2. Skill breakdown: 329 less than 1453
List

4. - 7 2
2 6 5
2 6 5
- 7 2
2 6 5
- 7 2

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

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

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

14. 20 ÷ 5 = __

15. 20 ÷ 5 = 4
21 ÷ 5 = __ remainder __

17. 16 14 20 18 24
Divides by 3, no remainder
Divides by 4, no remainder

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

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

21. Split numbers to divide 52 ÷ 4

22. Split numbers to divide 52 ÷ 440 12 4 4 4 4 4 4 4 4 4 4 4 4 4

23. 45 ÷ 3
70 ÷ 5

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

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

29. 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

33. mirror

46. 683

49. 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: