| Objectives | Students will be able to: (1) multiply 3-digit by 1-digit using expanded and column method; (2) estimate products; (3) solve word problems. |
|---|---|
| Materials | Whiteboards, place value charts, worksheets. |
| Key vocabulary | product, estimate, column multiplication |
| Engage (starter) | (10 min) "324 x 3 - expand then multiply, or use columns." |
| Develop (main) | (35 min) 1. Model both methods. 2. Guided practice. 3. Partner work. 4. Word problems. 5. Independent drill. |
| Plenary (close) | (10 min) Speed drill: 5 questions in 5 minutes. |
| Assessment | Accuracy; correct method. |
| Teacher notes | Choose method they prefer. |
| Objectives | Students will be able to: (1) divide 3-digit numbers by 1-digit using sharing; (2) write in long division format; (3) interpret remainders. |
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| Materials | Base-ten blocks, long division template, worksheets. |
| Key vocabulary | long division, divide, multiply, subtract, bring down |
| Engage (starter) | (10 min) "756 / 3 - we can share hundreds, tens, ones one at a time." |
| Develop (main) | (35 min) 1. Model with blocks, then record steps. 2. Practise the steps (DMSB: Divide, Multiply, Subtract, Bring down). 3. Partner practice. 4. Word problems. 5. Worksheet. |
| Plenary (close) | (10 min) Chant: "Divide, multiply, subtract, bring down!" |
| Assessment | Correct steps and quotient. |
| Teacher notes | Patience; this takes time. |
| Objectives | Students will be able to: (1) recognise simple equivalents (1/2 = 2/4, 1/3 = 2/6) using models; (2) generate equivalents by multiplying; (3) compare fractions with different denominators. |
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| Materials | Fraction strips, multiplication charts, worksheets. |
| Key vocabulary | equivalent, multiply, numerator, denominator |
| Engage (starter) | (10 min) "Fold a paper into halves, then fold again. How many quarters equal a half?" |
| Develop (main) | (35 min) 1. Use fraction strips to find equivalents. 2. Teach: multiply top and bottom by same number. 3. Compare 1/3 and 2/6 (same). 4. Draw models. 5. Worksheet. |
| Plenary (close) | (10 min) Fraction matching game. |
| Assessment | Correct identification of equivalents. |
| Teacher notes | No algebra yet. |
| Objectives | Students will be able to: (1) write tenths as fractions and decimals; (2) locate on number line; (3) compare tenths. |
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| Materials | Decimal squares, number lines, whiteboards. |
| Key vocabulary | tenth, decimal point, fraction, decimal |
| Engage (starter) | (10 min) "One tenth is 1/10. We write it as 0.1. The dot is a decimal point." |
| Develop (main) | (35 min) 1. Model with squares: shade 1/10 -> 0.1. 2. Write fractions and decimals side by side. 3. Place on number line. 4. Compare: 0.3 > 0.1. 5. Worksheet. |
| Plenary (close) | (10 min) Quick draw: show a decimal. |
| Assessment | Correct fraction-decimal conversions. |
| Teacher notes | Link to money: $0.10 is 1/10 of a dollar. |
| Objectives | Students will be able to: (1) consolidate the week's learning; (2) complete a mixed worksheet; (3) play a review game. |
|---|---|
| Materials | Worksheet, dice, game board. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick quiz: 456 / 3? Write 5/10 as a decimal. |
| Develop (main) | (35 min) 1. Mixed worksheet. 2. Self-check. 3. Board game with questions from each topic. 4. Discuss tricky ones. 5. Write a tip. |
| Plenary (close) | (10 min) Share tips. |
| Assessment | Worksheet score. |
| Teacher notes | Address gaps. |