The table below lists the first 11 half-hour lessons designed for use over about half a term. They can be downloaded in PDF format from the NNS Web site [click on 'download/order' at the top right of this page to access them]. The next 11 lessons will be available in February 2002 and will also be available on the National Numeracy Strategy Web site.
The table also shows how the lessons link to the Units teachers are likely to be using during the Spring Term, though not necessarily in the order they are presented here. The objectives of each lesson draw on those in the Framework.
Each lesson has a sharp focus and is independent of the other lessons. However, there is scope to combine two half-hour lessons into a one-hour lesson as the topics are often related. This may require some minor changes to the structure and timing of the lessons.
The content of the lessons covers aspects of mathematics that the target group of children appears to find difficult. To help teachers with their lesson preparation and teaching, copies of related past Key Stage 2 national test questions have been included. With each question there is a brief analysis of children’s answers, and an outline of the key features teachers might address in their planning and teaching to help children cope more successfully with the mathematics.
|
Lesson topic |
Objectives |
What children should be able to do by the end of the lesson |
| 1 |
Place value |
Order a set of decimal numbers and identify the most significant digit when sorting numbers |
Order a set of decimals |
| 2 |
Multiplication and division 1 |
Identify and use the inverse relationship between multiplication and division |
Write down the family of facts when given one fact.
Solve 17.4 X  = 40.02 by calculating 40.02 ÷17.4 |
| 3 |
Multiplication and division 2 |
Express a quotient as a fraction or as a decimal when dividing a whole number by 2, 4, 5 or 10
Represent halves, tenths, and fifths as fractions and decimals
|
Represent the remainder as a fraction, using the divisor as the denominator |
| 4 |
Multiplication and division 3 |
Use informal written methods to support, record or explain multiplications |
Use the grid method for multiplying three-digit numbers by two-digit numbers or by numbers to one decimal place |
| 5 |
Problem
solving 1 |
Identify and use appropriate operations (including combinations of operations) to solve word problems |
Identify the key words and select the
appropriate calculation |
| 6 |
Problem
solving 2 |
Develop calculator skills and use a calculator effectively |
Solve problems in context using a
calculator
Interpret a calculator display |
| 7 |
Fractions decimals and percentages 1 |
Order fractions by converting to a
common denominator
|
State the decimal equivalents for tenths and fifths
Convert a set of fractions into a set of equivalent fractions with a common denominator |
| 8 |
Fractions decimals and percentages 2 |
Express percentages as simple fractions and simple fractions as percentages
|
Represent 43% as 0.43
and 43/100
Convert 1/2,1/4,1/8, 1/5,1/10
into percentages |
| 9 |
Fractions decimals and percentages 3 |
Calculate simple percentages of whole
number quantities |
Find a percentage of a quantity by halving and quartering and finding multiples of 10%
Find a percentage of a quantity by first finding 1%, then multiplying |
| 10 |
Fractions decimals and percentages 4 |
Use a calculator to convert a fraction to its decimal equivalent and to find a fraction of a quantity |
Convert fractions to decimals
Calculate a fraction of a number or quantity |
| 11 |
Transforming shapes |
Recognise where a shape will be after a reflection in a mirror line touching the shape at a point |
Reflect a shape in a mirror line that is not parallel to a side of the shape |
