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**To be able to recall facts in the 2,3,4,5,6 and 10x tables; **

L.O.1 To be able to recall facts in the 2,3,4,5,6 and 10x tables; to begin to recall facts in the 7,8,9 x tables and squares to 10 x 10; to recognise square numbers.

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**“Guess my number” We are going to play**

You have to guess the number I’m thinking! 607

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**Try to use the correct vocabulary such as …**

greater / less than… square number… odd/even… multiple of… divisible by… Let’s try again. 5824

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L.O.2 To be able to use all four operations to solve simple word problems involving numbers and quantities; to choose and use appropriate number operations to solve problems and appropriate ways of calculating - mental; mental with jottings; written methods and the calculator. to develop calculator skills and use a calculator effectively.

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**Work in pairs using a whiteboard to answer this:**

I think of a number then subtract 56. The answer is 126. What was my number?

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**Using a number line can help.**

Q. How did you work it out? Using a number line can help. ? ? Try this: I think of a number then divide it by 20. The answer is What number did I start with?

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**Q. How did you work it out? Explanations please.**

It may help to write this as a number sentence i.e. ? ÷ 20 = 1000 Q. How did you work it out? Explanations please.

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Try this: I think of a number then subtract 60 and divide by 8. The answer is What was my starting number? Q. Which is the most efficient method to use? Why?

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Try this: I think of a number and multiply it by 14 and then subtract 66. The answer is What was my starting number? Q. How can you work this out? Q. Which is the most appropriate method and why?

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**You are going to try some more problems from the worksheet**

You are going to try some more problems from the worksheet . Work with a partner. Decide on the most appropriate method to use before you work out the answers. Look for the most efficient method to use.

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Here are some problems. When each one appears you hold up a PENCIL, a CALCULATOR or point to your HEAD to show which you would use to solve it. 20 x 3 103 x 10 284 x 8 250 x 20 4521 x 987

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With your partner make up a set of 3 problems - one of which could be done mentally, one which might require jottings and one which you think needs a calculator. Be prepared to share these with the class.

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**By the end of the lesson the children should be able to:**

choose the appropriate operation (s) to solve word problems and puzzles; decide whether calculations can be done mentally or with a pencil and paper or a calculator; begin to select the correct key sequence to carry out calculations involving more than one step.

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© Crown copyright 2006 The Primary Framework for Mathematics Day 2 Calculation and calculators.

© Crown copyright 2006 The Primary Framework for Mathematics Day 2 Calculation and calculators.

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