1. Securing number facts, relationships and calculating.

2. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

3. Recognising patterns in a number sequence. Count up in twos on a counting stick and record the numbers on a white board. What patterns do you see? Explain why this happens. What about counting in 5s Can you start at any number and find a pattern when you count in fives?

4. What is multiplication? Explain to your partner what you think multiplication is? Draw an image to show 6 x 7 Look at the images other children have drawn. Can you explain if they have shown 6 x 7

6. How could you show multiplication on a number line. Look at the multilink Transfer this image to a bead string Now draw a number line to show what you have seen. Describe to your partner what you have actually done.

7. Talk to your partner about what these images show.

8. Look at the image on the grid What does it show?

9. Independent work Red Guided Use arrays for u x u Orange investigate: can multiplication be done in any order? Use an image to explain your findings. Green investigate :can multiplication be done in any order? Use an image to explain your findings. Blue investigate can: multiplication be done in any order? Use some written calculations to prove that your explanation is correct.

10. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

11. What is happening to these numbers? Look at the pattern and fill in the missing numbers. Which equipment could you use to help you?

12. Draw a grid on your own white board. Think of a rule. Eg. Increasing by 3. Fill in 3 numbers. Ask the class if they can work out the missing numbers.

13. Discuss with a partner. What do these images show you?

14. Multiplication is repeated addition. Investigate. Discus this statement with a partner. Is there any equipment you could use to help you work this out. Have your proof ready to share with the class. (This could be and image or number sentences or both)

15. Multiplication facts ITP

16. Red : Using multilink work out some multiplication sums from the 2 and 5 times table. Orange: Guided. Work on proving that multiplication is the same as repeated addition. Green: Produce a poster that proves multiplication is the same as repeated addition. Blue: Investigate that division is the same as repeated subtraction

17. Discuss blue groups findings in preparation for tomorrows main teach. Ask children to demonstrate on a bead bar 15 divided by 3

18. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

19. Using a bead bar count in steps of 3. How could this help us count in steps of 6? Which other pairs of numbers could we apply this to? Prove it. Use the ITP to test the theory.

20. What is division? Talk about this with a partner. Have a look at this image. What does it show? Show me this on a bead string. Write a number sentence for this image.

21. What does this image show?

22. -4 0 4 8121620 Write a number sentence to represent this image. What does this image show? Start with 20 on your bead string and follow the arrows. What operation have you carried out?

23. Red: Draw a number line to show your 5 x table. Use a bead string to help you. Start at 50 and work back to 0 -5 5045 0 Orange: as red but work on 4 and 6x table as well Green: Guided. Prove that division is the same as repeated subtraction. Blue: Is division the inverse of multiplication. Investigate and provide a proof.

24. What is the relationship between repeated addition and repeated subtraction?

25. Problem solving day

26. Play a game of countdown. Use any of the 6 numbers once to get as near to the total as possible. Remember you can use. You have 2 minutes. Don’t forget you have to be able to explain your method.

27. When you are trying to solve a mathematical problem what do you have to think about? 1.What are you trying to find out? 2.Where is your starting point? 3.What operation or operations are you going to use?

28. Discus with your partner how you will start. What are the three operations you will need to work out the solution?

29. Red: start with 10 coins and put the coins into 3 different piles. Make up rules for each pile using or Orange: Start with 15 coins and put the coins into 3 different piles. Make up rules for each pile using or Green: Start with 25 coins and put the coins into 3 different piles. Make up rules for each pile using and Blue Start with 30 coins and put the coins into 4 different piles. Make up rules for each pile using all 4 operations.

30. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

31. Can 113 be a multiple of five. Discuss this with your partner. Can a multiple of 4 ever end in a 7? Explain your thinking.

33. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

34. If I have 6 5p coins how much money would I have? If I had 70p in 10p coins how many coins would I have? Can you think of a similar question using 20p or 50p coins. Blue group can you think of a problem involving 5p, 10p and 50p coins?

35. What does the array show? Write 2 number sentences for this image.

36. Can you write a number sentence using Is there more than one number sentence you could write? How about if you are allowed to use as well. How many number sentences can you write now?

37. Red: Create a poster to show an array of 4 x 5. Decorate around the poster with all the number sentences for multiplication and division. Orange: Create a poster to show an array of 6 x 4. Decorate around the poster with all the number sentences for multiplication and division. Green: Create a poster to show an array of 7 x 8. Decorate around the poster with all the number sentences for multiplication and division. Blue: Guided Create a poster for the array 16 x 8

38. How could you check that you have the correct answer? There are 24 jelly babies in a packet. If all the jelly babies are shared between 6 lucky children, how many jelly babies will they have each?

39. Think about this array. What does it show? How can we make this easier to work out?

40. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

41. Spreadsheet Interactive resource. NNS resource library.

42. What does this array show? Is there a way we could break it down to make it easier to work out?

43. 5 x 10 5 x 2

44. Do not count all the dots. Talk to your partner How could you work out what this array shows using what you already know?

45. 6 x 10 +6 0 60 66 7278 Explain what the number line shows

46. Red. Guided. Use counters to create arrays for Ux U some children may be able to write a division sentence too. Orange. Work out total number of dots in arrays using x 10 Green Work out total number of dots in arrays using x 10. Use a number line to record your findings. Blue solve multiplication sums using X 10 on a number line.

47. There are 5 children who have all collected 14 books for the Christmas fair. How many books will there be on the book stall?

48. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

49. How could this image help you work out 30 + 70? Or 100 – 40?

50. Three numbers add up to 100. Two of these numbers are 50 and 20, what is the third. What do you need to know to find out the missing number?

52. In your pairs only one of you is allowed to do the writing. The writer can only write down what your partner tells you. The writer is not allowed to talk. Think about ways in which you could solve these problems 9 7 3 5 = 8 Think carefully about which operation should be in between the digits.

53. How many multiples of 2 are there between 175 and 184? How many multiples of 4 would there be? Explain you answer?

54. Paul buys 12 lollies that cost 5p each. How much will Paul need, to be able to pay for all the lollies?

55. How many teams of 3 can be made from 10 people?

56. Independent work. Red- use your knowledge of multiples of 2, 5 or 10 to think of a mathematical Problem for the class to solve. Orange: Guided Think of a division or multiplication problem for the class to solve. Green: Think of a division or multiplication problem for the class to solve. Make sure that you are able to solve your own problem. Test it out on some one in your group. Blue: Think of a division or multiplication problem for the class to solve. It must have at least one teen number. Make sure that you are able to solve your own problem. Test it out on some one in your group.

57. Problem solving day

58. Play a game of countdown. Use any of the 6 numbers once to get as near to the total as possible. Remember you can use. You have 2 minutes. Don’t forget you have to be able to explain your method.

59. When you are trying to solve a mathematical problem what do you have to think about? 1.What are you trying to find out? 2.Where is your starting point? 3.What operation or operations are you going to use?

61. Red: Think of a problem with rockets that make 2 and 5 stars Orange: Think of a problem with rockets that make 4 and 5 stars. Green: Think of a problem with rockets that make 4 and 6 stars. Blue: Think of a problem with rockets that make 12 and 7 stars.

62. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

63. http://www.primarygames.co.uk/pg6/fractions/HareAndTortFracs.swf Can you fill in the missing numbers on this blank 100 square?

65. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

66. Moon maths. How well do you know your tables? http://www.primaryresources.co.uk/online/moonmat hs.swf http://www.primaryresources.co.uk/online/moonmat hs.swf

67. W.A.L.T. I can find fractions of shapes Primary Resources: Maths: Numbers and the Number System: Fractions, Decimals & Percentages PP Year 3Introducing Fractions (Steve Kersys)

68. Red : finding halves of shapes. Primary Resources: Maths: Numbers and the Number System: Fractions, Decimals & Percentages Halves (Angela Bently) DOCPrimary Resources: Maths: Numbers and the Number System: Fractions, Decimals & PercentagesDOC Orange: Primary Resources: Maths: Numbers and the Number System: Fractions, Decimals & Percentages Fractions for Beginners (Carol Wright) DOCPrimary Resources: Maths: Numbers and the Number System: Fractions, Decimals & PercentagesDOC Green. Using squared paper create coloured patterns. Give fraction of whole shape for each colour. Blue. Using squared paper create coloured patterns. Give fraction of whole shape for each colour.

69. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

70. W.A.L.T. I can find fractions of shapes which are the same (equivalent) Fairy cakes needed. Look at the fairy cake that is cut into 2 halves and the one that is cut into four quarters. Would you prefer to have either one half or two quarters? Discuss with a partner and explain your answer. Would you prefer to have one quarter or two eights of the cakes? Primary Resources: Maths: Numbers and the Number System: Fractions, Decimals & PercentagesPrimary Resources: Maths: Numbers and the Number System: Fractions, Decimals & Percentages Equivalent Fractions (Sarah Sergeant) PP. Year 3

71. Red: Investigate the equivalent fractions are quarters. Use fraction blocks to help. Orange. Investigate the equivalent fractions around eights. Use fraction blocks to help you. Green: Investigate the equivalent fractions around thirds. Use fraction blocks to help you. Blue: Some fractions do not have equivalents. Investigate this and provide the proof. All groups be ready to discuss you findings at the end of the lesson.

72. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

73. W.A.L.T. I can find fractions of numbers Draw a line to divide your white board in half. Take 16 counters and divide them equally in half. Write a number sentence to show what you have done. Now divide your white board into 4 equal parts. What is each section ? Divide the 16 counters fairly. Write two number sentences that show this. Use some counter and your white board to show ¼ of 20.

74. Show 24 4 with the counters on your white board. How about two eights of twenty four. Discuss with your partner what you have noticed.

75. Fraction Problems Reds There are 38 Smarties in a packet. If I gave you half of my packet, how many Smarties would you get? ________ Smarties

76. Fraction Problems Orange If 1/4 of a packet of Jelly Beans has 7 sweets. How many are there in a whole packet? ______ Beans

77. Fraction Problems Green A large chocolate cake weighs 800g. How much does 1/2 of the cake weigh? __________ How much does 3/4 of the cake weigh? 1/4 weighs _______ so 3/4 weighs _______

78. Fraction Problems Blue Sixteen Aliens visit earth. Twelve of them are green. What fraction are not green? ____ or ____

79. When you have solved your problem can you think of another one to test out on the class?

80. Practice what you have learnt. http://www.primarygames.co.uk/pg6/fractions/HareA ndTortFracs.swf http://www.primarygames.co.uk/pg6/fractions/HareA ndTortFracs.swf

81. What are we learning about in this unit of work? To find patterns and relationships between numbers. To understand the operations of multiplication and division. To understand how a whole shape can be divided into fractions.

82. Spreadsheet Interactive resource. NNS resource library.