Day 1

1. Day 1

2. L.O.1 To multiply and divide whole numbers up to 10 000 by 10 or 100

3. 69 Q. What will be the product if I multiply this by 10?

4. REMEMBER Digits move to the LEFTwhen multiplying Digits move to the RIGHT when dividing COPY THIS INTO YOUR BOOK

5. Q. What will happen if I divide 10 by 10? Q. What will happen if I divide 1 by 10?

6. L.O.2 To be able to use, read and write standard metric units of length including their abbreviations and relationships between them. To be able to convert larger to smaller units of length To know imperial units (mile)

7. Q. Tell me the name of a measurement of length. Q. Which of these units is the longest?

8. Q. How many m. are there in 1 km.

10. ACTIVITY Identify equivalent measures Explain to your partner why they are equivalent

11. Q. How do you remember the terms ‘kilo’, ‘mile’ and ‘centi’?

12. 3.2 m. 3200mm. 3.2cm. 32mm.

13. 450 Q. If this were a measurement in mm. what would the equivalent in cm. be?

14. 270 3600 82 560

15. By the end of the lesson children should be able to: Use correct abbreviations m/cm/mm Convert between metric units of length and know e.g.1.6m. = 160 cm.

16. Day 2

17. L.O.1 To be able to use vocabulary related to measure. To know and be able to use relationships between familiar units.

18. 2m. This is a metre stick Q. What is this measurement? Q. What is this measurement in m. , cm. and mm. 1m.

19. 3m Write in your books the different measurements pointed to. This is a 2 metre stick 1m

21. Use your sheet OHT 9.3 to answer these. Record the answers in your book. 1.Which measurement is nearest to the width of your fingernail? 2. Which is nearest the length of the classroom? 3. Think of things which approximate to other measurements shown and record them. Prisms – 8 measurements Spheres – 6 measurements Tetrahedra – 5 measurements Record your measurements in other units as well.

22. L.O.2 To be able to estimate / measure and draw lines to the nearest mm.

23. You will need a ruler which measures in mm. Work with a partner. One of you draw a line 15cm. long - the other will check. Now the other will draw a line 150mm. long which the first will check. Q. Why is it important to start measuring from zeroon the ruler and not from the end of the ruler?

25. Q. How did you decide on your estimate? Q. Who was the closest to their estimate? Explain your methods.

26. Continue playing the game.

27. Q. Did your methods of estimation change as you played the game? Q. In which jobs might you need to measure so accurately?

28. To finish we are going to estimate then measure the distances between the points 5 and 6 then 8 and13.

29. By the end of the lesson the children should be able to: Measure and draw lines to the nearest millimetre. Read and write standard units of lengths, mm. cm. and m.

30. Day 3

31. L.O.1 To be able to double or halve any whole number to 100

32. We are going to halve numbers then double them. 46 78 54 26 82 40 25 56 37 REMEMBER ! When we double we x 2; when we halve we /2

33. L.O.2 To understand, measure and calculate the perimeter of polygons. To be able to express the formula for the perimeter of a rectangle as “twice length, twice breadth”.

34. Q. What is the correct mathematical term for finding the distance around the outside edge of a 2-D shape? Q. How would we calculate this distance? Take and discuss answers.

35. Perimeter

36. Q .How can we calculate the perimeter of this shape? Q. When we calculate the perimeter of a rectangle do we need to measure all the sides?

37. We can use the formula twice the length plus twice the breadth This is often written as (2 x L) + (2 x B)

38. In your book draw a rectangle which has two sides of 8cm. and two of 5cm. Find the perimeter of your rectangle by using the measurements of only TWO sides. Complete this equation by filling in the numbers: P = ( 2 x ) + ( 2 x ) = + = cm.

39. Q . Can you think of any shapes where you would not need to measure every side to calculate the perimeter. Answers please!

40. A regular hexagon would be six times the length of one side - its formula is 6 x L

41. LOOK at Activity Sheet 9.2 Decide which shapes would need every side measuring and which ones could have short cuts. Write the letter for each shape in your book and next to it express the perimeter of that shape in words and in letters where appropriate. e.g. Perimeter Shape A : Measure every side B : Short cut

42. REMEMBER When calculating the perimeter of a rectangle we do not have to measure all four sides, only two. We can then use the formula P = (2 x L) + (2 x B) or, if we use lower case letters…. p = (2 x l) + (2 x b)

43. Calculate the perimeters of shapes D, E, G and J. Convert your answers to millimetres. In each case write down the number of sides you measured and show how you worked out the perimeter.

44. By the end of the lesson children should be able to: Express the formula and calculate the perimeter of a rectangle.

45. Day 4

46. L.O.1. To be able to choose and use appropriate number operations to solve problems

48. FOUR IN A ROW Use Resource Sheet 9.2 Take turns with a partner to roll two 0 – 9 dice. Any of the four number operations may be applied to the numbers you roll e.g. if you roll a 6 and a 7 you could place counters on squares 42 ( 6 x 7 ), 13 ( 6 + 7 ) and 1 (7 – 6 ). The first person to get four in a row wins.

49. L.O.2 To understand, measure and calculate the perimeter of rectangles and regular polygons. To be able to measure lines to the nearest millimetre. To be able to use, read and write standard metric units of length, including their abbreviations and relationships.

50. PROBLEM A farmer is fencing off sections of land using straight edges. For each section the farmer uses 30 m. of wire. What different shapes could each of the sections be? Show at least 5 different shapes. In each case show how you used the 30 m. of wiring. 10 minutes I will ask you for your answers later!