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Year 5 Term 2 Unit 10 Day 1

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L.O.1 To be able to derive quickly two-digit pairs that total 100 To add several two-digit numbers

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Different numbers will be shown. Your job is to write the complement to

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Quickly copy this number grid into your books

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Do these: 1.Which number is nearest 100? 2.Which pair of numbers total 100? 3.What is the sum of the top row? 4. What is the sum of the bottom corners? 5. What is the total of the middle column? 6. Add the bottom row. 7. Sum the diagonal from the top left. 8. Total the numbers under Add the two highest numbers. 10. Find the sum of the left-hand column.

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L.O.2 To be able to extend written methods to column addition of two integers less than

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3587 purchased advance tickets for the final home game of the season at Boston United. A further 675 people bought tickets on the gate. How many people attended the game altogether? Q. What calculation do we need to do to work out the answer to this problem.

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The calculation is addition. REMEMBER … This is the COLUMN method of addition: = = =

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Well do this in the same way but add the most significant digits first Q. How many thousands will there be? Q. How many hundreds will there be? Q. How many tens will there be? Q. How many units will there be? 1 2 Q. What is the total? NOTICE : THE FIGURES ARE IN STRAIGHT COLUMNS!

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Do these using the COLUMN method and starting with the most significant digit. Keep your digits in straight columns. 1.Imelda Marcos bought 2356 pairs of shoes in 1998 and 947 pairs the following year. How many pairs of shoes had she altogether? 2.Prince Charles owns 8894 acres of land in Cornwall and 658 acres in Norfolk. How much land has he? 3.When Granny sold the last of her jewels she made £2486. Her jewel sale last year brought her £828 and the year before that £593. How much did she make altogether?

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Well do this one together:

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Lets try this but begin with the least significant digit

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Do this. Use either method but be prepared to explain your reasoning

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By the end of the lesson the children should be able to : Use a written column method to add a four-digit to a three-digit number by adding the most significant digit first or the least significant digit first. Discuss, explain and compare methods.

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Year 5 Term 2 Unit 10 Day 2

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L.O.1 To be able to count on and back in equal steps. To use known number facts and place value for mental addition.

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We are going to count on and back in steps of 0.1 beginning at different points from 0 to 1 1 0

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We are going to count on and back in steps of 0.1 beginning at different points from 1 to 2 2 1

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We are going to count on and back in steps of 0.2 beginning at different points from 0 to 2 2 0

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We are going to count on and back in steps of 0.5 beginning at different points from 0 to 5 5 0

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Find a pair of numbers which add to : 1, 2, 4, 5, 6

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Find three numbers which make: 6,7,

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Find four numbers which make: 12,

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L.O.2 To be able to use column written methods to add two or more decimals.

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Last week I spent £48.76 at the supermarket. This week I spent £ How much did I spend altogether? Q. What calculation do we need to carry out? + Q. How could we work this out? Q. What would you estimate the answer to be?

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We shall use a similar written method of addition to that used in the last lesson Q. Does this answer seem reasonable?

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Lets try this one. We shall begin by adding the least significant digit. Your assistance is required! m m Where shall we start?

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You will be given a worksheet to do. Begin each problem by adding the least significant digit. REMEMBER : ESTIMATE B4U CALCULATE

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At the Funfair the rides are priced as follows: White Knuckle£1.65 Dodgems£0.90 Wall of Death£2.30 Space Wheel£ How much is it to go on each ride once? 2.If I have £4.00 to spend which rides could I go on? 3.How much does it cost to go on the Space Wheel three times and the White Knuckle twice? 4.Granny is afraid of the Dodgems but likes all the other rides. How much does she spend if she goes on each one twice?

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By the end of the lesson the children should be able to: Use a written column method to add two or more decimal numbers; Know that a decimal points should link up under each other; Solve mathematical problems involving money and measures.

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Year 5 Term 2 Unit 10 Day 3

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L.O.1 To have a rapid recall of multiplication facts.

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Lets say our tables (twice) : 6x8x9x and answer some questions about them. Answer the questions using number fans.

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Now ask your partner to recite the same tables and then ask them questions. 5 minutes

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Do these: 7 x 8 =5 x 6 = 8 x 8 = 8 x 9 = 7 x 6 = 9 x 5 = 70 x 8 =0.5 x 6 = 800 x 8 = 8 x 0.9 = 70 x 60 = 0.9 x 0.5=

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L.O.2 To be able to subtract whole numbers with up to four digits using a written column method.

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3450 people attend a football match. At half time 867 people leave. How many people stay to the end of the match? Q. What calculation must we carry out to work out the answer? - Q. How could we estimate the answer? Q. What is a sensible estimate? 2500

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Remember the complementary addition method used to work out the answer to a problem? The jumps are to and from 100s and 1000s as this helps make the addition easier. Is the answer ( 2583 ) close to the estimate of 2500 ?

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The sum can be set out using the column method to make to make to make to make Answer is 2583 c.f. the estimate of 2500

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Q. What calculation must we carry out to work out the answer? Q. How could we estimate the answer? Q. What is a sensible estimate? 1500

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Remember the complementary addition method used to work out the answer to a problem? Is the answer ( 1582 ) close to our estimate?

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The sum can be set out using the column method to make to make to make Answer is 1582 c.f. the estimate of 1500

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Try these with a partner. Agree an estimate before B4U calculate. ALL PRISMS

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= 2583 Q. What is the answer to ? Why? Q. Is there a connection between addition and subtraction? If so, what is it?

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Does the same rule apply here? 30 – 10 = 20 : = ____ 88 – 36 = 52 : = ____ 45 – 18 = 27 : = ____ 76 – 42 = 35 : = ____

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Copy and complete : 2733 – 1609 = 1124 : = _____

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By the end of the lesson the children should be able to: Subtract pairs of numbers involving a different number of digits by counting up; Find an estimate and check answers; Use the relationship between addition and subtraction to check answers

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