraction of a number by addition and multiplication

Use repeated halving or known multiplication and division facts to solve problems that involve finding fractions of a set or region, renaming improper fractions, and division with remainders,

Knowledge

W.A.L.T.

Identify:

• all of the numbers in the range 0–1000;

• symbols for the most common fractions,including at least halves, quarters, thirds, fifths, and tenths;

• symbols for improper fractions, e.g., 4/3 .

Know:

• the number word sequences, forwards and backwards, by ones, tens, and hundreds in the range 0–1000;

• the number 1, 10, 100 before and after a given number in the range 0–1000;

• the skip-counting sequences, forwards and backwards, in the range 0–100 for twos, threes, fives, and tens.

Order:

• numbers in the range 0–1000;

• fractions with like denominators, e.g., 1/4 , 2/4, 3/4 ,

Know:

• groupings within 100, e.g., 49 and 51 (particularly multiples of 5, e.g., 25 and 75);

• groupings of two that are in numbers to 20, e.g., 8 groups of 2 in 17;

• groupings of five in numbers to 50, e.g., 9 groups of 5 in 47;

• groupings of ten that can be made from a three-digit number, e.g., tens in 763 is 76;

• the number of hundreds in centuries and thousands, e.g., hundreds in 800 is 8 and in 4000 is 40.

Round:

• three-digit whole numbers to the nearest 10 or 100 e.g., 561 rounded to the nearest 10 is 560 and to the nearest 100 is 600.

Measurement:

• convert between metres and centimetres

• measure accurately using metres, centimetres and millimetres

• perform addition calculations to find perimeters of objects

  • make estimates of lengths and areas

  • measure using a variety of techniques to check their estimates

Weekly Maths L.O.'s/Tasks