Primary Framework contact | Primary Framework site map
Primary Framework search
| Objectives Children's learning outcomes are emphasised |
Assessment for learning | ||||
|---|---|---|---|---|---|
|
Look at this problem. |
||||
|
Tracey works out that 92 cm |
||||
|
I spend £6.78 and £2.84 on shopping. Work out how much I have spent altogether. Explain each step of your calculation.
Work out 91 |
||||
|
An egg weighs about 50g. Roughly, how much do 6 eggs weigh? Jot down how you worked this out. |
||||
|
How many 5-minute cartoons can I watch in 20 minutes? What division
calculation matches this problem? What multiplication fact can help you
to find the answer? |
||||
|
Paula says that angle A is smaller than angle B. Is she right? Explain your answer. |
||||
|
|
||||
|
How would a digital clock show the time twenty minutes to six ? |
||||
|
You have to explain how you solved this problem to your group.
Record your method on a whiteboard. Practise what you will say. Make
sure that you explain every step in order. |
Children use a range of calculation strategies to solve problems involving money and measures. They respond to oral or written questions, identifying appropriate calculations to solve the problem. They use a range of mental, mental-with-jottings and paper-and-pencil methods to record their working. They explain their method, ensuring that all stages are included, and state the answer in the context of the original problem. Children check the results of calculations by repeating addition in a different order, using an inverse operation or using an equivalent calculation.
Children use their knowledge of pairs of numbers that total 100 to find change in money problems . For example, to find the change from £5 when buying two items that together cost 83p, children recognise that 83p add 17p makes 100p or £1 and that another £4 is needed to reach £5, giving £4.17 change. They use such methods to solve problem such as:
Ella buys one toy costing 35p and another costing 48p. She pays with a £5 note. How much change does she get?
Children use doubling and halving. For example, they can work out a recipe for eight people or two people by doubling or halving the quantities for four people. They check their calculations using the inverse operation.
Children recognise when a problem involves multiplication or division. They understand that multiplication and division are inverses and use this to check answers. Children recognise that where a problem involves division the answer may involve a remainder and that they need to consider the context to decide whether to round the answer up or down. They use practical and informal written methods to solve problems involving two-digit numbers such as:
Will balances a pear with three 50g and three 20g weights. How much does the pear weigh?
Jake has£2. He wants to buy seven packets of crisps. They cost 31p each. Does he have enough money?
A song book is 3 cm wide. How many copies of the song book can be placed on a 65 cm shelf?
Children round measures in appropriate contexts to answer problems such as:
Roughly how many chairs will fit across the back wall of the classroom if each chair is 45 cm wide and the back wall of the classroom is 8 
metres wide?
They use rounding to give approximate answers to problems where they choose to use a written method. For example, when finding the total of £6.78 and £2.84, children recognise that £6.78 is less than £7 and £2.84 is less than £3, so they expect the answer to be a little less than £10.
Children appreciate the importance of the units when they solve measures problems. For example, to solve the problem:
Wesley is 86 cm tall and Rob is 1 m 14 cm tall. How much taller is Rob than Wesley?
They realise that they need to convert 1 m 14 cm into 114 cm. Children remember that 1 hour is 60 minutes when they solve time problems, such as finding a start or end time for a given interval. For example, to find what time the school play will end if it starts at half past 7 and runs for 50 minutes, children first count on 30 minutes from half past 7 to bridge to 8 o'clock; this leaves 20 minutes, so the play will end at 20 minutes past 8. They choose to draw a time line to record this. Children explain their choice of method to others and discuss alternative strategies.
Children read numbered and partially numbered scales to the nearest division and half-division, for example using the ITP "Measuring cylinder".
They apply their skills when they solve practical measuring problems. For example, they pour 100 ml of water into three differently shaped bottles, using this to estimate the capacities when the bottles are full, and then checking how close their estimates were by measuring.
Children continue to develop their understanding of angle. For example, they use geostrips or strips of card joined by a split pin to create an "angle-maker" and use it to show angles that are less than, more than or approximately equal to a right angle. They use a set-square to compare given angles (for example, the angles in a 2-D shape) with a right angle. They place two right angles together and realise that they form a straight line.
|
Activities |
|
|
None currently available |
|
Objectives for Springboard intervention unit |
Springboard unit |
|
Solve simple word problems involving money |
Springboard 3 Unit 9 sessions 1 and 2 (PDF 302KB) |
|
Diagnostic focus |
Resource |
|
Writes a remainder that is larger than the divisor - spotlights 2 and 3 |
6a Y4×/÷ |
Click here for information on different file formats and their usage.
48 cm=56 cm.
£2.84 be closer to £8, £9 or £10?
Channel information • Teaching resources • Streaming video of all programmes