Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins

Teacher: Ms Sasaka Class: 1-3 Term: 4 Week: 6

Strand: Measurement Sub-Strand: Unit 4: Capacity

Strand: Number Sub-Strand: Fractions Strand: Statistic Sub-Strand: Unit 5: Multiplication &
& Mass
Division

LEVEL 3b 3a
2b
3bNF01 Use read and write vocabulary related to fractions and
decimals 2bNM01 Use and begin to read related vocabulary for 3aMM01 Use, read and begin to write vocabulary related
multiplication and division to respond to oral questions to measurement
3bNF02 Find unit fractions of numbers or quantities phrased in a variety of ways
3aMM02 Measure and compare objects using metric units
3bNF03 Investigate equivalent fractions used in contexts; 2bNM02 Count in multiples (skip count) of: 2, 4, 5, 10; of length, mass and capacity; know the relationships
recognise simple relationships between fractions recognise 2-digit and 3-digit multiples of 2, 5 and 10; count in between metres and centimetres, kilograms and grams,
multiples of 100 from zero to 1000 litres and millilitres; choose and use appropriate units to
3bNF04 Count by quarters, halves and thirds, including with estimate, measure and record measurements
mixed numerals; locate and represent these fractions on a number 2bNM04 Derive quickly doubles of multiples of 5 up to 50 e.g.
line 35 x 2 3aMM03 Read, to the nearest division and half-division,
scales that are numbered or partially numbered; measure
3TM 02 Select and apply appropriate calculation and problem 2bNM05 Derive quickly doubles of all multiples of 10 up to and draw to a suitable degree of accuracy
solving strategies to solve problems involving one and two steps, 100; halves of multiples of 10 up to 100 e.g. half of 70
using technology as appropriate; estimate before calculating and 3aNN07 Make and justify estimates of numbers and
check the reasonableness of solutions; begin to formulate 2bNM06 Recognise and represent multiplication as repeated measurements in practical contexts
addition, groups and arrays to solve simple problems
OUTCOMES

problems and suggest extensions to investigations

3aNN09 Round numbers to at least 4-digits to the nearest
2bNM07 Recall multiplication facts: x2, x4, x5, x10 10, 100 or 1000
2bNM08 Multiply and divide by multiples of 10: Multiply a 3TM 02 Select and apply appropriate calculation and
single digit by 1 or 10 e.g. 7 x 10; 3 x 1 problem solving strategies to solve problems involving one
2bNM09 Represent division as grouping into equal sets and two steps, using technology as appropriate; estimate
(repeated subtraction) or sharing; solve simple problems using before calculating and check the reasonableness of
these representations solutions; begin to formulate problems and suggest
extensions to investigations
2bNM10 Begin to derive division facts from known
multiplication facts: x2, x4, x5, x10
2bNM11 Divide a 2-digit multiple of 10 by 1 or 10 e.g. 20 ÷
1, 80 ÷ 10
2TM 02 Use concrete materials, actions, diagrams and
technology to model and explore mathematical problems
involving one and two steps; begin to check the reasonableness
of solutions
 Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins
multiple of… multiplied by, multiply, times, times as, twice, multiple of… multiplied by, multiply, times, times as, twice, multiple of… multiplied by, multiply, times, times as,
multiplication facts, group, groups of, number of groups, number multiplication facts, group, groups of, number of groups, twice, multiplication facts, group, groups of, number of
in each, group, total, array, row, column, number of rows, number number in each, group, total, array, row, column, number of groups, number in each , group, total, array, row, column,
of columns, number in each row, number in each column, total, rows, number of columns, number in each row, number in each number of rows, number of columns, number in each row,
VOCABULARY

share, sharing, shared between, equal groups of column, total, share, sharing, shared between, equal groups of number in each column, total, share, sharing, shared
shared equally, part left over, division, … divide, divided by, half, shared equally, part left over, division, … divide, divided by, between, equal groups of, shared equally, part left over,
halve, divide by 2, divide into 2, equal, is the same as half, halve, divide by 2, divide into 2, equal, is the same as division, … divide, divided by, half, halve, divide by 2,
left over, double left over, double divide into 2, equal, is the same as, left over, double
Read signs for multiplication (x), division (÷), equals (=) Read signs for multiplication (x), division (÷), equals (=) Read signs for multiplication (x), division (÷), equals (=)
Use the term group to describe a collection of objects Use the term group to describe a collection of objects Use the term group to describe a collection of objects
Use the term sharing to describe the distribution of a collection Use the term sharing to describe the distribution of a Use the term sharing to describe the distribution of a
of objects collection of objects collection of objects
LI: Find unit fractions of quantities Range of contexts over 2 days LI: Name 3D objects LI: Measure containers to the nearest 100ml.

Teacher’s Guided Group Practice Practice

Have a series of word problem cards. Students identify which Students read the amount of liquid using different scales on
Mental Starter: Describe fractions of a whole (unit and proper operation and method to use. a range of measuring cylinders and containers.
fractions)
Interactive: Problem: Simon has K30 but owes his Dad 1/5 of Discuss in pairs as they solve the questions. To make it easier to read, add a few drops of food
20 minutes

this. How much should he give to his Dad? colouring to the water.
Discuss in pairs. Finding a fraction of a quantity we need to share Review in small groups in the plenary.
or divide by 5. So K30 ÷ 5 = K6 Students record results in a table as they rotate around the
Repeat with a range of examples and contexts, with more room.
complicated division also.
Model division problems TO ÷ O
Use short division to record. (Stage 2 in Teaching Written
Calculations: Guidance for Teachers).
Plenary: Exit Slip
Monday

Practice Teacher’s Guided Group

Find unit fractions of quantities - Find fractions of a range of
quantities using division (differentiate and link to multiplication Mental Starter: Name a range of 2D shapes
facts students should be learning).
Interactive: Matching 3D objects to their name: Collect
Sarah has a packet of balloons. The contents of
examples of cubes, cuboids, cylinders, spheres, cone, and
the packet are:
prisms and match them to name labels.
20 minutes

5 red balloons
5 blue balloons Plenary: Give a problem for the students to solve.
10 yellow balloons
Sarah says ‘One-quarter of the balloons are
red’.

Practice Teacher’s Guided Group

2
 Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins
Create a model and add labels to show the different shapes Mental Starter: Read scales of capacity that are partially
used. Record the objects used e.g. my model was made with 7 numbered
cuboids, 10 cubes, 6 cylinders and 1 cone. Interactive: How can I make this 1L container into a
measuring device which will let me measure to the nearest
0 minutes
100ml?

Take suggestions from students. Model using a container

which holds 100ml and pouring into the bottle. Mark on
the side where 100ml. Add another 100ml, mark where
200ml is etc.
Plenary: in pairs, student solve a problem.

LI: Find unit fractions of quantities Range of contexts over 2 days LI: Sort three-dimensional objects LI: Compare and order capacities using litres and ml
Teacher’s Guided Group Practice Practice
Create a model and add labels to show the different shapes Make a measuring device calibrated in multiples of 100 ml
Mental Starter: Describe fractions of a whole (unit and proper used. Record the objects used e.g. my model was made with 7 to measure capacity to the nearest 100 ml.
fractions) cuboids, 10 cubes, 6 cylinders and 1 cone.
Interactive: Problem: Simon has K30 but owes his Dad 1/5 of Estimate the capacity of containers to the nearest 100ml
20 minutes

this. How much should he give to his Dad? and use their device to check. Record using the
Discuss in pairs. Finding a fraction of a quantity we need to share abbreviation ml.
or divide by 5. So K30 ÷ 5 = K6
Repeat with a range of examples and contexts, with more
complicated division also.
Model division problems TO ÷ O
Tuesday

Use short division to record. (Stage 2 in Teaching Written

Calculations: Guidance for Teachers).
Plenary: Exit Slip
Practice Teacher’s Guided Group
Find unit fractions of quantities - Find fractions of a range of Mental Starter: Name 3D shapes
30/20 minutes

quantities using division (differentiate and link to multiplication

facts students should be learning). Interactive: Sort three-dimensional objects in different ways
Sarah has a packet of balloons. The contents of according to properties of their faces e.g. whether they have
the packet are: six faces; a triangular face; a rectangular face…
5 red balloons Plenary: On an exit slip, write how you felt about the
5 blue balloons lesson.
10 yellow balloons
Sarah says ‘One-quarter of the balloons are
Practice Teacher’s Guided Group
3
 Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins
red’. In pairs students sort shapes in different ways, take a photo and Mental Starter: Compare and order objects in terms of
note down how it was sorted. their capacity (e.g. water bottle, jug, cup etc.)
How else could the shapes be sorted? Interactive:
Describe how another pair's shapes have been sorted. Show students a range of containers with different
0/20 minutes
capacities.
Cover the labels so students don't know how much they
hold.
students estimate the size order of the containers.
Remove the labels to check whether they are correct.
Identify how many ml/l each container holds.
Emphasise that 1L= 1000 ml
Plenary: in pairs, student solve a problem.
LI: Find equivalent fractions LI: Describe 3D objects Problem Solving: Make a model LI: Measure the mass to the nearest 100g
Wed

20

Teacher’s Guided Group Practice Practice

 Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins
Mental Starter: Compare fractions using a fraction wall In pairs students sort shapes in different ways, take a photo and In groups, students order a range of containers by
note down how it was sorted. estimating. Check they are correct by interpreting
Interactive: Problem: Fred says he has done 1/3 of his How else could the shapes be sorted? information on labels.
homework. Peter says he has done 1/4 and is closer to finishing. Describe how another pair's shapes have been sorted.
His he right?
Fill in the spaces on the number line by skip counting. Then look
at the number line to find equivalent fractions. Ask students how
we can find equivalent fractions from the number line or

a
fraction wall.
Remind students that we can multiply the numerator and
denominator by the same number to create equivalent fractions.
minutes

1/3, 2/6, 3/9, 4/12 are all equivalent

1/4, 2/8, 3/12 are all equivalent.
This means that 1/4 is smaller than 1/3.
Problem: Use division to write a fraction that is equivalent to
6/24.
nesday

Problem: Use division to write a fraction that is equivalent to

6/24.
Think of a number that is a factor of both 6 and 24. 3 is a factor of
6 and 24. Divide the numerator and the denominator by 3.
Plenary: Give students some shape and they name them.

Practice Teacher’s Guided Group

1/3 shaded Students write equivalent fraction families for simple Mental Starter: Name and describe 3D shapes
fractions.
20 minutes

Interactive: Make a skeleton shape from a construction kit or

Simplify fractions to their unit fraction. For example what is 3/9 straws, count the number of edges or corners.
as a unit fraction? Check with a partner.
Plenary: Give a problem for students to solve in pair.
Can you write a fraction which is equivalent to 3/7? Etc.
 Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins
Practice Teacher’s Guided Group
Mental Starter: Read scales of capacity that are
Write the letters of all the diagrams that have exactly 1/2 shaded.
numbered and/or partially numbered
Interactive:
Which of the diagrams has exactly? Estimate the mass of different objects.
20 minutes

Model using a scale, looking at which 100g mark is closest

and recording the mass in g.
Compare estimate and actual measure.
Plenary: in pairs, student solve a problem.

LI: Solve problems involving equivalent fractions LI: Describe three-dimensional objects LI: Compare and order mass using grams and kilograms

Teacher’s Guided Group Practice Practice

Estimate the mass of various objects to the nearest 100 g;
Mental Starter: Find equivalent fractions check estimations by using scales to measure the mass of
items.
Interactive:
Problem: I am equivalent to 1/3. My numerator and
denominator can both be divided by 5. My denominator is a
20 minutes

multiple of 6. What fraction am I?

Allow students time to understand and solve the problem in
pairs.
Have one pair model using the clues to help solve the puzzle. We
know the denominator is a multiple of 5 and 6. So it could be 30,
Thursday

60, 90 etc. Assume it is 30.

Multiply 3 x 10 to get 30 so do the same to the numerator 1x 10
= 10 so the new fraction would be 10/30. Could also be 20/60,
30/90, 40/120 etc
Plenary: Exit slip

Practice Teacher’s Guided Group

Mental Starter: Name and describe 3D shapes
Students solve similar puzzles.
20 minutes

Students could write their own puzzles for a friend to solve. Interactive:
Reason about maths: Who am I?
Luke and Isabella are each reading the same book. Luke has read I have has two flat surfaces, one curved surface and 2 curved
2/ 3of the book. Isabella said that she has read 4/ 6of the book, so edges
she read more. Is Isabella correct? Explain. Discuss with partner what shape has just been described.
Plenary: Give a problem for students to solve in pair.
Practice Teacher’s Guided Group
2
 Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins
In pairs students write a description for a shape. Swap with
another pair, see if they can identify which shape it is. Mental Starter: Compare and order objects in terms of
For example: their mass
0 minutes
It has five faces, nine edges and six vertices. Interactive: Show students a range of packets of food
with different masses. Model holding the items to be able
to compare them. Cover the labels so students don't know
how much they hold.
Remove the labels to check whether they are correct.
Identify how many kg/g each item is.
Emphasise that 1kg= 1000g
Plenary: Students solve a problem.
LI: Order fractions and mixed numerals LI: Describe three-dimensional objects LI: Solve word problems involving mass and capacity

Teacher’s Guided Group Practice Practice

In pairs students write a description for a shape. Swap with In groups, students order a range of items by estimating.
another pair, see if they can identify which shape it is. Check they are correct by interpreting information on
30/20 minutes

For example: labels.

It has five faces, nine edges and six vertices.
Mental Starter: Order unit fractions and proper fractions
Interactive: Problem: Place these cards in order, smallest first:
2½, 3, 1/3, 2 1/4, 3 ¾
Identify and describe mixed numerals as having a whole number
part and a fractional part.
Friday

Discuss how to order them on a number line.

Plenary: On a post it write an exit slip on what they have
learnt from this lesson.
Practice Teacher’s Guided Group
Organise a range of fractions/mixed numerals from smallest to
largest. Mental Starter: Match the 3D shape to its properties.
20 minutes

Sort fraction cards from highest to lowest. Interactive: Hold a shape in a bag/behind a screen and
explain that you will only answer yes or not to questions.
Students ask questions such as: Does it have a curved surface
etc. Until someone guesses correctly. Emphasise the
importance of checking properties before guessing shapes.
Plenary: Give a problem for students to solve in pair.
Practice Teacher’s Guided Group
20
 Mathematics Weekly Plan: 3 groups, 3 sub-levels/grades, 60mins
Students play the game in pairs or small groups. Ask yes or no Mental Starter: Read scales that are partially numbered
questions about a hidden shape in order to identify it e.g. Does Interactive: Word Problems: Pose a range of problems
it have a curved surface? involving mass and capacity length and discuss strategies
to solve them using all 4 operations. Include reading of
Match definition cards to shapes. printed scales within the problems.
minutes

If a rock melon weighs 500 g, how many would equal 1

kg?

If a fly weighs 2 g, how many flies would weigh 10 g?

How much sugar is used? Which object is heavier? A or

B?

Plenary: Students solve a problem.