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T3 W3 Lesson Plan

The document outlines a weekly math plan for Year 4, focusing on key concepts such as multiples, factors, and multiplication. Each session includes learning objectives, teaching methods, and resources like videos and interactive games. The plan emphasizes group activities and assessments to gauge student understanding and address any knowledge gaps.

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nanosadek0
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10 views8 pages

T3 W3 Lesson Plan

The document outlines a weekly math plan for Year 4, focusing on key concepts such as multiples, factors, and multiplication. Each session includes learning objectives, teaching methods, and resources like videos and interactive games. The plan emphasizes group activities and assessments to gauge student understanding and address any knowledge gaps.

Uploaded by

nanosadek0
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Math weekly plan – Year 4

Week 2: Key vocabulary: Resources:


14-5-2023 to 18-5-2023  Multiples. 1-Learner’s Book.
 Factors.
 Multiplication. 2- Practice Book.
National Holidays:  Expanded.
 Compact. 3-Online websites.

4-Smart board.

Session 1 Learning Starter Plenary.


Objectives:
Sunday Array: objects or numbers arranged in rows and columns 1-videos

4Ni.04 Factor: A whole number that divides exactly into another


14-5-2023 number. For example: 2 × 3 = 6, so 2 and 3 are factors of 6 2- interactive games.
Inverse operations: operations that are the opposite of each
other. For example: The inverse of add 2 is subtract 2. The 3-colorful cards.
inverse of multiply by 5 is divide by 5 Multiple: the result of
Unit 3.1:
multiplying a number by a whole number. The first few 4-Math mats.
Addition and multiples of 3 are: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, .
subtraction of . . 3 will divide exactly into any of these multiples. Product:
whole the answer when two or more numbers are multiplied
numbers. together. For example: the product of 3 and 5 is 15 because
3 × 5 = 15.

Teaching
Unit 5.1: Give learners 10 minutes to answer the Getting started
questions in their exercise books. After 10 minutes, ask
Tables,
learners to swap their books with a partner and then check
multiples and
their partner’s answers while you discuss the questions as a
factors.
class. After the class have marked their work, walk round
and check if there are any questions that learners struggled
with. You may want to recap particular concepts as a class.
Refer to the Background knowledge section at the start of
this unit for suggestions about how to address gaps in
learners’ prior knowledge.

Main activity
Decide how much or little you need to do on this section
based on how well learners complete the extra
downloadable starter idea ‘Recall of multiplication and
division facts’. The 7 times table is the only new table
introduced at this stage. It is the most difficult of all the
tables to learn. Display a blank multiplication square and
write in the table facts that learners are likely to know
already (1, 2, 3, 4, 5 and 10) one table at a time, horizontally
and vertically. This is a powerful way of showing how many
facts learners already know. As you fill in the numbers.

Lower Middle Higher


Learners will be Learners will be Learners will be
able to find factors able to find factors able to find factors
and multiples if and multiples if and multiples if
numbers. numbers. numbers.
Session 2 Learning Starter Plenary.
Objectives:
Monday Recognise multiples and find multiples of numbers. • 1-videos

4Ni.07 Learners recognise multiples and find multiples of numbers.


• Recognise factors and find factors of numbers. 2- interactive games.

15-5-2023 • Learners recognise factors and find factors of numbers.


3-colorful cards.
• Understand the relationship between multiples and
factors. 4-Math mats.
Unit 5.1:
• Learners understand the relationship between multiples
Tables, and factor.
multiples and
factors.

Teaching
Main activity
Lower Middle Higher
Able to use Able to use inverse Able to use inverse
inverse operation. operation. operation.

Session 3 Learning Starter Plenary.


Objectives:
Tuesday Group numbers in different ways in multiplication to make 1-videos

4Ni.03 calculation easier. • Learners can group numbers in different


16-5-2023 ways, for example (5 × 7) × 2 = 5 × (7 × 2). (Note that 2- interactive games.
4Ni.05 learners are not expected to use brackets).
3-colorful cards.
• Estimate the answer to multiplying a whole number up to
1000 by a 1-digit number.
4-Math mats.
• Learners estimate answers to a calculation before doing
the calculation. • Multiply a whole number by a 1-digit
number.
Unit 5.1:
• Learners can multiply a whole number by a 1-digit number
Tables,
multiples and
factors.
Teaching

Main activity

Lower Middle Higher


Able to Group and Able to Group Able to Group and
degroup gor and degroup gor degroup gor
multiplication.
multiplication. multiplication.

Session 4 Learning Starter Plenary.


Objectives:
Wednesday Group numbers in different ways in multiplication to make 1-videos

4Ni.03 calculation easier. • Learners can group numbers in different


17-5-2023 ways, for example (5 × 7) × 2 = 5 × (7 × 2). (Note that 2- interactive games.
4Ni.05 learners are not expected to use brackets).
3-colorful cards.
• Estimate the answer to multiplying a whole number up to
Unit 5.1: 1000 by a 1-digit number.
4-Math mats.
Tables, • Learners estimate answers to a calculation before doing
multiples and the calculation. • Multiply a whole number by a 1-digit
factors. number.

• Learners can multiply a whole number by a 1-digit number

Teaching
Main activity

Lower Middle Higher


Able to Group and Able to Group and Able to Group and
degroup gor degroup gor degroup gor
multiplication. multiplication. multiplication.

Evaluation/Next Review of results obtained and pupils answers to questions arising during sessions. Pupils
interpretation of articles and their thoughts on the content during question and answer time.
Steps:

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