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# Teacher: maged

Week: block 4 week 1
Date:

## Lesson Objective Main Activity and Recourses

no.
1 Plot and identify coordinate Display all four quadrants of a coordinate grid, e.g. use Coordinates.
points in all four quadrants, Explain that (x, y) is an ordered pair of numbers. The point (0, 0) is
and find coordinates of points the origin. Show how to plot points by going left/right the value of x
determined by geometric and up/down the value of y. Point to various points, asking students
information
to write the coordinates on their whiteboards. Check they are
written correctly.

2 Generate coordinate pairs Show y = x drawn on axes–10 ≤ x ≤ 10, –10 ≤ y ≤ 10, and this
that satisfy a linear equation, table.
where y is given explicitly in
terms of x, and plot the
Check their answers by substituting some • What do you
corresponding graphs more values of x and y from the line. Repeat think the
with the graphs of y = x – 4, y = –x and y = equation of the
2x. line is?
3 Exercises on the function (www.amblesideprimary.com/ambleweb/)
machine
4 Use the laws of arithmetic and Write 5.8 + 􀂅= 6 on the board. Make sure that students
inverse operations to simplify understand that this means ‘What do I need to add to 5.8 to make
calculations with whole 6?’, and that the answer (worked mentally) is 0.2.
numbers and decimals
Say that another method is to rearrange the equation 5.8 + 􀂅= 6.
Ask what the other three equations could be and establish that they
are:
􀂅+ 5.8 = 6 5.8 = 6 – 􀂅􀂅= 6 – 5.8
• Which of these would be the easiest to complete? What is the answer?
5 Use an efficient written method By using dividing ITP STUDENTS WILL TRY TO ANSWER QUSTION LIK
to divide three-digit by two- Demonstrate more examples, such as 750 ÷ 24, this time
digit whole numbers, e.g. 172 continuing the division to two decimal places. Show the answer in
× 35, 736 ÷ 23
all three forms: quotient with remainder, mixed number or decimal
fraction.

6 Use an efficient written method Give students the calculation: 9.42 × 6. Establish that the answer will
to multiply decimals with up lie between 9 × 6 = 54 and 10 × 6 = 60.
to two places by single-digit
Draw a grid. Partition 9.42 into 9 + 0.4 + 0.02. Work with the class to
whole numbers, e.g. 13.7 ×
8, 4.35 × 5 complete the grid. Add 54, 2.4 and 0.12 (either mentally or in columns) to
get the total 56.52, which matches the estimate

7 Key into a calculator and Give students the calculation: 248 g + 472 g to do with a calculator.
interpret in the display whole • Roughly, what is the answer? (200 + 500 = 700 )
numbers and decimals
representing money, e.g. 3.5 Ask what they should key in. Because both amounts are in grams,
representing LE 3.50 they can key in 248 + 472 = to get 720 in the display. Confirm that
this means the answer is 720 grams, which accords with the
estimate.
• For an answer in kilograms, what must I do? (÷ 1000 to get 0.72 kg)
Repeat with 4.24 kg + 1.47 kg. Ask students to do the calculation
on their calculators (remind them to clear the display first), and to
tell you the answer. Stress the need to include units in the answer.
• For an answer in grams, what must I do? (× 1000 to get 5710 g)
Now write 5.43 m + 8.27 m for students to calculate. Establish that
the display of 13.7 represents 13.7 metres, or 13 metres 70
centimetres.
• For the answer in centimetres, what must I do? (multiply by 100)
• How would you key in thirteen metres and seven centimetres?