| Objectives | Students will be able to: (1) read, write, and order numbers to 1 million; (2) round to nearest 10, 100, 1000; (3) use expanded form. |
|---|---|
| Materials | Place value chart, number cards, dice. |
| Key vocabulary | million, hundred thousand, round, expanded |
| Engage (starter) | (10 min) "What's the biggest number you can say? Today we go to a million!" |
| Develop (main) | (35 min) 1. Use chart to build numbers. 2. Rounding with a number line. 3. Compare large numbers. 4. Game: "Roll a Million" - roll dice, build number. 5. Worksheet. |
| Plenary (close) | (10 min) Exit slip: "Write 324 567 in words." |
| Assessment | Accurate reading, writing, rounding. |
| Teacher notes | Foundation for all operations. |
| Objectives | Students will be able to: (1) add and subtract 5-digit numbers with regrouping; (2) estimate to check; (3) solve multi-step problems. |
|---|---|
| Materials | Whiteboards, place value charts, word problem cards. |
| Key vocabulary | add, subtract, estimate, regroup |
| Engage (starter) | (10 min) Quick mental: "34 000 + 12 000?" |
| Develop (main) | (35 min) 1. Model both operations. 2. Estimate then calculate. 3. Partner practice. 4. Word problems. 5. Independent drill. |
| Plenary (close) | (10 min) Check estimates vs actual. |
| Assessment | Accuracy; reasonable estimates. |
| Teacher notes | Emphasise checking with inverse. |
| Objectives | Students will be able to: (1) multiply 3-digit by 2-digit numbers using area model and algorithm; (2) apply to problem solving; (3) estimate products. |
|---|---|
| Materials | Area model templates, whiteboards, worksheets. |
| Key vocabulary | product, factor, area model, partial product |
| Engage (starter) | (10 min) "234 x 12 - we can break 12 into 10 and 2, multiply, then add." |
| Develop (main) | (35 min) 1. Model area model. 2. Transition to column algorithm. 3. Guided practice. 4. Word problems. 5. Independent worksheet. |
| Plenary (close) | (10 min) Exit ticket: solve 345 x 23. |
| Assessment | Correct product; use of either method. |
| Teacher notes | Build fluency with algorithm. |
| Objectives | Students will be able to: (1) divide 4-digit numbers by 1-digit using long division; (2) interpret remainders; (3) check with multiplication. |
|---|---|
| Materials | Long division templates, whiteboards, worksheets. |
| Key vocabulary | dividend, divisor, quotient, remainder |
| Engage (starter) | (10 min) "4 536 / 6 - let's use the steps: divide, multiply, subtract, bring down." |
| Develop (main) | (35 min) 1. Model step-by-step. 2. Practice with partners. 3. Word problems: what to do with the remainder? 4. Independent practice. 5. Check with multiplication. |
| Plenary (close) | (10 min) Chant steps; quick quiz. |
| Assessment | Correct quotient; appropriate remainder handling. |
| Teacher notes | Many need extra practice. |
| Objectives | Students will be able to: (1) consolidate 4 operations; (2) complete a mixed operation quiz; (3) play a math board game. |
|---|---|
| Materials | Quiz, board game, dice, tokens. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick oral: "48 000 / 8?" |
| Develop (main) | (35 min) 1. Quiz. 2. Self-mark. 3. Board game: answer operation questions to advance. 4. Discuss common errors. 5. Reflection: "I need more practice on ___." |
| Plenary (close) | (10 min) Game winners. |
| Assessment | Quiz score; reflection. |
| Teacher notes | Differentiate practice. |