Securing number facts Year 5

Over the next two weeks we will be rehearsing multiplication facts to 10 × 10 and the related division facts. We will use known multiplication facts and place value to find related facts and Then find related division facts. We will extend our mathematical vocabulary to include sum, difference, product, factor and square number.

At year 5 we are becoming more confident counting in decimal steps. We are going to do some counting. What are the difficult bits?

Modelling the difficult bits.

What words do we use to describe the answer to an addition or subtraction problem? Discuss in pairs.

What is the difference between these two questions? What is the sum of 1.2 and 0.8? Tell me two decimals with a sum of 2.

The sum of a question is 4. What could the question be? Can you make up a question using 1.whole numbers? 2.Decimal numbers? 3.Negative numbers?

Modelling the ‘sum’

What is the difference between these two questions? What is the difference between 1.2 and 0.8? Tell me two decimals with a difference of 0.4?

The difference of a question is 4. What could the question be? Can you make up a question using 1.whole numbers? 2.Decimal numbers? 3.Negative numbers?

Modelling the ‘difference’

number_line.exe

Group work Reds use 2 dice, throw them and find the sum of both dice, and the difference between both dice. Orange/Amber use 4 dice throw 2 to make a 2 digit number, then throw another two to make another 2 digit number. Find the sum of the two 2 digit numbers, then find the difference between the numbers. Green/Blue 6 dice to make a 3 digit number with one decimal place. USE A NUMBER LINE TO EXPLAIN YOUR WORKINGS OUT.

YOUR TURN TO TEACH I am going to throw the dice and you have to teach me to find the sum of the two numbers I make. Now you have to teach me how to find the difference. I AM GOING TO USE A NUMBER LINE TO SHOW MY UNDERSTANDING.

Reflection What have we done? What have we learnt? What is difficult?

TOMORROW We are going to reinforce our understanding of sum and difference We are going to work in groups with dice to solve sum and difference problems We are going to use itp Number line

Securing number facts Year 5

At year 5 we are becoming more confident counting in decimal steps. We are going to do some counting starting at 78.6 first we will count up in 0.1 then 0.2. What are the difficult bits?

The sum of a question is 16. What could the question be? Can you make up a question using 1.whole numbers? 2.Decimal numbers? 3.Negative numbers?

Modelling the ‘sum’

The difference of a question is 16. What could the question be? Can you make up a question using 1.whole numbers? 2.Decimal numbers? 3.Negative numbers?

Modelling the ‘difference’

number_line.exe

Group work Reds use 2 dice, throw them and find the sum of both dice, and the difference between both dice. Orange/Amber use 4 dice throw 2 to make a 2 digit number, then throw another two to make another 2 digit number. Find the sum of the two 2 digit numbers, then find the difference between the numbers. Green/Blue 6 dice to make a 3 digit number with one decimal place. USE A NUMBER LINE TO EXPLAIN YOUR WORKINGS OUT.

YOUR TURN TO TEACH I am going to throw the dice and you have to teach me to find the sum of the two numbers I make. Now you have to teach me how to find the difference. I AM GOING TO USE A NUMBER LINE TO SHOW MY UNDERSTANDING.

Reflection What have we done? What have we learnt? What is difficult?

Securing number facts Year 5

What did you learn yesterday? We are going to check your sum and difference calculations. White boards ready!!

number_line.exe

The sum of a question is 16. What could the question be? Can you make up a question using 1.Decimal numbers up to one place? 2.Decimal numbers up to two places?

Modelling the ‘sum’

The difference of a question is 16. What could the question be? Can you make up a question using 1.Decimal numbers up to one place? 2.Decimal numbers up to two places?

Modelling the ‘difference’

Group work Red use 4 dice throw 2 to make a 2 digit number, then throw another two to make another 2 digit number. Find the sum of the two 2 digit numbers, then find the difference between the numbers. Orange/Amber 6 dice to make a 3 digit number with one decimal place. Green/Blue 8 dice to make a 4 digit number with two decimal places USE A NUMBER LINE TO EXPLAIN YOUR WORKINGS OUT.

YOUR TURN TO TEACH I am going to throw the dice and you have to teach me to find the sum of the two numbers I make. Now you have to teach me how to find the difference. I AM GOING TO USE A NUMBER LINE TO SHOW MY UNDERSTANDING.

Reflection What have we done? What have we learnt? What is difficult?

Securing number facts Year 5

At year 5 we are becoming more confident in using our timetables. We are going to do some counting. What are the difficult bits?

Modelling the difficult bits.

What words do we use to describe the answer to a multiplication problem? Discuss in pairs.

The product is 60. At least one of the numbers is a multiple of 10. What two numbers could have been multiplied together?

What other possibilities are there? Use the number line to help you?

number_line.exe

The product is 110. At least one of the numbers is a multiple of 10. What two numbers could have been multiplied together?

Group work Red Use the beadstrings to show how to find all the multiples of 7. Record this on a number line. Orange/Amber Produce a poster to show how I can use my 5 times table knowledge and my 2 times table knowledge to work out my 7 times table. Green/Blue Harry said that when we multiply our answer will always be bigger than the number we started with – is he right?

YOUR TURN TO TEACH Now you have to teach me how to find the product of 7 and 8. I AM GOING TO USE A NUMBER LINE TO SHOW MY UNDERSTANDING.

Reflection What have we done? What have we learnt? What is difficult?

TOMORROW Finding different multiples for one product. Using a number line to check our answers. One of the multiples was given.

Securing number facts Year 5

At year 5 we are becoming more confident in using our timetables. We are going to do some counting focusing on: 7 and 8 What are the difficult bits?

Modelling the difficult bits.

What did we learn yesterday? Could you explain what a product is? How would we find the product?

The product is 30. At least one of the numbers is a multiple of 5. CAN WE USE A NUMBERLINE TO SHOW THIS.

What other possibilities are there? Use the number line to help you?

The product is 24. At least one of the numbers is a multiple of 4. CAN WE USE A NUMBERLINE TO SHOW THIS.

What other possibilities are there? Use the number line to help you?

Group work Red to find numbers that multiply together to give the products : Amber to find numbers that multiply together to give the products : Green to find numbers that multiply together to give the product : Blue to find combinations of whole and decimal numbers that multiply together to give the product : How many different calculations can you find? USE A NUMBER LINE TO EXPLAIN YOUR WORKINGS OUT.

YOUR TURN TO TEACH Now you have to teach me how to find the product of 9 and 8. I AM GOING TO USE A NUMBER LINE TO SHOW MY UNDERSTANDING.

Reflection What have we done? What have we learnt? What is difficult?

TOMORROW What is a factor? Counting back wards Know our 8 and 7 times tables better Recording our mental jottings

Securing number facts Year 5

We are becoming more confident in using our timetables. We are going to do some counting focusing on: 8 times tables. Can we count in decimals? What are the difficult bits?

Counting-stick-further-ops.xls

What did we learn yesterday? Could you explain what a factor is? How would we find the factor?

Find all the factors of 30. Explain how you know you have found then all?

Find all the factors of 64. Explain how you know you have found then all?

Group work Red How does knowing our 2 times table help us to know our 4 times table – use Numicon to explore the relationship between multiples of 2 and 4. Amber/ Orange How can you prove that multiplying by 8 is the same as multiplying by 4 and doubling? Blue/ Green All numbers have an even number of factors – is this always, sometimes or never true.

Can you find me the all factors of 16? Use an array to record your mental jottings.Remember to be systematic eg 1 x ? Show with an array; 2 x ? Show with an array. Is there any thing you notice about your arrays?

Arrays Array-creator.xls

Reflection What have we done? What have we learnt? What is difficult?

TOMORROW Square numbers

Securing number facts Year 5

We are becoming more confident in using our timetables. Shall we see how confident?

What did we learn yesterday? What is a square number? Can you explain how to find out if a number is a square number?

Here are some numbers: How would we be able to find which numbers are square numbers? Are any of these square numbers (sort these into the table)? How can you prove they are square numbers?

Array-creator.xls

Group work Red ( work with teacher) to be given a variety of numbers and to investigate arrays which can represent the numbers and then identify which are square numbers. Amber/ Orange Use Numicon to create square numbers – which ones can you make with numicon? Green You have a set of cards numbered 1 – Can you use the cards to make all the square numbers up to 100. You may use any operation.

Square Numbers have an odd number of factors. Explain to your partner why this is.

What have we done? What have we learnt? What is difficult?

Securing number facts Year 5

In year 5 we are becoming more confident in using our timetables. We are going to do some counting focusing on our 8 times tables. If we know our 8 times tables do we know our 0.8 times tables? Counting-stick-further-ops.xls What are the difficult bits?

If I know that 8x4 = 32 What else do I know? Discuss in partners.

If I know that 8x9 = 72 What else do I know? Discuss in partners.

Group work Red I know my 2 times table – how can this help me to derive my 4 times table? Are there any other tables it can help with? Orange I know my 3 times table – how can this help me to find multiples of 6? Blue Green Using a 100 square mark off all the multiples of 1,2 5 and 10. Then mark off the multiples you can work out by knowing your 2,5 and 10 times tables – how many numbers does this leave which you would have to learn as facts?

YOUR TURN TO TEACH I know that 8 x 9 = 72 Teach me how to find out what else I know.

Reflection What have we done? What have we learnt? What is difficult?

Securing number facts Year 5

If I know that 9x4 = 36 What else do I know? Focus on: knowledge of place value; doubling and halving; nearby calculations. Discuss in partners.

If I know that 7x6 = 42 What else do I know? Focus on: knowledge of place value; doubling and halving; nearby calculations. Discuss in partners.

Group Work Red Make a list of the multiplication questions you know the answer to. Now using your knowledge of doubling see how many new table facts you can derive. Amber I know that 6x9 =54 What else do I know? Blue Investigate the products of multiples of 9 – what do you notice? Green Multiples of 3 are easy to spot – can you find out how by investigating multiples of 3.

Over the past two weeks we have been rehearsing multiplication facts to 10 × 10 and the related division facts. We have used known multiplication facts and place value to find related facts and Then found related division facts. We have extended our mathematical vocabulary to include sum, difference, product, factor and square number.

Reflection What do you feel confident about? What do you need to do more of? Talk with a partner and record your own assessments on a post it note.