Skill breakdown: 329 less than 1453 List

- 7 2 2 6 5 2 6 5 - 7 2 2 6 5 - 7 2

Count up, e.g. 9-7 Count back, e.g. 9-2 Two parts, e.g. 9-4

Count up, e.g. 9-7 Count back, e.g. 9-2 Two parts, e.g. 9-4

Skill breakdown: 54 ÷ 3 Recall 3 times table facts Division as grouping Concept of remainders Inverse of multiplication (estimate) Partitioning (30&24)

20 ÷ 5 = __

20 ÷ 5 = 4 21 ÷ 5 = __ remainder __

16 14 20 18 24 Divides by 3, no remainder Divides by 4, no remainder

Rank by Difficulty 18 ÷ 4 12 ÷ 4 52 ÷ 4 40 ÷ 4

Split numbers to divide 52 ÷ 4 How many 4s in 52?

Split numbers to divide 52 ÷ 4

Split numbers to divide 52 ÷ 4 40 12 4 4 4 4 4 4 4 4 4 4 4 4 4

45 ÷ 3 70 ÷ 5

Comparing fractions: 1 4 and 1 6 3 4 and 5 6 Adding fractions: 5 6 + 1 3 Equivalent fractions: 1 2 is equivalent to… 3 4 = 12 Improper fractions ↔ mixed numbers: 12 8 1 2 3

Need to convert a fraction? 𝟑 𝟖 + 𝟏 𝟖 𝟐 𝟑 + 𝟐 𝟔 𝟏 𝟐 + 𝟐 𝟒

Need to convert a fraction? 𝟑 𝟖 + 𝟏 𝟖 𝟐 𝟑 + 𝟐 𝟔 𝟏 𝟐 + 𝟐 𝟒 What is the common denominator? 𝟑 𝟖 + 𝟏 𝟒 𝟐 𝟑 + 𝟐 𝟔 𝟏 𝟑 + 𝟐 𝟓

mirror

683

Intended outcomes: Aspect of pedagogy you will focus on; the nature of the improvement you hope to see; target groups of children that you will focus on (if applicable). Action plan within classroom: Resources/techniques used. How you will judge the success of your actions: Before/after assessments; data; observations of colleagues. Outcomes that you intend to share during the next session: