Maths Lesson Plan Thurs.doc
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Lesson : Maths Makes Sense (Data & Measure – Block 1 – Lesson 1) Teacher: AS/RM Date: 25/09/14 Year Group/Class: Kennedy / Knight Class Other Adults: H. Heather (Kennedy) WALT: Solve word problems by drawing the Real Life Story Success Criteria: - I can follow the MMS ‘Think About the Word Problem!’ steps to success (see overleaf). - I can use informal jottings to help answer a Word Problem. - I can talk about my work and explain the Maths I am doing. Background to lesson: This is the first lesson involving Word Problems in Year 5. The children should have experience of ‘Think About the Word Problem!’ from Year 4. Most of the children should be able to solve the relatively simple division problems involved (a fair times tables knowledge required) this lesson will address the issue of following the steps to success and effectively and efficiently displaying their working out through informal jottings (drawings) and Maths Stories. Differentiation is given by support for the task. Harder questions is not appropriate – children’s methodology is being assessed. Introduction: - Ask children to read and write the WALT and discuss their understanding of Real-Life Story. - How will you be successful today? Show the MMS ‘Think About the Word Problem!’ guide and illicit understanding and familiarity from Year 4. - Share with children the print out of ‘Think About the Word Problem!’ and (if available) ask them to stick it on to their page for reference. - Share Q1 and start at step 1 ‘Think About the Word Problem!’ – Read the problem aloud with the class and ask them to read together. - Recap EXPLICIT (Obvious, in your face information – no ‘thinking’ required). Highlight. - Recap IMPLICIT (Not so obvious, requires you to assume things or make judgements). Highlight. - Step 2 – what is the Real-Life story about? Barrels, water, buckets and litres (these are ‘real’) - Draw or act out the Real-Life Story. We can’t act it out, we don’t have enough water! But we can ‘draw’ it with ‘informal jottings’. Draw a large ring to represent the 40L or water. Think about piles of 2L (the buckets) and draw them inside the large ring. “This is a pile of 2L for each ring you draw” – do this twenty times! - Step 3 – Write the Maths Story. ‘We are making same size piles’ – what is the operation? ÷ - Write 40 ÷ 2 = ? - Step 4 – Speak it! It needs to be real, so add in the units (litres) so that it makes sense. Speak it – write it. (40L ÷ 2 = 10L [Forty litres divided by two equals ten litres.]) - Step 5 – Write the answer! Read the question again and write a full sentence to answer it. ‘20 buckets can be filled from the barrel.’ - DONE! Easy? This lesson comes with a warning! - [The answer is not the important part today!] - [Check the WALT! ] - [Showing you understand the word problem by drawing it and writing Timing 5mins 15mins
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Transcript of Maths Lesson Plan Thurs.doc
Lesson : Maths Makes Sense (Data & Measure – Block 1 – Lesson 1)
Teacher:AS/RM
Date:25/09/14
Year Group/Class: Kennedy / Knight Class Other Adults: H. Heather (Kennedy)
WALT: Solve word problems by drawing the Real Life StorySuccess Criteria:
- I can follow the MMS ‘Think About the Word Problem!’ steps to success (see overleaf).- I can use informal jottings to help answer a Word Problem.- I can talk about my work and explain the Maths I am doing.
Background to lesson:This is the first lesson involving Word Problems in Year 5. The children should have experience of ‘Think About the Word Problem!’ from Year 4. Most of the children should be able to solve the relatively simple division problems involved (a fair times tables knowledge required) this lesson will address the issue of following the steps to success and effectively and efficiently displaying their working out through informal jottings (drawings) and Maths Stories. Differentiation is given by support for the task. Harder questions is not appropriate – children’s methodology is being assessed.
Introduction:- Ask children to read and write the WALT and discuss their understanding of
Real-Life Story.- How will you be successful today? Show the MMS ‘Think About the Word
Problem!’ guide and illicit understanding and familiarity from Year 4.- Share with children the print out of ‘Think About the Word Problem!’ and (if
available) ask them to stick it on to their page for reference.- Share Q1 and start at step 1 ‘Think About the Word Problem!’ – Read the
problem aloud with the class and ask them to read together.- Recap EXPLICIT (Obvious, in your face information – no ‘thinking’ required).
Highlight.- Recap IMPLICIT (Not so obvious, requires you to assume things or make
judgements). Highlight.- Step 2 – what is the Real-Life story about? Barrels, water, buckets and litres
(these are ‘real’)- Draw or act out the Real-Life Story. We can’t act it out, we don’t have enough
water! But we can ‘draw’ it with ‘informal jottings’. Draw a large ring to represent the 40L or water. Think about piles of 2L (the buckets) and draw them inside the large ring. “This is a pile of 2L for each ring you draw” – do this twenty times!
- Step 3 – Write the Maths Story. ‘We are making same size piles’ – what is the operation? ÷
- Write 40 ÷ 2 = ?- Step 4 – Speak it! It needs to be real, so add in the units (litres) so that it makes
sense. Speak it – write it. (40L ÷ 2 = 10L [Forty litres divided by two equals ten litres.])
- Step 5 – Write the answer! Read the question again and write a full sentence to answer it. ‘20 buckets can be filled from the barrel.’
- DONE! Easy? This lesson comes with a warning!- [The answer is not the important part today!]- [Check the WALT! ]- [Showing you understand the word problem by drawing it and writing the Maths
Story is important!]- [Follow the 'Think About the Word Problem Steps'.]- [This is what I’m looking for]
Timing5mins
15mins
Main Activities - Differentiation- The solving of the problem (stating the answer is not important) the task is
differentiated by support based solely on confidence and mathematical ability. Sitting in groups / rows the following is encouraged:
- HA [Start the questions and work independently. If you have any problems ask your partner first.]
- MA [Work with your partner to answer the first couple of questions. When you are both confident continue independently. Use your partner for help if you need it.]
- LA [Work with me through Guided Practice until confident to work with a partner and then independently.]
35mins
- EXT: Create own Real-Life word problems that can be solved by your partner.Plenary:
- Ask HA to share their own example questions and ‘teach’ the class how to solve them.
- Ask class for feedback and to offer suggestions based on the ‘Think About the Word Problem!’ steps to success.
10mins
Assessment:Assess each group for individual work (red group), partner support work (blue/green) and guided practice (yellows).Look for next steps and possibility of moving on to multi-step word problems.Resources:‘Think About the Word Problem!’ mini print out for Maths books x 30Sheet of 10 division questions related to the work covered.Flipchart (Y05-B01-Data&Measure-L1-Solve Division Word Problems.flipchart)Key Vocabulary: Maths StoryWord ProblemImplicitExplicitReal-Life Story (and basic Real-Life Story)Health and Safety: N/A
