1. To Assess my Understanding of Types of Number 21-Nov-18
Today’s Title.
Today’s Date
To Assess my Understanding of Types of Number
21-Nov-18
To Assess my Understanding of
Types of Number
? / 09 / 15
Copy down the Title and Date and underline them.
Starter Activity
Complete the ‘Heard the Word Grid.’
Are there any key words that you have learnt or have a better understanding of now than you did at the start of this unit of work?

2. 5 4 3 2 1 Learning Objectives. Number line
I can round whole numbers to the nearest 10, 100 or 1000.
I can find multiples of any numbers up to 12.
 I can identify factors of two digit numbers.
I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9
I can find all the factors of number by checking for divisibility.
I can square and cube numbers.
I can square root a number.
I can round numbers to a given number of decimal places or significant figures.
I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple.
I understand and can use powers (square, cube and higher).
I understand that not all number will have an exact square root.
I can express a number as a product of its prime factors.
I can convert numbers into standard form 

3. Lowest Common Multiple
Key Words / symbols
Never heard before?
Heard of but not sure what it means?
Know what it means and can explain it in context
Jot down your ideas here...
Factor
Multiple
Prime
Square
Square Root
Indices
Highest Common Factor
Lowest Common Multiple

4. 1
Question
Answer
Fluency
Write down 5 multiples of 4.
Problem Solving
Jack is thinking of two numbers.
They are both multiples of 3.
When Jack adds his numbers together his answer is more than 10 and less than 20.
What numbers could Jack be thinking of?
Reasoning
Convince me that 49p is 0 when rounded to the nearest pound.

5. 2
Question
Answer
Fluency
What is the square root of 81? (√81)
How do you know?
Problem Solving
David is thinking of a square number.
His number is more that 20 and less that 50.
What numbers could David be thinking of?
Reasoning
Ann says that 40 has more factors than 50?
Convince me that Ann is correct.

6. 3
Question
Answer
Fluency
a) Write down two prime numbers.
b) Round to 2 significant figures.
c) Round to 2 decimal places.
Problem Solving
Bill says that 4 is the Highest Common Factor of 24 and 48.
Jenny says that this is False.
Who is right? Explain your answer.
Reasoning
Polly Parrot squawks every 12 seconds.
Mr. Toad croaks every 9 seconds.
They both make a noise at the same time.
How many seconds before they will next make a noise at the same time?
Explain how you can use the Lowest Common Multiple to solve this problem.

7. 4
Question
Answer
Fluency
Write 320 as a product of its prime factors.
Problem Solving
Molly says that 455, written as a product of its prime factors is
91 x 5.
What mistake has Molly made?
Reasoning
Brian thinks that 180, written as a product of its prime factors is
2 x 2 x 3 x 3 x 3 x 5 x 5
How can I tell that Brian is wrong without drawing a prime factor tree?

8. 5
Question
Answer
Fluency
Write these numbers in standard index form. a) b) c)
Problem Solving
Height of a tall skyscraper: 4 × 102m
Height of a mountain × 103m
How many times taller is the mountain than the skyscraper?
Reasoning
Jack says that written in standard form is 234 x 104.
Convince me that Jack is wrong.

9. Use the space below to set yourself a question similar to the ones you were able to answer confidently.
Use the space below to answer the question that you have set yourself
My own question…
My answer…

10. 5 4 3 2 1 Learning Objectives. Number line
I can round whole numbers to the nearest 10, 100 or 1000.
I can find multiples of any numbers up to 12.
 I can identify factors of two digit numbers.
I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9
I can find all the factors of number by checking for divisibility.
I can square and cube numbers.
I can square root a number.
I can round numbers to a given number of decimal places or significant figures.
I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple.
I understand and can use powers (square, cube and higher).
I understand that not all number will have an exact square root.
I can express a number as a product of its prime factors.
I can convert numbers into standard form 

11. My teachers probing question
My answer
What I will do to act upon my ‘Even Better If’’ comment
Strategy
Tick the strategy you will use.
Complete a mymaths lesson or booster pack
Use a revision guide or text book
Ask my teacher to explain during a lesson
Ask a peer to explain during a lesson
Ask someone at home to help
Attend a revision session at school
Attend homework club
Something else (describe your strategy here)
Dialogue marking sheet.