2L.O.1To be able to read and write whole numbers and know what each digit represents.
3In your book write the value of each digit as it is pointed to.
4Use the last answer you made to start each calculation and write the new answer in your book each time.1. Add to2. Add 3003. Subtract4. Add 60005. Subtract 46. Subtract7. Add 7008. Add 20
5L.O.2To be able to solve a problem by representing and interpreting data in tally charts and bar charts.
6Q. Which number is most likely to turn up Q. Which number is most likely to turn up when a normal 1 – 6 die is rolled?I will roll this die until I reach 20 or more andyou will need to keep a record in your booksof the running total.Before I begin you will need to predict andwe will record how many times you think Iwill need to roll the die to reach my total.
7Now we’ll try again.First we will record your predictions.And again!
8Q. Is it possible to predict the number of rolls Q. Is it possible to predict the number of rolls needed to get a total of 20 or more?Q. Suppose I put a number 3 on each face, could we predict how many rolls we would need to get a total of 20 or more?Q. How accurate would our prediction be?Why?
9This time the target is 24 or more and there will This time the target is 24 or more and there will be a normal 1 – 6 die.Q. What could be the greatest number of rollsneeded to score 24 or more? What couldthe fewest number of rolls be?Work with a partner and conduct this experiment10 times. Each time record the number of rollsyou needed to reach 24 or more.
10Q. Did anyone get a 24 in exactly 24 rolls or in exactly 4 rolls? I want to collect the class results and put them on a chart.Q. How can we collect and display the class’ results?Would a tally chart or a bar chart be useful?
11Work with the people on your table to collect all your experiment resultsusing tallies and counting thedifferent numbers ofrolls taken.
12In order to collect the class’ results we are going to write the results from each groupin the middle column of OHT 8.1.then workout the totals.
14REMEMBER…The total in the final column is called theFrequencyof the number of rolls taken.
15Q. Which number of rolls was the most frequent? Which was the least? Answer these:Which frequencies occurred more than ¼ the time?Which occurred less than 1/3 the time?Which occurred exactly half the time?Which occurred twice as much as any others?
16.OHT 8.1 can be turned round so the totals can be shown as aBAR CHARTwith the horizontal axis showing theNUMBER OF ROLLSand the vertical axis showing theFREQUENCIES
18Q. If we are to draw this bar chart what scale do we need on the vertical axis?When the scale has been decided you mayeach draw the bar chart on your squared paper.
19By the end of the lesson the children should be able to: Test a hypothesis from a simple experiment;Discuss a bar chart showing the frequency of the event;Discuss questions such as “Which number was rolled most often?”
2523 -19 18 -7 Prisms and spheres only. Order these starting with the highest:
26L.O.2To be able to solve a problem by representing and interpreting data in bar line charts where intermediate points have no meaning, including those generated by a computer.
27MOST LIKELY …. LEAST LIKELY ? Yesterday we rolled dice to make 24 or more.Rolling 24 1’s to make 24 wasVERY UNLIKELY.Which numbers of rolls of the dice appear to beMOST LIKELY …. LEAST LIKELY ?
28We are going to do some more experiments using dice. What is happening in this sequence of numbers?2 , 3, (3)What is happening now?2, 3, 5, 1 (4)
29Q. What is happening in these sequences? 3, 3, , 6, (5)1, 2, , 2, (4)3, 4, , , (5)1, , (3)Q. What is the rule here?
30The rule is to continue rolling until the number decreases, then stop. Write down 3 sequences we might get when rolling a die and abiding by the rule.Q. What is the shortest sequence we could have?Q. What is the longest?
31The shortest sequence we could have has only 2 terms e.g. 6, (2)4, (2)The longest sequence of terms would have repeats e.g.1, 1, 2, 2, 2, 2, 3, 3, 4, 5, (11)1, 3, 3, 3, 3, 4, 4, 6, (9)
32I have read this in a book: “more than half the time the sequences will have 4 or less terms.” (copy onto board)Q. Do you think this is true??Using your dice each of you is to generate 20 sequences using the stopping rule “when it decreases stop.”List your sequences and the number of terms in each.
33In groups of 5 pool your results using tallies for the number of terms.Q. What was the longest sequence of terms in your group?Q. Do the results in your group suggest that the statement on the board is true?Q. What table should we use to collect and display the results to the whole class?
34Our table needs to cover the numbers from 2 to the largest number of terms we have.The graph will be shown as a bar-line graph.Q. Will there be gaps between the lines?
35Frequency / Number of Terms 234567891011121314151617181920212223Frequency
38On your squared paper draw the bar-line On your squared paper draw the bar-line chart using the whole-class data set.
39Q. Is this graph similar in shape to the bar chart you drew yesterday? Q. How many data items are there in the grand total?Q. Were there 4 or less terms in our sequences in more than half our data items?Q. Is this more than half our data?Do we think the claim is true or false?
40With a partner work out some statements about the behaviour of the sequences. Be prepared to share your ideas.
41By the end of the lesson the children should be able to: Test a hypothesis about the frequency of an even number by collecting data quickly;Discuss a bar chart or bar line chart and check the prediction.
43L.O.1 To be able to recognise which simple fractions are equivalent.
44½ ¾ ¼Q. Which figure is the NUMERATOR?Q. Which is the DENOMINATOR?Q. Are the fractions in order of size, smallest first?
45½. Volunteers! The order should be : ¼ ½ ¾ We will list some fractions which are equal to½. Volunteers!Q. Can you describe the relationship between thenumerator and the denominator?
46Here are some fractions equivalent to ½ : 2/4 8/ /6 4/89/18 5/ / /2250/ / / /Q. If the numerator is 15 what must thedenominator be to go with these equivalentfractions? What if the numerator is 42?
47We will list some fractions which are equivalent to ¼. Volunteers! Q. What is the relationship between the numerator and the denominator?
48: Here the fraction is ¼. Here are some equivalent fractions: ¼ 2/8 4/16 20/805/20 3/12 7/ /249/ / / 27/Q. If the numerator is 14 what must the denominator be to go with these equivalent fractions? What if the numerator was 27?
49We will list some fractions which are equivalent to ¾. One is 15/20.How does this work?Q. What is the relationship between the numerator and the denominator?
50: Here the fraction is ¾ . Here are some equivalent fractions: 3/4 6/8 12/16 60/8018/24 9/12 21/ /2427/ / / 27/Q. If the numerator is 21 what must the denominator be to go with these equivalent fractions? What if the numerator was 27?
51L.O.2To be able to solve a problem by representing and interpreting data in bar line charts where intermediate points may have meaning.
52This table shows the temperature in °C of a surface This table shows the temperature in °C of a surface exposed to the sun over a 24 hour period.Q. When was it hottest / coldest?Q. If we are going to put the data onto a graph which numbers should we put on the time axis and which on the temperature axis?
53The time axis must be 0 to 24and the temperature axis must be 0 to 60.Q. Which way round shall we place the graph paper?Q. Where should we place the first X on our record.
54Is this a sensible way round? 60555045403530252015105Temperaturein°CTime in hoursIs this a sensible way round?
55Is this more sensible? Temperature in °C 60 57 54 51 48 45 42 39 36 33 30272421181512963Is this more sensible?Time in hours
56Let’s try this way Temperature in °C 60 57 54 51 48 45 42 39 36 33 30 272421181512963Let’s try this wayTime in hours
57Q. What time of day were the 7th, 8th and 9th temperatures taken? Complete your own graph.Q. Can you work out at what times of day the different temperatures were taken?Q. What time of day were the 7th, 8th and 9th temperatures taken?What about the 19th, 20th and 21st?Q. How could we estimate the temperature at 3.5 hours?Q. Are there values in the spaces between the X ‘s ?
58Use a ruler to join the points you have plotted. If we had more detailed measurements would the points make a smoother curve?
59REMEMBER… Time and temperature are MEASURES and not COUNTS or FREQUENCIES sothe intermediate points have meaningand we can join the X ‘s and use them toanswer different questions.Q. For how long was the temperature greater than 40°C? Less than 20°C?Work out some questions about your graph for your partner to answer.Prisms – 10; Spheres – 8; Tetrahedra – 5.
60Here is another set of measurements collected over the same 24 hours Here is another set of measurements collected over the same 24 hours. These show the intensity of the light and are measured in lux.Q. Why are there 0’s for hours 8 to 12?Q. When was the light strongest?
61There are 0’s for hours 8 to 12 because There are 0’s for hours 8 to 12 because there was no light so it must have been night time.The light was strongest at hour 21 – this must have been close to midday.
62By the end of the lesson the children should be able to: Draw and interpret a line graph;Understand that intermediate points may or may not have meaning.
74L.O.2To be able to solve a problem by representing and interpreting data in bar line charts where intermediate points have meaning.
75We are going to turn a straight line graph into a multiplication table.
76We are going to turn a straight line graph into a multiplication table. First we mark the end points0,0 and 10,40of our line
77Then we join the ends with a line to make a straight line graph.
78Q. Which times table does this represent? How do you decide?
79It is the 4 times table.Let’s say it all together.Numbers other than whole numbers can be multiplied by 4 !
80What number is halfway between 2 and 3 ? Is it 2.5?What is 2.5 x 4 ?
81Write the answers to these: 2.5 x 4 =3.5 x 4 =4.5 x 4 =5.5 x 4 =6.5 x 4 =7.5 x 4 =8.5 x 4 =9.5 x 4 =
82Where is 3.2 on the horizontal axis? How can we use the graph to find: x 4?If the graph was in cm. squares we could use a ruler to help us.
83On your cm paper draw a graph of the 5x table.The horizontal axis will be 10cm and the vertical axis will be 25cm with each cm representing 2 units.
84. Graph of the 5x table Q. How can we use the graph to find these? 5048464442403836343230282624222018161412108642Graph of the 5x tableLet’s say it all togetherQ. How can we use the graph to find these?4.5 x 53.6 x 5
85. Write the answers to these: 1.4 x 5 = 2.5 x 5 = 4.8 x 5 = 6.6 x 5 = 5048464442403836343230282624222018161412108642
86. Graph of the 5x table Which other tables can we put on our graph? 5048464442403836343230282624222018161412108642Graph of the 5x tableWhich other tables can we put on our graph?
87. We can draw these: 2x table 3x table and 4x table 5048464442403836343230282624222018161412108642We can draw these:2x table3x tableand4x tablePut them on your graph using colours
88. Use these graphs to find: 4.5 x 2 = 4.5 x 3 = 4.5 x 4 = 4.5 x 5 = 5048464442403836343230282624222018161412108642Use these graphs to find:4.5 x 2 =4.5 x 3 =4.5 x 4 =4.5 x 5 =
89. Tetrahedras find 2.7 x 2 = 3.5 x 2 = 4.3 x 3 = 3.5 x 3 = 5.7 x 4 = 5048464442403836343230282624222018161412108642Tetrahedras find3.5 x 2 =3.5 x 3 =3.5 x 4 =3.5 x 5 =5.5 x 2 =6.3 x 3 =7.5 x 4 =9.2 x 5 =Spheres find2.7 x 2 =4.3 x 3 =5.7 x 4 =7.2 x 5 =Prisms find3.9 x 2 =8.1 x 3 =4.7 x 4 =5.9 x 5 =
90Q. Which times table does this represent? The multiplication by 10 gives 25.10 x ? = 25Q. What number x 10 gives 25?
912.5 x 10 = 25 Find estimates for 3 x 2.5 4 x 2.5 7 x 2.5 8 x 2.5 Which line would we need to draw to get estimates of multiplication by 3.8?
920,0 and 10,38 We would need a line whose coordinates are Draw the line on your graphsUse the graph to find estimates for 5 x 3.83 x 3.87.5 x 3.8
93What strategies did you use to obtain your estimates? Did you use approximations e.g.5 x 3.8 ~ 5 x 4.0 = 20Exact answers are: 5 x 3.8 = 19.03 x 3.8 = 11.47.5 x 3.8 = 28.5What are the limitations of the graph method?
94By the end of the lesson the children should be able to: Draw and interpret a line graph whereintermediate points have meaning.